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All Journal Jurnal Ilmiah Pendidikan Fisika Jurnal Pendidikan MIPA Jurnal Penelitian Pembelajaran Fisika
Marwanti, Kissi
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Education Physics

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Interactive Websites in Physics Education: A Bibliometric Analysis and Trends Review Marwanti, Kissi; Wibowo, Firmanul Catur; Nasbey, Hadi
Jurnal Ilmiah Pendidikan Fisika Vol 8, No 3 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v8i3.14190

Abstract

This study examines the trend and contribution of interactive websites in physics education through bibliometric analysis. Using R Bibliometrix, 38 articles from 1999 to 2024 were analyzed in annual scientific production, country scientific production, most cited countries, most cited documents globally, and word clouds. The types of documents obtained from the Scopus database in the form of articles, book chapters, conference papers, and conference reviews. The findings of the analysis show that the key trends include students, websites, e-learning, education, and teaching. While gaps remain in interactive learning tools, learning experiences, learning management systems, learning processes, and differentiation. This study could serve as a global guide for researchers and educators creating interactive physics learning websites.
Increasing Scientific Literacy using a Guided Inquiry Approach assisted by PhET Simulations in Wave Material Marwanti, Kissi; Marina, Dewi; Astra, I Made
Jurnal Penelitian Pembelajaran Fisika Vol. 15 No. 4 (2024): OCTOBER 2024
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v15i4.715

Abstract

This research was conducted to assess the growth of students' scientific literacy skills using the Guided Inquiry learning model assisted by PhET Simulation on Wave material. The method used in this research is Penelitian Tindakan Kelas (PTK) or Action Research with the research subjects were 39 students of SMA Negeri 6 Kabupaten Tangerang class XI MIPA 3. This research design consists of three cycles with each cycle consisting of four stages: planning (plan), implementation (action), observation (observe), and reflection (reflect). The results of the research show that the application of the Guided Inquiry learning model assisted by PhET Simulation can improve students' scientific literacy abilities with the average percentage value of scientific literacy abilities in the "good" category, this can be seen in the greatest increase that occurred in cycle III, which was found The average percentage increase in the science content indicator was 68.7%, the science context indicator was 63.7%, and the science process indicator was 65.5%. From the results of observations from this research, it can be seen that through the Guided Inquiry learning model assisted by PhET Simulation, students are more active in the learning process.
Improving Critical Thinking using a Guided Inquiry Approach assisted by PhET Simulations in Wave Material Marina, Dewi; Marwanti, Kissi; Astra, I Made
Jurnal Penelitian Pembelajaran Fisika Vol. 15 No. 4 (2024): OCTOBER 2024
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v15i4.717

Abstract

This research shows that using guided inquiry with PhET simulations significantly improves students' critical thinking skills. In this study, Classroom Action Research (Penelitian Tndakan Kelas) method was used with the participation of 39 students of Class XI IPA 3 SMAN 6 Tangerang Regency. Data collection spanned three learning cycles comprising planning, action implementation, observation, and reflection. outcomes consistently showed progress across cycles, with the average score on critical thinking tests rising from 65 pre-intervention to 80 by the third cycle. Moreover, the percentage of students achieving a "Very Good" rating increased significantly from 10% to 20% in cycle III. Observations highlighted heightened student engagement and underscored the pivotal roles of teacher and peer feedback in advancing critical thinking skills. Consequently, the guided inquiry method complemented by PhET simulations effectively cultivated a vibrant and efficacious learning atmosphere that fostered students' critical thinking capabilities.
Advance Physics Virtual Laboratory (ADPHYLAB): Its Implication in Improving Students' Science Process Skills in Atomic Spectroscopy Practicum Guntara, Yudi; Fitriani, Nur Shabrina; Tabrani, Rizqi A’mal Hibatullah; Tanjung, Winnei Ray Beatrix; Marwanti, Kissi; Wibowo, Firmanul Catur; Bunyamin, Muhammad Abd Hadi
Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Understanding the concept of physics students can not be achieved through lectures alone, but required practicum. However, limited equipment makes practicum difficult to do as an example of atomic spectroscopy. However, the use of information technology-based media in the form of virtual laboratories can be used as an alternative choice without losing its essence to facilitate Science Process Skills (SPS). This study aims to compare the improvement of students' SPS in atomic spectroscopy practicum using Advance Physics Virtual Laboratory (ADPHYLAB) and LABSTER. This research is a modified type of comparative research. The research time was conducted for 3 meetings, located in the Physics Laboratory of FKIP UNTIRTA. The research subjects were 8 physics laboratory assistants. The results showed that the SPS N-Gain score in the group using ADPHYLAB obtained consecutive values for classification, measurement, data interpretation and inferring indicators of 0.73; 0.89; 0.71 and 0.94, falling into the high category. While the group using LABSTER obtained scores on classification and measurement indicators of 0.40 and 0.53, falling into the medium category. While in the data interpretation and inferring indicators of 0.79 and 0.80 fall into the high category. Based on the results of the study, it can be concluded that ADPHYLAB-based learning media can improve student SPS compared to LABSTER-based learning media.         Keywords: ADPHYLAB, virtual laboratory, LABSTER, science process skills, atomic spectroscopy. DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp932-945
Co-Authors Bunyamin, Muhammad Abd Hadi Firmanul Catur Wibowo Fitriani, Nur Shabrina Guntara, Yudi Hadi Nasbey I Made Astra Marina, Dewi Tabrani, Rizqi A’mal Hibatullah Tanjung, Winnei Ray Beatrix