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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) Jurnal Geliga Sains: Jurnal Pendidikan Fisika Sainstek Jurnal Pendidikan Fisika Jurnal Riset Fisika Edukasi dan Sains JIPF (Jurnal Ilmu Pendidikan Fisika) AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat Jurnal Penelitian Pendidikan IPA (JPPIPA) JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar Educatio ORBITA: Jurnal Pendidikan dan Ilmu Fisika SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan JPF : JURNAL PENDIDIKAN FISIKA Jurnal Pendidikan Fisika dan Teknologi Jambura Physics Journal Jurnal Fisika : Fisika Sains dan Aplikasinya Kasuari: Physics Education Journal (KPEJ) Jurnal Teori dan Aplikasi Fisika KARST : Jurnal Pendidikan Fisika dan Terapannya Jurnal Educatio FKIP UNMA Optika : Jurnal Pendidikan Fisika Eduproxima : Jurnal Ilmiah Pendidikan IPA Jurnal Sibermas (Sinergi Pemberdayaan Masyarakat) JagoMIPA: Jurnal Pendidikan Matematika dan IPA BIOCHEPHY: Journal of Science Education Journal of Science and Science Education (JoSSEd) Inovasi Fisika Indonesia (IFI) Jurnal Pijar MIPA
Asri Arbie
Universitas Negeri Gorontalo
Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

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Journal : Jurnal Pijar MIPA

 1 
Practicality of learning devices in problem-based learning implementation in contextual teaching and learning approach Abdulrahman Djou; Trisnawaty Junus Buhungo; Supartin Supartin; Asri Arbie
Jurnal Pijar Mipa Vol. 17 No. 6 (2022): November 2022
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v17i6.4245

Abstract

This study aimed to describe the practicality of physics learning tools with a problem-based learning model with a contextual teaching and learning approach. The research was conducted at Muhammadiyah Batudaa high school, and the research sample used was class XI using a simple random sampling technique. This development research uses the ADDIE model developed by Reiser and Mollenda, which consists of the analysis, design, development, implementation, and evaluation stages. The practicality test is carried out at the implementation stage. The results showed that the average percentage of the implementation of learning carried out for two meetings using a problem-based learning model with a contextual teaching and learning approach reached 97.619% with very good criteria. Then for teacher responses, 100% agreed through a teacher response questionnaire, and for student responses, 83% gave positive responses through student response questionnaires. In conclusion, physics learning tools that use a problem-based learning model with contextual teaching and learning approaches are practical to be applied in the physics learning process.
Deep Learning Approach and Mechanics KIT on the Shift in Conceptions of Junior High School Students on the Material of Vibrations and Waves Sukmawati, Sukmawati; Arbie, Asri; Abdjul, Tirtawaty
Jurnal Pijar Mipa Vol. 20 No. 8 (2025): Special Issue
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v20i8.10630

Abstract

Misconceptions in vibration and wave topics remain a common problem in junior high school science learning, particularly due to the abstract nature of the concepts and their limited direct observability. This study aimed to analyze students' conceptual shifts on vibration and wave concepts through the implementation of a Deep Learning approach supported by a Mechanical KIT. The study employed a one-group pretest–posttest experimental design involving three classes, comprising one experimental class and two replication classes, with a total of 69 eighth-grade students serving as research participants. A three-tier diagnostic test consisting of ten multiple-choice items was used to identify students' conceptual categories, including guessing, lack of conceptual understanding, misconception, and sound conceptual understanding. The data were analyzed descriptively using SPSS to examine the direction and quality of students' conceptual shifts before and after the intervention. The results indicated that the Deep Learning approach, assisted by the Mechanical KIT, effectively facilitated positive conceptual shifts, as evidenced by a dominant transition from misconceptions, a lack of understanding, and guessing toward sound conceptual understanding across all classes. The most substantial conceptual improvements were observed in indicators related to the relationships among frequency, period, and amplitude, while relatively lower shifts occurred in concepts requiring higher levels of mathematical reasoning. These findings suggest that integrating a Deep Learning approach with concrete instructional media, such as a Mechanical KIT, is effective in promoting meaningful conceptual reconstruction and reducing misconceptions in vibration and wave learning.
Effect of Using the Hydrostatics and Heat Kit on High School Students Conceptual Change in the Heat Topic Baks, Yulisa; Arbie, Asri; Buhungo, Trisnawaty Junus
Jurnal Pijar Mipa Vol. 21 No. 1 (2026)
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v21i1.10957

Abstract

This research is motivated by the fact that students frequently experience misconceptions, particularly in distinguishing between temperature and heat, understanding the direction of heat transfer, and analyzing the relationship between heat and phase changes. This study aims to analyze the effect of using the Hydrostatics and Heat Kit on senior high school students’ conceptual change in the topic of heat. The use of the Hydrostatics and Heat Kit in heat instruction is expected to facilitate students’ conceptual understanding through concrete and direct experimental activities. This study employed an experimental method with a one-group pretest–posttest design conducted at SMA Negeri 1 Bolangitang. The research subjects consisted of two classes: an experimental class and a replication class, each with 30 students. A Three-Tier Diagnostic Test was used as the research instrument to identify students’ conceptual status, which was classified into Guessing (MB), Lack of Conceptual Understanding (TPK), Misconception (M), and Scientific Understanding (PK). Data were analyzed using descriptive quantitative analysis by comparing pretest and posttest results to identify patterns of students’ conceptual change. These patterns were represented by red arrows (↑) indicating improvement from misconception to scientific understanding, blue arrows (↓) indicating a decline in conceptual understanding, and yellow circles (O) indicating no conceptual change. The results showed that students in both classes experienced conceptual changes toward more scientific understanding, as indicated by the dominance of red arrows (↑). The most significant improvements occurred in differentiating between temperature and heat and in analyzing the relationship between heat and temperature changes during phase transitions. These findings support the Constructivism Conceptual Change theory, which emphasizes learning as a process of reconstructing initial conceptions into more accurate scientific concepts. Overall, the use of the Hydrostatics and Heat Kit within an Inquiry-Based Learning framework was effective in improving students’ conceptual understanding and reducing misconceptions about heat.
Co-Authors Abd Wahidin Nuayi Abdul Haris Odja Abdulrahman Djou Abdulrahman Djou Ahmadi, Haerul Amali, Lanto M. Kamil Andi Indra Wulan Sari Ramadani Anisa Fauzia Baks, Yulisa Buhungo, Trisnawaty Junus Citron S Payu Damopolii, Relita Dariani Dariani Darmansya A Mustapa Dewa Eka Setiawan Dewa Gede Eka Dewa Gede Eka Setiawan Dewahastu Gaib Dewi Diana Paramata Dwi Oktaviani Elvira Ariyanto Pakaya Fachry Abda El Rahman FARADILLA, FARADILLA Furqon Sanjaya Gafur, Nurfitri Abdul Galanggadjir, Triska Laurensya Goma, Metalika Hadija D. Lantowa Hajrah Safitri Hidjrawaty Tantu Indrawan Hermanto Abdjul Indriyani Monoarfa Isa, Putri Cahyani Ismail, Sri Yanti N. Jahja, Mohamad Karim, Rahmiaty Abd. Katili, Novriyanti I. Kobandaha, Restiyanti Kuengo, Nur Rahma Kurniasari, Septiana Lanto M. Kamil Amali Lapalutu, Tiara Lapananda, Nuraliva F.P Latief, Muh. Fachrul Ma'ruf, Regina Usman Madjid, Nursia Masri Kudrat Umar Masrid Pikoli Meidji, Icha Untari Meilan Demulawa Mokodongan, Adinda Putri Balqis Molamahu, Dian Muhammad Yunus Muhammad Yunus Muhammad Yunus Muhammad Yusuf Muliyana S Nupura Mursalin Mursalin Mursalin . Mustapa, Darmansya A Niniek Pratiwi Nova Elysia Ntobuo Pakaya, Fadilah Paulutu, Merlinda Afriyani Payu , Citron S. Puput Salsabina F. Satri Rabiyatul Hajar Saleng Ramadani, A. Indra Wulan Sari Ritin Uloli Saleh, Melisa Damayanti R. Samatowa, Lukman Soeharto Soeharto Solikhah, Mar’atus Sukmawati Sukmawati Sukri Katili Supartin Supartin Supartin Supartin, Supartin Supu, Idawati Suryani M. Laune Tirtawaty Abdjul Wahidin Nuayi