Articles
<![CDATA[The Effect of Scaffolding-Based Worksheet in the Discovery Learning Model on Physics Learning Outcomes ]]>
<![CDATA[Elven Hardyus Samadaya Nehe]]>;
<![CDATA[Gusnedi Gusnedi]]>;
<![CDATA[Hufri Hufri]]>;
<![CDATA[Silvi Yulia Sari]]>
<![CDATA[ Physics Learning and Education Vol. 1 No. 2 (2023): June Edition ]]>
Publisher : <![CDATA[Department of Physics Universitas Negeri Padang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24036/ple.v1i2.51
<![CDATA[Physics learning outcomes are underdeveloped because the learning model is still teacher-centered and needs to involve by teaching materials that enhance the learning process. The discovery learning model, is one of learning model that can enhance physics learning outcomes, which involves engaged and student-centered. Media and teaching materials must support the applied discovery learning model by using the worksheets with scaffolding are effective and practical for the discovery learning model. This study aims to see whether there is an effect of the application of scaffolding-based worksheet in the discovery learning model on the physics learning outcomes of students. The type of research conducted was a quasi-experiment using the Randomized Posttest Only Control Group Design. The population of this study were all students of class XI.F of Senior High School in Padang. Sampling was done with Purposive Sampling technique. Data analysis techniques used are normality test, homogeneity test and hypothesis test. According to data analysis with hypothesis testing obtained th<tt where 2.129<1.667 H0 is rejected and H1 is accepted, it can be concluded in the study that application of scaffolding-based worksheet in the discovery learning model has a significant effect on the physics learning outcomes on the knowledge aspect. The results of this study are used as input for teachers and prospective teachers. Improve themselves in connection with the teaching that has been done and the student learning outcomes that have been achieved by varying the learning model with the appropriate learning media to improve student physics learning outcomes.]]>
<![CDATA[Development of Connected Wheel Motion Experiment System with Remote Laboratory Based IoT using the Web ]]>
<![CDATA[Rahmat Dito Tri Wicaksono]]>;
<![CDATA[- Asrizal]]>;
<![CDATA[- Yohandri]]>;
<![CDATA[- Hufri]]>;
<![CDATA[Rio Anshari]]>
<![CDATA[ PILLAR OF PHYSICS Vol 16, No 2 (2023) ]]>
Publisher : <![CDATA[Department of Physics – Universitas Negeri Padang UNP ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24036/15044171074
<![CDATA[Remote measurement is a trend that is in great demand today. The development of connected wheel motion experiment system with a remote laboratory is aimed at effectiveness in experimental activities. This research is based on the weaknesses of previous research that there is no login system, queuing system, and time limit for using the experimental system. Based on these weaknesses, this study provides a solution to the experimental system with a login system, queuing system, and time limit for using the device. The Design and Development (D&D) method is the method chosen in this study. From the data analysis it can be stated in general that there are two results in this study. The first result is the performance specification of the related wheel drive experimental system where the function of each component of the experimental system has a performance according to the function of each component. The second result is the accuracy and precision of the associated wheel motion experimental system. Accuracy results for concentric wheels, obtained an average accuracy of 97.19% and 98.23%. Accuracy for connected wheels to ropes obtained an average result of 98.28% and 98.98%. The results of the angular velocity precision test on concentric wheels obtained an average of 99.43% and 99.09%. The precision of the angular velocity obtained on the wheels connected by a rope is 99.68% and 97.78% ]]>
<![CDATA[Comparison of Guided Inquiry Learning Models with Direct Instruction Learning Models on Physics Learning Outcomes ]]>
<![CDATA[Khoiro Lathifa]]>;
<![CDATA[Hufri Hufri]]>
<![CDATA[ Physics Learning and Education Vol. 1 No. 4 (2023): December Edition ]]>
Publisher : <![CDATA[Department of Physics Universitas Negeri Padang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24036/ple.v1i4.104
<![CDATA[The teacher's capability to design and enforce learning plays an important role in student learning results. One manner that teachers can enhance learning results is by way of deciding on the right learning model in step with the learning objectives and material to be taught in class. The aim of this research is to determine the variations in physics learning results among college students taught using the guided inquiry learning model and college students taught using the direct instruction learning model in class XI SMAN 1 Padang. This kind of studies is quasi-experimental studies with a posttest only control design. The studies populace is class XI students of SMAN 1 Padang for the 2023/2024 academic year. Sample selection used purposive sampling technique. The sample for this research is class XI F.4 as experimental class 1 and class XI F.5 as experimental class 2. The research statistics is in the form of student studying results in the knowledge aspect. The data collection instrument is a take a look at instrument inside the form of multiple choices. The statistics analysis techniques used are descriptive evaluation, normality test, homogeneity test, and hypothesis test at a significance degree (α) = 0.05. Based on the consequences of studies statistics evaluation, the average learning outcomes of students in experimental class 1 were 76.67 and experimental class 2 was 69.86. Hypothesis testing was carried out on students' posttest scores and obtained t0 = 2,049 > ttable= 1,999 until H0 rejected and H1 established. It could be concluded that there’s a large distinction between college students who practice the guided inquiry learning model and college students who prectice the direct instruction learning model on vector material and rectilinear motion kinematics.]]>
<![CDATA[STUDENTS’ MISCONCEPTIONS AND THE CAUSES ON STRAIGHT MOTION MATERILAS USING SIX-TIER MULTIPLE CHOICE ]]>
<![CDATA[Kusuma, Witya]]>;
<![CDATA[Sundari, Putri Dwi]]>;
<![CDATA[Hufri, Hufri]]>;
<![CDATA[Hidayati, Hidayati]]>
<![CDATA[ PILLAR OF PHYSICS EDUCATION Vol 17, No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24036/15738171074
<![CDATA[In physics studies, students experience misconceptions in physics learning, no exception to straight motion materials. These misconceptions can be identified using diagnostic tests, but diagnostic tests are not yet available in schools. To solve this problem, a test instrument is needed that can identify student misconceptions on direct motion material. The study aims to analyze the misconceptions of the students and their causes in straight motion. The instrument used in identifying misconception and its causes is the Six-Tier Multiple Choice which consists of 17 elements of six-level double choice on straight motion material. The type of research used is descriptive research with a quantitative approach.The population in this study is a student of class XI MIPA State High School in Bungo district. The sample in this research is five schools in Bongo district with the number of respondents is 127 pupils. The highest misconception was found in High School E, 35.29% and the lowest was found at High School A, 15.03%. The main cause of misconceptions in students was from the personal thinking of students 76.57% of the total of 22 students. ]]>
<![CDATA[Validasi Modul Fisika Berbasis Problem Based Learning Pada Materi Alat Optik dan Pemanasan Global untuk Pembelajaran Fisika SMA/MA ]]>
<![CDATA[Nuraliza, Nuraliza]]>;
<![CDATA[Hufri, Hufri]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 7 No. 3 (2023): Desember 2023 ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31004/jptam.v7i3.10552
<![CDATA[Penting untuk memperhatikan keterampilan pemecahan masalah siswa Indonesia yang buruk, khususnya di bidang pendidikan. Saat ini, bahan ajar harus mampu memecahkan masalah untuk menyoroti pemahaman dan menumbuhkan kemampuan siswa untuk memecahkan masalah. Diantaranya adalah modul pembelajaran berbasis masalah. Penelitian dan pengembangan adalah jenis studi yang dilakukan, dan model desain ADDIE digunakan. Tujuan penelitian ini adalah untuk mengevaluasi efikasi modul fisika pembelajaran berbasis masalah pada instrumen optik dan pemanasan global. Angka ini berasal dari uji validitas ahli kuesioner. Nilai validasi modul sebesar 91% diperoleh rata-rata berdasarkan analisis data yang telah dilakukan. Dimungkinkan untuk menyimpulkan bahwa semua komponen modul termasuk dalam kategori yang sangat valid berdasarkan nilai ini.]]>
<![CDATA[Validasi E-Modul Berbasis Model Pembelajaran Kontekstual Pada Materi Energi Terbarukan Untuk Siswa Fase E ]]>
<![CDATA[Hanazahra, Alifa]]>;
<![CDATA[Hufri, Hufri]]>;
<![CDATA[Hidayati, Hidayati]]>;
<![CDATA[Hidayat, Rahmat]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 9 No. 1 (2025) ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Penelitian ini bersumber dari permasalahan yang dihadapi dalam pembelajaran fisika di SMA, yaitu ketergantungan pembelajaran pada bahan ajar cetak dan LKS yang kurang relevan dengan keseharian siswa, khususnya pada materi ajar energi terbarukan. Penelitian ini bermaksud untuk menghasilkan E-Modul yang valid berbasis model pembelajaran kontekstual pada materi ajar energi terbarukan bagi siswa fase E. Metode yang digunakan dalam penelitian ini adalah penelitian pengembangan dan mengikuti langkah-langkah model pengembangan ADDIE. Instrumen validitas digunakan untuk menguji validitas produk, yang dilakukan oleh tiga orang dosen fisika Universitas Negeri Padang (UNP) sebagai tenaga ahli. Hasil validitas E-Modul diperoleh melalui analisis angket validasi, yang menghasilkan rata-rata nilai sebesar 88%, termasuk pada kategori sangat valid. Kesimpulan dari penelitian ini adalah bahwa E-Modul berbasis model pembelajaran kontekstual untuk siswa fase E yang dikembangkan sudah layak digunakan dan memenuhi syarat kevalidan E-Modul.]]>
<![CDATA[Pengaruh Model Inquiry Based Learning (IBL) Berbantuan LKPD terhadap Hasil Belajar Siswa Pada Pembelajaran Fisika Kelas XI SMA Negeri 1 Payakumbuh ]]>
<![CDATA[Yulianti, Lastri]]>;
<![CDATA[Ratnawulan, Ratnawulan]]>;
<![CDATA[Hufri, Hufri]]>;
<![CDATA[Suherman, Dea Stivani]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 9 No. 1 (2025) ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31004/jptam.v9i1.25831
<![CDATA[Pembelajaran fisika di SMAN 1 Payakumbuh masih cenderung terpusat ke guru serta bersifat satu arah, yang berdampak di rendahnya hasil belajar siswa. Penelitian tujuannya untuk mengetahui apakah terdapat pengaruh model Inquiry based Learning (IBL) berbantuan LKPD terhadap hasil belajar siswa di pembelajaran fisika. Jenis penelitian yang dipakai ialah quasi eksperimen dengan desain posttest only control group. Populasi ialah siswa kelas XI Mipa. Sampel diambil memakai teknik purposive sampling, serta data diambil lewat tes hasil belajar seperti soal pilihan ganda. Data dianalisis dengan uji normalitas, homogenitas, serta uji hipotesis dengan taraf signifikansi 0,05. Hasil uji hipotesis menunjukkan nilai thitung = 2,602 > ttabel = 1,667, maka H0 ditolak dan H1 diterima. Berdasarkan hasil itu, bisa disimpulkan bahwa terdapat pengaruh model Inquiry based Learning (IBL) berbantuan LKPD terhadap hasil belajar siswa selas XI SMAN 1 Payakumbuh.]]>
<![CDATA[Design A Real-Time Fish Feeding Control System on The Internet of Things ]]>
<![CDATA[Mia Febrianty]]>;
<![CDATA[Asrizal Asrizal]]>;
<![CDATA[Hufri Hufri]]>;
<![CDATA[Rio Anshari]]>
<![CDATA[ Journal of Experimental and Applied Physics Vol 1 No 3 (2023): December Edition ]]>
Publisher : <![CDATA[Department of Physics, Universitas Negeri Padang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24036/jeap.v1i3.37
<![CDATA[Scheduled feeding is very important in fish farming. Proper and scheduled feeding will increase yields and pond water quality. Fish farmers often ignore feeding according to fish needs. So that it worsens the water quality, as a result the yield and survival of fish decreases. This problem can be overcome by creating a system that can provide feed based on the ideal dose of feed to fish, in order to reduce pollution of pond waters and increase fish survival. This study aims to determine the specifications of accuracy and precision of laboratory scale systems and specifications of accuracy of field test scale systems. The research method used is engineering research method. The data obtained is measured by direct and indirect measurement techniques. This system uses wemos D1 mini, arduino cc, blynk software, RTC DS3231, load cell, DS18B20 and servo. The laboratory scale accuracy and precision specifications of the feeding control system on the measurement of the weight of the system tube feed are 99.70% and 99.80%, on the system container are 98.87% and 98.87%, while on the system temperature measurement are 98.10% and 97.96%. The accuracy value of the field test scale is 98.38%.Based on the results of testing the accuracy and precision of the fish feeding device, it is found that the design of a real time fish feeding system based on the internet of things can be used in monitoring and automatic feeding activities.]]>
<![CDATA[Needs Needs Analysis of Discovery Learning Model in Physics Learning for Students ]]>
<![CDATA[Rumsariadi, Rio Fahlevi]]>;
<![CDATA[Sari, Silvi Yulia]]>;
<![CDATA[Hufri, Hufri]]>;
<![CDATA[Dewi, Wahyuni Satria]]>
<![CDATA[ Physics Learning and Education Vol. 1 No. 3 (2023): September Edition ]]>
Publisher : <![CDATA[Department of Physics Universitas Negeri Padang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24036/ple.v1i3.58
<![CDATA[Education is a basic need that must be done by every human being. In education, the Discovery Learning model is one of the innovative and appropriate models used in physics learning because this model prioritizes student discovery of the knowledge gained. The identification of problems expressed include: 1) The application of the learning model is not yet fully perfect; 2) Some students do not provide feedback to the teacher who teaches; 3) Student learning outcomes are still fairly low; 4) Student errors in understanding physics material; 5) The mechanics material used is momentum and impulse, and simple harmonic vibrations. Furthermore, the problem limitations used include: 1) Some students do not give feedback to the teacher; 2) Student learning outcomes are still fairly low; 3) The mechanics material used is momentum and impulse, and simple harmonic vibrations. This type of research is descriptive research that aims to determine the needs of the discovery learning model in the school under study. The research instrument was made with a questionnaire addressed to 2 physics teachers and students of class X Natural Science 1 - X Natural Science 6, an interview sheet addressed to 2 physics teachers. The data obtained that the discovery learning model has been applied and to determine the need for discovery learning models in learning, it is analyzed through student responses and teacher readiness with existing facilities and infrastructure. The advantages are effective to increase student activeness and the weaknesses are not all physics material that can be applied with the learning model, some students are still passive, limited time and student understanding is still low.]]>
<![CDATA[Physical Module Validation Integrating Creative Thinking Ability in Measurement and Movement Materials ]]>
<![CDATA[Hafizah, Nisaul]]>;
<![CDATA[Hufri, Hufri]]>
<![CDATA[ Physics Learning and Education Vol. 1 No. 3 (2023): September Edition ]]>
Publisher : <![CDATA[Department of Physics Universitas Negeri Padang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24036/ple.v1i3.66
<![CDATA[The demands of the world of the future require children to have the creative thinking skills needed to develop science, technology and art. The chosen approach was to create a Physics learning module that incorporates students' creative thinking skills. The research conducted included the type of research and development and the object of the research was the Physics Module which was tested on high school class X students. This demonstrate employments 4 stages, specifically defining, designing, developing, and disseminating. Based on the comes about of the investigate that has been done, it can be concluded that the Physics Module integrates the ability to think creatively in the measurement and motion material that has been developed has a validity value of 71 in the valid category]]>
