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All Journal Jurnal Sains dan Pendidikan Fisika Edufisika: Jurnal Pendidikan Fisika Berkala Ilmiah Pendidikan Fisika Vidya Karya Jurnal Riset Fisika Edukasi dan Sains Jurnal Pendidikan Informatika dan Sains Jurnal Ilmiah Pendidikan Fisika JPM (Jurnal Pemberdayaan Masyarakat) Natural: Jurnal Ilmiah Pendidikan IPA Kasuari: Physics Education Journal (KPEJ) Kappa Journal JPPS (Jurnal Penelitian Pendidikan Sains) Journal of Banua Science Education Jurnal Pendidikan MIPA Multi Discere Journal
Sarah Miriam, Sarah
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Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Physics Public Health Social Sciences Other

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The Development of A Physics Teaching Module Using Multimodel to Improve Students' Understanding of Concepts Anisa, Nor; Miriam, Sarah; Salam, Abdul
Berkala Ilmiah Pendidikan Fisika Vol 13, No 3 (2025): OCTOBER 2025
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v13i3.23146

Abstract

Conceptual understanding is a fundamental component that students must possess in science learning. However, various studies have shown that students' conceptual understanding is still not taught optimally. The availability of teaching modules, supported by appropriate instructional models, can contribute significantly to improving students’ conceptual understanding. This study aims to develop a physics teaching module on the topic of momentum and impulse using a multimodel approach that is valid, practical, and effective in enhancing students’ conceptual understanding. This research employed a Research and Development (R&D) design using the ADDIE model. The research subjects consisted of 21 students from Class XI at an SMA in Amuntai City. The instruments used included a module validation sheet, an observation sheet for learning implementation, and a learning outcome test. The results showed that the developed teaching module demonstrated a very high level of validity with an average score of 3.37. The module, which includes learning materials, student worksheets, and a learning outcome test, was also categorized as highly valid. Observations of the module implementation over three meetings indicated a very good level of practicality. Moreover, the module was considered effective based on an n-gain score of 0.60. Therefore, the multimodel-based physics teaching module developed in this study is feasible for use in improving students' conceptual understanding in physics learning. This finding implies that the development of teaching modules using multimodal approaches can be a potential alternative strategy for educators to enhance students' understanding of concepts and make learning more meaningful.
The Role of Emotional and Spiritual Intelligence in Students’ Physics Learning Achievement Fahrianor, Elky; Salam, Abdul; Miriam, Sarah
Jurnal Ilmiah Pendidikan Fisika Vol 10, No 1 (2026): MARCH 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v10i1.16954

Abstract

This study aims to examine the extent to which emotional intelligence and spiritual intelligence influence students’ physics learning outcomes at the senior high school level. A quantitative approach with a correlational design was employed. The population comprised 124 twelfth-grade students from a public senior high school in Banjarmasin, Indonesia, with a sample of 60 students selected through purposive sampling. Data on emotional and spiritual intelligence were collected using structured questionnaires, while physics learning outcomes were obtained from students’ first-semester report card grades for the 2024/2025 academic year. Multiple linear regression analysis was conducted using SPSS version 22. The findings indicate that emotional intelligence and spiritual intelligence simultaneously exert a statistically significant effect on physics learning outcomes (F = 12.831; p < 0.05). The coefficient of determination (R² = 0.310) suggests that both variables account for 31% of the variance in students’ physics achievement. Partially, emotional intelligence demonstrates a stronger contribution (β = 0.390; p = 0.002) compared to spiritual intelligence (β = 0.262; p = 0.036). These results highlight the meaningful role of non-cognitive factors, particularly emotional intelligence, in supporting academic achievement in physics. The study provides empirical support for considering emotional and spiritual dimensions as complementary factors in physics instruction, while acknowledging the methodological and sampling limitations inherent in the research design.
Co-Authors A.A. Ketut Agung Cahyawan W Abdul Salam M, Abdul Salam Al Farej Ansari, Rahmat Andi Ichsan Mahardika Andiantosa, Syah Warunadwipa Arifuddin, M Arifuddin, Muhammad AS, Berlinda Agustina Dewi Dewantara, Dewi Erliana, Elfa Fahrianor, Elky Faisal Rahman, Faisal Hany, Ameiy Ray Hartini, Lisa Husain, Sadang Isnaniah, Rizki Maulidia Jannah, Wardhatul Khairiyah, Nor Khalisah, Siti Noor Lili Yanti, Lili Linawati, Ela Vika Maisarah, Siti Masitah Masitah Mastuang Mastuang Mega Fatimah Rosana Misbah Misbah Muazzamah, Noor Muhammad Arifuddin Muhammad Noor Mustika Wati, Mustika Putri, Febriani Qalbi, Nor Alfi Qamariah Qamariah, Qamariah Rosalina, Amalia Saifuddin Anwar, Rahmat Saiyidah Mahtari Salam M, Abdul Salsabila, Unik Hanifah Sasmita, Fauzia Dwi Sri Hartini Sri Hartini SUMIYATI SUMIYATI Supriyadi Supriyadi Surya Haryandi Suyidno Suyidno Syubhan Annur, Syubhan Yahyana, Zara Zainuddin, Zainuddin Zulfah, Raihanah