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All Journal JIPF (Jurnal Ilmu Pendidikan Fisika) AMPLITUDO: Journal of Science & Technology Innovation
Nur Jahan Ahmad
Universiti Sains Malaysia
Agriculture, Biological Sciences & Forestry Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Education Physics

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Enhancing Creative Thinking Skills through Project-Based Learning Assisted Game Open Online Physics Instructional Firmanul Catur Wibowo; Nur Jahan Ahmad
JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 8, No 3 (2023): September 2023
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jipf.v8i3.3868

Abstract

This study aims to enhance creative thinking skills through Project-Based Learning (PjBL) assisted Game Open Online Physics Instructional (GOOPI). GOOPI is an online game-based physics learning media and contains physics concepts found on the page: https://goopi.id/ (use UC browser). The research method used is a quasi-experimental design with two experimental groups and one control group. The sample of this study was 75 eighth grade students from a province in Indonesia. GOOPI technology as software developed to support PjBL activities in the classroom. The results of the research show that project-based learning assisted GOOPI can enhance creative thinking skills. Based on statistical calculations there is an increase in the gain value, an increase of 0.72 in the high category for the PjBl experimental group 1 with GOOPI, the PjBl experimental group 2 alone experienced an increase in the gain value of 0.55 in the medium category, and the group with the teacher based instructional method experienced an increase in the gain value of 0, 45 medium categories. It is suggested that GOOPI technology can be an interesting and effective tool to activate students' positive interest in the PJBL process. In addition, the implications of applying GOOPI for physics learning and recommendations for further study are discussed in this study.
Global Perspectives on Kinematic Graphs in Physics Education: Student Difficulties, Instructional Strategies, and Pedagogical Recommendations for Achieving SDG 4 (Quality Education) Ratih Mega Ayu Afifah; Sutopo Sutopo; Endang Purwaningsih; Nanang Winarno; Nur Jahan Ahmad; Ahmad Taufiq
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 2 (2026): August
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i2.688

Abstract

This study analyzed global publication trends, research instruments, student difficulties, strategies, and pedagogical recommendations related to kinematics graph topics based on articles published in scientific journals between 2015 and 2025. A systematic literature review was conducted following the PRISMA protocol, with 50 articles indexed in Scopus and Web of Science examined. Results indicated fluctuating publication trends, peaking in 2019. Germany contributed the most publications, followed by Turkey and Mexico, with quantitative methods predominating. Most studies employed test instruments, particularly the Test of Understanding Graphs in Kinematics (TUG-K), with university and high school students as the largest sample groups. Thematic analysis revealed that students’ main difficulties involved misconceptions in representation, translation, and interpretation of graphs. Effective strategies included diagnostic instruments, technology integration (eye-tracking, virtual laboratories, real-time sensors, artificial intelligence), and contextual pedagogical approaches that enhanced graph comprehension and data literacy. Recommendations emphasized the need for expanded sampling and instrument validation in future research. Learning strategies should emphasize repeated practice, contextual exploration, and technology use. Teachers were advised to strengthen professional competence and design technology-based learning, while policymakers were urged to adapt curricula and allocate more time to foster deeper understanding of kinematics graphs
Co-Authors Ahmad Taufiq Endang Purwaningsih Firmanul Catur Wibowo Nanang Winarno Ratih Mega Ayu Afifah Sutopo Sutopo