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JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika)

jpppf
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Published by Universitas Negeri Jakarta

ISSN : 24610933 EISSN : 24611433 DOI : 10.2109/1

Core Subject : Science, Education,

Education Physics

The Jurnal Penelitian & Pengembangan Pendidikan Fisika (JPPPF) is dedicated to all physics education practitioners. The coverage of JPPPF includes: experimental research, action research, qualitative research, quantitative research, and development research (model, media, and learning evaluation) aimed to improving the quality and building innovation in Physics Education.

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Articles 324 Documents

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An Investigation of Physics Teachers’ Multiple Representation Ability on Newton’s Law Concept Masrifah Masrifah; Agus Setiawan; Parlindungan Sinaga; Wawan Setiawan
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 6 No 1 (2020): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 6 Issue 1, J
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

The ability of the teacher to represent a concept using various types of representation is a critical competency. Teachers who have limited multiple representation abilities will not be able to provide a holistic and appropriate learning experience because students have different abilities in constructing their knowledge. This study aims to determine the multiple representation ability of Physics teacher by using instruments to test multiple representations on the topic of Newton’s law consisting of text representations, images, pictorial diagrams, tables, graphs, and mathematical equations. The subjects in this study were 30 high school Physics teachers in North Maluku who were determined based on the purposive sampling technique. Data on multiple teacher representation abilities were analyzed using descriptive statistics. The results of the data analysis showed that the multi-representation ability of high school physics teachers in Newton’s law concept was in the medium category (55.7%) with the highest achievement occurring in the type of mathematical representation and the lowest in the pictorial diagram representation types for both female and male teachers. Besides, based on data implemented using SPSS 2.0, it can be concluded that there are no significant differences with the ability of teacher’s multi-representation based on gender and teacher’s teaching experience.

The Effect of Quick on The Draw Model Assisted by The Physics Learning Book Integrated Pancasila Values on Critical Thinking Skill Imam Arifin; Insih Wilujeng; Jumadi Jumadi
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 6 No 1 (2020): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 6 Issue 1, J
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

This research aimed to determine the effect of Quick on The Draw Model assisted by the physics learning book integrated Pancasila values on critical thinking skills. This research is quasi-experimental with one group pretest-posttest design. The subject in this research is 27 students of class XI MIA 2 MAN 1 Yogyakarta. Data collection used a test question to obtain data on students’ critical thinking skills. Data analysis increased critical thinking skills using n-gain. The results show the n-gain value on each indicator of critical thinking as follows: focusing questions of 0.75 (high), answering clarification questions of 0.82 (high), analyzing arguments of 0.68 (moderate), reviewing consideration values of 0.75 (high), and decide on an action of 0.53 (moderate). Therefore, Quick on The Draw Model assisted by the physics learning book integrated Pancasila values can improve critical thinking skills.

Front Matter JPPPF Volume 6 Issue 1, June 2020 Editor JPPPF
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 6 No 1 (2020): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 6 Issue 1, J
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Back Matter JPPPF Volume 6 Issue 1, June 2020 Editor JPPPF
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 6 No 1 (2020): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 6 Issue 1, J
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Development of Electronic Module Using Creative Problem-Solving Model Equipped with HOTS Problems on The Kinetic Theory of Gases Material I Made Astra; Raihanati Raihanati; Nur Mujayanah
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 6 No 2 (2020): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 6 Issue 2, D
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/1.06205

This research aims to develop and produce an e-module of physics using a creative problem-solving model equipped with HOTS problems on the kinetic theory of gases material as independent teaching material for high school students of class XI IPA. The research method used in this study is the Research and Development (R & D) method using the model of Dick & Carey. The creative problem-solving model has six learning stages. The electronic module is equipped with HOTS questions, where HOTS is a high- level thinking skill that includes three indicators, including analyzing skills (C4), evaluating (C5), and creating (C6). The instrument used in this study is a questionnaire using a Likert scale. This e-module has gone through a validation test involving material experts, media experts, and learning experts. The results of expert validation are 82.83%. The result in the field-test by physics teachers shows an average score of 83.05%. The field-test results by the students of SMAN 16 Jakarta shows an average score of 93.44%. The result of the effectiveness test had a gain score of 0.502 indicates that the e-module can increase students’ high order thinking skills in the middle classification. These results show that the e-module of physics using a creative problem-solving model equipped with HOTS questions in the kinetic theory of gases material can be feasible as independent teaching material and can increase students’ high order thinking skills.

The Correlation of Isomorphic, Open-Ended, and Conventional Score on the Ability to Solve Kinematics Graph Questions Tomy Suganda; Sentot Kusairi; Nur Azizah; Parno Parno
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 6 No 2 (2020): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 6 Issue 2, D
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/1.06204

isomorphic and conventional to open-ended can reflect students' learning difficulties on kinematic's graphs. This study used a quantitative descriptive form of survey research. The respondents were twenty-nine senior high school students from Semarang. The instruments were adopted from the Test of Understanding Graphs-Kinematic (TUG-K) by Robert J.Beichner (1994). There were nine questions used from the TUG-K with open-ended questions that have been validated. The results show that students have difficulties learning about kinematic's graphs, and there is no relation between open-ended scores and the other two scores. Nonetheless, judging from the correlation coefficient, the correlation between open-ended and conventional tasks is 0.075, which means low correlation, while for isomorphic score and open-ended score in the amount of 0.109 is higher than the correlation of traditional and open-ended. This correlation is insignificant. However, the closest correlation direction to the open-ended test is isomorphic compared to the conventional one. Therefore, it is concluded that isomorphic assessment is more useful than traditional review in kinematic graphics.

Four-Tier Diagnostic Test Assisted Website for Identifies Misconceptions Heat and Temperature Evi Septiyani; Dwi Nanto
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 7 No 1 (2021): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 7 Issue 1, J
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/1.07104

Misconceptions get special attention in educational research because they are inhibiting students in learning. Misconceptions often occur in learning physics, especially the concept of heat, and nearly every sub-concept of physics on students experience various misconceptions. One of them is defining heat. Many students believe that temperature is considered as a unit of measure for the amount of heat. This is a wrong conception. Thus, it needs to be identified using appropriate diagnostic test instruments to reduce students’ misconceptions. Four-tier diagnostic tests can detect students’ misconceptions because they can dig deeper into understanding students’ conceptions. Unfortunately, the diagnostic tests of student misconception are still rarely applied at most schools. The reason is time constraints in the implementation and correction of the diagnostic tests. Therefore, here we report digital four-tier diagnostic test instruments of student misconception on heat and temperature through a helpful website and can be accessed anywhere.

Developing Physics Learning Tools of Blended Learning Using Schoology with Problem-Based Learning Model Dwi Ulan Rahmawati; Jumadi Jumadi; Eko Mhd Ramadan
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 6 No 2 (2020): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 6 Issue 2, D
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/1.06201

This study is a development of research that aimed to (1) produce Physics learning tools based on blended learning that are suitable to be used in learning, and (2) determine the quality of learning tools that had been developed. This study used a 4D model, consisting of the defining, designing, developing and disseminating. The learning tools that had been developed consisted of Syllabus, Lesson Plan (RPP), Student Worksheet (LKPD), Handouts, and Learning Media of Web Schoology. The results of the development of learning tools established were included in the “excellent category” based on qualitative and quantitative assessments from expert lecturers, Physics teachers and peers with an average score of around 95 – 98. In addition, the testing of learning tools was carried out to 33 students that showed an average score of students’ response of 77.51, which was included in a “good category”, used in the learning process of large – scale field tests. Furthermore, each phase of the implementation of the lesson plan was categorized very well for each meeting with the achievement of the score of observations of around 80% - 100%.

Meta-Analysis of the Effect of Cognitive Conflict on Physics Learning Fatni Mufit; Asrizal Asrizal; Reni Puspitasari
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 6 No 2 (2020): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 6 Issue 2, D
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/1.06213

Problems often experienced by students in learning physics are misconceptions and low understanding of concepts. One solution to this problem is to apply conflict cognitive learning. The purpose of this study was to analyze: (1) the problems that lead to the application of cognitive conflict learning, especially in physics learning, (2) the stages of cognitive conflict learning that are often used, (3) the effect of cognitive conflict learning on education levels, (4) the effect of cognitive conflict learning on eye lessons, and (5) the effect of cognitive conflict learning on learning competencies. This study uses a meta-analysis method, namely analyzing similar scientific article documents. The sample consisted of 25 national and international articles published in 2012-2020. Data analysis used the effect size equation, percentage techniques, and descriptive analysis. The results and findings of the study indicate: (1) The problems that often cause cognitive conflict learning to be applied to physics learning are poor understanding of concepts and misconceptions, (2) Learning conflict cognitive has different stages, but the most widely used consists of three main steps, (3) Cognitive conflict learning has a high effect on being applied in high school, (4) high effect cognitive conflict learning is applied to physics lessons, and (5) Learning conflict cognitive has a high influence in increasing understanding of concepts and overcoming misconceptions, especially physics. This study indicates that cognitive conflict learning has a good influence in overcoming conceptual understanding problems, especially in learning physics in high school.

Moodle-based E-Learning Model for Critical Thinking in the Lesson of Electromagnetic Induction Ketang Wiyono; Zulherman Zulherman; Saparini Saparini; Melly Ariska; Rini Khoirunnisa; Sri Zakiyah
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 6 No 2 (2020): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 6 Issue 2, D
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/1.06210

This study aims to develop a valid and practical e-learning model for critical thinking skills using the moodle platform in the lesson of electromagnetic induction. Dick and Carey instructional design model is applied for the product development—which consists of nine stages, (1) instructional goals identification, (2) instructional analysis, (3) learners and contexts analysis, (4) objective performance arrangement, (5) assessment instruments development, (6) instructional strategy’s plan, (7) instructional material selection, (8) preparation for conducting a formative evaluation of the instruction, and (9) revise instruction. The results reveal the moodle design is valid and practical regarding expert and user perspectives, respectively. Besides, there is an improvement of student’s critical thinking skills according to the obtained n-gain score, which stands for 0.38.

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Dewi Muliyati

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Kota adm. jakarta timur,

Dki jakarta

INDONESIA