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JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika)

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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.

Arjuna Subject : -

Articles 321 Documents

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Education for Sustainable Development Based of Technological Pedagogical and Content Knowledge using Mixed-Methods Approach in Physics Teaching Ariska, Melly; Anwar, Yenny; Widodo, Ari; Sari, Diah Kartika; Yusliani, Novi; Rahmannisa, Amanda; Az Zahra, Lutfiah; Milka, Ikbal Adrian; Al Fatih, Zaky
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol. 10 No. 2 (2024): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 10 Issue
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: 10.21009/1.10217

Sustainable development aims to raise the standard of living for present and future generations. The Sustainable Development Goals (SDGs) are a set of 17 objectives related to sustainable development. Education for Sustainable Development, or ESD, is one initiative to achieve the SDGs. Presenting the findings of literature research on the features and use of ESD in science education is the goal of this paper. The primary source material for this literature study came from seven publications published in different journals. This study utilized a mixed-methods approach with a concurrent triangulation design involving questionnaires, interviews, and FGDs with 78 physics teachers. The TPACK scores showed a mean of 3.10, with the highest score in Attitude (3.27) and the lowest in Inquiry (3.04). The analysis's findings indicate that 1) Eight critical competencies are thought to be crucial for promoting sustainable development. 2) Learning tools, learning media, and learning models are ways ESD can be included in science education. These findings demonstrate that integrating ESD capabilities into science instruction can promote sustainable development and help attain the SDGs. The results highlight the need for targeted training in inquiry-based approaches and technology integration to enhance ESD implementation in physics education.

Analysis of Science Literacy Profile and Development of E-Book Interactive Learning Media for Junior High School Students on Earth Structure Material Dewangga, Naufal Syafa Aflah; Prahani, Binar Kurnia; Hariyono, Eko; Satriawan, Muhammad; Dawana, Irgy Redityo; Saphira, Hanandita Veda
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol. 10 No. 2 (2024): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 10 Issue
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: 10.21009/1.10216

This study aims to evaluate students' science literacy profile and implement earth structure and disaster mitigation materials to improve junior high school students' science literacy. This research uses a type of introductory research that applies analysis techniques in the form of descriptive research design (DPD). The research instruments used include science literacy tests, student learning experience questionnaires, and teacher performance observations in delivering the material. This indicates that the science literacy skills of junior high school students can be further improved by using appropriate learning. Based on the results of the research obtained, the science literacy indicator ‘Designing Scientific Investigations’ received the highest score with an average of 3.275, while ‘Critically Evaluating Scientific Information’ received the lowest score of 3.206. Based on the results of the research data that has been obtained, it is concluded that students' science literacy skills still need to be improved. However, female students tend to have better science literacy skills than male students, which indicates a challenge in achieving science literacy skills at an adequate level. The indicator with the lowest level of science literacy was critically evaluate scientific information. Therefore, the study recommends the development of contextualized inquiry-based learning media and technology integration to support more effective learning, as well as training for teachers to facilitate learning that trains students' critical thinking skills.

STEM-Based Physics Modules with CK-12 Simulations for High School Students: Development and Implementation Nurlina, Nurlina; M., Musdar; Hajati, Kartika; Zulfiani, Ulfa
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol. 10 No. 2 (2024): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 10 Issue
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: 10.21009/1.10215

Research has been conducted to develop STEM-based physics modules with CK-12 simulations for high school students. This study evaluates the STEM-based physics module’s validity, practicality, and effectiveness with CK-12 simulations for grade X students. The research employed research and development (R&D), utilizing the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The study involved three expert validators and students from two schools to assess the module’s validity, practicality, and effectiveness. The participants comprised grades X MIA students from SMAN 1 Alu and X IPA students from MAN 2 Polewali Mandar. The validity of the developed physics modules, presented as a practical module, was assessed through expert validation, while practicality was evaluated using response questionnaires completed by students and teachers. Effectiveness was determined based on student learning outcome tests. The results indicate that the physics module was highly valid, with an overall validity score of 87.78%. Practicality was also rated highly, with scores of 90.29% from students and 99.00% from teachers. Furthermore, the module demonstrated effectiveness, as evidenced by student learning outcomes meeting the established criteria, with an effectiveness score of 79.17%. These findings suggest that STEM-based physics modules with CK-12 simulations can significantly enhance the quality of physics teaching and learning for high school students. In addition, this research should be explored for other topics.

Front Matter JPPPF Volume 10 Issue 2, December 2024 JPPPF, Editor
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol. 10 No. 2 (2024): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 10 Issue
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: 10.21009/1.10200

Back Matter JPPPF Volume 10 Issue 2, December 2024 JPPPF, Editor
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol. 10 No. 2 (2024): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 10 Issue
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: 10.21009/1.102111

Developing Undergraduate Critical Thinking Skills in Mechanics through the Use of Case Method-Based Teaching Materials with QR Code Videos Defianti, Aprina; Sutarno, Sutarno; Johan, Henny
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol. 11 No. 1 (2025): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 11 Issue
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: 10.21009/1.11101

This research aims to evaluate the effectiveness of using case method-based teaching materials with QR code videos on undergraduate students' critical thinking skills in mechanics. This research used a quasi-experimental method with a post-test-only control group design. A sample of 2 classes was taken using a purposive sampling technique. The experimental class used case method-based mechanics teaching materials and videos in QR codes, while the control class used print-outs of material summaries. Data collection was carried out through observation and critical thinking skills tests. Critical thinking skills test results data were analyzed using descriptive and inferential statistics. The t-test of two independent non-homogeneous samples is used to test the hypothesis of differences in means. The t-test results showed a difference in the average critical thinking skills scores of experimental and control class students with , greater than at (rounded up to 43). Based on these results, using case method-based mechanics teaching materials and videos in QR codes effectively develops students' critical thinking skills with an effectiveness level of 0.82, which means highly influential.

The Impact of Mobile Learning on Physics Education: A Systematic Literature Review Siswanto, Dwi Ambar Cahyaningtias; Iswanto, Bambang Heru; Rahmawati, Yuli
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol. 11 No. 1 (2025): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 11 Issue
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: 10.21009/1.11102

Mobile learning has become a significant medium in the educational landscape, especially with the increased usage of smartphones among students and educators. This Systematic Literature Review (SLR) aims to explore the impact of mobile learning on the transformation of physics education. This study obtained 50 out of 200 articles selected based on their relevance to the theme of mobile learning in physics education, citation metrics, and publication date between 2019 and 2024. The review highlights a significant increase in mobile learning research, with the rise occurring in 2020 due to the COVID-19 pandemic, which emphasized the growing potential of mobile learning for remote education. Mobile learning enhances the accessibility, engagement, and effectiveness of physics education by making the learning process more interactive, fostering student independence, and improving learning outcomes. The review also identifies improvements in students' critical thinking and problem-solving skills as key benefits of mobile learning in physics. However, it also highlights the necessity of regulations to prevent misuse and safeguard academic integrity. Practical recommendations for educators include integrating mobile learning with project-based approaches to improve conceptual understanding and student engagement in physics. This study suggests that mobile learning has a transformative role in physics education, opening up new avenues for innovation and further research.

Improving Learning Outcomes in Electrical Circuits Through STAD Cooperative Learning with Structured Tasks Wadjdi, Faried
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol. 11 No. 1 (2025): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 11 Issue
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: 10.21009/1.11103

This study aims to evaluate the effectiveness of the STAD (Student Teams-Achievement Divisions) cooperative learning model in enhancing students' understanding of electrical circuit concepts in the Electrical Engineering Education Study Program. The research method employed was an experimental design with a pretest-posttest approach involving 56 respondents divided into two groups: an experimental group applying the STAD model and a control group using conventional learning methods. Data were collected through pretests and posttests and analyzed using Jamovi 2022 software. The results indicate that the average score of the experimental group increased from 8.96 in the pretest to 13.7 in the posttest, with a significant effect size of -4.05. These findings suggest that the implementation of the STAD model not only improves student learning outcomes but also fosters collaboration and interaction among students. Therefore, it is recommended that the STAD cooperative learning model with structured tasks be more widely adopted to enhance conceptual understanding of Electrical Circuits.

The Implementation of E-books Based on Technological Pedagogical Content Knowledge (TPACK) to Improve Multi-Representation Ability and Physics Students' Conceptual Understanding Masrifah, Masrifah; Amiroh, Dewi; Samsudin, Achmad; Taib, Suryani; Balulu, Nasrun; Costu, Bayram
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol. 11 No. 1 (2025): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 11 Issue
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: 10.21009/1.11104

The aim of the research is to examine the multi-representation abilities and conceptual understanding of physics students as the impact of implementing e-books based on TPACK. The reality on the field shows that the representation ability of students at various education levels is still inadequate. The research design used in this research is a group pretest-posttest design. The subjects involved in this research were 30 students from the Physics Education Study Program at Universitas Khairun (Unkhair) and 34 students from the Physics Education Study Program at the Universitas Pendidikan Indonesia (UPI). The instrument used in this research, namely multi-representation questions, was adopted from the Representation-Force Concept Inventory (R-FCI) instrument with a modified presentation in the form of Google Form so that it is more in line with current developments in educational technology. The results of the research show that the multi-representation abilities and conceptual understanding of in-service physics teachers at Unkhair have increased respectively by 0.43 and 0.56 in the moderate category. after the learning process using e-books based on TPACK. Meanwhile, in-service physics teachers at UPI have increased respectively by 0.89 and 0.87 in the high category. This shows that the physics e-book based on TPACK developed can improve students' multi-representation abilities and understanding of concepts as expected.

Assessing of Science Literacy Skills of Natural Science Pre-Service Teachers Through Virtual Laboratory-Based Scientific Approach Muh. Tawil; Bakkara, Hasanuddin; Putra, Andry S. Utama
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol. 11 No. 1 (2025): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 11 Issue
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: 10.21009/1.11106

This study aims to assess the science literacy skills of science: 1) the activity of natural science pre-service teachers; 2) the improvement of science literacy skills of groups A and B; 3) whether there is a difference in the average score and the improvement of science literacy skills before and after learning in group A and B; 4) whether there is no difference in the average score of the n-gain of science literacy skills of group A and B; and 5) how big is the effect size of the science literacy skills of group A and B. Pre-experimental research method, the number of samples of each group A and B (n = 29) were determined by purposive sampling. Data analysis was descriptive and inferential. The research instrument, a science literacy test, consisted of 20 multiple-choice questions with a value range of 0-100, which were valid (Vc = 1) and reliable (100%). Prospective science teachers who participated in the virtual laboratory-based scientific approach demonstrated an average score increase of 48% in science literacy skills for group A and 46% for group B. There was a difference in the average score of science literacy before and after learning in both groups. However, there was no significant difference in the average n-gain score between the two. The effect size in group A was in the high category (1.0), while group B was in the medium category (0.4). These results indicate that the science literacy skills of prospective teachers still need to be improved through training that combines the scientific approach and virtual laboratory so that they can be directly involved in the development of science literacy.

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