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JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika)
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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Cloud-Based Teaching Tool of AlCu Band Gap Simulations Using GPAW: A Python-Driven Approach for Undergraduate Student Susila, Anggara Budi; Suhendar, Haris; Fahdiran, Riser
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: 10.21009/1.11105

Abstract

This work introduces a computational teaching module that leverages Python, Google Colab, and the GPAW package to simulate the electronic band structure of AlCu materials. While powerful, traditional Density Functional Theory (DFT) tools like Quantum ESPRESSO or VASP often present steep learning curves and software installation challenges. By contrast, GPAW operating within Python and its seamless integration with Google Colab provides a user-friendly, platform-independent environment for students to explore quantum simulations without local setup requirements. The simulation workflow is highly efficient, with key processes such as structure creation taking only 7 milliseconds, structural relaxation requiring 51.2 seconds, and band structure calculations completing in just 40 seconds. In this educational framework, students model AlCu and its doped variants, visualize band structures, and analyze changes in the electronic properties induced by doping. The approach supports active learning and reinforces core solid-state physics, quantum mechanics, and computational materials science topics. Sample notebooks, learning outcomes, and classroom integration strategies are presented, aiming to democratize access to DFT education through open-source, cloud-based tools.
Quantitative Analysis of Creative Thinking Skills and Concept Mastery in Physics: Temperature & Heat Vanessa Pratiwi, Sri Mindia; Wiyono, Ketang; Ismet, Ismet; Utami , Yeni
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: 10.21009/1.11107

Abstract

This study aims to identify students' creative thinking skills and concept mastery in the context of temperature and heat material at SMA Negeri 2 Palembang and to explore the relationship between these two variables. A quantitative descriptive research design was employed, involving 60 students from class XI. Data was collected using the PhysCreTHOTS test, which assesses creative thinking and concept mastery. The results showed that students' creative thinking skills averaged 48.3%, falling within the "sufficient" criteria. Specifically, scores for fluency, flexibility, originality, and elaboration were 55%, 44.9%, 44.8%, and 46.7%, respectively, all within the "sufficient" range. Concept mastery scores were 50.2% for C4, 51.9% for C5, and 46.4% for C6, indicating "moderate" criteria. A significant positive correlation (r = 0.512, p < 0.01) was found between creative thinking skills and concept mastery. The findings indicate that while students exhibit moderate levels of creative thinking and concept mastery, there is a significant relationship between these skills. This underscores the importance of fostering creative thinking to enhance conceptual mastery in physics education, especially in the context of temperature and heat materials.
AI-CBL: A Technology-Enhanced Learning Model Combining Chatbot and Case-Based Pedagogy to Improve Critical Thinking in Physics Education Al Hasanah, Halimah; Heru Iswanto, Bambang; Sugihartono, Iwan
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: 10.21009/1.11108

Abstract

In response to the pedagogical challenges of traditional physics education and the evolving demands of Education 4.0, this study introduces the AI-CBL model, a hybrid instructional approach integrating Case-Based Learning with an AI-powered chatbot. The research aimed to develop and evaluate the effectiveness of the AI-CBL model in enhancing critical thinking among undergraduate physics students. Employing Research and Development (R&D) within a pretest-posttest control group design framework, the AI-CBL model was implemented through an interactive e-learning platform across two sessions on the topic of electromagnetic induction. Seventy students were divided into two groups: a control group (CBL only) and an experimental group (AI-CBL). Data collection instruments included pre- and post-tests, expert validation sheets, observation protocols, and questionnaires. Expert validation results showed high feasibility (average score of 4.25). The AI-CBL group demonstrated significantly higher critical thinking gains (N-Gain = 0.9838, categorized as High) compared to the control group (N-Gain = 0.5212, categorized as Medium), with a t-test indicating a significant difference (p < 0.001). These results highlight the pedagogical effectiveness of the AI-CBL model in promoting deeper conceptual understanding and critical thinking. Additionally, students reported high levels of engagement, ease of use, and satisfaction with the AI chatbot’s interactive features. The study confirms that the AI-CBL model provides a viable, adaptive, and impactful approach to modern physics education, promoting deeper conceptual understanding and fostering 21st-century skills.
Physics E-Book Using Indigenous Instruments to Foster Critical Thinking and Digital Literacy Ahmad Muwafiq Abdillah; Nurgroho, Kuncoro Asih
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol. 11 No. 2 (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: 10.21009/1.11201

Abstract

This study develops a physics e-book integrating Indigenous Instruments (Kacaping and Puik-puik) to foster students’ critical thinking and digital literacy, and evaluates its feasibility and effectiveness in learning. The research adopts the Research and Development (R&D) method with the ADDIE model to design the learning product. The subjects were Class XI MIPA students at SMAN 9 Makassar, using a pretest-posttest control group design with two experimental classes and one control class. Data were collected through observation, interviews, tests, and questionnaires, while instruments included student response questionnaires, critical thinking, and digital literacy tests. Instrument validation employed Aiken’s V, and empirical testing used Quest software. Product effectiveness was analyzed using GLM (General Linear Model). The results indicate that the developed e-book on sound wave material is valid in terms of media and content, and limited trials demonstrated its ability to enhance critical thinking and digital literacy. MANOVA analysis further confirmed its effectiveness. Integrating Kacaping and Puik-puik not only contextualizes physics learning culturally but also provides an engaging and meaningful approach, supporting both cognitive skills and digital competence.
The Development of e-Worksheet based on High Order Thinking Skills (HOTS) for Critical Thinking Student Hartono, Jessica Kristanti; Nur'aini M, Rida Sitri; Fauzia, Izza; Juliani, Rita
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol. 11 No. 2 (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: 10.21009/1.11204

Abstract

This research aims to know the level validation and level practicality of development e-worksheet based on HOTS on doppler effect material from a material expert, media expert, teacher and student. The research type is a 4D model but this research is limited to 3D steps are define, design, and develop due to time and another constraints. The research population was students in SMA Negeri 3 Pematangsiantar Class XI Science. The research population includes trial large group in class XI IPA 1 with 37 students and trial small group with 6 students. The research population has a total of 43 students. The sample research is taken by cluster sampling. In this research, the validators have an instrument with a questionnaire of development e-worksheet to know the level of validation. The instrument of this study was a questionnaire from material expert, media expert, and teacher. The analysis result that development gets level validation and practicality are very worthy with 92,5% from material expert, very worthy with 97,5% from media expert, and very worthy with 95,2% from teacher. Based on the data, the conclusion is that the development of e-worksheet based on HOTS with a 4D model on doppler effect is very worthy of validation and practicality.
Meaningful Learning with Digital Module: Innovation in High School Physics Learning on Waves Fitriani, Wulandari; Asyifa Irchami, Rachma; Bakri, Fauzi
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol. 11 No. 2 (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: 10.21009/1.11202

Abstract

The development of 21st-century technology demands innovations in learning media that can support critical, creative, collaborative, and communicative thinking skills. In the context of physics learning, students often still face difficulties in understanding abstract concepts, including Wave material, due to limitations in visualization and the connection between theory and real phenomena. This study aims to develop a digital module based on Meaningful Learning in Wave material as an alternative learning medium that is more interactive, contextual, and aligned with current demands. The research employs the Research and Development (R&D) method using the Dick & Carey model to develop the digital module. Expert validation shows a very good level of feasibility with percentages of 92.5% for the media aspect, 79.2% for the material aspect, and 88.3% for the learning aspect. A limited trial involving 22 students produced positive responses with an average of 92.38%. These results demonstrate that the digital module is not only feasible for use but also effective in helping students connect prior knowledge with new concepts through concept maps, images, animations, and interactive videos. The developed digital module is equipped with concept maps, learning outcomes, illustrations, animations, and interactive videos, which have been proven to help students connect prior knowledge with new concepts, thereby supporting the achievement of meaningful learning. Thus, the digital module based on Meaningful Learning in Wave material can serve as an innovative alternative learning medium to enhance students’ conceptual understanding and 21st-century skills.
Guided Inquiry Worksheets with Teaching Aids: Improving Students’ Scientific Literacy Utami, Vina Bekti; Fitriani, Wulandari; Suhendar, Haris
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol. 11 No. 2 (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: 10.21009/1.11203

Abstract

This study aims to improve students' scientific literacy through the use of worksheet integrated with guided inquiry aided by teaching aids. This study used a Pre-Experimental design with a One-Group Pretest-posttest design conducted in 1 class. The subjects of the study were students of Phase D of MTSS Persis Cikalongkulon. Data collection techniques were pre-test and post-test (scientific literacy) and questionnaires. Worksheet-guided inquiry aided by teaching aids was declared very feasible by expert validators and practitioners (science teachers) and effective in improving students' scientific literacy with an N-Gain of 0.51 which is included in the moderate category. The practicality of worksheet has an average score of 35.87 out of a maximum total score of 48 and these results are in the good category. Based on the questionnaire of students' interest in learning, the results showed that 80% of students felt the learning atmosphere was more active and enjoyable.
Computer Vision on Education: Fostering AI Literacy using RBL-STEM with Google Teachable Machine Ridlo, Zainur Rasyid; Dafik; Silvi Putri Ayu Ningsih; Azza Liarista Anggraini
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol. 11 No. 2 (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: 10.21009/1.11205

Abstract

This study aims to analyze the application of the RBL-STEM learning model using Google Teachable Machine as a computer vision-based learning media to improve AI literacy. The Research Based Learning-STEM (RBL-STEM) learning model is a learning model that integrates research activities in learning using the STEM approach. Convolutional Neural Network (CNN) is a branch of computer vision that uses artificial intelligence algorithms that are very effective in developing AI products to process image-shaped data. This study utilized a mixed methods approach that integrates quantitative and qualitative techniques to explore the improvement of AI literacy. The participants in this study were 139 undergraduate students of science education study program, Faculty of Teacher Training and Education, University of Jember who participated in the study were taking introductory information technology courses for science education, the sample selection method used was purposive sampling. The quantitative method utilized a pre-test and post-test design, which included the analysis of mean scores, standard deviation, and the observed increase in mean scores. The quantitative method used a survey on AI literacy. The pretest mean score was 38.33 with a standard deviation of 13.41, while the posttest mean score was 71.49 with a standard deviation of 9.37 with a Wilcoxon signed rank-test result of -8.468, indicating a significant effect of the RBL-STEM learning model on students' AI literacy. The high standard deviation on the pretest indicates that there is a large variation in the AI literacy level of the students before the learning begins. This is due to students' different backgrounds, experiences and understanding of AI technology. Some students may be familiar with AI, while others have not been exposed to it at all. This inequality causes a wide spread of scores. After the implementation of the RBL-STEM model with Google Teachable Machine, the standard deviation decreased, indicating that this learning not only improved the average AI literacy, but also made the improvement more even. The AI literacy survey results showed an average score of 3.48, indicating that 69% of students showed an understanding of AI literacy. The implementation of the RBL-STEM model of teaching with Google Teachable Machine is able to train students to conduct research integrated in learning activities, the role of Google Teachable machine as an AI-based learning media is able to improve student AI literacy because the use of AI-based learning media creates a new, interactive, and fun learning atmosphere. Based on the findings of the analysis, it can be concluded that the application of the RBL-STEM model has a significant impact in improving students' AI literacy.
STEM-Based Parabolic Motion Learning: AI-Assisted Video Development for High School Students Lestari, Yora Indah; Siahaan, Sardianto Markos; Ismet, Ismet
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol. 11 No. 2 (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: 10.21009/1.11206

Abstract

STEM learning is increasingly relevant in facing the challenges of 21st-century education. The use of technology, including artificial intelligence (AI), is expected to improve the effectiveness of the teaching and learning process. This study develops AI-supported STEM learning videos on parabolic motion for 11th-grade high school students. The methodology used follows the Alessi and Trollip model, which includes the stages of planning, design, expert validation, and practical testing. The methodology used follows the Alessi and Trollip model, which includes the stages of planning, design, expert validation, and practical testing. Initial practical testing scored 95%, and follow-up testing scored 94%. The N-gain value reached 0.57, categorized as effective. The findings indicate that the video is suitable for use in the learning process and is capable of improving students' understanding of abstract concepts and motivating them. This study emphasizes the importance of integrating AI and STEM in the development of innovative learning media.
Exploring Mechanical Waves Through a Physics-Based Exploration Game for Secondary Education Budi, Agus Setyo; Permana, Handjoko; Yasti, Arfa Hanania; Fitriani, Wulandari; Sari, Ni Larasati Kartika; Mutoharoh, Mutoharoh; Sabrina, Putri Marsha; Muliyati, Dewi
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: 10.21009/1.11109

Abstract

Mechanical waves are an important part of high school physics, but they can be hard to understand because they are so abstract. The goal of this study was to create and test a physics-based digital exploration game that would help people understand wave phenomena. The game content included electromagnetic and mechanical waves, transverse and longitudinal waves, and the Doppler effect. This study employs a simplified instructional design model focusing on three key steps: analysis, design, and development. This model aims to enhance student engagement through the use of digital platforms and interactive learning resources such as educational games and mobile applications. Playzone was built on the CORE APPS platform. It had a shooting game set in a lab with tasks that required players to unlock objects, find clues, and get to areas that boost health. The expert reviewed the curriculum alignment, how the materials were presented, and how the evaluations worked. The assessment gave this game prototype a score of 89.33%, which means it is very feasible as learning media. These results show that the game could be very useful in the classroom because it makes learning about abstract physics concepts more fun and easier to understand by using stories and interactive activities.

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