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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 337 Documents

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Understanding Voltage and Frequency Effects on Dielectrophoretic Forces in Microchannel System Khazanna; Iswardy, Edwar; Yusibani, Elin
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: 10.21009/1.11207

This study presents an innovative pedagogical tool for teaching dielectrophoresis (DEP) and electrokinetics. We developed a cost-effective lab-on-chip device featuring oblique and V-shaped microelectrode arrays within microchannels to demonstrate electric field effects on biological particles in real-time. The device utilizes copper and indium tin oxide (Cu-ITO) microelectrodes with double-sided tape insulators to create controlled microenvironments. Red blood cells suspended in deionized water and EDTA medium (conductivity: 1.5 S/m) serve as model bioparticles for visualization experiments. We manipulate sinusoidal AC signals (5-15 Vpp) while observing particle behavior through microscopy with charge-coupled device (CCD) recording capabilities. The hands-on approach enables direct observation of how voltage amplitude and frequency affect particle polarization and movement, bridging theoretical concepts with experimental reality. The results showed significant improvement in conceptual understanding of electric fields, force interactions, and bioelectronics applications compared to traditional lecture-based instruction. This educational tool addresses key learning objectives in electromagnetism and biophysics by providing immediate visual feedback of abstract concepts. The device's simplicity enables integration into existing laboratory curricula while promoting active learning, scientific inquiry, and critical thinking. The approach demonstrates practical applications of physics principles in biotechnology and medical diagnostics, enhancing student engagement and career relevance. This work contributes to physics education research by offering a scalable, low-cost method for teaching complex electrokinetic phenomena through direct experimentation.

Representation of the Nature of Science in High School Physics Textbooks in Indonesia Nurazmi, Nurazmi; Bancong, Hartono
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: 10.21009/1.11209

Understanding the Nature of Science (NoS) is widely acknowledged as a fundamental component of scientific literacy and an essential goal in physics education. Textbooks play a pivotal role in shaping students’ and teachers’ conceptions of science, particularly in educational contexts such as Indonesia, where they serve as the primary instructional resources. This study aimed to analyze how the ten aspects of NoS: empirical, inferential, creative, theory-driven, tentative, scientific method, scientific theories, scientific laws, the social dimension of science, and the social-cultural embeddedness of science are represented and presented in Indonesian high school physics textbooks. Using a descriptive content-analysis approach, five widely used 12th-grade textbooks were examined across five comparable topics: electromagnetic induction, alternating current, electromagnetic radiation, special relativity, and quantum phenomena. Each textbook was analyzed using the Abd-El-Khalick framework and scored on a −3 to +3 rubric to assess the explicitness and informedness of NoS representation. The findings revealed that none of the textbooks entirely covered all ten NoS aspects; the social dimension of science was most frequently represented, while the creative, inferential, and tentative aspects were largely absent. The findings highlight the need for textbook authors and curriculum developers to integrate NoS aspects more explicitly to strengthen students’ understanding of scientific processes and reasoning. The results provide practical guidance for improving NoS representation in Indonesian physics textbooks and supporting the development of scientific literacy.

STEM-Integrated Phyphox to Enhance Student Engagement and Understanding of Newton’s Law Priscilia, Masayu Putri; Haryani, Fairusy Fitria; Astuti, Linda Dwi; Ramli, Murni; Indriyanti, Nurma Yunita; Sarwendah, Sarwendah; Novia
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: 10.21009/1.11208

The COVID-19 pandemic has significantly impacted educational technology, such as virtual labs, simulations, and various learning software, to facilitate physics experiments. In the post-pandemic era, virtual laboratory continues to be used in hybrid and face-to-face learning. However, virtual laboratories lack the practical skills of students compared to hands-on experiments. Phyphox (Physical Phone Experiment), an open-source tool that utilises mobile device sensors, addresses the problem by integrating students’ practical skills. This study examines the integration of Phyphox in STEM-based physics learning, with a focus on Newton's Laws. Using an exploratory sequential mixed methods approach, the research examines how Phyphox can enhance student engagement and understanding of complex physics concepts. The first phase involves designing and implementing experiments related to Newton's Laws using Phyphox, while the second phase tests the application in authentic learning contexts. The study employs pretests, post-tests, and questionnaires to evaluate the effectiveness of this approach. Results indicate that STEM-based learning integrated with Phyphox significantly improves student learning outcomes and engagement. Students reported positive experiences, highlighting the app's ease of use, accurate data, and ability to make learning more interactive and enjoyable. The research sample consists of two experimental classes from grades XI Senior High School 1 Karanganyar, with 33 students per class, selected via a Cluster Random Sampling method from the school's overall population. The findings suggest that integrating Phyphox into physics learning can provide valuable guidance for teachers, students, and researchers to develop more effective and engaging STEM education methodologies.

Development of Digital Ethno-STEM Teaching Materials on Renewable Energy for Patriotism Maslichah, Dina; Rusilowati, Ani; Astuti, Budi; Hartono, Hartono; Linuwih, Suharto; Sugianto, Sugianto; Widiyatmoko, Arif; Sutikno, Sutikno
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: 10.21009/1.11210

This research produced a product in the form of ethno-STEM-based digital teaching materials on renewable energy. The research method used was Research and Development (R&D) with the Analyze, Design, Development, Implementation, and Evaluation (ADDIE) development model. The development stage was limited to the development stage because this study focused on the content validity and design of ethno-STEM-based digital teaching materials on renewable energy. The purpose of this study was to produce teaching materials that were feasible and effective in fostering a love for the homeland in students. The results showed that the ethno-STEM-based digital teaching materials were developed in accordance with BSNP standards and digital media. The characteristics of the digital teaching materials produced lie in the holistic integration of the bamboo spinning top culture in the STEM approach. The material validity test results for the teaching materials obtained a score of 96.35%, and the media validity obtained a score of 97.41%. Thus, it can be stated that ethno-STEM teaching materials are suitable for use in learning. The teaching materials developed not only meet technical requirements but also have pedagogical potential in supporting physics learning that fosters a sense of patriotism through the integration of regional cultural potential. However, this study is limited to the development stage, so further studies are needed to test the effectiveness of teaching materials in fostering a sense of patriotism in students.

The Effectiveness of Work-Energy Recitation Program in Improving Concept Mastery and Encouraging Changes in Student Resource Activation Qowiyyun Dyaheksita Pradani Putri Adisna; Sutopo; Khusaini
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol. 12 No. 1 (2026): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 12 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: 10.21009/1.12110

The Moodle-based work-energy recitation program has been developed as a form of self-help program to improve concept mastery and analyze changes in student resources. The work-energy recitation program consists of conceptual questions in many problem contexts and is equipped with direct feedback on each choice option, so that it can provide a new perspective on student thinking and trigger the activation of the right resources. This study aims to analyze the effect of the work-energy recitation program on improving concept mastery and changes in student resource activation before and after using the program. The study used quasi-experimental designs conducted at the Department of Physics with research subjects being 78 students who were taking the Fisika Dasar I course. The research data were obtained based on the results of concept mastery tests, perception questionnaires, and student activity logs in the work-energy recitation program which were then analyzed using paired t-tests, n-gain, crosstabulation, and correlation tests. The results showed that the n-gain of concept mastery was 0.22. The changes in student resource activation reflected a positive indication based on the results of the crosstabulation analysis of student answer choices, from shifts in pretest to posttest answers. These findings illustrate the effectiveness of the work-energy recitation program in providing positive contributions to improving students' conceptual mastery. The work-energy recitation program also succeeded in improving students' resource activation using resources that were appropriate to the context of the problem. Most students who used the work-energy recitation program also gave positive responses and showed quite good enthusiasm for the program, both in terms of learning motivation and usefulness.

Implementation of Gamification Based Digital Learning Through Arduino Project Development Using the Addie Instructional Model Riswanto Riswanto; Dedy Hidayatullah Alarifin; Purwiro Harjati
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol. 12 No. 1 (2026): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 12 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: 10.21009/1.12104

Digital systems courses can be constrained by from low student engagement and limited opportunities hands-on hardware practice. This study contributes a replicable implementation model where ADDIE is operationalized as a student project management cycle (not merely an instructor design model) integrated with PjBL gamification, and evaluated using multi source learning analytics and rubric based prototype assessment. A total of 124 first term students at Universitas Muhammadiyah Metro completed a term long sequence in which they followed ADDIE phases analysis, design, development, implementation and evaluation to create working prototypes addressing real world issues (e.g., Smart Guidance Stick, Flood‑Warning System, AquaFeed). Quantitative descriptive analysis drew on learning management‑system logs, assignment and quiz scores, rubric‑based project evaluations, and mid and end term exam results. Mean participatory‑activity scores were high (M = 88, Coeficient Variation (CV) = 6 %), indicating uniformly strong engagement fostered by point, badges and leaderboards. Project quality was likewise strong (M = 87, CV = 10 %), and showed a positive correlation with participation. Quiz performance was very high (M = 92, CV = 11 %), while midterm and final exam means were 85 (CV = 18 %) and 88 (CV = 10 %), respectively, demonstrating improved cognitive attainment after targeted feed‑forward interventions. Outliers students scoring ≤ 60 on tasks or exams, or producing incomplete projects were identified for diagnostic mentoring. Overall, the approach produced consistently high participation (M=88; CV=6%) and prototype quality (M=87; CV=10%), alongside strong cognitive attainment (midterm M=85; final M=88). The findings describe strong observed performance and identify low-scoring students for diagnostic mentoring; they do not establish causal effectiveness because the study had no control group, pretest, or inferential analysis. The implementation provides a structured model for integrating gamification, ADDIE, and Arduino projects in digital systems instruction.

PBL-Based Digital Science Comic: An Innovative Physics Learning Media Nursakinah Annisa Lutfin; Dewi Sartika; Hildawati
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol. 12 No. 1 (2026): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 12 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: 10.21009/1.12105

This study aimed to produce a Problem-Based Learning (PBL)-based digital science comic as a physics learning media for the topic of static fluids and to examine its feasibility. The study employed a Research and Development (R&D) method using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The product was implemented with Grade XI science students at SMAN 3 Majene. The feasibility of the developed learning media was examined in terms of validity, practicality, and effectiveness. Expert judgment involving two physics education lecturers and one senior high school physics teacher indicated that the media achieved a very high level of validity, with media and material validity scores of 97.95% and 97.99%, respectively. These results confirm that the comic integrates accurate physics content, appropriate visual design, and coherent instructional structure aligned with PBL principles. Practicality was evaluated through student and teacher responses during classroom trials. The small-group trial demonstrated that the media was practical (80.74%), while the large-group trial revealed very practical responses from both students (91.37%) and the teacher (92.22%), indicating strong usability and acceptance in real classroom settings. The effectiveness of the digital science comic was reflected in students’ learning outcomes, where 76.92% of students achieved the minimum mastery criterion. These findings suggest that embedding PBL stages within a digital comic format can facilitate students’ understanding of static fluid concepts. These results indicate that the PBL-based digital science comic for static fluid material is valid, practical, and effective, and therefore feasible to be used as an alternative learning media to support student-centered physics instruction at the senior high school level.

Rasch Model Analysis of Creative Thinking Skills Test on Renewable Energy Damsianus Sepulo Tukan; Lina Aviyanti; Duden Saepuzaman; Parlindungan Sinaga; Irma Rahma Suwarma
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol. 12 No. 1 (2026): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 12 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: 10.21009/1.12101

Abstract This study aims to evaluate the validity and reliability of a Creative Thinking Skills (CTS) instrument for students on the topic of alternative energy using Rasch Model analysis. Creative thinking skills are essential in 21st-century education, particularly in physics, where students are required to understand and analyze creative concepts such as alternative energy, its utilization, the challenges faced, and efforts for its development. This research employs a quantitative method. The CTS instrument consists of four indicators: fluency (FLS), flexibility (FLT), originality (ORG), and elaboration (ELB), comprising 15 items. The instrument was tested on 75 high school students in Bandung City. Data were analyzed using Winsteps version 30. The results show that the instrument has excellent validity with a Cronbach's Alpha value of 0.87, person reliability of 0.89, and item reliability of 0.98. The findings indicate that the instrument meets the fit model criteria, possesses good construct validity, high reliability, and an appropriate level of difficulty. Therefore, this CTS instrument is suitable for measuring high school students' creative thinking skills in physics learning. This study is expected to contribute to the development of effective assessment instruments for measuring students' creative thinking skills. Keywords: creative thinking skills, PjBL, STEM, Rasch Model

Development of STEM-Based Physics E-Book to Improve Creative Thinking Abilities of Grade XI High School Students Riski Safitri; Jumadi Jumadi
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol. 12 No. 1 (2026): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 12 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: 10.21009/1.12106

This study aims to: (1) Produce a STEM-based physics e-book that is suitable for improving the creative thinking abilities of high school students; (2) Produce a practical STEM-based physics e-book to improve the creative thinking abilities of high school students; (3) Determine the effectiveness of using STEM-based physics e-book to improve the creative thinking abilities of high school students. This research and development uses the 4D development model (Define, Design, Develop, and Disseminate). This research was conducted at SMA Negeri 3 Baubau, SMA Negeri 1 Baubau, and SMA Negeri 4 Baubau. The number of subjects in this study consisted of 262 students for empirical testing of test questions, 30 students for limited product trials, and 91 students for extensive product trials. The instruments for data collection in this study consisted of product feasibility assessment sheets, student response questionnaires, and creative thinking abilities test questions. The data analysis techniques used were the mean equation and ideal standard deviation to test the feasibility of the product and learning tools, validation of the instrument content using Aiken's V, while empirical validation used the QUEST program, and the Generalized Linear Model (GLM) with a significance level of 0.05 to test the effectiveness of physics e-book in improving students' creative thinking abilities. The results of the study show that: (1) STEM-based physics e-book are suitable for use in physics learning in terms of material, media and student responses based on expert assessments which are categorized as very good; (2) STEM-based physics e-book are practical for use in physics learning based on assessments by students and practitioners which are categorized as very good; (3) STEM-based physics e-book are effective in improving students' creative thinking abilities. This is based on the significant difference between students who use STEM-based physics e-book and students who use printed book based on the post hoc test. This e-book provides an effective contribution based on the partial Eta Square value of 61.4% in improving students' creative thinking abilities.

John Dewey’s Philosophy of Science Education and Its Implications for Inquiry-Based Physics Learning in the Internet of Things Era: A Literature Review Nadya Kusuma Suryanti; Habibi; Oka Saputra; Binar Kurnia Prahani; Budi Jatmiko
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol. 12 No. 1 (2026): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 12 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: 10.21009/1.12107

Physics learning in the Internet of Things era requires experiences focused not only on conceptual mastery but also on active involvement in scientific inquiry. Students must reflect on empirical data. John Dewey's philosophy, particularly reflective inquiry, offers a strong foundation for meeting these needs. This article examines Dewey's views on science education and synthesizes their implications for inquiry-based physics learning in the IoT era. The study uses a literature review, analyzing theoretical and empirical articles published between 2015 and 2025 from Scopus and Google Scholar. The search found 79 articles; 15 were reviewed in depth to highlight major concepts. Content analysis identified links between Dewey's pragmatist principles, inquiry-based physics learning, and technology as an inquiry tool. Results show that inquiry-based learning aligns with Dewey's pragmatic epistemology, in which knowledge forms through challenging experiences, investigation, and reflection. Integrating IoT technology is not just media innovation; it deepens experiments by providing real-time data to support learning by doing and reflection. This article offers a conceptual synthesis that connects Dewey's philosophy, inquiry-based physics learning, and the IoT context. It provides a theoretical foundation for meaningful, contextually relevant innovations in physics learning.

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Dewi Muliyati

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dmuliyati@unj.ac.id

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dmuliyati@unj.ac.id

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Kota adm. jakarta timur,

Dki jakarta

INDONESIA