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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.

Arjuna Subject : -

Articles 337 Documents

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Dual Estimation Approach to Falling-Ball Viscometry Using Terminal and Transient Velocity Data from Video Tracking Mahendra Kusuma Nugraha; Ernawatil Gani; Berton Maruli Siahaan
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: 10.21009/1.12108

In this study, a motion-tracking analysis method was applied to a viscometry system to measure free-fall velocity and determine the viscosity of a fluid. Experiments were conducted by dropping a marble into a tube containing the test liquid with known density, then recording its free-fall motion with a digital camera at 30 frames per second and analysing the data with Tracker software. From the calculated terminal velocity analysis across two trials ((7.46 ± 0.01) × 10-4 m/s and (8.64 ± 0.01) × 10-4 m/s), the viscosity values obtained were 3.0 Pa·s and 2.59 Pa·s, respectively, which are well within the acceptable range. An alternative approach using exponential curve fitting to analyse the transient phase did not yield results as accurate or comparable to the previous, because the data showed a linear relationship between position and time. In two consecutive trials, the viscosity values calculated using this method are 2.81 × 10-2 Pa·s and 3.02 × 10-2 Pa·s. This condition was likely caused by the camera's limited frame rate, which was insufficient to capture the continuous, subtle changes in downward velocity during the first phase of free-fall motion, which occurred over a very short period. Therefore, in a basic, simple yet standard experimental setup, viscosity can be reliably calculated only by measuring the terminal velocity in accordance with Stokes' law.

Rasch-Based Assessment of Collaborative Problem-Solving Skills in Sound Waves among Senior High School Students Salsabila Khairun Nisa; Winny Liliawati; Ridwan Efendi; Lari Andres Sanjaya
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: 10.21009/1.12102

Collaborative Problem-Solving (CPS) is acknowledged as an essential twenty-first-century ability, as underlined by the Programme for International Student Assessment framework. However, physics examinations in schools continue to emphasize on individual cognitive accomplishment, while valid and reliable instruments for testing students' CPS skills are rare, notably in sound wave learning. As a result, the purpose of this study was to create and test a Rasch-based assessment tool for testing senior high school students' collaborative problem-solving abilities in sound wave material. This study employed a quantitative descriptive design using the Rasch measurement model. The study included 185 eleventh-grade students participating in physics lessons. The CPS instrument was created using the OECD/PISA 2015 framework and consists of three collaborative competencies: developing and sustaining common knowledge, taking appropriate action, and establishing and maintaining team organization. Data were analyzed using Winsteps software through reliability, separation, item fit, person fit, Wright map, item difficulty, and person ability analyses.The results showed that the instrument had proper measurement quality, with a Cronbach's Alpha of 0.72 and person reliability of 0.68. The majority of students' answers were in line with the Rasch model. Students performed better when it came to taking appropriate action during experimental activities, but there were problems in teamwork and collaborative reflection. Overall, the Rasch-based CPS instrument was proven to be valid and reliable in assessing students' collaborative problem-solving abilities in sound wave learning contexts.

Assessment Practices in Physics Learning: A Systematic Literature Review of Functions, Instruments, and the Emerging Role of Technology (2015–2025) I Made Astra; I Gede Indra Aryasa
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: 10.21009/1.12109

Assessment is the pivot on which physics teaching turns, yet the field has expanded so rapidly along several largely independent fronts , misconception diagnosis, formative feedback, higher-order thinking measurement, and, more recently, artificial-intelligence-supported scoring , that a consolidated picture has been difficult to obtain. This study reports a systematic literature review, conducted in accordance with the PRISMA 2020 guideline, of how assessment is conceived and operationalised in physics learning. Searches of Scopus, Web of Science, and ERIC returned 1,284 records, of which 38 studies published between 2015 and 2025 met the eligibility criteria after screening and quality appraisal. Extracted data were synthesised narratively around four review questions concerning assessment functions, instrument formats and validation strategies, the constructs being measured, and the penetration of digital and AI-based tools. The evidence suggests that diagnostic and formative purposes dominate the literature, that multi-tier diagnostic tests and rubric-scored open responses are the most frequently developed instruments, and that classical test theory remains the prevailing validation paradigm although Rasch and item-response approaches are gaining ground. Conceptual understanding and the diagnosis of misconceptions, together with higher-order and critical thinking, are the constructs most often targeted; affective and self-regulatory outcomes remain comparatively neglected. A small but fast-growing cluster of work applies large language models to automated grading and feedback, with reported human–machine agreement that is encouraging yet uneven across question types. The review argues that the field would benefit from tighter alignment between assessment purpose and instrument design, broader construct coverage, and cautious, well-validated integration of automated tools. Implications for physics teachers, instrument developers, and assessment policy are discussed.

Technology-Integrated Inquiry-Based Learning and Junior Secondary Students' Science Learning Outcomes: A Quasi-Experimental Study Syamsul Rizal; Muhammad Azzarkasyi; Agus Wahyuni; Susanna; Siraj
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: 10.21009/1.12103

This study examined the effect of technology-integrated inquiry-based learning on science learning outcomes of junior secondary students. A quantitative approach with a quasi-experimental pretest-posttest non-equivalent control group design was employed. The sample comprised 62 eighth-grade students from SMP Negeri 9 Banda Aceh, assigned to experimental (n = 31) and control (n = 31) groups. The experimental group participated in inquiry-based learning supported by digital simulations and virtual laboratories, while the control group followed conventional lecture-based instruction. The intervention was conducted over four weeks (eight meetings, each 2 × 40 minutes). A validated science achievement test (20 multiple-choice items, KR-20 = 0.82) was administeredas pretest and posttest. Data were analyzed using independent samples t-test with JASP 0.95.4.0. Results showed that the experimental group (M = 71.61, SD = 7.84) significantly outperformed the control group (M = 61.94, SD = 10.12) on the posttest, t(60) = 3.94, p < 0.001, Cohen's d = 0.98. The experimental group also demonstrated higher normalized gain (g = 0.28) compared to the control group (g = 0.06). These findings indicate that technology-integrated inquiry-based learning is effective in improving students' science learning outcomes. The implications suggest that this approach can serve as an innovative strategy for science instruction in junior secondary schools.

Synchronizing Online Asynchronous Modules with Synchronous Peer Interaction: A Systematic Review of Blended Learning Designs in Science Teacher Education Dwi Susanti; Hartono; Woro Sumarni; Bambang Subali; Wiyanto; Arif Widiyatmoko; Nikki Faith A. Bantillo
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: 10.21009/1.12111

Blended learning integrating asynchronous online modules with synchronous peer interaction shows promise for science teacher education, yet optimal synchronization patterns remain understudied. This systematic review synthesized empirical evidence on blended learning designs in science teacher education, examining synchronization models, learning outcomes, and implementation factors. Following PRISMA 2020 guidelines, five databases (ERIC, Scopus, Web of Science, PsycINFO, and Education Source) were searched, yielding 38 empirical studies published between 2013 and 2024. Quality appraisal used ROBINS-I and CASP tools; findings were organized through narrative synthesis by synchronization model, discipline, and geographic context. Three synchronization patterns emerged: sequential (42%), parallel (37%), and integrated (21%). Sequential models, where asynchronous foundational content preceded synchronous peer microteaching, demonstrated the strongest gains in reflective competency, collaborative skills, and digital literacy. Critical success factors included structured peer-feedback rubrics, facilitator modeling during synchronous sessions, and explicit learning pathways that connect both modalities. Programs in resource-constrained contexts achieved comparable outcomes when offline-accessible asynchronous content and strategically scheduled synchronous sessions were implemented. Physics education particularly benefited from simulation-based asynchronous instruction paired with synchronous pedagogical discussion. This review concludes that intentional synchronization, supported by sound theoretical design, structured feedback systems, and attention to infrastructure constraints, significantly enhances science teachers' reflective competency, collaborative skills, and digital literacy. Future research should prioritize longitudinal studies tracking competency transfer to classroom practice, head-to-head model comparisons, and cost-effectiveness analyses.

Bio-electrochemical Characterization of Indigenous Bacteria from Tofu Wastewater in Dual-Chamber Microbial Fuel Cells with HCl-Activated Carbon Anodes Fahmi Fatkhomi; Putut Marwoto; Sunyoto Eko Nugroho; Surani Abu Bakar
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: 10.21009/1.12112

Tofu liquid waste is a high-content organic pollutant that has the potential to become a renewable energy source through Microbial Fuel Cell (MFC) technology. This study aims to characterize the bio-electrochemical performance of indigenous bacteria from tofu waste in a Dual-Chamber MFC (DCMFC) system using recycled carbon anodes from spent batteries. The innovation of this research lies in the electrode activation through a combination of thermal and chemical treatments (32% HCl for 12 hours) to increase surface porosity and biocompatibility. The system utilized a 17 cm salt bridge with a 7% (w/v) agar and 15% (w/v) NaCl matrix. The results showed a highly consistent increase in Open Circuit Voltage (OCV), rising from 48.0 mV to a peak of 231.0 mV at the 31st hour. Linear regression analysis indicated an average growth rate of 4.81 mV/hour with a very high coefficient of determination ($R^2$) of 0.9066, indicating excellent stability in ionic and electrical conduction. Qualitatively, the formation of a macroscopic, wax-like biofilm was observed on the anode surface at the end of the observation period, providing physical validation for the surge in the system's electrical performance. This study proves that engineered recycled electrodes and the utilization of local indigenous bacteria are capable of generating stable and progressive electrical energy.

Developing an ESD-Aligned Scientific Literacy Instrument for Pre-Service Physics Teachers: A Pilot Rasch Measurement Study Qisthi Fariyani; Ani Rusilowati; Wiyanto
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: 10.21009/1.12113

Scientific literacy is important for helping students respond to global sustainability challenges. However, existing scientific literacy instruments have not fully integrated Education for Sustainable Development (ESD) and have limited psychometric evidence. This study aimed to develop an ESD-aligned scientific literacy instrument for pre-service physics teachers and examine its preliminary measurement quality using the Rasch model. The study used a research and development design based on the 4D model. The instrument consisted of 45 contextual items related to sustainability issues, including climate change, energy, and environmental problems. Six experts evaluated the content validity of the items using Aiken’s V. The instrument was then administered to 30 pre-service physics teachers. The data were analyzed using the Rasch model with Winsteps. The results showed high content validity, with Aiken’s V values ranging from 0.89 to 1.00. The Rasch analysis showed a person reliability of 0.80 and a Cronbach’s alpha of 0.84. However, item reliability was 0.45 and item separation was 0.90, indicating that the item calibration was still preliminary. The item-fit results showed Outfit MNSQ values of 0.58–1.37 and Outfit ZSTD values of −1.55 to 1.84. Point Measure Correlation values ranged from 0.17 to 0.48, indicating that some items had weaker relationships with the overall measure. The Wright Map showed imperfect alignment between person ability and item difficulty. PCA of residuals showed 16.8% raw variance explained by measures and a first-contrast eigenvalue of 4.40, which did not provide strong evidence of unidimensionality. Overall, the findings provide preliminary evidence that the instrument has potential for assessing ESD-aligned scientific literacy. Further studies with larger and more diverse samples are needed to confirm its measurement quality.

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