JIPF (Jurnal Ilmu Pendidikan Fisika)
Jurnal Ilmu Pendidikan Fisika or abbreviated JIPF (e-ISSN: 2477-8451 and p-ISSN 2477-5959) is an international and integrated forum for communicating scientific advances in the field of physics and physics education. The journal reports significant new findings related to physics and education physics. JIPF is firstly published in 2016 and periodically published twice per year on March and September
Articles
254 Documents
<![CDATA[Problem Based Learning Model For Increasing Problem Solving Skills In Physics Learning ]]>
<![CDATA[Febri Yanto]]>;
<![CDATA[Festiyed Festiyed]]>;
<![CDATA[Enjoni Enjoni]]>
<![CDATA[ JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 6, No 1 (2021): January 2021 ]]>
Publisher : <![CDATA[STKIP Singkawang ]]>
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DOI: 10.26737/jipf.v6i1.1870
<![CDATA[The role of creativity in learning is more associated with problem-solving activities, meaning that creativity is measured through the ability of students to approach and solve problems. However, the PBL model has not been implemented optimally by the teacher, so that the problem solving ability and learning achievement of students have not been optimally stimulated. This research study is proposed to develop a model of Problem-Based Learning to stimulate the improvement of the skill of problem solving in physics learning for students of Senior High School. The development of Problem-Based Learning model for physics learning applied the ADDIE model. The form of observation sheets, questionnaires and question sheets were used as the instrument of data collection. The product was validated by the experts and tested on the eleventh grade students of SMA 9 Padang with a value of 3.85 very valid categories.The practicality of the learning model was determined by the implementation of learning, teacher’s response and students’ response with a value of 3.73 with category done. The effectiveness of the learning model was determined by student activities, problem solving skills and knowledge aspect. show that Asymp.C. 001 <0.05 means that Ho is rejected. The research has found a Problem-Based Learning model for physics learning which is abbreviated with the problem based learning model to physics learning (PBL-PL) . The findings indicated that the Problem-Based Learning model can stimulate the improvement of students' problem solving skills for Physics learning in Senior High School. For this reason, it is recommended for the teachers and prospective teachers to apply the Problem-Based Learning model for Physics learning in Senior High School.]]>
<![CDATA[Improving Students’ Critical Thinking Skills Trough Contextual Teaching and Learning Science Module ]]>
<![CDATA[Siti Nur Hasanah]]>;
<![CDATA[Widha Sunarno]]>;
<![CDATA[Baskoro Adi Prayitno]]>
<![CDATA[ JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 6, No 2 (2021): May 2021 ]]>
Publisher : <![CDATA[STKIP Singkawang ]]>
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DOI: 10.26737/jipf.v6i2.1828
<![CDATA[This study aims to determine the effectiveness of the science module based on the contextual learning approach (CTL) in improving the critical thinking skills of junior high school students. The research method used was a quasi-experimental study involving 30 students in the experimental class and 30 students in the control class from a junior high school in Surakarta. The data collection technique was done by measuring students' critical thinking skills before (pretest) and after learning using the Science module (posttest). The instrument used was a critical thinking skill test based on Facione's critical thinking skills indicator. The improvement of students 'critical thinking skills was analyzed using a pretest-posttest gain score and followed by an independent sample t-test to determine the significance of the difference in the average increase in students' critical thinking skills. The results showed that the use of a science module based on a contextual learning approach could improve students' critical thinking skills, with a score of 0.46, or in the category of moderate improvement compared to control class students, with a score of 0.29, or in the low improvement category. Meanwhile, based on the results of the t-test the average gain score of the two classes shows a significant difference in the improvement of critical thinking skills between students who are taught using the Science module and students who are taught using conventional modules.]]>
<![CDATA[The Effectiveness of POE (Predict-Observe-Explain) Learning Model for Improving Student Analytical Skills ]]>
<![CDATA[Siti Sarah]]>;
<![CDATA[Ahmad Khanif]]>;
<![CDATA[Ade Tegar Saputra]]>
<![CDATA[ JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 6, No 1 (2021): January 2021 ]]>
Publisher : <![CDATA[STKIP Singkawang ]]>
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DOI: 10.26737/jipf.v6i1.1846
<![CDATA[This study aims to determine (1) differences in students' analytical skills in learning physics with the POE (Predict-Observe-Explain) learning model and direct instruction learning, (2) improve students' analytical skills by learning physics POE learning models. This study uses a quasi-experimental method and control-group pre-test post-test design. The research subjects were Grade VIII students of a junior high school in a District of Wonosobo Regency, Central Java. The data instruments is test. Data analysis techniques using different test and gain test. The results showed: (1) there were differences in analysis skills between students who used the POE learning model and did not use the POE model seen from the results of the t-test with dk 47 and 5% significance level where tcount> ttable was 5.49> 2.012, (2) improvement of students' analytical skills using the POE model is greater than the students who do not use the POE model with a gain test of 0.60 (medium criteria)> 0.32 (medium criteria).]]>
<![CDATA[Implementation of PjBL-STEM to Improve Students' Creative Thinking Skills On Static Fluid Topic ]]>
<![CDATA[Asep Saefullah]]>;
<![CDATA[Andri Suherman]]>;
<![CDATA[Riska Tri Utami]]>;
<![CDATA[Ganesha Antarnusa]]>;
<![CDATA[Diana Ayu Rostikawati]]>;
<![CDATA[Robby Zidny]]>
<![CDATA[ JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 6, No 2 (2021): May 2021 ]]>
Publisher : <![CDATA[STKIP Singkawang ]]>
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DOI: 10.26737/jipf.v6i2.1805
<![CDATA[This research aims to investigate the influence of Project-Based Learning (PjBL)- Science, Technology, Engineering, and Mathematics (STEM) on Students' Creative Thinking Skills. The research method was quasi-experiment using a nonequivalent control group design. Samples were taken using purposive sampling technique from two of 11th-grade science classes as an experimental and a control groups. This study used a test instrument of creative thinking skills. Research data were analyzed using SPSS and Microsoft Excel software. Hypothetical test results were assessed using independent sample t-test, obtained sig value (2-tailed) = 0.01 indicating sig value < 0.05. According to statistical analysis, there is a significant difference between the control class and the experiment class. The n-gain value was obtained with a score of 0.59 (a medium category). This result shows that the application of PJBL-STEM can improve students' creative thinking skills in the static fluid topic (Pascal law).]]>
<![CDATA[Development of Instructional Module Based on Inquiry-Interactive Demonstration to Improve Students’ Critical Thinking Skill ]]>
<![CDATA[Itsna Yunida Al Husna]]>;
<![CDATA[Mohammad Masykuri]]>;
<![CDATA[Muzzazinah Muzzazinah]]>
<![CDATA[ JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 6, No 1 (2021): January 2021 ]]>
Publisher : <![CDATA[STKIP Singkawang ]]>
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DOI: 10.26737/jipf.v6i1.1840
<![CDATA[This research was a research and development (R&D) that produced products in the form of learning modules. The purpose of this research are to find out: (1) The characteristics of the material classification and its changes instructional module; (2) The feasibility of the material classification and its changes instructional module; (3) The instructional module effectiveness in increasing critical thinking skills. The procedure of this research are: (1) preliminary research & information gathering; (2) planning (3) initial product development; (4) initial field trial; (5) major product revisions; (6) main field test; (7) operational product revisions; (8) operational field test;(9) final product revision. The results of research and development show: (1) the characteristics of the instructional module as learning objects in accordance with the inquiry-interactive demonstration learning on the classification material and its changes; (2) instructional module eligibility based on experts assessment, education practitioners, and students produces 81.74% achievement with very good qualifications; (3) module as learning objects resulting from the development are effective in improving students' critical thinking skills with an N-Gain score of 0.561.]]>
<![CDATA[Description of Students Critical Thinking Ability in Temperature and Calor Material ]]>
<![CDATA[Darmaji Darmaji]]>;
<![CDATA[Dwi Agus Kurniawan]]>;
<![CDATA[Astalini Astalini]]>;
<![CDATA[Retno Wulan Dari]]>
<![CDATA[ JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 6, No 2 (2021): May 2021 ]]>
Publisher : <![CDATA[STKIP Singkawang ]]>
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DOI: 10.26737/jipf.v6i2.1895
<![CDATA[The purpose of this study was to describe the critical thinking skills of students of SMAN 8 Muaro Jambi in physics learning material temperature and heat. The approach used in this study is a mixed-methods approach with a sequential explanatory design that combines sequential quantitative and qualitative research methods. The sample used in this study was 96 students of SMAN 8 Muaro Jambi. Data collection techniques using tests and interviews. The results showed that for the mastery of critical thinking skills as a whole on the material, the temperature and heat of the students were at a non-critical level with a percentage of 40.5%. Based on the results of the study, it was found that students of SMAN 8 Muaro Jambi were in the non-critical category. The low ability of students to think critically is because students are not used to being presented with active learning that maximizes their thinking potential. By doing this research, the teacher can improve students' critical thinking skills in learning physics, especially temperature and heat material.]]>
<![CDATA[Description of Student Responses Toward the Implementation of Problem-Based Learning Model in Physics Learning ]]>
<![CDATA[Tanti Tanti]]>;
<![CDATA[Dwi Agus Kurniawan]]>;
<![CDATA[Weni Sukarni]]>;
<![CDATA[Erika Erika]]>;
<![CDATA[Roro Hoyi]]>
<![CDATA[ JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 6, No 1 (2021): January 2021 ]]>
Publisher : <![CDATA[STKIP Singkawang ]]>
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DOI: 10.26737/jipf.v6i1.1787
<![CDATA[In essence, the orientation of the 2013 curriculum is an increase and balance between attitudes, skills, and cognitive competencies. However, the current learning process is generally teacher-centered. so that through the use of a learning model that is following the 2013 curriculum it is expected to be able to make the learning process student-centered. This research was conducted at SMA Negeri 8 Muaro Jambi on students of class X IPA 3 which aims to determine student responses when given a Problem-Based Learning model during the physics learning process. This research uses a mixed-method with an explanatory sequential design that combines quantitative and qualitative research systematically. Quantitative data in the form of a questionnaire student responses to problem-based learning model consisting of 20 statements and qualitative data in the form of interviews with students. Based on the results of the study it was found that the level of student response to the learning model was categorized quite well with a percentage of 56.5%. Based on the results of the study, it was found that the use of problem-based learning models in learning physics can increase student activity and improve student skills. This can be proven by seeing the students' responses in quite a good category. Through problem-based learning model students also feel responsible for formulating, analyzing, and solving problems. So that learning physics is more meaningful for students.]]>
<![CDATA[Analysis of the Quality of the Formative Test Items for Physics Learning Using the Rasch Model in the 21st Century Learning ]]>
<![CDATA[Muhammad Asriadi]]>;
<![CDATA[Samsul Hadi]]>
<![CDATA[ JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 6, No 2 (2021): May 2021 ]]>
Publisher : <![CDATA[STKIP Singkawang ]]>
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DOI: 10.26737/jipf.v6i2.2030
<![CDATA[Tests that have good quality are tests that have an even level of difficulty and can be completed as a whole by every respondent with every level of ability. This article aims to identify and analyze the quality of the items from the formative test material for static and dynamic fluids in physics subjects. This research used a survey with a cross-sectional method. Convenience sampling is a sampling technique used in this research. Then the sample in this study were 52 high school students class XI. The research instrument used a formative test for physics subjects, which were then analyzed using the Rasch model with the help of Winsteps software. The results of this study show that this formative test has a reliability level of 0.88 (very good) with a good level of problem difficulty and a good item fit level compatibility and there are no biased items in measurement so that this formative test is feasible to be used as a standard item in measuring students' abilities in materials of static and dynamic fluid in physics subjects.]]>
<![CDATA[Development of Test Instruments to Analyze Higher-Order Thinking Skills Through Science-Based Literacy Learning ]]>
<![CDATA[Qisthi Fariyani]]>;
<![CDATA[Hamdan Hadi Kusuma]]>
<![CDATA[ JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 6, No 1 (2021): January 2021 ]]>
Publisher : <![CDATA[STKIP Singkawang ]]>
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DOI: 10.26737/jipf.v6i1.1886
<![CDATA[Higher-order thinking skills are essential skills for a pre-service teacher to have. This study aims to develop the instrument and measure the higher-order thinking skills pre-service physics teacher UIN Walisongo Semarang with science literacy-based learning using the High Order Thinking Skills instrument. The data collection method used was a test, consisting of 20 selected questions with open reasons; structured interviews with lecturers and pre-service physics teachers; and documentation to collect pre-service physics teachers’ data required for research. The test instrument developed by reacherchers and validated by expert in the field of evaluation and physics. The instrument developed was in the form of questions grids, test questions, answer keys, scoring and assessment guidelines, and guidelines for the interpretation of high order thinking skills. The results of product development obtained 14 test items representing four indicators on Simple Harmonic Motion material. The results showed that the higher-order thinking skills of pre-service physics teachers were in the poor category, with an average percentage of 39%. The highest thinking skills are in the indicators determining the period and frequency of vibrations in simple harmonic motion that is in the good category with a percentage of 60.8%. The lowest thinking skills are on the indicator of analyzing energy in simple harmonic moving objects, which are in the inferior category with a percentage of 12.8%. The results of the research show that the higher-order thinking skills of pre-service physics teachers are still low, so that lecturers need to follow up to improve higher-order thinking skills of pre-service physics teachers UIN Walisongo Semarang.]]>
<![CDATA[Identifying Science Content Knowledge of Primary School Pre-Service Teachers at the Essential Physics Concepts ]]>
<![CDATA[Rifat Shafwatul Anam]]>
<![CDATA[ JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 6, No 2 (2021): May 2021 ]]>
Publisher : <![CDATA[STKIP Singkawang ]]>
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DOI: 10.26737/jipf.v6i2.1899
<![CDATA[Science Content Knowledge (SCK) teachers are one of the main things in providing science learning that follows scientific conceptions. One of the causes of misconceptions or inappropriate concepts that students have regarding science is the teacher. So, the purpose of this study is to identify pre-service teachers at primary school about the SCK. The research method used in this study is a quantitative method with a survey design. Data were collected from 131 participants from the Primary School Teacher Education Program in the early semester. The essential concepts in science (physics) used in the study are elementary and junior high school. The instrument is a multiple-choice test with four answers choices with 40 questions. The study finds that for almost every essential physics/science concept, the SCK of the pre-service teachers needs to be improved. This result contradicts our expectations considering the concepts being tested are for elementary and junior high schools. SCK is playing an important element in giving the quality of learning science and building and preparing students to meet the next educational level. Thus, teaching physics from an early age must be taught conceptually and presented with appropriate representations to make it easier for students to learn.]]>
