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JIPF (Jurnal Ilmu Pendidikan Fisika)
Published by STKIP Singkawang
ISSN : 24775959     EISSN : 24778451     DOI : -
Core Subject : Science, Education,
Education Physics
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
Arjuna Subject : -
Articles 254 Documents
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Problem-Solving and Computational Thinking Practices: Lesson Learned from The Implementation of ExPRession Model Natalya Limbong; Kartini Herlina; Hervin Maulina; Abdurrahman Abdurrahman
JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 8, No 1 (2023): January 2023
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jipf.v8i1.3042

Abstract

Computational thinking ability is one of today's problem-solving methods that can be applied in physics learning. However, it is not yet known by most teachers so it has not been applied optimally in learning activities. This study aims to identify students' problem-solving and computational thinking abilities in solving well-structure physics problems. The subject of this study was the eleven grade majoring in natural science of SMAN 1 Bangunrejo. This type of research is descriptive research. The data used to analyze the students' problem-solving and computational thinking abilities were obtained from the essay test. Based on the results of descriptive analysis, it can be concluded that there is a relationship between students' problem-solving abilities and students' computational thinking abilities. In making a useful description, abstraction and decomposition abilities are needed, while to determine the physics approach and specific application of physics, generalization abiliy are needed. In solving mathematical procedures, algorithm ability are needed and to find out logical progressions, debugging ability are needed.
Student Perceptions and Responses: Learning Using E-Module Physics-Math II Astalini Astalini; Darmaji Darmaji; Dwi Agus Kurniawan; Siti Rohana
JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 8, No 1 (2023): January 2023
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jipf.v8i1.3274

Abstract

Perception is influenced by several factors, one of which is biological factors such as gender. Gender is closely related to how different decisions are made between women and men. Based on the results obtained, it can be concluded that there are differences in the level of perception for each class which has two different genders, namely female and male. From the Anova table, it is found that the significance is smaller than 0.05 which indicates that both men and women have an average difference in perception about the product in the form of an e-module of Physics-Mathematics with double integral material.
The Effectiveness of STAD-Type Cooperative Learning Model Based on Online Media in Comprehending Physics Concepts Juniar Rasyid; Eka Damayanti; Sudirman Sudirman; Rafiqah Rafiqah
JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 8, No 1 (2023): January 2023
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jipf.v8i1.3070

Abstract

The concept comprehension of physics learning becomes the most important aspect that must be considered due to the conditions in the COVID-19 pandemic, the school implements online learning system that has potential to cause misconceptions among students. This research aims at finding out the effectiveness of STAD-type Cooperative Learning Model based on online media in comprehending physical concepts in class X MIA 1 SMAN 1 Tinambung. The research type is quasi-experiment that the data collection applied the concept comprehending test. The data were then analyzed using independent sample t-test. The results revealed that there was a difference in comprehending the concept among students who were taught using online media-based on the STAD-type in cooperative learning model with students who were taught using conventional learning based on online media. The results of effectiveness test conducted by comparing variance values showed that cooperative learning of STAD type effectively improved the concept comprehension. The findings in this study imply that the learning process during the Covid-19 pandemic can implement a media based on STAD-type cooperative learning model so that students still have appropriate comprehension of the learning material concept.
Using Adobe Animated CC in Designing Interactive Multimedia Based on Cognitive Conflict on Parabolic Motion Materials Prima Lestari Atmam; Fatni Mufit
JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 8, No 1 (2023): January 2023
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jipf.v8i1.3597

Abstract

In reality, most students still do not understand the concepts that have been taught, giving rise to misconceptions. One solution to overcome this problem is to design interactive multimedia based on cognitive conflict. The purpose of this study is to describe the characteristics and validity of interactive multimedia based on cognitive conflict. This type of research is development research using the Plomp development model. The research is limited to two stages, namely the preliminary research stage and the prototyping phase at the validity test stage by experts. The data collection instruments in this study were teacher questionnaire sheets, journal analysis sheets, self-evaluation sheets, and validity test sheets. The data analysis technique used the percentage technique and the V Aiken formula. Based on the preliminary research, the problem of understanding students' concepts was low, the learning model used was still teacher-centered, and interactive multimedia was not yet available. In the development or prototyping phase, interactive multimedia has been designed with the following characteristics: Using Adobe Animated CC, interactive multimedia is based on four syntaxes of cognitive conflict learning models. The results of self-evaluation were obtained with very good criteria. The validity test yielded an average of 0.75 with a valid category. So it can be concluded that interactive multimedia based on cognitive conflict in the parabolic motion material has been valid in terms of material substance, learning design, visual communication display, and software utilization.
Exploring Teachers’ Perspectives on Implementation of STEM-Inquiry Integrated with Disaster Mitigation Annisaa' Mardiani; Insih Wilujeng; Dewi Fairuz Zulaikha
JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 8, No 1 (2023): January 2023
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jipf.v8i1.3101

Abstract

Students understanding of teaching materials depended on the views and attitudes of the teacher in providing explanations during learning. This descriptive research aimed to explore teachers’ perspective on implementation of STEM-Inquiry integrated with disaster mitigation. A number of 70 participants consist of 48 females and 22 males, Physics Teacher in Java Island, Indonesia involved in filling out the questionnaire. The questionnaire instrument distributed consists of several demographic surveys (such as age, gender, education level, and length of teaching) and 18-items Likert scale survey that asked teachers’ perspective on the implementation of STEM-Inquiry integrated with disaster mitigation. The result showed that most of the teachers gave positive views on implementing STEM-Inquiry Integrated with disaster mitigation. The main challenge of the implementation is the difficulty in connecting disaster mitigation with Physics materials to appropriate and feasible teaching materials. Lack of students’ knowledge in disaster mitigation and its integration in science might become a constrain that made low students’ active participation during learning. Therefore, the teachers suggested that they increase knowledge about STEM-Inquiry learning and disaster mitigation to prepare suitable teaching materials in Physics by workshop and discussion with another teacher.
Four Tier-Relativity Diagnostic Test (4T-RDT) to Identify Student Misconception Irnin Agustina Dwi Astuti; Yoga Budi Bhakti; Rendi Prasetya; Yulika Rahmawati
JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 8, No 1 (2023): January 2023
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jipf.v8i1.3668

Abstract

Misconceptions in physics lessons are still the main problem faced by teachers and students. Misconceptions of physics occur at various levels of education and many physics materials at the high school level. The results of observation to class XII students in Semarang obtained data that the material on the theory of relativity is material with a low level of mastery of concepts. In addition, teachers also have difficulty in identifying physical misconceptions experienced by students.  Therefore, this study aims to develop an instrument in the form of a Four-Tier Diagnostics Test to identify students' physics misconceptions on the material of relativity theory, determine the level of validity, reliability, and characteristics of the four-tier diagnostics test. The type of research is Research and Development (R&D). The methods used are documentation, interviews, questionnaires and tests. The results showed that the instruments were valid and reliable. The diagnostic test consists of four levels, namely: a question with one answer key and four distractor, the degree of confidence of the answer, the reason, and the level of confidence of the reason. The resulting instrument consists of a grid, work instructions, test questions, answer keys, answer sheets, scoring guidelines, and result interpretation guidelines. Validity testing by expert validators shows the developed instrument is valid and reliable.
Physics Learning E-Module Integrated with Practicing Pancasila Values on Momentum and Impulse: Is it Effective to Improve Students’ Critical Thinking Skill and Hard Work Character? Nur Arviyanto Himawan; Ariswan Ariswan
JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 8, No 1 (2023): January 2023
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jipf.v8i1.3128

Abstract

The use of independent instructional materials and the integration of Pancasila values need to improve students’ cognitive and affective abilities. This study aims to determine the effectiveness of the integrated physics learning e-module integrated with practicing Pancasila values in momentum and impulse to improve students’ critical thinking skills and hard work character. The independent variable is the use of integrated physics learning e-module integrated with practicing Pancasila values and textbook, while the dependent variable is the critical thinking skill and hard work character. The type of this research is Quasi Experiment with a Pretest-Posttest Control-Group Design. The sampling technique used was cluster random sampling involving 70 students of the 10th-grade science class of a State Islamic High School in Yogyakarta. The instruments used were essay questions of critical thinking skills and a hard work character questionnaire. The data were then analyzed using MANOVA statistical test. The results showed that the physics learning e-module integrated with practicing Pancasila values in momentum and impulse effectively improved the students’ critical thinking skills and hard work character on momentum and impulse. This shows that the use of independent instructional material such as e-modules has a good impact on improving cognitive and affective abilities, not only because students learn content in e-modules, but also because they can monitor their learning process, realize their mistakes, and plan the learning process according to their abilities.
PjBL vs PBL Models in Higher Education: A Comparative Study Using Analysis of Covariance Fadhilah Fadhilah; Muhammad Husin; Rian Fadia Raddhin
JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 8, No 1 (2023): January 2023
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jipf.v8i1.3700

Abstract

A learning model is a form of process or way of presenting learning activities from beginning to end. This learning model serves as a means of communication in the classroom. This study aims to determine whether there are differences in the evaluation of pure learning outcomes by applying the Project-Based Learning (PjBL) and Problem Based Learning (PBL) learning models with the Pretest score as a controller. The number of subjects in this study was 42 mining engineering students in applied physics courses using the purposive sampling method. Data was collected by asking questions before being given treatment and after being given treatment. The data analysis technique used is the analysis of covariance (ANCOVA) in evaluating student learning outcomes. The findings indicate that there are significant differences in learning outcomes between the Project-Based Learning (PjBL) learning model and the Problem Based Learning (PBL) learning model by controlling the Pretest score. The significance of the PjBL learning model gives different and higher results compared to the PBL learning model. The application of the Project-Based Learning learning model provides many more meaningful and meaningful learning experiences for students in improving the evaluation of learning outcomes.
Students’ Perception on Online Learning Experience During Pandemic (Covid-19) Misbah Misbah; Yasmine Khairunnisa; Dewi Dewantara; Surya Haryandi; Desy Purwasih; Nurlaela Muhammad; Khaerus Syahidi; Mohd Ali Ibrahim
JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 8, No 1 (2023): January 2023
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jipf.v8i1.3312

Abstract

This study aimed to analyze students’ perception about their experience in online learning using blended learning in Physics course. The sample was 101 undergraduate students of Physics education who completed the questionnaire which consisted of 34 questions in Likert scale. The data were analyzed using a semi-explorative approach and the results showed that most of the students thought that the lecturer's teaching methods were good and supported by good facilities. However, students have many assignments and do not feel any improvement in skills. Generally, students' perceptions varied influenced by the Appropriate Workload Scale (AWS) and the Appropriate Assessment Scale (AAS) which were explained by 60.911% of the variation.
The Provision of Conceptual Change Text for Reducing Students’ Misconceptions in The Physics Learning of Light During the Pandemic Covid-19 Tomo Djudin; Febriana Yuragi; Hamdani Hamdani
JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 8, No 1 (2023): January 2023
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jipf.v8i1.3309

Abstract

Conceptual change is seen as a powerful teaching approach for developing 21st century skills. To determine the usefulness of delivering a conceptual change text for fostering conceptual change regarding light in physics learning at home during the pandemic, a quasi-experimental design was adopted, with one group pre-and posttesting. The participants are 23 eighth-grade students from SMPN 2 Ledo Bengkayang, a public secondary school in the rural region, who were recruited using an intact group random selection technique. A diagnostic test was provided, which included nine multiple-choice items and two distractors, as well as supporting arguments. This study discovered that students' beliefs regarding light and the process of vision vary significantly. After treatment, pupils' misunderstandings were reduced by 26.80%. After receiving the CCT, students had a considerable conceptual shift, and the CCT's effectiveness was sufficient (gain mean = 0.58). To get more effective results, CCT should be used in conjunction with any other teaching approach or model. A scientific teacher should exemplify a conceptual transformation method in the classroom.

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