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Jurnal Ilmiah Pendidikan Fisika
Published by Universitas Lambung Mangkurat
ISSN : 25499955     EISSN : 25499963     DOI : http://dx.doi.org/10.20527
Core Subject : Science, Education,
Education Physics
Jurnal Ilmiah Pendidikan Fisika publishes articles from research in the field of physics education, which have not been published elsewhere. This Jurnal Ilmiah Pendidikan Fisika is periodically published by the Physics Education Study Program, Mathematics and Science Education, Faculty of Teacher Training and Education, Universitas Lambung Mangkurat in collaboration with Physical Society of Indonesia (PSI) published three times a year in February, June, and October. Jurnal Ilmiah Pendidikan Fisika publishes articles about the results of research in the field of physics education including: Learning models , Learning methods, Learning media , Assessment, Teaching materials Curriculum
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Articles 15 Documents
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Search results for , issue "Vol 8, No 1 (2024)" : 15 Documents clear
The Effectiveness of the POGIL Learning Model on Simple Harmonic Motion Topic to Enhance Students' Science Process Skills Nor Aulida Rahmi; Dewi Dewantara; Mastuang Mastuang
Jurnal Ilmiah Pendidikan Fisika Vol 8, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v8i1.10097

Abstract

The lack of training in students' science process skills indicators in physics subjects has resulted in a majority of students in one of the high schools in Banjarmasin, grade X MIPA, having relatively low science process skills. This study aims to describe the effectiveness of the POGIL learning model and assess the achievement of students' science process skills. This study used a one-group pretest-posttest design. The results showed that using the POGIL model based on the n-gain calculation had a high effectiveness category with a value of 0.73 and trained students' science process skills, as indicated by an increase in the achievement of science process skills, which had a very good category. Based on these results, using the POGIL model can provide benefits in practicing students' science process skills.
Development of A Physics-Based E-Module Iman Taqwa-Loading CTL on Dynamic Fluid Materials Siti Nurhafizah Adha; Fitri Nur Hikmah; Eko Wahyu Nur Sofianto
Jurnal Ilmiah Pendidikan Fisika Vol 8, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v8i1.10499

Abstract

The CTL model is a model that can help teachers motivate students to make connections between the content of the material and real-life situations, and this model requires teachers to create alternative teaching materials as a guide. The development of good teaching materials that combine religious values with science. Therefore, researchers are interested in developing this e-module. This research aims to determine the validity of the product being developed, namely a physics e-module based on CTL containing implications for dynamic fluid material, and to find out how students respond to the product the researcher developed. This research is development research, and the development model used is the ADDIE development model, which consists of five stages. However, this research only reached the development stage because research aimed to develop and produce valid teaching materials based on validator assessments, and at each stage of this model, there is evaluation and revision.  First, the researchers analyzed the curriculum, needs, and materials. Then, they design it, the initial design stage for developing a product. Next, the development is the stage where the previously prepared design realizes the product design. Validators consist of two physics lecturers and one physics teacher. The development trial subjects were 34 class XII, IPA 1, MAN 1, and HST students. The product validation results from material experts were 81%, and from media experts were 82%, where both of these figures are included in the very valid criteria. The results of the student response test on the product being developed were 85%, which met very good criteria. Based on these results, the physics e-module based on CTL contains imprints on dynamic fluid material is declared valid and very good. Implications development is helping teach physics in religion and dynamic fluid materials. Implications of research for helping increase learning module fluid dynamics include religion (Islamic).
Analysis of Students' Problem-Solving Skills in Physics Learning Through a STEM-Oriented Direct Teaching Model Waasik Murniati; Suyidno Suyidno; Sarah Miriam; Dewi Dewantara; Mazlena Binti Murshed
Jurnal Ilmiah Pendidikan Fisika Vol 8, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v8i1.10878

Abstract

Problem-solving skills are one of the 21st-century skills that students must master, but most students still have not mastered them. This research aims to describe the implementation and obstacles to implementing STEM-oriented direct instruction to improve students' problem-solving skills. This research is descriptive and qualitative in analyzing students' problem-solving skills. The subjects of this research were 20 students in class XI MIPA. The tools used are sound wave teaching materials that have been validated, and research instruments are student response questionnaires, and researchers act directly as teachers. Data analysis is carried out by reviewing the results obtained in the field through interviews, observations, and a collection of other documents. The data analysis stages in this research used the Miles and Huberman model: data classification, data display, and data validation. It was concluded that the implementation of learning took place according to the STEM-oriented direct instruction syntax, and several factors hindered the improvement of students' problem-solving skills, including internal factors, namely from within the students, and external factors, namely from the teacher and school.
Implementation of Conceptual Change Model - Computational Thinking (CCM-CT) to Increase Students’ Conceptual Understanding in Pascal’s Law Dwi Anfusiyah; Achmad Samsudin; Agus Danawan
Jurnal Ilmiah Pendidikan Fisika Vol 8, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v8i1.11479

Abstract

This research aimed to implement the Conceptual Change Model - Computational Thinking (CCM-CT) in enhancing students’ conceptual understanding of Pascal’s Law. This research used a quasi-experimental design with a pretest-posttest control-group design. The population for this research comprised all second-semester grade XI MIPA students in a public high school in Bandung City. The sampling method used was purposive sampling, specifically selecting students who had not previously studied Pascal's Law material. The sample included two classes: the experimental class, which received treatment through CCM-CT learning, and the control class, which underwent treatment using CCM learning. The experimental class consisted of 8 male students and 28 female students, while the control class consisted of 9 male students and 27 female students aged 15-17 years. The data collection technique for students’ conceptual understanding used a Four-tier test instrument on Pascal’s Law. The data analysis technique used the N-Gain test to assess the enhancement of students' conceptual understanding through activities to alter their conceptions during the learning process. The results revealed a distinction in conceptual understanding between students who utilized CCM-CT learning and those who employed CCM learning. The N-Gain pre-test and post-test values in the experimental class, which implemented CCM-CT learning, were 0.71, interpreted as "high," while in the control class applying CCM learning, the values were 0.62, interpreted as "enough." As a result, implementing CCM-CT proved to be an alternative teachers could utilize to enhance students' conceptual understanding. This was supported by the research findings, which demonstrated a higher level of concept understanding among students who underwent CCM-CT learning compared to those who underwent CCM learning.
The Effectiveness of Problem-Based Physics Learning to Improve High School Students' Science Process Skills Ma'ruf Ma'ruf; Ana Dhiqfaini Sultan; Nurzyanti Jani
Jurnal Ilmiah Pendidikan Fisika Vol 8, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v8i1.11544

Abstract

This research aims to analyze the improvement in students' science process skills after applying the problem-based learning model to physics learning. Physics learning at the high school level, namely at Makassar National High School, experiences several deficiencies in the science process skills experienced by students. Choosing a problem-based learning model can support the delivery of material well. This research uses the problem-based learning model to analyze students' science process skills before and after being taught. The type of research used is quasi-experimental research. The population in this study was 32 students. The sampling technique uses purposive sampling with two classes.  The level of science process skills of class X IPA 2 (experimental) students obtained an average score of 73.60 and class X IPA 3 (control) of 42.81. The results of the N-gain test analysis in the experimental class obtained an average value of 0.59 with medium criteria. The control class had an average N-gain value of 0.05 with low criteria, meaning there was an increase in both classes, so it can be concluded that there was a significant influence on students' science process skills after using the problem-based learning model, The research contribution is that the implementation of problem-based learning is very effective for improving physical science process skills.

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