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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
Arjuna Subject : -
Articles 307 Documents
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Global Trends in Computational Thinking Research in Physics Learning: A Systematic Literature Review Diraya, Inayatun; Kusairi, Sentot; Parno, Parno
Jurnal Ilmiah Pendidikan Fisika Vol 9, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v9i1.14262

Abstract

This research examines the global trends regarding applying computational thinking (CT) in physics learning through a Systematic Literature Review (SLR) approach. By analyzing 30 selected articles published in 2019-2024, this study aims to provide insight into the types of research, subjects, instruments, physics materials, and supporting media used. The results showed that most studies focused on developing CT-based learning products, such as interactive modules and simulations, which were predominantly applied to high school students with materials such as electricity, temperature, and heat. Frequently used media include Scratch, Arduino, and Visual Python, which are proven to improve students' critical thinking, collaboration, and algorithmic skills. However, CT implementation is faced with challenges such as limited technology facilities, teacher training needs, and the complexity of curriculum integration. This research recommends the exploration of problem-, project-, and game-based learning approaches to support the development of CT at different levels of education. The results are expected to be the basis for developing more innovative and effective learning strategies to face the challenges of the 21st century.
Sound Wave Teaching Module using STEM-PBL to Improve Students' Science Process Skills Khadijah, Siti; Suyidno, Suyidno; Mahtari, Saiyidah; Qamariah, Qamariah
Jurnal Ilmiah Pendidikan Fisika Vol 9, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v9i1.13270

Abstract

Students' science process skills are still relatively low because the availability of learning resources such as teaching modules has not improved students' science process skills. Therefore, this study aims to analyze the feasibility of the STEM-PBL-oriented sound wave module to improve students' science process skills. This study uses the ADDIE model, which includes (1) analysis, (2) design, (3) development, and (4) implementation. The trial in this study used a one-group pre-test post-test design on 31 students at one of the state high schools in Banjarmasin City. Data collection was carried out through the validity and practicality of the module, which includes the teaching module and the implementation of the teaching module. The study results for the teaching module's validity value were (3.70 and 0.90) and the practicality value of the teaching module's implementation (was 3.36 and 0.68). Thus, the developed STEM-PBL-oriented sound wave teaching module can be implemented to improve students' science process skills, as seen from its high validity and practicality.
Exploration of Thermodynamics Concept of Madura Klampar Written Batik: Integration of Culture and STEAM-Based Education Ayu, Hena Dian; Damayanti, Infa; Sundaygara, Chandra
Jurnal Ilmiah Pendidikan Fisika Vol 9, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v9i1.14746

Abstract

This research explores the concept of thermodynamics in making Klampar Madura batik, integrated with culture and education based on STEAM (Science, Technology, Engineering, Art, and Mathematics). Klampar batik, has a manufacturing process that involves thermodynamic concepts, such as changes in form and heat transfer. Thermodynamics is often considered an abstract and difficult subject for students to understand. The STEAM education approach offers a more engaging and applicable learning method, making thermodynamic concepts easier to grasp as they become more contextual. The research method used is descriptive qualitative with a cultural studies approach. Data collection techniques were conducted through interviews, observation, documentation, and literature study. The research results reveal that making Klampar batik involves the concept of thermodynamics at the stages of melting wax, fixation, and drying. Integration of physics concepts with culture and STEAM education, which includes Science (thermodynamics), Technology (canting design), Engineering (fabric, biron wax, canting), Arts (motifs), and Mathematics (thermodynamics in the fixation process). Through the STEAM cultural and educational approach, the batik process is a means to create works of art and preserve culture with a cross-disciplinary, knowledge-based approach.
Development of Guided Discovery-Based E-Module of Momentum Impulse Material to Foster Students’ Digital Literacy Sumiyati, Sumiyati; Suyidno, Suyidno; Miriam, Sarah; Qamariah, Qamariah
Jurnal Ilmiah Pendidikan Fisika Vol 9, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v9i1.13227

Abstract

Students' digital literacy remains very lacking. This research aims to determine the feasibility of a guided discovery-based E-Module to train students' digital literacy skills. This research is a research and development study using the ADDIE model, and a practicality test of the E-Module was carried out on 30 physics education alumni in 2017. Data collection techniques employed E-Modul validation instruments and E-Module readability questionnaires. The data analysis technique was quantitative descriptive. The results showed that (1) E-Module validation results and readability instruments in the valid category and (2) E-Module practicality seen from the student readability questionnaire has met the practical category. It is concluded that the E-Module developed on momentum impulse material is feasible to train students' digital literacy skills. This research implies that the integration of digital literacy in modules can help students prepare for the challenges of education in the digital era and encourage the development of a more interactive curriculum.
Preliminary Study: Project-Based Learning with Chamilo e-learning in Junior High School Physics Education Islamia, Saribatul; Rahmad, M.; Yennita, Y
Jurnal Ilmiah Pendidikan Fisika Vol 9, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v9i1.14492

Abstract

Implementing Project-Based Learning (PjBL) is an effective strategy for enhancing 21st-century skills. Integrating technology through Chamilo e-learning facilitates more interactive and engaging digital learning. This study aims to analyze the implementation of the Chamilo e-learning-assisted PjBL model in schools and assess teachers' and students' confidence in its application. This research employs a survey method with random sampling involving five science teachers and 60 students. Data were collected through a questionnaire validated for reliability (KR-20 coefficient: 0.82 for teachers, 0.77 for students), covering three key aspects: (1) PjBL implementation in schools, (2) Chamilo e-learning utilization, and (3) the effectiveness of Chamilo e-learning-assisted PjBL in enhancing students' creative thinking and digital literacy. Data analysis was conducted using a descriptive quantitative approach by calculating percentages for each measured aspect. The findings indicate that the Chamilo e-learning-assisted PjBL model is rarely implemented in schools. Most teachers have not applied this model to enhance students' creative thinking and digital literacy due to their limited understanding of PjBL and Chamilo e-learning. Furthermore, 100% of students reported never having learned using this model. The confidence level of teachers regarding the need for implementing Chamilo e-learning-assisted PjBL reached 80%, while students' confidence level was 88.5%. These results highlight the urgent need for systematic interventions to enhance the application of Chamilo e-learning-assisted PjBL in science education. This study suggests continuous teacher training to improve their competency in utilizing this model. Moreover, schools must ensure sufficient technological infrastructure and stable internet access to support its effective implementation, ultimately fostering students' creative thinking and digital literacy skills.
Analysis of Item Difficulty and Student Misconceptions on Temperature and Heat Using a Two-Tier Diagnostic Test Royani, Shinta Nuriyah Mahbubiyah; Artanti, Kafa Pramitha Indhira Anggraini; Putri, Rafa' Anugrah; Parno, Parno
Jurnal Ilmiah Pendidikan Fisika Vol 9, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v9i1.14401

Abstract

This study aimed to analyze the level of problem difficulty and students’ misconceptions on the topic of temperature and heat using a two-tier diagnostic test. A two-tier diagnostic test was administered to a sample of undergraduate physics education students at three major universities in East Java to assess their understanding of these basic physics concepts. The first tier of the test evaluated students’ ability to answer content-related questions correctly, while the second tier explored the reasoning behind their responses. Data were also collected on the Certainty Response Index (CRI) to determine students’ confidence levels in their answers. Data analysis was conducted to determine the problem's difficulty level and identify common misconceptions. The results showed students had difficulty solving problems at levels C3 and C4, especially on representation problems. These findings highlight the need for appropriate teaching strategies to address these misconceptions and improve students’ conceptual understanding of temperature and heat. This study provides valuable insights into assessing students’ knowledge and identifying key areas for instructional improvement in thermodynamics teaching.
Physics Teaching Modules in the Merdeka Curriculum Framework Using the Guided Inquiry Model: A Validity Review Shaliha, Firdayati Amalia; Mastuang, Mastuang; Haryandi, Surya
Jurnal Ilmiah Pendidikan Fisika Vol 9, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v9i1.13654

Abstract

The lack of valid physics teaching modules in the Merdeka curriculum framework makes it difficult for educators to develop learning tools that meet classroom needs. This research uses the guided inquiry model to measure the validity of physics teaching modules in the Merdeka curriculum framework. This research is categorized as research and development using the ADDIE model. Data was obtained using a validation sheet instrument distributed to two expert validators and one practitioner validator. The data analysis technique used was descriptive quantitative. The results showed that the physics teaching module in the Merdeka curriculum framework using the guided inquiry model was valid and categorized as excellent. This research serves as a reference for developing similar teaching materials, and the module's validity contributes to improving the quality of physics learning in the classroom. The suggestion for future follow-up efforts is to conduct a practicality and effectiveness test.
First-Year Students' Understanding of The Use of Differential and Integral in Solving Kinematics Problems Sarkity, Dios; Fitriani, Rita; Kurniawan, Bakhrul Rizky
Jurnal Ilmiah Pendidikan Fisika Vol 9, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v9i1.14718

Abstract

A good interconnection between mathematical ability and understanding of physics concepts is needed to solve physics problems. This study aims to analyze students' initial understanding of differential and integral concepts and students' understanding of using differential and integral in solving kinematic problems. This study involved 23 first-year Chemistry Education Study Program students taking a General Physics Course. The study was conducted in May 2024. This study was a descriptive study with a quantitative approach. Test was used to collect data with essay questions as an instrument. The instruments used are valid and reliable, with a reliability coefficient 0.74. Data were analyzed using descriptive statistics. The results showed that the number of students who understood the concept of differential was twice as many as those who understood the concept of integral. The results also showed that the number of students who could apply the concept of differential in solving physics problems was much greater than the number of students who could apply the concept of integral in solving physics problems. Even so, there was the much greater number of students who did not understand mathematical concepts and could not apply them in solving physics problems. This indicates the importance of strengthening mathematical concepts to support the implementation of physics learning. This can be conducted by involving students in problem-solving learning using real-life physics problems. Students must use their mathematical abilities and appropriate physics concepts to find the solutions. It will help students understand the interconnection between mathematics and physics so that they can see both as one inseparable part. 
The Effect of Guided Discovery Learning and Scientific Literacy on Senior High School Students Science Process Skills in Newton's Laws Aslamia, Debby; Astra, I Made; Wibowo, Firmanul Catur
Jurnal Ilmiah Pendidikan Fisika Vol 9, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v9i1.14546

Abstract

The goals of this research are to (1) compare the scientific process abilities of students with high and low science literacy levels in the guided discovery learning group to those of students in the expository group and (2) determine how learning models interact with science literacy to impact science process capabilities. The study used a 2x2 factorial design and was quantitative, using a quasi-experimental methodology. All eleventh graders at IPA MAN 11 in Jakarta were eligible to participate in this research. Utilizing a purposive sampling technique, the sample was derived from two classes: one that was taught using the guided discovery learning model and another that was taught using the expository model. Within each class, there were two subgroups: those with high science literacy and those with low science literacy. Data is gathered using a pre-and post-test approach using instruments such as a science literacy questionnaire and a test of scientific process abilities. According to the study's findings, students in the guided discovery learning group exhibited significantly better science process skills than those in the expository group, regardless of whether their science literacy level was high or low. Scientific process abilities are unaffected by the learning model's connection with scientific literacy. On the other hand, competency in the scientific method is another area in which science literacy helps. The interplay between good scientific literacy and the guided discovery learning paradigm affects students' abilities to carry out the scientific method. When paired with strong scientific literacy, the guided discovery learning methodology may help students become more proficient in the scientific process. This finding indicates that combining discovery-based learning and technology can be an innovative alternative to science learning.
Analysis of Students' Misconceptions Using Three-Tier Diagnostic Test on Straight Motion Material Linawati, Ela Vika; Suyidno, Suyidno; Miriam, Sarah; Qamariah, Qamariah
Jurnal Ilmiah Pendidikan Fisika Vol 9, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v9i1.13306

Abstract

This study aims to analyze the extent of misconceptions held by students at SMAN 3 Kuala Kapuas regarding the motion of objects and their causes. This study constitutes descriptive research. The methodologies employed for data collection included observation and testing. The instruments employed comprised both test and non-test instruments (questionnaires). The three-tiered diagnostic test was designed to ascertain the extent of student misconceptions. The non-test instrument employed was an interview instrument designed to ascertain the underlying factors contributing to the formation of erroneous beliefs among students. The tools employed consisted of test papers and structured interview protocols. The data pertaining to misconceptions were subjected to both quantitative and qualitative analysis, after which the percentage of students' misconceptions was elucidated through discussion. The population for this study comprised all students enrolled in Class X MIPA at SMAN 3 Kuala Kapuas, while the sample size consisted of 15 students. According to the analysis of the data, the average percentage of misconceptions among students at SMAN 3 Kuala Kapuas is 45.33%. The factors contributing to misconceptions among students include their abilities, the teaching methods employed by teachers, the interactions and communication between teachers and students throughout the learning process, and the student's learning styles. The implications of this study suggest that it influences the learning process and enhances the quality of student comprehension. Furthermore, it facilitates the development of superior instructional materials, such as incorporating illustrations, simulations, or straightforward experiments, which elucidate abstract concepts.

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