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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 319 Documents
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Analysis of Student Critical Thinking Skills Improvement Profile through SETS Based Physics E-Book Intervention Integrated with Local Wisdom Irawan, Nisya Indriyanti; Pujianto, Pujianto
Jurnal Ilmiah Pendidikan Fisika Vol 10, No 1 (2026): MARCH 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v10i1.17643

Abstract

The integration of the SETS (Science, Environment, Technology, and Society) approach within a Physics E-book based on 'Nenggala' local wisdom enables students to bridge scientific concepts with cultural reality, fostering contextual understanding, while the SETS model provides structured stages of investigation that stimulate critical inquiry. The development of this integrated E-book serves as the primary contribution of this research, addressing the significant gap in students' critical thinking skills, particularly in analysis, inference, and evaluation. Employing a Research and Development (R&D) method with the ADDIE model, this study evaluated the media’s effectiveness through a Non-Equivalent Pretest-Posttest Group Design involving 108 grade XI students. The results demonstrate that the E-book is highly feasible and significantly effective; the experimental group utilizing the SETS model achieved the most substantial improvement with an N-gain of 70.9 (high category), markedly outperforming the control group. These findings indicate that SETS-based E-books integrated with local wisdom provide an innovative reference for educators to strengthen the Merdeka Curriculum while fostering meaningful physics learning and higher-order thinking skills.
Bibliometric Mapping and Clustering of Augmented Reality in Physics Education: Trends, Gaps, and Future Directions Widiantoro, Sharfina Adelia; Wibowo, Firmanul Catur; Budi, Esmar; Bunyamin, Muhammad Abd Hadi
Jurnal Ilmiah Pendidikan Fisika Vol 10, No 1 (2026): MARCH 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v10i1.18083

Abstract

Augmented reality is considered to have the potential to support physics teaching by visualising abstract concepts. However, to keep pace with the rapid developments across various disciplines in this field, bibliometric analysis was conducted to map the intellectual structure, identify emerging trends, and highlight potential directions for future research. This study systematically covers publications from 2012–2025, providing a comprehensive overview of research trends in AR for physics education.  The objectives of this study are: (1) to identify publication trends and main contributing institutions; (2) to identify the most productive authors, the most influential publications, and the core journals; (3) to map the main research topics and their interrelationships; and (4) to analyse collaboration patterns between countries and authors. A total of 77 documents were retrieved from the Scopus database and analysed using descriptive bibliometric techniques and science mapping. In this study, the topics “augmented reality” and “students” emerge as the most central nodes, indicating the primary focus of the research and serving as links between research clusters. Thematic analysis also indicates that niche themes, such as “learning outcomes” and “teaching”, are not yet widely connected to motor themes, highlighting potential directions for future research, including exploring integration between these two groups and investigating more integrated approaches in technology-enhanced physics learning. These findings can provide guidance for researchers in physics education and suggest areas for further studies to explore more integrated approaches in AR-supported learning, contributing to the ongoing development of physics education research.
Trends in the Integration of Augmented Reality and Artificial Intelligence in Science Education: A Bibliometric Analysis, 2017–2026 Andriani, Dhian; Budi, Esmar; Iswanto, Bambang Heru; Wibowo, Firmanul Catur; Putra, Rico Pratama
Jurnal Ilmiah Pendidikan Fisika Vol 10, No 1 (2026): MARCH 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v10i1.18029

Abstract

Recent digital advancements have transformed education, making Artificial Intelligence (AI) and Augmented Reality (AR) essential tools for improving the quality of science learning, as demonstrated through bibliometric analysis. This study investigates the evolution of publication trends, identifies the most productive journals, authors, institutions, and countries, determines the most influential publications based on citation counts, analyzes dominant research themes and keyword patterns, and traces the development of research themes in science education from 2017 to 2026. A total of 67 Scopus-indexed documents were selected through purposive sampling. Publication metadata, including titles, abstracts, keywords, citations, and affiliations, were analyzed in RStudio using the bibliometrix package. The findings indicate a substantial increase in publications, with 66 of the 67 articles (approximately 99%) published after 2020 and a peak in 2025. Citation analysis identified the most influential publications, while keyword analysis revealed dominant themes such as student engagement, adaptive learning, and AI-AR-based digital learning media. This study delineates the intellectual structure of AI and AR research in science education and offers practical recommendations for the development of technology-based adaptive learning models. This study investigates (1) the evolution of publication trends on AR and AI in science education from 2017 to 2026; (2) the most productive journals, authors, institutions, and countries; (3) the most influential publications based on citation analysis; (4) dominant research themes and keyword patterns; and (5) the evolution of research themes over time. This study reviewed 67 documents from the Scopus database covering the period 2017 to 2026 and analyzed them using RStudio. The findings indicate a substantial increase in publications addressing the integration of AI and AR in science education over recent years. The analysis also reveals that existing studies consistently highlight the potential of AI and AR to enhance student engagement and learning effectiveness.  
Guided Inquiry and Multirepresentation Integration in a Dynamic Fluids Module for Strengthening Critical Thinking Milisa, Milisa; Mahtari, Saiyidah; Suyidno, Suyidno
Jurnal Ilmiah Pendidikan Fisika Vol 10, No 1 (2026): MARCH 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v10i1.17398

Abstract

Students' critical thinking skills in dynamic, fluid materials are still considered low because the learning process generally takes place conventionally and is limited to verbal and mathematical presentations. This causes students to have difficulty understanding abstract concepts, analyzing phenomena, and drawing logical conclusions. This research aims to develop a guided inquiry and multirepresentation-based dynamic fluid teaching module as an innovative effort to strengthen critical thinking skills. The research results show that: (1) The teaching module is valid because the validation results for the lesson plan (3.40), teaching materials (3.40), student worksheets (3.40), and critical thinking test (3.63) meet the valid category; (2) The module is practical because the learning implementation score is 3.57, which is in the good category; and (3) The teaching module is effective because the N-gain scores for critical thinking and learning outcomes are 0.69 each, which is in the moderate category. Multirepresentation enables students to understand concepts through various forms of representation, allowing them to grasp ideas more effectively, while guided inquiry provides structured stages of scientific investigation that enrich the learning experience. The integration of these two strategies into a single teaching package becomes the main contribution of this research, as it has been shown to make physics learning more meaningful and simultaneously foster higher-order thinking skills. This finding indicates that teachers can utilize the module to strengthen contextual learning in line with the Merdeka Curriculum, as well as use it as a reference for developing innovative teaching materials for other abstract physics topics or by incorporating digital technology.
The Application of the Dimensional Analysis Approach in Understanding the Interrelationships Between Physical Quantities for Students Lega Serano, Havez Rasya; Suhendi, Endi; Ramdhania, Lathifa Nur; Sari, Lasmita; Amiruddin, Mohd Zaidi Bin; Sya’roni, Imam
Jurnal Ilmiah Pendidikan Fisika Vol 10, No 1 (2026): MARCH 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v10i1.17146

Abstract

The main issue raised in this study is the tendency of students to rely on memorizing physics formulas without understanding the relationships between quantities and their dimensions. This study aims to explore the use of the dimensional analysis approach as a tool for understanding and deriving the relationships between physical quantities in various types of motion, including oscillatory motion, free fall motion, and parabolic motion. Exploratory and conceptual analysis methods were used in this study with a descriptive approach. In addition, an attitude scale instrument was used to measure students’ perceptions, which has been shown to be valid (0.80–0.92) and reliable (α = 0.89). The results show that the equations obtained through dimensional analysis are consistent with theoretical equations. This confirms that the approach is capable of correctly identifying the form of physical relationships, although it cannot yet determine the numerical constants precisely. In addition, student responses show a positive attitude towards the dimensional analysis approach, which is considered a new, useful, and efficient way of solving physics problems. However, students also recognized the limitations of this method in producing exact solutions due to the existence of arbitrary constants. These findings indicate that dimensional analysis is a scientifically robust and pedagogically valuable approach that can strengthen conceptual understanding. Thus, the application of the dimensional analysis approach in physics learning can help students find solutions logically and systematically.
Literature Review on The Integration of Engklek Games in Physics Learning Setiani, Ajeng Wahyu; Fadly, Wirawan; Deta, Utama Alan
Jurnal Ilmiah Pendidikan Fisika Vol 10, No 1 (2026): MARCH 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v10i1.17154

Abstract

The traditional game of Engklek is a hopping game played on one foot across a flat surface. Integrating local wisdom through innovative learning approaches can increase student motivation while preserving traditional culture. This study explores how the Engklek game can be implemented as an instructional medium in physics education. Using a Systematic Literature Review (SLR) with the PRISMA method, this research analyzes 10 relevant article studies published between 2021 to 2025 retrieved from the Google Scholar database and limited to those indexed in Scopus or SINTA. The analysis shows that the Engklek game explores physics concepts such as parabolic motion, Newton’s laws, energy work, momentum and impulse, torque, and rigid body equilibrium. The game proves to be an effective and enjoyable medium for physics learning. The implications of using Engklek support the development of ethophysics by connecting scientific concepts with local wisdom.
Development of an Integrated PjBL E-Module on the Character of Kayuh Baimbai and the SETS Approach to Training Science Literacy Hikmah, Nurul; Wati, Mustika; Dewantara, Dewi; Hartini, Sri
Jurnal Ilmiah Pendidikan Fisika Vol 10, No 1 (2026): MARCH 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v10i1.17361

Abstract

The low level of students’ science literacy, as reported in the 2022 Programme for International Student Assessment (PISA), remains a major challenge in physics education. This study aimed to determine the validity of a Project-Based Learning (PjBL) e-module integrated with Kayuh Baimbai character values and the Science, Environment, Technology, and Society (SETS) approach to support the development of students’ science literacy. This study employed a research and development design using the ADDIE model, focusing on the development and validation stages. The research subjects consisted of 54 eleventh-grade students from SMAN in Banjarmasin, divided into an experimental class and a control class, each comprising 27 students. The research instruments included validation sheets used to evaluate the developed products, namely the e-module, teaching materials, student worksheets, and learning achievement tests. The level of validity was analyzed using the average validator scores, while reliability was determined using Cronbach’s alpha coefficient. The results indicated that all developed learning components achieved the “very valid” category, suggesting that the e-module was suitable for use in physics learning. The integration of local wisdom through Kayuh Baimbai character values with the SETS approach represents an innovative contribution to the development of culturally relevant digital learning materials to support students’ science literacy.
Analysis of Students' Problem-Solving Abilities in Solving HOTS Questions on Kinematics Topics Khaeri, Ummul; Usman, Usman; Hasyim, Mutahharah; Setiawan, Trisno
Jurnal Ilmiah Pendidikan Fisika Vol 10, No 1 (2026): MARCH 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v10i1.17497

Abstract

Problem-solving skills based on Higher Order Thinking Skills (HOTS) are very important in learning physics, but many students still have difficulty meeting the indicators of high-level thinking. The gap between understanding the problem and the ability to design a solution strategy shows the need for a more in-depth analysis of the students' thinking process. This study aims to analyze students’ problem-solving abilities in answering physics questions based on HOTS using Polya’s four problem-solving steps: understanding the problem, devising a plan, carrying out the plan, and looking back. The study employed a quantitative descriptive approach involving 32 eleventh-grade students during the second semester of the 2024/2025 academic year. The research instrument consisted of five HOTS-based essay questions that had been tested for validity using the Gregory technique. The analysis results showed a validity coefficient of 1.00, indicating that the instrument is highly valid and appropriate for measurement. In addition, the instrument also meets the reliability criteria, so it is declared suitable for use in the collection of research data, and the data were analyzed according to the students’ performance in each problem-solving stage. The findings indicate that the “understanding the problem” stage was the most mastered aspect, with most students categorized as high and very high. In contrast, the “devising a plan” stage showed the lowest achievement, with the majority falling into the very low category. Overall, students’ problem-solving abilities varied considerably, particularly in planning strategies and executing solutions. These results suggest the need for instructional practices that better develop students’ strategic planning, systematic thinking, and higher-order reasoning skills.
Building an Understanding of the Concept of Heat Through the Implementation of Guided Inquiry Learning with Formative Assessment Arielia, Vemita; Jufriadi, Akhmad; Ayu, Hena Dian
Jurnal Ilmiah Pendidikan Fisika Vol 10, No 1 (2026): MARCH 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v10i1.18184

Abstract

The students' understanding of temperature, heat, and thermal equilibrium remains inadequate, necessitating an educational strategy to enhance their scientific understanding. This study seeks to enhance students' understanding of concepts by employing guided inquiry learning in conjunction with formative assessment on thermal material. The research employed a mixed methods strategy, utilizing quantitative data from concept understanding exams and qualitative data from interviews. Quantitative analysis encompassed descriptive statistics, normalized gain (N-Gain) computations, and independent samples t-tests, and qualitative data was examined through content analysis methodologies. The study's results indicated a significantly greater enhancement in conceptual understanding in the experimental group relative to the control group. The N-Gain value for the experimental group was 0.69 (moderate category), but the control group attained just 0.25 (low category). The data satisfy the statistical requirements, specifically normal distribution (Sig > 0.05) and homogeneity (Sig = 0.406). The t-test results indicated a significant difference between the two courses (t = 73.761; p < 0.001), demonstrating that guided inquiry learning with formative evaluation substantially enhances conceptual understanding. This study's theoretical implications suggest that integrating guided inquiry learning with formative assessment can enhance students' conceptual understanding through scientific investigations and ongoing feedback. The finding corroborates the constructivist approach, which underscores the significance of active learning experiences and cognitive interactions in fostering a more precise and comprehensive conceptual understanding.

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