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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 329 Documents
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Mapping the Evolution Classroom to Experience: A Global Bibliometric Analysis of Experiential Learning in Physics Education Thomas Enggar Dwi Prasetyo; I Made Astra; Teguh Budi Prayitno; Firmanul Catur Wibowo; Iwan Sugihartono
Jurnal Ilmiah Pendidikan Fisika Vol 10, No 2 (2026): JUNE 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v10i2.18440

Abstract

The integration of traditional classroom instruction and hands-on experience through experiential learning in physics education requires systematic mapping to understand its research development. This study aims to: (1) analyze publication trends and geographic distribution; (2) identify influential journals, authors, and collaboration networks; (3) determine dominant research themes through keyword analysis; and (4) propose future research directions. Data were retrieved from the Scopus database (2020–2025), comprising 30 sources and 54 documents. A quantitative bibliometric method was employed using RStudio with the Bibliometrix package to examine publication trends, collaboration patterns, and thematic structures. The findings show a significant increase in publications in 2024 (15 documents), with the United States contributing the largest share (64.4%). Collaboration networks remain fragmented across 14 clusters. Thematic analysis identifies “educational innovation” as a motor theme, while “physics education” appears as a basic yet relatively isolated theme. Overall, experiential learning research in physics education is growing rapidly and shows strong potential for technology integration. These findings imply that researchers, educators, and curriculum developers need to promote stronger international collaboration, develop more context-specific experiential learning models, and integrate emerging technologies to enhance the relevance and effectiveness of physics education. However, broader international collaboration and more contextualized approaches are needed to strengthen future research development.
Temperature and Heat Module with Guided Inquiry Model to Improve Student Learning Outcomes Sultan Syekh Nuhly Rifa Rizkya Robby Hidayatullah; Mastuang Mastuang; Saiyidah Mahtari
Jurnal Ilmiah Pendidikan Fisika Vol 10, No 2 (2026): JUNE 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v10i2.17399

Abstract

The persistently low learning outcomes in physics indicate that students frequently struggle to analyze experimental results in depth—a challenge often exacerbated by conventional teacher-centered instructions. This study developed and evaluated a temperature and heat instructional module integrated with the Guided Inquiry model to enhance student learning outcomes. Employing the ADDIE development framework, the study involved 33 eleventh-grade students at SMA Negeri 1 Angsana as test subjects. Data were gathered using validation instruments, implementation observation sheets, and a learning outcome test, analyzed through quantitative descriptive statistics. The results demonstrated high product validity, with a score of 3.47 and a high reliability coefficient of 0.68. The module exhibited exceptional practicality, achieving a 92% implementation rate. Regarding effectiveness, the module yielded a moderate improvement in learning outcomes, evidenced by an average normalized gain (N-gain) of 0.57. Post-intervention analysis showed that while cognitive scores substantially increased, the formal mastery rate reached 30.3% (10 students), with 69.7% (23 students) still developing proficiency due to persistent algorithmic calculation bottlenecks. It is concluded that the guided inquiry module is valid, highly practical, and moderately effective, serving as a structured pedagogical alternative to bridge conceptual understanding and experimental inquiry in resource-limited physics classrooms.
The Effect of Project-based Learning on Self-efficacy and Learning Outcomes of Physics Students in High School on Momentum and Impulse Learning Material M. Rizki Febrian; Bambang Supriadi; Firda Kusuma Ayu Anggraeni
Jurnal Ilmiah Pendidikan Fisika Vol 10, No 2 (2026): JUNE 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v10i2.18326

Abstract

Physics learning at the high school level is typically characterized by a predominance of teacher-led activities over student engagement, resulting in suboptimal student confidence and learning outcomes. This study aims to examine the effect of the application of the project-based learning (PjBL) learning model on student learning outcomes, especially in the learning material of momentum and impulse. This study is based on the need for innovative transformation of learning management to improve the quality of human resources and the active involvement of students as learning subjects. The employed research method is quantitative with a control-only design. The research sample comprised 10th-grade science students at Ibrahimy High School, categorized into Science 1 as the experimental group employing the project-based learning model and Science 2 as the control group utilizing the conventional model. The homogeneity test yielded a significance value of 0.620, which exceeds 0.05, indicating that the pre-test data for both the experimental and control classes are homogeneous. The normality test of the self-efficacy questionnaire data was conducted on 31 data samples using the Shapiro-Wilk method. The questionnaire and post-test normality test demonstrated that the data distribution in both the experimental and control groups was normal. The t-test on the questionnaire scores revealed a significance value of 0.002, which is below 0.05, indicating that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. Thus, there was a significant difference in self-efficacy between students in the experimental class and the control class. Moreover, the t-test on the post-test scores showed a significance value of 0.000, less than 0.05, meaning that (Ho) was rejected and (Ha) was accepted. Thus, the learning outcomes between both classes were significantly different. This study concludes that the implementation of the project-based learning model significantly enhances student self-efficacy and learning outcomes in comparison to conventional learning models. PjBL has demonstrated the capacity to foster more dynamic and solution-focused learning via real-world problem-solving and innovative product development.
Development of an Environment-Based Assessment Instrument for Scientific Creativity in Science Classes at Junior High Schools Syinta Nur; Iwan Wicaksono; Fadiatul Hasinah Muhammad
Jurnal Ilmiah Pendidikan Fisika Vol 10, No 2 (2026): JUNE 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v10i2.18769

Abstract

Assessment in science education does not focus solely on cognitive aspects but must also measure students’ scientific creativity as it relates to environmental contexts. The purpose of this study is to determine the content validity, item validity, reliability, discriminative power, and difficulty level of the assessment instrument developed. This assessment instrument development study utilized the Borg and Gall development model. This model consists of ten stages; however, this research only applied eight stages, namely identifying potential problems, collecting information, product design, product validation, product revision, small group testing, and field testing. The subjects of this study were 105 seventh-grade students from classes A, B, and C at Junior High School. The results of the validation of the developed product by three expert validators showed an average score of 73.2%, categorized as valid; the item validation test showed a calculated r value > the table r value, thus confirming validity. The reliability of the items was 0.78, categorized as reliable. Analysis of the items’ discriminative power showed that 28.57% of the items were in the excellent category, 42.86% were in the good category, and 28.57% were in the fair category. The distribution of item difficulty levels was 42.86% easy, 28.57% moderate, and 28.57 % difficult. The result of the study shows that the assessment instrument developed has good characteristics and is suitable for measuring scientific creativity in science education.
Strengthening The Pancasila Student Profile Through Guided Inquiry-Based Worksheets on Heat Muhammad Farhan; Saiyidah Mahtari; Suyidno Suyidno
Jurnal Ilmiah Pendidikan Fisika Vol 10, No 2 (2026): JUNE 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v10i2.17186

Abstract

The character of the Pancasila Student Profile in schools remains a challenge, especially in its integration into the science learning process. The study aims to develop a student worksheet based on a guided inquiry model using heated material to train the character of independence, cooperation, and critical reasoning. The development was carried out using the 4D model and tested using a one-group pretest-posttest design. Two experts and one practitioner assessed the product's validity, while field trials were conducted with high school students/equivalents. Practicality was measured through the implementation of learning and student responses, while effectiveness was assessed by reviewing character strengthening and improvements in learning outcomes using N-gain analysis. Thus, the student worksheet was classified as valid with the validation results of the student worksheet (3.35), outcome test (3.32), and the Pancasila student profile questionnaire (3.40) in the valid category; practical with the value of the implementation of learning (3.27) and student responses (3.24) in the practical category; and effective with an N-gain value of 0.77 for learning outcomes and a Pancasila character achievement of 3.10 in the good category. Thus, the developed student worksheet has proven to be feasible, practical, and effective in training students to embody the Pancasila student profile and improving student learning outcomes. The findings imply that guided inquiry-based student worksheets are effective in enhancing students’ critical reasoning, independence, and cooperation, with the most significant improvement observed in critical reasoning, as well as substantially improving learning outcomes. Therefore, teachers are recommended to design and implement structured inquiry-based worksheets, particularly in abstract topics such as heat, to simultaneously support students’ cognitive development and the strengthening of the Pancasila student profile's character.
Item Analysis of Formative Tests on Physics Problem Solving in the Area of Dynamic Electricity in High School Candra Purnama; Kaharuddin Arafah; Suryadi Ishak
Jurnal Ilmiah Pendidikan Fisika Vol 10, No 2 (2026): JUNE 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v10i2.18906

Abstract

The implementation and development of formative test items often still face various challenges that impact the accuracy of evaluation results. This study aims to analyze the quality of formative test items on physics problem-solving, particularly in the topic of dynamic electricity, by applying the Item Response Theory (IRT) approach in senior high schools in Bulukumba Regency. The study focuses on four main aspects: validity, reliability, item difficulty, and item discrimination. This research employed a quantitative descriptive design with data consisting of test responses from 369 twelfth-grade students. The analysis was conducted in three stages: content validity testing using Aiken’s V to assess the alignment of items with the measured competencies; reliability testing using the Kuder–Richardson 20 (KR-20) coefficient; and item characteristic analysis based on the IRT approach to obtain indices of item difficulty and discrimination. The results indicate that all items demonstrated good content validity, with Aiken’s V values above 0.75. The reliability coefficient showed high internal consistency, indicating that the instrument is reliable as a measurement tool. Regarding item difficulty, the 15 test items ranged from easy to difficult, with the majority categorized as moderate (10 items), while a smaller number were classified as easy (2 items) and difficult (3 items). This distribution suggests that the test adequately represents students’ abilities, particularly at the average ability level. The discrimination index ranged from moderate to high, with five items categorized as high and ten items as moderate. No items fell into the low category, indicating that the test items effectively distinguish students based on their ability levels. Overall, the instrument is considered valid and reliable, with proportional levels of difficulty and good discrimination power, making it appropriate for measuring physics problem-solving competence, particularly in the topic of dynamic electricity. The implication of this study is the need for wider application of IRT-based item analysis in research on the development of educational instruments at the high school level.          
A Literature Review of the STEAM Approach in Enhancing High School Students’ Understanding of Renewable Energy Concepts Shofi Shofiah; Muhammad Minan Chusni; Adam Malik
Jurnal Ilmiah Pendidikan Fisika Vol 10, No 2 (2026): JUNE 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v10i2.14656

Abstract

Creative approaches to physics education must be continuously developed to enhance conceptual understanding of renewable energy topics. An ideal learning process accelerates the need for high-quality resources through contextual and integrated methods. Renewable energy has become a global issue that necessitates a significant role in education. The STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach is considered capable of improving both skills and conceptual understanding in learning. This study aims to explore the STEAM approach in relation to educational needs for fostering innovation. The research method employs a literature review, examining theoretical references relevant to enhancing conceptual understanding and focusing on an analysis of reputable scientific articles (2015–2025). The inclusion criteria are based on the effectiveness of STEAM implementation at the secondary education level. The results indicate that the integration of engineering and arts components is able to reduce the abstraction of renewable energy concepts. In conclusion, STEAM not only improves cognitive understanding but also enhances students’ sustainability literacy. The implications of this study provide strategic recommendations for educators in developing contextual modules. This research is expected to assist educators in designing effective learning and preparing students for a sustainable future.   
Development of A Problem-Based Learning-Based Heat Student Worksheet to Enhance Senior High School Students’ Creative Thinking Skills Muliyanti Muliyanti; Suyidno Suyidno; Saiyidah Mahtari
Jurnal Ilmiah Pendidikan Fisika Vol 10, No 2 (2026): JUNE 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v10i2.17544

Abstract

Creative thinking is a crucial 21st-century skill that must be developed through classroom learning. However, in practice, physics learning is still largely dominated by conventional approaches, resulting in suboptimal stimulation of this skill. This study aims to determine the effectiveness of a problem-based learning (PBL)-based student worksheet on the topic of heat in improving senior high school students’ creative thinking skills. This study employed a research and development method using the 4D model. The product was developed based on the PBL syntax and creative thinking indicators, namely fluency, flexibility, and originality. The trial subjects consisted of 27 grade XI students. The instruments used included validation sheets, lesson implementation observation sheets, and pre-test and post-test for creative thinking skills. The validation results showed that the student worksheet belongs to the very valid category, with an average score of 3.78 and high reliability. The practicality results indicated that the student worksheet is highly practical to use, with an average implementation score of 3.65. The effectiveness of the student worksheet was demonstrated by an N-gain score of 0.45 for creative thinking skills, which falls into the moderate category. Therefore, the developed PBL-based heat student worksheet is declared effective in enhancing students’ creative thinking skills in physics learning. This student worksheet is feasible for use as an innovative teaching instrument that promotes active engagement and contextual problem-solving.
A Bibliometric Analysis of Force Concept Inventory Research in Physics Education: Trends, Contributors, and Research Focus Nabila Maulida; Nurlina Nurlina
Jurnal Ilmiah Pendidikan Fisika Vol 10, No 2 (2026): JUNE 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v10i2.18436

Abstract

The Force Concept Inventory (FCI) has become a cornerstone in physics education research; however, a comprehensive mapping of its global research landscape remains limited. This study addresses this gap through a bibliometric analysis of FCI-related publications indexed in Scopus from 2006 to 2025 (N = 308). The analysis combines performance analysis (publication trends, citation impact, and contributions of authors, institutions, and countries) with science mapping using VOSviewer to examine collaboration networks and keyword co-occurrence. The results indicate a fluctuating yet overall increasing publication trend, with a peak in 2019. Research productivity and influence are dominated by authors and institutions from the United States, which also serves as the central hub of international collaboration. Keyword analysis reveals that FCI research primarily focuses on evaluating instructional interventions, followed by misconceptions, psychometric analysis, gender equity, and emerging themes such as learning analytics and technology-enhanced assessment. These findings demonstrate that the role of FCI has evolved from a tool for measuring learning gains into a rich data source for cognitive and data-driven analysis in physics education. This study provides a structured overview of the field and highlights the need to strengthen global collaboration and integrate advanced analytical approaches.

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