cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota makassar,
Sulawesi selatan
INDONESIA
JPF : JURNAL PENDIDIKAN FISIKA
Published by Universitas Muhammadiyah Makassar
ISSN : 23028939     EISSN : 25274015     DOI : -
Core Subject : Science, Education,
Education Physics
Jurnal Pendidikan Fisika merupakan jurnal yang memuat hasil-hasil penelitian pada bidang pendidikan fisika. Hasil Penelitian yang dimuat pada jurnal ini berasal dari tenaga pengajar, alumni pada Program Studi Pendidikan Fisika FKIP Universitas Muhammadiyah Makassar serta hasil penelitian dari guru-guru maupun dari peneliti-peneliti lainnya.
Arjuna Subject : -
Articles 470 Documents
 22   23   24   25   26 
Mapping the Level of Lightning Strikes in Tabanan Regency Ni Putu Winda Meidyani; Katarina Putu Dian Rusmala; Ni Wayan Mita Restitiasih; Ni Luh Putu Trisnawati
Jurnal Pendidikan Fisika Vol 7, No 3 (2019): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (536.91 KB) | DOI: 10.26618/jpf.v7i3.2141

Abstract

This study aims to map the level of lightning strikes in Tabanan regency, Bali. Data collection was carried out in January to June 2016. There were ten subdistricts that became the location of the study, they are, Marga District, Kediri, Tabanan, Baturiti, Selemadeg, East Selemadeg, West Selemadeg, Pupuan, Penebel and Kerambitan. Mapping process in this study utilizes natural breaks classification and is processed using the 2000 lightning program and ArcGIS 9.3. The results obtained showed the map of lightning which is a map of lightning-prone areas in the area of Tabanan Regency. From these results, the regions most affected by lightning strikes are located in Pupuan and West Selemadeg Districts, while the areas with the least lightning strikes are located in clan districts. Furthermore, the results of this study can be used by the public and related to as a reference and information in minimizing the impact of lightning in everyday life.Keywords: Tabanan Regency, lightning, ArcGIS, lightning detector, natural breaksPenelitian ini bertujuan untuk mememetaan tingkat sambaran petir di kabupaten Tabanan, Bali. Pengambilan data dilakukan pada bulan Januari sampai Juni 2016. Terdapat sepuluh kecamatan yang menjadi lokasi penelitian antara lain, Kecamatan Marga, Kediri, Tabanan , Baturiti, Selemadeg, Selemadeg Timur, Selemadeg Barat, Pupuan, Penebel dan Kerambitan. Pemetaan dalam penelitian ini  menggunakan  klasifikasi  natural  breaks  dan  diolah  dengan  menggunakan  program lightning 2000 dan ArcGIS 9.3. Hasil yang diperoleh dari peta sambaran petir ini merupakan peta daerah rawan sambaran petir di wilayah Kabupaten Tabanan. Dari hasil tersebut, wilayah yang paling banyak terkena sambaran petir terletak pada Kecamatan Pupuan dan Selemadeg Barat, sedangkan daerah yang sedikit sambaran petir terletak pada kecamatan marga. Selanjutnya, hasil penelitian ini dapat digunakan oleh masyarakat dan pihat terkait sebagai acuan dan informasi dalam meminimalisir dampak petir dalam kehidupan sehari-hari.Kata kunci: Kabupaten Tabanan, petir, ArcGIS, lightning detector, natural breaks
Evaluating the Implementation of the Discovery Learning Model in Physics at SMA Negeri 6 Makassar Reski Sudirman; Kaharuddin Arafah; Bunga Dara Amin
Jurnal Pendidikan Fisika Vol 8, No 3 (2020): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v8i3.3868

Abstract

This study aims to evaluate the feasibility of the discovery learning model in physics at SMA Negeri 6 Makassar. In addition to knowing the factors that become obstacles and supporters in applying the learning model in the physics at SMA Negeri 6 Makassar. To achieve these objectives, research has been conducted with a qualitative approach. The subject of this research is the physics teacher at SMA 6 Makassar who already has an educator certificate. Research data collection using observation techniques, interview guidelines and documentation. Data were analyzed using the Miles and Huberman technique consisting of data reduction, data presentation, conclusion drawing and verification. The results showed that the implementation of the discovery learning model in physics had been implemented well. This inhibiting factor is that the application of discovery learning models requires more time allocation, students' characteristics, and teacher consistency in applying the dyscovery learning model. While the supporting factors of this research are the availability of facilities and infrastructures in implementing certain discovery learning models, such as learning media in the form of LCD projectors, internet facilities to facilitate students in gathering information, 2013 curriculum package books provided in school libraries.
Implementation of the Viscometer Practicum Tool to Improve Conceptual Understanding of and Process Skills of Prospective Physics Teachers Ruth Novi Kornalia Mellu; Infianto Boimau
Jurnal Pendidikan Fisika Vol 8, No 3 (2020): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v8i3.3719

Abstract

A research have been done in order to implement viscometer learning media as an effort to improve students’ understanding towards the concepts and skill process in science for students in university who become the physic teachers candidate. This study used pre-experimental method through 0ne group pre-test-post-test design. The samples of this study were 30 students who were taking Fluid course.  The techniques used to gain the data were test, questionnaires, observation by taking the students test questions, questionnaires sheets and observation sheets. The techniques used to analyze the data were double t-test, N-gain test and descriptive analysis in percentage by using Likert Scale. The result of data analysis using t-test showed that there was improvement on students’ comprehension towards science concepts and skill process that were taught using viscometer learning media.  N-gain significance test also showed that there was an improvement on students’ comprehension in “medium” level by showing 0. 56 grade and students’ skill process was in ‘high’ category or 0.71 in grade. This means that the understanding of concepts and science skills of student’s increased significantly after being taught using a viscometer learning media. The result of observation sheets analysis showed that there was science skill process improvement by the average percentage was 85. 92%. Students responses were very positive towards the application of the using viscometer learning media in learning with 80,6% presentation.  By therefore, using viscometer learning media implemented in learning can improve understanding of concepts and science process skills
Conceptual Change Level of K-11 Students on the Hydrostatic Pressure Concept Using Virtual Conceptual Change Laboratory Yunina Surtiana; Andi Suhandi; Achmad Samsudin; Parsaoran Siaahan; Wawan Setiawan
Jurnal Pendidikan Fisika Vol 9, No 2 (2021): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v9i2.5027

Abstract

Identification has been carried out to get an overview of the student's Level conceptual change of K-11 student on the hydrostatic pressure concept using Virtual Conceptual Change Laboratory (VCCLab). The VCCLab was created to accomplish the conceptual change level of students’ construction and reconstruction. This investigation aimed to decide the degree of students’ applied change identified in the concept of hydrostatic pressure by involving in VCCLab activities. The strategy utilized was a quantitative enlightening technique which was conducted on a day and a half at class XI-one of the senior high school in West Java Province. The level of students’ conceptual change was identified by using a diagnostic test in the Four - tier test (FTT) format and the results of the students’ worksheets were analyzed based on the guidelines for determining the level of conceptual change. Conceptual change level consists of 1) Scientific conception from the beginning (SCFB); 2) Static (S); 3) Reconstruction (R); 4) Construction (C); and 5) Disorientation (D). The results of the research with VCCLab showed that level 1) scientific conception from the beginning (SCFB) is around 11.1%; 2) Static (S) is around 5.55%; 3) Reconstruction (R) is around 66,7%; 4) Construction (K) is around 16,7% and Disorientation (D) is 0%. In line with the results obtained, it is known that VCCLab can remediate missconception and reach the degree of calculated change in students’ construction and reconstruction.
Development of Basic Physics Practicum Guide 2 for Physics Education Students of the Muslim University of Maros Irma Sakti; Reski Idamayanti
Jurnal Pendidikan Fisika Vol 9, No 1 (2021): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v9i1.4069

Abstract

This research aims to develop a valid, practical and effective basic physics  practicum guide 2 used for students of the Physics Education Study Program of the Muslim University of Maros. This research employs a 4-D development model research with 4 stages, namely: Define Phase (Define), Planning Stage (Design), Development Stage (Develop), Dissemination Stage (Disseminate). The practicum guide was tested to 10 students of Physics Education in the even semester, the Academic Year of 2019/2020. The research instruments include validation sheets, observation sheets, and practicum assessment documentation. The results showed that the basic physics practicum guide 2 that was developed had met the valid criteria with a validity value of 0.93. Besides, the practices with the implementation of the device was mostly in category 3 and was found effective as 83% of the students reached scores above 70.
The Implementation of Cognitive Conflict Learning Strategy in Efforts to Reduce Heat Misconception in Junior High School Students Heny Ekawati Haryono; Khafidhoh Nurul Aini; Achmad Samsudin; Parsaoran Siahaan
Jurnal Pendidikan Fisika Vol 8, No 3 (2020): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v8i3.3950

Abstract

The most misconceptions in learning physics originate from the students themselves which include the students' initial concepts, associative and humanistic thinking, wrong intuition, the stages of students' cognitive development, and students' abilities. The purpose of this study was to determine the profile of heat misconception in junior high school students after learning by using the TGT cooperative learning model with cognitive conflict strategies. The research design used in this study is One group pre-test and post-test design. The data collection instrument was a misconception test in the form of a Three-tier Test totaling 20 questions. The results showed that before the treatment of the five junior high schools had an average percentage of misconceptions of 54.37%. After learning using the TGT cooperative learning model with cognitive conflict strategies the average percentage of students' misconceptions is 37.58%. Thus, there was a decrease in the percentage of misconceptions by 16.79%. The conclusion of this study is the TGT cooperative learning model with cognitive conflict strategies can reduce heat misconception in junior high school students in Lamongan District.
The Effect of Guided Inquiry Learning Models on Students’ Critical Thinking Skills and Learning Outcomes in Science Subjects at MTs Miftahul Muin Nur Asiah
Jurnal Pendidikan Fisika Vol 9, No 2 (2021): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v9i2.5141

Abstract

This study aims to find out the effect of Guided Inquiry Learning Model on students’ critical thinking skills and learning outcomes on the concept of system of force and motion for class VIII MTs Miftahul Muin. This research is a Quasi Experimental research, with Pretest-Posttest Non-Equivalent Control Group Design. cluster random sampling technique involving two groups: one experimental group that received learning treatment using guided inquiry learning models and one control group treatment using conventional learning models. The research data were obtained through multiple-choice tests to measure students’ learning outcomes and essay tests to measure students' critical thinking skills. To analyze the data, the non-parametric inferential statistics were used. Measurements include a prerequisite analysis test and hypothesis testing. The prerequisite test analysis consists of normality and homogeneity tests. Hypothesis testing used ANCOVA with SPSS 20.0 for windows at a significance level of 0.05. The results of data analysis obtained that the corrected experimental class average value for learning outcomes was 37.12 and critical thinking skills was 35.69, while the corrected average value of the control class learning outcomes was 15.20 and critical thinking skills were 16, 63 with a significant level α 0.05, that is, where the deficiency has p (0.000) 0.05. The results showed a significant effect of the guided inquiry model on critical thinking skills and learning outcomes of class VIII students of MTs Miftahul Muin
Application of Ludo Board Game in Increasing the Activeness of the Physics Study Group of Mts DDI Seppange Students Napsawati Napsawati; Yusdarina Yusdarina
Jurnal Pendidikan Fisika Vol 9, No 1 (2021): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v9i1.4074

Abstract

This study aims to describe the activeness of the members of the physics science study group by implementing the Ludo Board Game and seeing the students' responses to the application of the Ludo Board Game in increasing the activity of the members of the physics science learning group. To achieve this goal, descriptive research has been carried out using the Ludo Board Game game. The subjects of this study were students of class VIII MTS DDI Seppange in the 2019/2020 school year, which may be 24 people. The data research method used was observation (observation), questionnaires, interview techniques and documentation. Furthermore, the analysis technique is carried out by means of proportional descriptive data analysis. The results showed that the increase in the activity of students' study groups after the implementation of the Ludo Board Game (LBG). Meanwhile, the students' responses to the application of Ludo Board Game in increasing the activeness of members of the physics science study group were very feasible, namely for the quality of the content with an eligibility level of 81.25% and a 94.53% usage level.
A Contextual Semi-Assisted Project-Based Learning on Ocean Wave Energy: Pre-service Physics Teachers’ Perceptions Muhammad Satriawan; Liliasari Liliasari; Wawan Setiawan; Ade Gafar Abdullah; Rosmiati Rosmiati
Jurnal Pendidikan Fisika Vol 9, No 1 (2021): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v9i1.4386

Abstract

The lack of technological innovation in the utilization of ocean wave energy as a renewable energy source is caused by a lack of public knowledge about this matter. Therefore, it needs to be introduced early, especially to pre-service teachers through innovative and fun learning. The aim of this study was to identify the responses of pre-service physics teachers about the learning program to introduce the concept of utilizing ocean wave energy. The research subjects were 31 sixth semester students who are taking environmental physics lectures in the physics education study program at one of the teachers' university in West Nusa Tenggara Province for the 2019/2020 academic year. The sample was taken by using purposive sampling technique. Data collection was carried out by means of observation, interview, and questionnaire techniques. All data collected were then analyzed simultaneously descriptively. The findings of this study showed that almost 90% pre-service physics teacher students agreed that the learning program had a positive impact on increasing interest, motivation, critical thinking skills, and creative thinking skills, and made them easier to solve problems and grow solid cooperation. Therefore, it can be concluded that pre-service physics teacher students agree to the use of semi-assisted project-based learning programs with contextual problems.
Implementation of Problem Solving Methods in Elasticity Course Hasnah Dewi Kadir; Muhammad Arsyad; Dewi Hikmah Marisda
Jurnal Pendidikan Fisika Vol 8, No 3 (2020): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v8i3.3803

Abstract

The low number of students who have grades above the minimal mastery learning in physics subjects is the focus of the problem in this study. The study was a real experimental study using a posttest-only design. This study consisted of two classes, the control class, and the trial class. The purpose of this study to describe how much the physics learning outcomes of students have taught without using problem-solving methods and students who taught using problem-solving techniques. The instrument used in this study was a physics learning achievement test that had been tested for validity and reliability by two experts. The results showed that the average score in the control class was 12,86 and in the experimental class was 14,69.

Page 24 of 47 | Total Record : 470

 22   23   24   25   26 

Filter by Year

2013 2025


Reset
Filter By Issues
All Issue Vol. 13 No. 3 (2025): PENDIDIKAN FISIKA Vol 13, No 2 (2025): PENDIDIKAN FISIKA Vol. 13 No. 2 (2025): PENDIDIKAN FISIKA Vol 13, No 1 (2025): PENDIDIKAN FISIKA Vol. 13 No. 1 (2025): PENDIDIKAN FISIKA Vol. 12 No. 3 (2024): PENDIDIKAN FISIKA Vol 12, No 3 (2024): PENDIDIKAN FISIKA Vol. 12 No. 2 (2024): PENDIDIKAN FISIKA Vol 12, No 2 (2024): PENDIDIKAN FISIKA Vol. 12 No. 1 (2024): PENDIDIKAN FISIKA Vol 12, No 1 (2024): PENDIDIKAN FISIKA Vol 11, No 3 (2023): PENDIDIKAN FISIKA Vol. 11 No. 3 (2023): PENDIDIKAN FISIKA Vol 11, No 2 (2023): PENDIDIKAN FISIKA Vol. 11 No. 2 (2023): PENDIDIKAN FISIKA Vol. 11 No. 1 (2023): PENDIDIKAN FISIKA Vol 11, No 1 (2023): PENDIDIKAN FISIKA Vol 10, No 3 (2022): PENDIDIKAN FISIKA Vol. 10 No. 3 (2022): PENDIDIKAN FISIKA Vol 10, No 2 (2022): PENDIDIKAN FISIKA Vol. 10 No. 2 (2022): PENDIDIKAN FISIKA Vol. 10 No. 1 (2022): PENDIDIKAN FISIKA Vol 10, No 1 (2022): PENDIDIKAN FISIKA Vol 9, No 3 (2021): PENDIDIKAN FISIKA Vol. 9 No. 3 (2021): PENDIDIKAN FISIKA Vol 9, No 2 (2021): PENDIDIKAN FISIKA Vol. 9 No. 2 (2021): PENDIDIKAN FISIKA Vol. 9 No. 1 (2021): PENDIDIKAN FISIKA Vol 9, No 1 (2021): PENDIDIKAN FISIKA Vol 8, No 3 (2020): PENDIDIKAN FISIKA Vol. 8 No. 3 (2020): PENDIDIKAN FISIKA Vol. 8 No. 2 (2020): PENDIDIKAN FISIKA Vol 8, No 2 (2020): PENDIDIKAN FISIKA Vol. 8 No. 1 (2020): PENDIDIKAN FISIKA Vol 8, No 1 (2020): PENDIDIKAN FISIKA Vol 7, No 3 (2019): PENDIDIKAN FISIKA Vol. 7 No. 3 (2019): PENDIDIKAN FISIKA Vol 7, No 2 (2019): PENDIDIKAN FISIKA Vol 7, No 1 (2019): PENDIDIKAN FISIKA Vol 6, No 3 (2018): PENDIDIKAN FISIKA Vol 6, No 2 (2018): PENDIDIKAN FISIKA Vol 6, No 1 (2018): PENDIDIKAN FISIKA Vol 5, No 3 (2017): PENDIDIKAN FISIKA Vol 5, No 2 (2017): PENDIDIKAN FISIKA Vol 5, No 1 (2017): PENDIDIKAN FISIKA Vol. 5 No. 1 (2017): PENDIDIKAN FISIKA Vol 4, No 3 (2016): PENDIDIKAN FISIKA Vol 4, No 2 (2016): PENDIDIKAN FISIKA Vol. 4 No. 1 (2016): PENDIDIKAN FISIKA Vol 4, No 1 (2016): PENDIDIKAN FISIKA Vol 3, No 3 (2015): PENDIDIKAN FISIKA Vol 3, No 2 (2015): PENDIDIKAN FISIKA Vol 3, No 1 (2015): PENDIDIKAN FISIKA Vol 2, No 3 (2014): PENDIDIKAN FISIKA Vol 2, No 2 (2014): PENDIDIKAN FISIKA Vol 2, No 1 (2014): PENDIDIKAN FISIKA Vol 1, No 3 (2013): PENDIDIKAN FISIKA Vol. 1 No. 3 (2013): PENDIDIKAN FISIKA Vol 1, No 2 (2013): PENDIDIKAN FISIKA Vol 1, No 1 (2013): PENDIDIKAN FISIKA More Issue