JPF : JURNAL PENDIDIKAN FISIKA
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.
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470 Documents
<![CDATA[Teaching Global Warming with Millealab Virtual Reality ]]>
<![CDATA[Alifia Ilwi Agusty]]>;
<![CDATA[Mita Anggaryani]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 9, No 2 (2021): PENDIDIKAN FISIKA ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/jpf.v9i2.5084
<![CDATA[Virtual Reality (VR) is a new technology in education applied to the learning process. The development of VR technology in education meets several problems. This research develop a learning media based on virtual reality technology developed by Millealab. Millealab is a platform for developing VR media with more specific features to create a good visualization of reality to support the teaching and learning process. The development of VR media named "GoWarm with Millealab" has been made through researching, creating, validating, and trial. The validation process was assessed by six validators (Physics media lecturers, Physics teachers, and media experts) and got an average score of 87%. It means the media is good and very valid. The trial was limited and conducted online because of the COVID-19 pandemic. The result shows that the media is categorized as very good. Indeed, "GoWarm with Millealab" received positive feedback from the respondents (20 high school students). In brief, "GoWarm with Millealab" is successfully developed to gain attention to Global Warming issues. Further research in VR-based physics learning media needs to be done by improving content and evaluation.]]>
<![CDATA[The Effect of E-Learning Application through the Use of Whatsapp-Assisted Edmodo on the Students’ Learning Outcomes in the Concept of Sound Waves ]]>
<![CDATA[Moh. Reghi Mamonto]]>;
<![CDATA[Abdul Haris Odja]]>;
<![CDATA[Tirtawaty Abdjul]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 9, No 1 (2021): PENDIDIKAN FISIKA ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/jpf.v9i1.4361
<![CDATA[This study aims to find out the students’ learning outcomes in the application of e-learning through the use of WhatsApp-assisted Edmodo in the concept of sound waves. In addition, students' responses to the treatments given were also observed for the sake of evaluation. This research used a quasi-experimental research design carried out at SMA Negeri 1 Gorontalo in the even semester of the 2019/2020 academic year. The subject of the research was class XI IPA 8 consisting of 20 students. Tests were administered to students to obtain data of the students’ learning outcomes. The data collected were then analyzed by using normality test and statistical t-test. Based on the research results, it is known that the t-value (5.53) is greater than the t-table (1.72), so H0 is accepted and H1 is rejected. It means that there is a significant positive effect of using whatsApp-assisted edmodo on learning outcomes in the concept of sound waves. It can be seen from the difference of mean score between the pretest and posttest scores of the experimental class. Therefore, it can be concluded that the increase in students’ learning outcomes on the concept of sound waves is in the strong effect category.]]>
<![CDATA[Implementation of Cognitive Assessment of Physics Subjects at SMAN 10 Makassar ]]>
<![CDATA[Muhammad Yusuf]]>;
<![CDATA[Kaharuddin Arafah]]>;
<![CDATA[Bunga Dara Amin]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 8, No 3 (2020): PENDIDIKAN FISIKA ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/jpf.v8i3.3423
<![CDATA[This study aims to find factual data regarding the implementation of cognitive assessments in physics learning in the Makassar 10th Middle School. To achieve this goal, research has been carried out using a qualitative paradigm. The focus of the study was on cognitive assessments conducted by subjects at the 10th high school physics teacher in Makassar. Data were collected using questionnaires, documentation, observation, and interview techniques. The four techniques were carried out back and forth throughout the study until the data was saturated. To check the validity of the data used source triangulation techniques. The data obtained were then analyzed using the Miles and Huberman technique, which consisted of data reduction, data display, and conclusion drawing. The results showed that the implementation of cognitive assessment in physics subjects in Makassar 10 public high schools had run but was not optimal. Assessment tools have been prepared by the teacher well. In conducting the assessment, the teacher does not appear to be fully consistent in carrying out cognitive assessments as previously prepared. Giving questions is made by the teacher spontaneously, sometimes taking questions from textbooks or the internet.]]>
<![CDATA[Improving the Students’ Physics Learning Outcomes Using Macromedia Flash in SMAN 2 Bantul ]]>
<![CDATA[Sriyanto Sriyanto]]>;
<![CDATA[Moh. Irma Sukarelawan]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 9, No 2 (2021): PENDIDIKAN FISIKA ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/jpf.v9i2.4525
<![CDATA[This study aims to improve the students' physics learning outcomes using Macromedia flash learning media. This research is a classroom action research. The research subjects were students of class XI MIA 7 SMAN 2 Bantul, consisting of 30 people (20 Females and 10 Males). Data collection was carried out in three cycles, with three meetings each. The research stages include planning, implementing the action, observing, and reflecting. The results showed an increase in students’ learning outcomes after using Macromedia flash learning media. The percentage of students’ who achieved the minimum completeness criteria in cycle 1 was 83.3%. In Cycle 2, the percentage improved to 93.3%, and in cycle 3 became 96.7%. Therefore, it can be concluded that the use of Macromedia Flash can improve student learning outcomes.]]>
<![CDATA[Developing Electrical Magnetic Textbook Based On Technological Pedagogical Content Knowledge (TPCK) ]]>
<![CDATA[Boisandi Boisandi]]>;
<![CDATA[Syarif Lukman Hakim Alsagaf]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 9, No 1 (2021): PENDIDIKAN FISIKA ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/jpf.v9i1.4379
<![CDATA[Electrical magnetic is a compulsory subject in the physics education program. One of the learning outcomes and graduates in the curriculum is to be able to analyze subject matter (pedagogical content knowledge). Researcher's observations during giving lectures on magnetic electricity showed that students paid less attention to the importance of understanding on the relationship between learning outcomes and teaching material during lectures. Thus, this phenomenon is appointed as one of the lecture evaluations in the study program. The lecture’s evaluation results in a recommendation to develop textbooks that are adjusted in learning outcomes and graduates that refer to the curriculum of the physics education program. It is not enough to stop here, the problem findings continue for online learning related to Work From Home policies during the pandemic. This of course requires the availability of references that can be open accessed. Hence, the researchers then attempted to develop electrical magnetic textbook based on PCK (pedagogical content knowledge) which contained material content and material content analysis according to learning outcomes and graduates in the curriculum of the Physics Education. This study aims to : (1) determine the feasibility of electrical magnetic textbook based on PCK according to experts. (2) determine the responses of students after using electrical magnetic textbook based on PCK. The research method uses research and development design by gathering information stages and references, designing, developing, product, validating, and revising the product. The research was conducted in 2020 in the physics education study program IKIP PGRI Pontianak. Data collection techniques are in the form of indirect communication techniques. Overall, electrical magnetic textbook based on PCK have been produced. The validation results show that textbooks have an average validation score of 77.77% with Eligible criteria. The students’ responses analysis show that textbooks developed have an average score of 78.52% with high criteria. After the revision, the textbook was presented with an online ISBN and open access on the online media]]>
<![CDATA[Analysis of Difficulty of Science Learning-Based Multi-Representation ]]>
<![CDATA[Erniwati Erniwati]]>;
<![CDATA[Luh Sukariasih]]>;
<![CDATA[Hunaidah Hunaidah]]>;
<![CDATA[La Sahara]]>;
<![CDATA[Hasrida Hasrida]]>;
<![CDATA[Muhammad Sirih]]>;
<![CDATA[Suritno Fayanto]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 8, No 3 (2020): PENDIDIKAN FISIKA ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/jpf.v8i3.3924
<![CDATA[This study aims to: (1) describe the physics learning difficulties of students of class VIII in the Junior High School 1 Pomalaa.; and (2) describing any factors that cause learning difficulties Physics learners in class VIII Junior High School 1 Pomala. Subjects in this study were all learners VIIIA class and VIIID Junior High School 1 Pomalaa the second semester with the topic learning in motion and force. The research instrument consisted of multi-representation ability tests and interviews and then analyzed descriptively using a quantitative approach. Data analysis results obtained: The ability of multi-representation of students in the topic of motion and force is still relatively low with an achievement percentage of 71.86%. Learners are in a low category had a pattern of learning difficulties in understanding about the language, understand the basic concepts, analyze the image, determine the y-axis and the axis s, define symbols, set the equation and the difficulty in calculating. Learners medium category with a percentage of 27.35% achievement patterns of learning difficulties in understanding the basic concepts, force projection, determine the y-axis and s, erroneously define symbols, and erred in the calculation. Learners higher category has a pattern of learning difficulties in analyzing the image and determines the y-axis and the axis s on the graphical representation.]]>
<![CDATA[The Relationship between Students’ Learning Motivation and Learning Outcomes through Guided Discovery Model Assisted Video and Interactive Simulation ]]>
<![CDATA[Ifa Safira]]>;
<![CDATA[Abdul Wahid]]>;
<![CDATA[Sri Rahmadhanningsih]]>;
<![CDATA[Nurhayati Nurhayati]]>;
<![CDATA[Ahmad Suryadi]]>;
<![CDATA[Ahmad Swandi]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 9, No 2 (2021): PENDIDIKAN FISIKA ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/jpf.v9i2.5107
<![CDATA[This study aims to (1) implement the Guided Discovery Learning Model Assisted Video and Interactive Simulation (GDM-VIS) in physics learning on the concept of statistical fluids; (2) identify the relationship between students’ motivation and learning outcomes. This research is a pre-experimental research employing One Shoot Case Study design. The learning model and instruments that have been developed were used in a class of 38 students before the distance learning was applied. The data of learning motivation were obtained through motivation questionnaire, while learning outcome data were obtained by means of a conceptual understanding test instrument. To see whether there is a correlation between students’ motivation and learning outcomes, the Bivariate Pearson analysis with SPSS was used. Based on the results of the analysis, the value obtained based on the value or relationship (R) was 0.613. Furthermore, the coefficient of determination (R Square) was 0.375, meaning that the effect of learning motivation with the application of GDM-VIS toward concept understanding is 37.5%. Based on the Output Coefficients, decision making in a simple regression test, and based on the significance value of the Coefficients table, it was obtained that the significance value was 0.00 0.05, which means that the application of the Guided Discovery Learning Model Assisted with Video and Interactive Simulation affects the students’ concept understanding. This study implies that the learning using simulations with systematic stages can improve the quality of learning.]]>
<![CDATA[The Development of Teaching Material Based on Science, Technology, Engineering, and Mathematics (STEM) ]]>
<![CDATA[Abdul Rahman]]>;
<![CDATA[Kaharuddin Arafah]]>;
<![CDATA[Muhammad Arsyad]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 9, No 1 (2021): PENDIDIKAN FISIKA ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/jpf.v9i1.4499
<![CDATA[This research is a development research that aims to describe a valid profile of STEM-based teaching material development, analyze students' responses to the development of teaching materials and analyze the effectiveness of STEM-based teaching materials to examine creative thinking skills. This research was conducted at SMAN 9 Makassar in class XI MIA 6 consisting of 32 students as respondents. STEM-based physics learning was carried out 5 times on static and dynamic fluid material. Learning activities contain four elements, namely science, technology, engineering and mathematics, and the STEM results made are making hydraulic bridges and simple mosquito sprays from used materials. The development model used was ADDIE which consists of analysis, design, development, implementation and evaluation. The ADDIE model is a development procedure carried out by producing a STEM-based physics learning product. The intended product is to produce a STEM-based physics teaching material, step-by-step. These steps are included in the teaching material that must be validated and ready to be used by the teachers in carrying out learning so that students can think creatively. The results showed the practicality of physics teaching material based on practical STEM. It was seen from the results of the responses of students and the responses of teachers who were in the very good category. Learning using STEM-based teaching materials is effective and can make students think creatively. This is shown in the fluency thinking indicator with a percentage of 74.58%, the flexible thinking indicator 71.25%, the original thinking indicator 81.56%, and the elaborative thinking indicator 82.03%, with an average percentage of 77.36% which is in the creative category.]]>
<![CDATA[Project Based Learning E-Module to Teach Straight-Motion Material for Prospective Physics Teachers ]]>
<![CDATA[Suci Prihatiningtyas]]>;
<![CDATA[Fatikhatun Nikmatus Sholihah]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 8, No 3 (2020): PENDIDIKAN FISIKA ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/jpf.v8i3.3442
<![CDATA[This research is a research development using the ADDIE model. The product developed in this research is project based learning E-module. The stages that were passed in this study were Analysis, Design, Develop, Implement, and Evaluate. The research instrument was in the form of an E-module validity test sheet, an E-module readability sheet and an E-module user response questionnaire. Data analysis techniques using the feasibility test E-Module, E-Module Readability Test and the response of the use of E-Module. The conclusion of the study is that the E-module based on project based learning using the ADDIE model developed is suitable for use with revisions with an average percentage given by the validator of 84.5%. The results of the E-module readability test based on project based learning with an average percentage of 82.9%, which means the reader is at an independent or free level, which means the reader understands the contents of the E-Module reading that was developed. Overall students responded very well with an average percentage of 87.1% of the E-Module based on project based learning that was developed.]]>
<![CDATA[The Effect of Experimental Methods with an Inductive Approach on the Students’ Physics Scientific Performance ]]>
<![CDATA[Andi Auliyah Warsyidah]]>;
<![CDATA[Ardiansah Hasin]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 9, No 1 (2021): PENDIDIKAN FISIKA ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/jpf.v9i1.4212
<![CDATA[Science is concerned with how to understand nature systematically so that it is not only limited to mastering a collection of knowledge in the form of facts or concepts, but also as a process of discovery. An inductive approach can help students gather information and test it thoroughly, process information into concepts, and learn to manipulate these concepts. The aim of this study were 1) to describe the scientific performance of class VIII students of one of the schools in Bulukumba who were taught by using the experimental method with the Inductive Approach, 2) to describe the scientific performance of class VIII students of one of the schools in Bulukumba who were taught using conventional learning methods, 3) analyzing the scientific performance of class VIII students of one of the schools in Bulukumba which was higher. This research is a type of experimental research, with posttest design only control group design. The population in this study were all students of class VIII of one of the schools in Bulukumba which were divided into six classes. The sample in this study were students of class VIII1 as the experiment class and class VIII2 as the control class who were selected by class randomization technique. The instrument used in this study was the scientific performance test. The results showed that 1)the scientific performance of class VIII students of one of the schools in Bulukumba who were taught using the experimental method with the inductive approach was in the very high category, 2)the scientific performance of class VIII students of one of the schools in Bulukumba who were taught using conventional methods were in the medium category, and 3) the physics scientific performance of class VIII students of one of The schools in Bulukumba who were taught using the experimental method with an Inductive Approach was higher than those taught using the conventional method. The recommendation of this research is that inductive learning should be carried out on a broader scale, namely in other schools, especially in physics learning.]]>
