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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
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Artificial Intelligence in Physics Education Research in Two Decades: A Bibliometric Study from Scopus Database Nurjanah, Siti; Martaputri, Nurul Aulia; Zamzami, Zamzami; Suardi, Izzul Kiram; Hulu, Hepi Kharisda
Jurnal Pendidikan Fisika Vol 12, No 2 (2024): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v12i2.14745

Abstract

There has been a substantial rise in research on utilizing Artificial Intelligence (AI) technology in physics education. This study conducts a comprehensive bibliometric analysis of this emerging field, aiming to discern trends, patterns, and future research areas. Using the PRISMA methodology, data were extracted from the Google Scholar and Scopus databases and analyzed with Biblioshiny and VOSviewer. We identified 12 main topic clusters, including chatbot applications and 3D virtual simulations, with significant growth in publications from 2020 to 2023. Key findings focused on pre-trained language models like ChatGPT, revealing strong connections between ChatGPT and topics such as linguistic quality and student perception. Future research areas can include thorough evaluations of AI models' accuracy and quality across various physics topics and educational levels, developing fair and transparent AI-driven assessment systems, and exploring blended learning approaches integrating AI-powered simulations. Encouraging interdisciplinary collaborations and conducting longitudinal studies to assess the long-term impact of AI on learning outcomes are also crucial. The use of Google Scholar and Scopus databases limits our research. Future research could benefit from incorporating other databases, such as Web of Science (WoS), and conducting a systematic literature review for a more nuanced understanding.
Development of the HOTS Test to Measure Students' Critical Thinking Skills on Optical Instrument Materials Ernawati, Hakiki; Galib, La Maronta; Anas, Muhammad
Jurnal Pendidikan Fisika Vol 11, No 3 (2023): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v11i3.11829

Abstract

The objective of the study was to: 1) develop and produce a HOTS test that is valid and reliable; 2) examine the quality of the items; and 3) measure the critical thinking skills of high school students on the optical instruments material based on the HOTS test developed. Employing Research and Development (R D) method, this study combined two approach models, namely the Wilson Model and the modified Oriondo and Antonio Model (2014) and the Successive Approximation Model (SAM) by Michael Allen and Richard Sites (2019). This study involved 37 students selected by purposive sampling as test subjects. The results of the study show that: 1) HOTS tests that were valid and reliable, where there were 31 valid questions out of the 60 items tested with a product-moment correlation coefficient of 0.72/high and a test reliability coefficient of 0.79/high; 2) the level of difficulty index of the items is in the range of 0.03-0.92, where 12 items with low discriminating power that need to be revised, while 16 items with very low discriminating power need to be replaced and the effectiveness of the distractor show that there were 13 items with options that need to be replaced; and 3) trials conducted on the HOTS test developed revealed students’ critical thinking skills level, namely 16% low, 65% moderate, and 19% high. Therefore, it can be concluded that the use of the HOTS test is appropriate to measure students’ critical thinking skills.
Analysis of Critical Thinking Skills of High School Students Haris, Abdul; Martawijaya, M. Agus; Dahlan, Ahmad; Yulianti, Evi; Nua, Muh. Tri Prasetia
Jurnal Pendidikan Fisika Vol 12, No 1 (2024): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v12i1.12677

Abstract

Critical thinking skills are one of the essential 21st-century competencies that students must possess, as outlined by the Indonesian Ministry of Education's competency standards for graduation. The Minister of Education and Culture Decree No. 56 of 2022, which mandates the implementation of the independent curriculum, has prompted schools to change their existing curricula. This necessitates research to provide an overview of students' critical thinking skills as developed by schools. This study aims to describe the critical thinking skills of public high school students in Makassar City in the subject of Physics. The research is a quantitative descriptive survey, with the main variable being critical thinking skills, which are measured through three indicators: analysis, interpretation, and inference. The research instrument used was a six-item essay test. The population for this study consisted of all public high school students in Makassar City studying Newton's laws of motion, specifically students from SMAN 2 Makassar, SMAN 4 Makassar, SMAN 5 Makassar, SMAN 8 Makassar, and SMAN 16 Makassar. Using purposive sampling, the sample included all students from one class at each of the five schools in the population. The results indicate that 75.50% of the students' critical thinking skills in solving physics problems fall into the low category. The specific skills in analysis, interpretation, and inference are also categorized as low. Additionally, female students demonstrated a higher ratio of critical thinking skills compared to male students. In conclusion, the critical thinking skills of high school students in Makassar City remain at a low level.
The Effect of Static Fluid Pressure Learning with Predict-Observe-Explain (POE)-Oriented Student Worksheets on Science Process Skills Nengsih, Desti Purnama; Koto, Irwan; Defianti, Aprina; Nirwana, Nirwana; Johan, Henny
Jurnal Pendidikan Fisika Vol 11, No 3 (2023): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v11i3.11842

Abstract

The purpose of this study was to investigate the effect of static fluid pressure learning with Predict, Observe, Explain (POE)-oriented student worksheets on the eighth-grade students' science process skills. This research employed a non-equivalent control group design. A total of 166 students from five classes in class VIII at State Junior High School 03 in Bengkulu City represented the research population. Students in class VIII-1 (control group) and class VIII-2 (experimental group), for a total of 58 students, were selected as subjects using non-probability sampling and the convenience sampling method. By applying non-parametric inferential statistics, particularly the Mann-Whitney U test, the hypothesis was examined. The results confirm that the use of POE-oriented worksheets in learning the concept of pressure in static fluids has a statistically positive effect at the significance level (0.05) with a p-value (0.003) on science process skills, and the effect size (r=0.39) is in the medium category. The availability of worksheets that rely on scaffolding strategies such as POE may enable students in secondary schools to construct their own knowledge during the learning process.The provision of worksheets that employ scaffolding techniques, such as the Predict-Observe-Explain (POE) approach, has the potential to facilitate the development of students' knowledge construction and science process abilities in secondary school settings.
The Effectiveness of Chatgpt in Completing Astronomy Lectures: Building Awareness of Its Use Hikmatiar, Hamzarudin; Sya’bania, Nursina; Jayadin, Jayadin; Kasman, Risqah Amaliah; Imranah, Imranah; Sahlan, Sahlan; Saputra, Sabarudin
Jurnal Pendidikan Fisika Vol 12, No 2 (2024): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v12i2.13587

Abstract

The use of ChatGPT provides new opportunities for students to deepen their understanding of the course materials and overcome the obstacles they may encounter. The study of astronomy itself includes material that studies the universe, but students tend to minimize the related knowledge. The emergence of open AI products is considered a good solution to address the acceleration of specialized student learning in tasks. This research aims to find out whether ChatGPT has benefits for students in completing astronomy lecture assignments at the Muhammadiyah University of Maumere. This is seen from how often students use ChatGPT. The research method used is a mixed method that combines quantitative and qualitative analysis. Quantitative data is obtained from questionnaires which are presented in the form of numerical data, while qualitative data is additional information obtained through conversations between researchers and research sources. Data collection is carried out using an app that is shared with students through Google Forms after ChatGPT is applied to complete college tasks. This type of activity is considered to have excellent benefits for the completion of tasks in education. Based on the research results, it was found that 13 or 65% of the total respondents stated that ChatGPT was very good to use in completing tasks. Apart from that, using ChatGPT was also considered effective in completing astronomy lecture assignments because 50% of students stated that using ChatGPT was very effective in solving astronomy problems, while the other 50% chose only effective. Based on these findings, it is fundamental that ChatGPT has benefits for students to help solve lecture problems and can be a recommendation for other users provided they always pay attention to the ethics of its use.
Perceptions of the Use of EveryCircuit-Based Virtual Laboratory on Dynamic Electricity Material Hajar, Siti; Akbar, Muhammad; Silaban, Adeline; G. D Lasmono S., Paulus
Jurnal Pendidikan Fisika Vol 12, No 3 (2024): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v12i3.15236

Abstract

The integration of virtual laboratories has become an innovative solution for enhancing physics education, particularly in addressing challenges related to limited access to physical laboratory resources. This study aims to investigate the perceptions of physics education students at Cenderawasih University regarding the use of EveryCircuit-based virtual laboratories in learning dynamic electricity concepts. A quantitative descriptive approach was employed, with data collected through an online questionnaire distributed to 16 students. The questionnaire assessed three key aspects: material comprehension, usability of the EveryCircuit application, and students’ motivation and skills. The results revealed that 42.50% of students agreed that the EveryCircuit-based virtual laboratory improved their understanding of dynamic electricity concepts, while 46.87% agreed on its usability, and 43.75% reported enhanced motivation and skills. Despite positive responses, some challenges emerged, including limited proficiency in using EveryCircuit and occasional technical barriers such as unstable internet connections. Overall, the findings suggest that EveryCircuit-based virtual laboratories offer an effective alternative for teaching dynamic electricity, promoting a more interactive and accessible learning environment. The study recommends further research to address technical challenges and improve training on the use of virtual laboratory tools. Additionally, incorporating complementary digital resources and hands-on guidance could enhance the overall effectiveness of virtual laboratory implementation in physics education.
Optics Learning Transformation through Project-Based Learning: Enhancing Scientific Abilities and Affective Learning Outcomes in Students with the Pinhole Camera Project Fadilah, Nur; Nurlaela, Ai; Romadhon, Dzikri Rahmat
Jurnal Pendidikan Fisika Vol 12, No 3 (2024): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v12i3.15358

Abstract

In physics education, the topic of optics requires a thorough and detailed understanding due to its challenging and intangible nature. To help students learn physics through practice, it is necessary to enhance their scientific abilities. Additionally, learning outcomes serve as a benchmark for success in education. In this context, project-based learning is chosen as the instructional model for presenting optics material in the classroom, since several studies have found this model to be effective in teaching. This research aims to measure the improvement of scientific abilities and affective learning outcomes of students in the field of physics, specifically the topic of optics. The quasi-experimental design method was employed in this study. The research sample comprised 11th-grade science students divided into two groups: the control group using which employed an inquiry-based learning model and the experimental group which utilized a combination of inquiry-based learning and project-based learning. The final project for the applied teaching model involved a pinhole camera. Data was gathered using observation sheets and questionnaires and subsequently analyzed using non-parametric tests (Mann-Whitney U and Wilcoxon). The data analysis results revealed a significant value (0.001), demonstrating that the project-based learning model effectively enhanced students’ scientific abilities and affective learning outcomes, highlighting marked improvements in the experimental class compared to the control class. Additionally, the project-based learning model proved effective in engaging students actively, creating a more effective and interactive learning experience. Students also expressed greater interest in physics, as lessons incorporated practical activities rather than solely focusing on theoretical concepts.
Improving Students' Computational Skills through the Implementation of Problem-Solving Laboratory Learning Models Nasruddin, Dindin; Melinda, Novia; Rochman, Chaerul
Jurnal Pendidikan Fisika Vol 12, No 3 (2024): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v12i3.10946

Abstract

In the digital era, computational thinking skills are essential for students to succeed in science education, including physics. However, traditional teaching methods often fail to cultivate these skills effectively. This study aimed to evaluate the effectiveness of the problem-solving laboratory learning model in enhancing students' computational thinking skills, specifically in alternating current electricity topics. The research employed a pre-experimental design with a one-group pre-test and post-test approach, involving 35 twelfth-grade students from a public high school in Banjar City, West Java, Indonesia. Data were collected using observation sheets to assess problem-solving laboratory implementation and computational thinking skill tests. The problem-solving laboratory model was implemented effectively, achieving an average implementation success rate of 78.4%. The analysis revealed a significant improvement in students' computational thinking skills, with an average N-gain score of 0.73, categorized as high. Among the computational thinking indicators, abstraction showed the highest improvement, followed by decomposition, data analysis, pattern recognition, and algorithmic thinking. These results suggest that the problem-solving laboratory model provides an effective framework for fostering computational thinking skills through hands-on problem-solving activities and structured learning processes. The study recommends integrating the problem-solving laboratory model into other physics topics and broader educational contexts to enhance students' 21st-century competencies. Future research should consider incorporating control groups and extending the scope to explore long-term impacts across diverse learning environments.
Analysis of Students' Critical Thinking Abilities in Physics Learning: A Case Study at SMAN 5 Sidrap Prabayanti, Eka; Usman, Usman; Khaeruddin, Khaeruddin; Setiawan, Trisno
Jurnal Pendidikan Fisika Vol 12, No 3 (2024): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v12i3.15317

Abstract

Critical thinking is one of the essential skills required of students in the 21st century. This research aims to provide an overview of students' critical thinking skills at in high school while studying the concept of Newton's Laws. Critical thinking skills refer to the cognitive processes employed by students to analyze and evaluate information effectively, enabling sound decision-making. The research method used is a descriptive-quantitative approach, involving a population of 130 students and a purposive sample of 60 students. Data were collected using a critical thinking test comprising 31 multiple-choice questions, addressing four indicators: interpretation, analysis, evaluation, and inference. The result of the study show that students' performance on the interpretation indicator predominantly fell into the low category, with 53.33%. Critical thinking skills for the analytical indicator were similarly low, at 38.33%. Critical thinking skills for evaluation were also categorized as low, at 43.33%. Meanwhile, critical thinking skills for inference were slightly better, being in the medium category at 46.67%. In general, students' critical thinking abilities at SMAN 5 Sidrap were primarily low, with 60% of students falling into this category. One of the factors causing students' poor critical thinking skills is the infrequent exposure to exercises designed to measure these skills. Therefore, implementing learning models that actively enhance critical thinking skills is essential.
From Boredom to Brilliance: Using TGT and Physics Ludo to Teach Newton’s Laws Romadhon, Dzikri Rahmat; Faturrahman, Ahmad Riski; Farizi, Taufiq Al
Jurnal Pendidikan Fisika Vol 12, No 2 (2024): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v12i2.15391

Abstract

This study investigated the effectiveness of the cooperative learning model Teams Games Tournament (TGT) assisted by Physics Ludo media in enhancing students' understanding of Newton's laws of gravity. Conducted at SMA Negeri 14 Bekasi City, the research involved an experimental group (grade 10 Science 1) using the TGT model and a control group (grade 10 Science 3) following conventional teaching methods. Pretest and posttest scores were analyzed using the Wilcoxon Signed-Rank test, independent samples t-test, and Mann-Whitney U test to determine the impact of the intervention. The results revealed that both the experimental group (Wilcoxon Signed-Rank test, p = 5.82×10⁻¹¹) and the control group (p = 5.26×10⁻⁸) showed significant improvements in posttest scores compared to their pretest scores. Additionally, an Independent Samples t-Test indicated that the experimental group scored significantly higher than the control group in the posttest (t = 10.80, p = 2.16×10⁻¹⁶). The Mann-Whitney U Test further demonstrated that the experimental group had greater improvement scores than the control group (U = 1225.0, p = 4.79×10⁻¹³). These statistical findings confirm the effectiveness of the TGT model with Physics Ludo. Moreover, survey feedback showed high levels of student engagement and motivation, with the majority finding the learning approach engaging and beneficial for understanding physics concepts. These findings highlighted the potential of game-based cooperative learning models to transform traditional educational practices, suggesting that further research and broader application could lead to enhanced learning outcomes in various subjects.

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