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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
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Strategy for Utilizing Online Discussions and Online Practices on SPADA LMS to Improve Physics Learning in the Digital Era Iryani, Juniarti; Syam, Nurwahid
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.v12i3.15042

Abstract

The rapid development of digital learning platforms, particularly Learning Management Systems (LMS) such as SPADA, has significantly transformed physics education by enabling interactive and flexible learning environments. However, the effectiveness of integrating online discussions and exercises in enhancing students' comprehension of physics concepts remains underexplored. This study aimed to evaluate the impact of online discussions and exercises conducted through the SPADA LMS on students' understanding of physics concepts. A quantitative approach with a one-group pre-test and post-test experimental design was employed, involving 18 students enrolled in a physics course. Data were collected using questionnaires, pre-tests, post-tests, and interviews. The results revealed a substantial improvement in students' comprehension, with the average post-test score (75.18) significantly exceeding the pre-test score (47.75). Students reported increased engagement, better conceptual understanding, and improved problem-solving skills through active participation in online discussions and structured exercises. However, challenges such as technical issues, including unstable internet connectivity, occasionally disrupted participation. Despite these obstacles, the integration of online discussions and exercises through SPADA LMS proved to be an effective strategy for enhancing students' comprehension of physics concepts and fostering a collaborative learning environment. This study highlights the potential of LMS platforms as essential tools for advancing digital education, with implications for improving instructional design and promoting interactive learning experiences in physics education. Future research should explore the integration of multimedia tools and adaptive learning features to further optimize LMS-based instruction in physics.
Development of Physics Digital Props Based on the Internet of Things (IoT) on the Material of Motion Dynamics Wahyudi, Muh.; Azmar, Azmar; Muhayadi, Samsul; Firmansyah, Muhammad Arif
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.v12i2.12476

Abstract

This research aims to create an Internet of Things (IoT)-based Newton's Law II physics practicum trainer. The developed props aim to make the students understand measure time, speed, and acceleration in Particle Dynamics Using IoT-based teaching aids. The design of teaching aids uses electronic components such as ESP32 WIFI-Bluetooth microcontrollers, obstacle Infrared Sensors, and LCDs as the main hardware components. The software for developing this teaching aid utilizes the Arduino IDE compiler based on C++. The development research method used is the ADDIE design development method. The ADDIE design development stages include Analyze, Development, Implementation, and Evaluation. The product feasibility test involved 35 SMAN 1 Montong Gading students. Expert validators in the media and material carry out the feasibility test. The feasibility test results in the media and material sector are 95%, with a very feasible category. The scores of the student's responses to the development are 77% with a practical. The results showed that the physics teaching aids developed were very valid and feasible to use.
Status of Prospective Science Teachers’ Critical and Creative Thinking Skills in Energy and Its Integration Topics Hendratma Gunawan, Kadek Dwi; Liliasari, Liliasari; Kaniawati, Ida; Riandi, Riandi
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.v12i3.11521

Abstract

Developing critical and creative thinking skills is essential for prospective science teachers to address complex scientific problems and design effective integrated science learning. This study aimed to evaluate the critical and creative thinking skills of prospective science teachers, particularly on energy and its integration with other scientific topics. A total of 76 prospective science teachers from a university in East Java, Indonesia, participated in the study. Data were collected using essay tests, observation sheets, and interviews, with critical thinking indicators based on the Ennis framework and creative thinking indicators based on the Guilford framework. The data were analyzed descriptively. The results indicated that students' critical and creative thinking skills were generally in the low category across most indicators. In critical thinking, difficulties were observed in areas such as inference, advanced clarification, and strategy formulation. Similarly, in creative thinking, low scores were evident in fluency, flexibility, originality, and elaboration indicators. These findings highlight the urgent need for instructional innovations and targeted interventions to enhance critical and creative thinking skills among prospective science teachers. Strengthening these skills is crucial for preparing future educators capable of designing and implementing effective integrated science learning strategies. Further research is recommended to explore instructional models and scaffolding techniques that can better support the development of these competencies across diverse scientific topic.
Effectiveness of Differentiated Learning Strategies with The Problem Based Learning Model in Improving Students’ Learning Outcomes Agato, Lazarus; Sitompul, Stepanus Sahala; firdaus, Firdaus
Jurnal Pendidikan Fisika Vol 13, No 1 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i1.16665

Abstract

The topic of work and energy is one of the fundamental aspects of physics education, but many students have difficulty understanding its abstract concepts. This study explores the effectiveness of differentiated learning strategies combined with the Problem-Based Learning (PBL) model to improve students' understanding of work and energy at Sekadau Hilir State Junior High School 8. The research used a pre-experimental design with a one-group pretest-posttest approach, involving 36 eighth-grade students selected through purposive sampling. Data were collected through pre- and post-intervention tests and questionnaires, focusing on the student's conceptual understanding of the material. The intervention involved four sessions, with the PBL model tailored to students' individual learning styles. The results demonstrated a significant improvement in students' learning outcomes, as indicated by the posttest scores (mean = 82.22) compared to the pretest scores (mean = 33.47), with a p-value of 0.000, indicating a statistically significant difference. The effectiveness of the intervention was further supported by a high Cohen's effect size of 3.650, categorizing it as highly effective. The study concludes that differentiated learning, when integrated with the PBL model, effectively enhances students’ understanding of complex physics topics. This approach not only addresses diverse learning styles but also encourages active participation and problem-solving, making it a promising strategy for improving science education outcomes in junior high schools. Future studies should explore the broader application of this model to other physics topics to confirm its generalizability.
Analysis of Concept Understanding Test Items on Static Fluid Material Using Rasch Model Irawan, Ivan Danar Aditya; Indraloka, Ristanti Mulia; Basri, Nur Akhyar; Salmah, Ummi; Parno, Parno
Jurnal Pendidikan Fisika Vol 13, No 1 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i1.15687

Abstract

Conceptual understanding is a vital component in physics education, particularly for static fluid concepts, which are often sources of misconceptions among students. Common misunderstandings include incorrect interpretations of hydrostatic pressure and Pascal's law. This study aims to develop and analyze a conceptual understanding test instrument for static fluid materials using the Rasch Model. A descriptive quantitative research design was employed, involving 75 eleventh-grade students from three high schools in Lumajang and Malang, selected through cluster random sampling. The instrument comprised 16 multiple-choice questions based on eight conceptual indicators and underwent expert validation by two physics teachers. Data were analyzed using the Winstep application to assess validity, reliability, difficulty level, and item discrimination. The results revealed that 12 out of 16 test items met the validity criteria, with an expert validation score of 98.3% categorized as "very valid." Item reliability was rated at 0.96 (very good), while person reliability was 0.47 (very poor), indicating significant variations in student responses. The difficulty levels were balanced: 2 very easy items, two easy items, five moderate items, one difficult item, and two very difficult items. Discrimination analysis grouped respondents into two categories and items into seven distinct groups, showcasing the instrument's effectiveness in identifying variations in student understanding. In conclusion, the developed instrument is valid and reliable for assessing students' conceptual understanding of static fluid topics. The study highlights the need for further validation with larger and more diverse samples to enhance the instrument's applicability across broader educational contexts. 
Android Based Multimedia for Teaching Science in Junior High School Ramli, Irwan; Nurasia, Nurasia; Khaerati, Khaerati
Jurnal Pendidikan Fisika Vol 13, No 1 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i1.17202

Abstract

The COVID-19 pandemic has profoundly transformed global education, necessitating adaptive learning strategies to overcome the challenges of remote science instruction. This study aimed to develop and evaluate Android-based interactive multimedia using Adobe Flash CS for science learning, particularly human excretory system material, at Sukamaju State Junior High School 1. The research employed a Research and Development (RD) approach based on the ADDIE model, comprising analysis, design, development, implementation, and evaluation stages. The study involved 27 students from class VIII, selected through simple random sampling. Data were collected using expert validation sheets, teacher and student response questionnaires, and student learning outcomes assessments. The results indicated that the developed multimedia met all quality standards: media expert validation (98.5%), material validation (97%), language validation (86%), and video content validation (92%), all categorized as “very valid.” In terms of practicality, teacher and student responses yielded scores of 98% and 84.2%, respectively, indicating high practicality. Regarding effectiveness, student learning outcomes averaged 87.23%, and class completeness reached 81.4%, both falling into the “very effective” category. These findings demonstrate that Android-based science multimedia significantly enhances student engagement and learning outcomes by offering visually rich, interactive, and flexible educational content. The multimedia enables autonomous learning and supports teachers in delivering effective science instruction. Future research is recommended to broaden the content coverage across subjects and to develop applications compatible with online platforms for wider accessibility.
Integrating OLabs in Problem-Based Hybrid Learning: Effects on Higher Order Thinking Skills Rahma, Putri Haliza; Maulidah, Rifa'atul; Makiyah, Yanti Sofi
Jurnal Pendidikan Fisika Vol 13, No 1 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i1.15970

Abstract

This study was motivated by the low levels of student engagement and higher-order thinking skills (HOTS) observed in a preliminary investigation at State High School 1 Talaga, exacerbated by limited laboratory resources that hindered effective learning. The research aimed to explore the effect of a Problem-Based Hybrid Learning (Pro-BHL) model, supported by OLabs (Online Laboratory), on improving students' HOTS, specifically in the topics of heat and heat transfer. A quasi-experimental design with a posttest-only control group was implemented, involving 244 students from 7 classes. Through purposive sampling, the study selected class XI MIPA 3 as the experimental group and XI MIPA 2 as the control group. HOTS was measured via an essay-based posttest, addressing analysis (C4), evaluation (C5), and creation (C6) indicators. The results, analyzed using a t-test at a significance level of α = 0.05, revealed a statistically significant improvement in the experimental group’s HOTS (tcount = 6.65 ttable = 1.67), rejecting the null hypothesis and confirming the effectiveness of the Pro-BHL model supported by OLabs. The findings indicate that this hybrid learning model significantly enhanced students' higher-order thinking skills in the studied topics. The research highlights the potential of integrating technology like OLabs into problem-based learning frameworks, providing a scalable solution to overcome practical limitations in science education. Future research could explore integrating other virtual laboratory platforms and extending the model to different learning environments.
An Assessment to Measure Problem-Solving Ability and Science Process Skills: A Feasibility Test Faila, Rohaya Evatri; Supahar, Supahar; Pebriana, Irvany Nurita
Jurnal Pendidikan Fisika Vol 13, No 1 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i1.15654

Abstract

The ability to solve problems and apply scientific processes is a critical component of 21st-century education, especially within the context of the Indonesian "Merdeka" curriculum, which promotes independent and adaptive learning. However, traditional assessment methods fail to capture these competencies adequately. This study aims to determine the feasibility of an assessment instrument designed to measure high school students' problem-solving ability and science process skills. The instrument was developed using Istiyono’s test development model and focused on the test trial stage, which involves expert validation, empirical analysis, reliability testing, and item difficulty analysis. Using Istiyono’s model, the development focused on expert validation, empirical testing, and item analysis. A total of 252 students from six high schools in Yogyakarta and surrounding regions participated in the study. The content validity was assessed using Aiken's V, showing all items to be valid. Content validity, evaluated using Aiken’s V, indicated all items were valid. Empirical validation using the QUEST program yielded INFIT MNSQ values of 0.99 ± 0.81 for problem-solving and 1.01 ± 0.21 for science process skills, confirming item validity. Reliability coefficients ranged from 0.61 to 0.97, indicating high reliability. The difficulty level of items was distributed across easy, medium, and difficult categories. These findings support the feasibility of the assessment instrument in evaluating students’ higher-order thinking skills. The findings demonstrated the instrument’s suitability for assessing complex cognitive and inquiry-based skills. The validated instrument offers practical implications for educators to improve learning through formative assessment aligned with curriculum goals.
Case Study on ChatGPT’s Performance in Assisting Students with Physics Tests Mafudi, Innal; Kuswanto, Heru; Jumadi, Jumadi; Fatmawati, Intan
Jurnal Pendidikan Fisika Vol 13, No 1 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i1.16624

Abstract

The rapid development of artificial intelligence (AI), particularly ChatGPT, has sparked interest in its application in education. This study aims to investigate the potential of ChatGPT in helping students understand and solve physics problems, focusing on the Test of Understanding Graphs in Kinematics and the Determining and Interpreting Resistive Electric Circuit Concepts Test. The study involved 25 physics education students who completed these tests independently and with ChatGPT's assistance. The results revealed that students with a strong foundational understanding and reflective abilities interacted more effectively with ChatGPT, leading to improved answers and deeper conceptual understanding. In contrast, students with weaker prior knowledge tended to accept ChatGPT’s answers without critical reflection, perpetuating errors. Furthermore, ChatGPT showed limitations in interpreting image-based questions, reading scales, and providing consistent responses to concept-specific queries. These findings suggest that while ChatGPT has the potential to enhance learning, it requires thoughtful integration, particularly in helping students develop critical thinking and problem-solving skills. Teachers are encouraged to use ChatGPT’s limitations to design assessments that minimize the risk of cheating and foster deeper understanding. In conclusion, this study underscores the importance of combining AI tools with strong conceptual foundations and active reflection to optimize learning outcomes in physics education. Future research should focus on refining strategies for using AI in education to address its current limitations and enhance its effectiveness in complex learning scenarios.
Application of Environmentally-Based Student Worksheets on the Observational Skills Nurhanie, Shahiga Baiq; Arsyad, Muhammad; Khaeruddin, Khaeruddin
Jurnal Pendidikan Fisika Vol 13, No 1 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i1.16229

Abstract

This study investigates the impact of environmentally-based student worksheets on enhancing observational skills in physics education. Active student participation is crucial for effective learning, and innovative tools such as these worksheets are designed to improve student engagement and skill development. The study specifically aims to: (1) assess the observational skills of grade X students at State Senior High School 2 Mamuju using environmentally-based student worksheets; (2) compare these skills with those of students using conventional student worksheets; and (3) analyze the differences in observational skills between the two groups. A quasi-experimental design was employed, using a posttest-only control group method. The independent variable was the type of student worksheet (environmentally-based vs. conventional), while the dependent variable was students' observational skills. The sample included grade X MIPA students, with 33 students in the experimental group (using environmentally-based worksheets) and 35 students in the control group (using conventional worksheets) selected through purposive sampling. Results demonstrated that students using environmentally-based student worksheets exhibited significantly higher observational skills (mean score: 16.27, high category) compared to those using conventional worksheets (mean score: 12.4, moderate category). Statistical analysis confirmed a significant difference between the groups. These findings suggest that integrating environmentally-based student worksheets is an effective strategy for improving observational skills, fostering better engagement, and enhancing students' understanding of physics concepts, particularly in the context of Newton’s laws of motion. The study emphasizes the importance of context-rich, interactive learning tools for science education.

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