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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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The Effect of Implementing the CoCoAER and Jigsaw Learning Models on Enhancing Students' Understanding of Concepts in Static Fluid Zainuddin, Zainuddin; Saiful, Saiful; Sanusi, Sanusi
Jurnal Pendidikan Fisika Vol 13, No 2 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i2.17435

Abstract

The increasing complexity of physics learning in the Industrial Revolution 4.0 era demands innovative pedagogical strategies to address students’ conceptual difficulties, particularly in abstract topics like static fluid. Misconceptions about hydrostatic pressure remain prevalent due to traditional, non-contextual instructional approaches. This study aims to compare the effectiveness of two cooperative learning models CoCoAER and Jigsaw in improving students’ conceptual understanding of static fluid and to examine students’ perceptions of both methods. A quasi-experimental design with a non-equivalent control group was applied to 90 eleventh-grade students at MAN 3 Banda Aceh, divided into CoCoAER, Jigsaw, and conventional lecture groups. Data were collected through pre-and post-tests and student response questionnaires. Results from ANOVA and N-Gain analysis indicated that the CoCoAER model significantly outperformed both the Jigsaw and lecture models (p 0.05), with 73.3% of students showing high improvement and an average post-test score of 86. Students' satisfaction also favored CoCoAER, with 96% indicating a “very satisfied” rating, compared to 50% and 40% for Jigsaw and conventional methods, respectively. The novelty of this study lies in applying the CoCoAER model to fluid dynamics, integrating contextual learning, collaboration, and error anticipation strategies. In conclusion, the CoCoAER model offers a highly effective and student-centered approach to teaching static fluid, contributing to the reduction of misconceptions and enhancing physics learning outcomes.
The Effect of Web-based Inquiry Physics Problems on High School Students' Physics Learning Outcomes Herliana, Fitria; Mardila, Rini; Mahzum, Elmi; Zainuddin, Zainuddin; Wahyuni, Agus; Elisa, Elisa; Muliyati, Dewi
Jurnal Pendidikan Fisika Vol 13, No 2 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i2.17788

Abstract

Physics learning in high schools often faces challenges due to students' low conceptual understanding of abstract topics like sound waves. To address this challenge, this study investigates the effectiveness of Web-based Inquiry Physics Problems (WIPPer), an innovative learning platform that incorporates a problem-based learning approach within a blended learning framework. Using a pre-experimental one-group pretest-posttest design, the research was conducted on 20 eleventh-grade students at State Senior High School 2 Kuta Baro. Data were collected through a learning outcome test comprising 10 multiple-choice items (cognitive levels C1–C4), teacher and student response questionnaires, and observation sheets to monitor engagement throughout the WIPPer implementation. The results showed a medium average N-gain of 0.5116, with 70% of students achieving medium to high improvement categories. Observational analysis demonstrated 89% effectiveness across all learning phases. Teacher responses rated WIPPer as excellent (media: 93.33%, material and evaluation: 100%), while student responses were also highly favorable (media: 86.16%, material: 93.4%, evaluation: 90%). Cross-tabulation analysis revealed a strong correlation between student engagement and achievement, particularly in analytical activities. Students with high engagement demonstrated better ability in answering complex concept application questions (75.76%) compared to students with low engagement (16.67%). The novelty of this research lies in the integration of gradual assessment, virtual laboratory simulations, and adaptive feedback within a problem-oriented digital platform. This research concludes that WIPPer is a feasible and effective tool that enhances learning outcomes by fostering engagement and supporting independent learning. This research contributes to physics education by presenting WIPPer as a feasible and effective model that aligns with digital learning trends and supports the development of adaptive, student-centered instructional approaches.
Integrating Inquiry-Based Learning with PHET Simulations: A Strategy to Enhance Higher-Order Thinking Skills Nasar, Adrianus; Sinar, Yunitasia; Nanut, Fransiska Alvi
Jurnal Pendidikan Fisika Vol 13, No 2 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i2.17563

Abstract

Enhancing Higher-Order Thinking Skills (HOTS) is essential in physics education to prepare students for analyzing and solving real-world problems. However, in under-resourced regions such as Flores, Indonesia, the development of HOTS is hindered by limited access to laboratories and traditional teacher-centered approaches. This study investigates the effectiveness of integrating Inquiry-Based Learning (IBL) with PhET simulations as an instructional strategy to improve HOTS among university students. Using a one-group pretest-posttest experimental design, the study involved 36 students from the Physics Education Program at Universitas Flores. Students were exposed to four simulation-based inquiry sessions on alternating current (AC) circuits. HOTS were assessed through a 15-item test targeting analysis, evaluation, and creation dimensions, with data analyzed using a paired-sample t-test. The results revealed a significant improvement in students’ HOTS, as indicated by the increase in average scores from 70.67 to 79.64 (p 0.001), with the most notable gain observed in the 'Create' category. The integration of IBL with PhET provided an interactive, contextual, and student-centered learning experience that supported conceptual understanding and cognitive engagement. Despite challenges related to infrastructure and teacher readiness, the findings highlight the potential of this approach in promoting critical and creative thinking. This study contributes to physics education by offering a scalable and cost-effective instructional model that aligns with 21st-century learning demands, particularly in resource-constrained environments.
Mapping the Evolution of Tiered Diagnostic Instruments for Identifying Students’ Misconceptions in Physics: A Systematic Review of Indonesian Research (2015–2025) Budiyono, Agus; Mulyadi, Syifaul Aini; Wildani, Arin; Pertiwi, Novia Ayu Sekar; Alatas, Fathiah
Jurnal Pendidikan Fisika Vol 13, No 2 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i2.17879

Abstract

Misconceptions in physics education are a significant challenge, hindering students' understanding and ability to solve scientific problems.  Addressing these misconceptions is essential for enhancing learning outcomes and improving instructional methods. This study seeks to provide a comprehensive analysis of how diagnostic tests have been developed and applied to identify misconceptions in the context of physics education in Indonesia. A Systematic Literature Review methodology was used to analyze 186 scientific articles published between 2015 and 2025, indexed in Google Scholar. The research followed the PRISMA framework to ensure a transparent, replicable process. The findings indicate that diagnostic tests in Indonesia have evolved from simpler two-tier formats to more complex six-tier systems. Among these, the four-tier diagnostic test was the most commonly utilized, proving effective in identifying misconceptions by capturing students' answers, the reasoning behind those answers, and their confidence levels. The review also identified specific topics where misconceptions were most prevalent, including Particle Dynamics, Heat and Temperature, and Vibrations and Waves. These areas showed consistent patterns of misunderstanding across multiple studies. This study underscores the need for continued advancements in diagnostic tools to improve their reliability and validity. It also highlights the importance of exploring less-studied physics topics and expanding the use of multi-tier diagnostic tests. Such efforts are crucial for refining instructional strategies and improving students' conceptual learning in Indonesian physics education. The findings contribute to the field of physics education by offering actionable insights for educators and researchers in designing targeted interventions and advancing conceptual learning.
Analyzing Students’ Critical Thinking as a Basis for Developing Interactive Physics Multimedia with Generative Learning and Cognitive Conflict Strategies Ahzari, Serli; Akmam, Akmam
Jurnal Pendidikan Fisika Vol 13, No 2 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i2.17702

Abstract

The increasing complexity of abstract concepts in physics education and the low level of students’ critical thinking skills demand innovative instructional strategies aligned with 21st-century competencies. This study aims to analyze students’ critical thinking skills as the foundation for developing physics interactive multimedia using a generative learning model integrated with a cognitive conflict strategy. The research was conducted in three public high schools in Lima Puluh Kota Regency using a quantitative descriptive survey method, involving 125 eleventh-grade students. Data were collected using five validated instruments: teacher questionnaires on instructional practices and critical thinking, student learning style and attitude surveys, a multimedia needs assessment, and a critical thinking skills test. Results show that current instruction relies heavily on static and non-interactive media such as PowerPoint and videos, failing to support students’ varied learning styles especially the dominant visual preference (53.06%). While students exhibit moderately positive attitudes toward physics learning (65.69%), their critical thinking skills are critically low (average score 27.80%), particularly in inference (24.00%) and evaluation (28.00%) indicators. These findings underscore the urgent need to develop visual and interactive multimedia that facilitates cognitive conflict and deeper reflection. The novelty of this study lies in linking multimedia design with cognitive strategies tailored to enhance critical thinking in physics. The study contributes to physics education by offering empirical evidence for the pedagogical integration of generative learning and cognitive conflict approaches in digital environments, paving the way for targeted multimedia interventions that promote critical reasoning in conceptually demanding physics topics.
Analysis of the Impact of Contextual Teaching and Learning Integrated with Quizizz on High School Students’ Learning Outcomes Humairah, Nur Aisyah; Rosman, Andi; Amir, Faizal; Kalsum, Ummu; Ilda, Ilda
Jurnal Pendidikan Fisika Vol 13, No 2 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i2.17915

Abstract

Physics education often faces persistent challenges in enhancing students' engagement and conceptual understanding, especially when abstract topics are taught through traditional, teacher-centered approaches. This study addresses these issues by investigating the impact of integrating the Contextual Teaching and Learning (CTL) model with the gamified digital platform Quizizz on student learning outcomes in high school physics. Employing a true experimental pretest-posttest control group design, the study involved 54 Grade XII students at SMA Negeri 1 Malunda, divided into an experimental group (CTL with Quizizz) and a control group (direct instruction). Data were collected using a validated multiple-choice test (validity = 90.81%, reliability = 0.82) and analyzed through descriptive and inferential statistics, including N-Gain and t-tests. The results showed a significant improvement in the experimental group's average posttest scores (from 41.39 to 59.57), with an N-Gain of 0.30 (moderate), compared to the control group's minimal increase (from 49.96 to 49.31), with an N-Gain of 0.07 (low). Statistical tests confirmed a significant difference between the groups (p 0.05). This study demonstrates that combining CTL and Quizizz not only supports conceptual learning through real-world contexts but also increases motivation and active participation through interactive gamification. The novelty of this research lies in the effective integration of CTL with digital gamified tools to enhance physics instruction. The findings contribute to the advancement of physics education by providing empirical evidence for adopting CTL-Quizizz as a powerful instructional strategy to enhance conceptual understanding and academic achievement in secondary education.
Development of a Problem-Based Learning E-Books to Enhance Students’ Creative Thinking Skills in Senior High School Aiyesi, Salwa; Jumadi, Jumadi; Prasetyo, Zuhdan Kun
Jurnal Pendidikan Fisika Vol 13, No 2 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i2.17419

Abstract

The development of students' creative thinking in physics remains a challenge due to the dominance of conventional instructional methods that lack interactive and contextual engagement. This study addresses the urgent need for innovative digital learning resources by developing an interactive physics e-book based on the Problem-Based Learning (PBL) model, focusing on optical device topics. The objective is to enhance students’ creative thinking skills through student-centered learning integrated with digital platforms. Using the ADDIE development framework (Analysis, Design, Development, Implementation, Evaluation), the e-book was designed and validated for its design, content, construct, and creative thinking assessment tools. Validation results showed high Aiken’s V scores across all components, indicating strong validity. Effectiveness was tested through a quasi-experimental approach involving 35 senior high school students, using pretest and posttest instruments. The N-Gain scores for both modeling (0.702) and implementation classes (0.707) demonstrated significant improvements in students’ creative thinking, categorized as high. The novelty of this study lies in the integration of Heyzine and Liveworksheet platforms with PhET virtual labs, providing an interactive, accessible, and collaborative learning environment. The findings suggest that the developed PBL-based e-book effectively facilitates contextual learning and fosters creative problem-solving skills. In conclusion, this e-book serves as a validated and impactful instructional tool that contributes meaningfully to physics education by promoting higher-order thinking through innovative digital pedagogy.
Development and Feasibility of a BME 280 Sensor-Based Practicum Tool for Boyle–Gay-Lussac Law Experiments Sagita, Elsa; Hartini, Tri Isti
Jurnal Pendidikan Fisika Vol 13, No 2 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i2.17738

Abstract

The integration of sensor-based technology into physics learning is essential in the context of the Industrial Revolution 4.0, particularly for improving practicum-based conceptual understanding. This study aims to evaluate the effectiveness and feasibility of a Boyle–Gay-Lussac Law practicum tool developed using the BME280 sensor, which is capable of measuring pressure, temperature, and humidity simultaneously. The research adopted a Research and Development (RD) approach based on the Jan van den Akker model, involving preliminary research, prototyping, validation by experts, and small-scale field testing. Data were collected through Likert-scale questionnaires validated by physics education experts and tested among high school students. Media validation results achieved an average score of 93.6%, and material validation scored 78%, indicating excellent and good quality, respectively. Small-scale trials yielded average scores of 87.84% for media and 87% for material, categorized as excellent. The developed tool facilitated real-time experimentation, improved measurement accuracy, and enhanced student engagement and conceptual understanding of gas laws. The novelty of this tool lies in its integration of a multi-function sensor and real-time LCD display, offering a compact, reusable, and interactive practicum experience. Conclusions indicate that the BME280 sensor-based tool is both effective and feasible for physics instruction. This innovation contributes to physics education by modernizing practicum resources, promoting active learning, and bridging the gap between abstract thermodynamic concepts and practical experimentation.
Development of a Computer-Based Interactive Video Formative Feedback to Improve Students' Conceptual Understanding of Static Fluid Irawan, Ivan Danar Aditya; Kusairi, Sentot; Khusaini, Khusaini; Basri, Nur Akhyar; Dahlan, Ahmad
Jurnal Pendidikan Fisika Vol 13, No 2 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i2.17899

Abstract

Physics education, particularly in static fluid concepts, often suffers from students' low conceptual understanding due to the limited availability of tailored formative feedback. To address this issue, this study aimed to develop and validate a computer-based interactive-video formative feedback model that supports independent learning and improves students' comprehension of static fluids. Employing the 4D Research and Development model (Define, Design, Develop, and Disseminate), the study focused on the first three stages and involved 128 high school students. The validity of the media was assessed by content and media experts, yielding high validity scores (97% for content and 93% for media). A practicality test showed an 83% approval rate, indicating strong usability and relevance for classroom and independent use. Effectiveness was further assessed through pretest and posttest analysis using the Wilcoxon and N-Gain tests. Results demonstrated a statistically significant improvement in students' conceptual understanding (p 0.001), although the N-Gain value of 0.27 classified the effectiveness as low. Despite this limitation, students responded positively to the interactive format, citing increased engagement and clarity. The novelty of this study lies in integrating isomorphic questions with animated feedback and audio explanations in an interactive video format tailored to students' interests. This research contributes to physics education by offering a practical, validated digital tool that enhances formative assessment practices and provides a foundation for future improvements in instructional media for abstract topics like static fluid.
The Effectiveness of a Renewable Energy E-Worksheet in STEM-Project-Based Learning to Improve Students' Critical Thinking and Collaboration Skills Rachmawati, Fridiani Asiyah; Wiyatmo, Yusman
Jurnal Pendidikan Fisika Vol 13, No 2 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i2.17432

Abstract

The integration of 21st-century competencies, particularly critical thinking and collaboration, has become essential in physics education. However, the abstract concept of renewable energy poses learning challenges for high school students, despite its fundamental importance in physics education and relevance to sustainability. This study investigates the effectiveness of a STEM-project-based electronic worksheet (e-worksheet) designed to enhance students’ critical thinking and collaboration abilities. A quasi-experimental design with a randomized cluster sampling technique was used, involving 50 Grade X students from SMA Negeri 1 Subang. The experimental group received instruction through a renewable energy e-worksheet aligned with STEM and Project-Based Learning (PjBL) models, while the control group experienced conventional teaching. Data were collected through pre-and post-tests and questionnaires and analyzed using N-Gain and Cohen’s d-effect size. The results show high N-Gain scores in the experimental group for critical thinking (0.72) and collaboration skills (0.75), in contrast to moderate scores in the control group. This suggests a significant learning gain attributable to the integrated e-worksheet. The study's novelty lies in the integration of a renewable energy project, digital interactivity via Liveworksheets, and structured STEM-PjBL syntax, providing a holistic, engaging learning experience. The research concludes that STEM-PjBL e-worksheets are effective in promoting 21st-century competencies and can address instructional gaps in current physics education. This approach contributes to developing sustainable thinking and teamwork abilities, preparing students for future interdisciplinary challenges in science and technology

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