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
 39   40   41   42   43 
Developing Higher Order Thinking Laboratory (Hot-Lab) to Promote General Scientific Reasoning of Student-Teachers in Physics Practices Alatas, Fathiah; Suryadi, Ahmad; Saputra, Firman Harris
Jurnal Pendidikan Fisika Vol. 11 No. 2 (2023): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v11i2.10393

Abstract

This study aims to develop physics practicum guidelines that can improve students' scientific reasoning. The development of practicum guidelines in this study was based on the principles of the Higher Order Thinking Laboratory (HOT-Lab). Using the ADDIE design, which consists of five stages: analyze, design, develop, implement, and evaluate, general physics practicum guidelines are developed in three parts, namely pre-practicum, lab, and post-practicum. The participants involved consisted of two groups: five experts and 88 students taking general physics courses. The pre-practicum stage is the part that distinguishes this practicum guideline from conventional practicum guidelines, where students are presented with "real-world problems" and opportunities to make hypotheses. The results showed that the practicum guideline products developed were deemed feasible and effective for developing students' scientific reasoning. This study shows that students' scientific reasoning for using practicum guidelines based on HOT-Lab principles is significantly higher than those who use conventional practicum guidelines. In conclusion, the guideline developed was valid, feasible, and effective in improving students’ scientific reasoning. This study recommends considering the features of the HOT-Lab practicum activities to be used for similar practicum activities in other places or relevant courses.
The Implementation of Project Based Learning to Enhance Students' Understanding of Environmental Conservation and Disaster Mitigation Londa, Treesje Katrina; Kamaruddin, Kamaruddin
Jurnal Pendidikan Fisika Vol. 11 No. 2 (2023): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v11i2.10574

Abstract

The aim of this research is to provide junior high school students with learning experiences to increase their understanding of environmental conservation and disaster mitigation. This study focuses on reforestation and disaster mitigation efforts through the application of project-based learning models in the surrounding environment. This research was a descriptive study with a post-test design approach, conducted at SMPN Ranoyapo, South Minahasa Regency. There were 42 students of class VII who participated in this study. The results of this research showed that the students' understanding of environmental conservation was in the level of excellent category (26%), good category (48%), fairly good category (24%), and poor category (2%). Meanwhile, the highest average percentage of students' understanding of disaster mitigation efforts was in the excellent category (41%), followed by the good category (39%), fairly good category (16%), and poor category (4%). These results indicate that project-based learning can improve students' understanding of learning, particularly that related to environmental learning.
Module Development through Project-Based Learning to Enhance Students’ Creative Thinking Praptama, Sandhi Setya; Purwaningsih, Endang; Taufiq, Ahmad; Setiyoaji, Wahyudha Tri
Jurnal Pendidikan Fisika Vol. 11 No. 2 (2023): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v11i2.10731

Abstract

In implementing the project-based learning model, students are expected to improve their creative thinking. This research aims to develop a module through project-based learning to improve the creative thinking skills of vocational students. Employing a research and development design, the research involves a 4-D model with four stages, namely defining, designing, developing, and disseminating. Respondents in this study were teachers and students at SMKN 1 Grati, Pasuruan Regency, totaling 13 people. The research was carried out during the period August 1 – September 15, 2021. The results showed that the average value of the validation results for PjBL-based modules was 88.3% (very valid), and lesson plans were 80.3 (valid). Then, the average percentage of teachers’ responses to the modules that have been developed was 85% (very practical,) and of students’ responses was 78% (practical). Therefore, it can be concluded that the PjBL-based learning module developed in the research can be categorized as valid and practical.
Implementation of Problem-Based Learning Model and Its Effect on Students’ Physics Learning Outcomes Soamole, Ayu Swasti Dayuni; Arafah, Kaharuddin; Subaer, Subaer
Jurnal Pendidikan Fisika Vol. 11 No. 2 (2023): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v11i2.10752

Abstract

This study aims to implement a problem-based learning model and to measure its effect on students' physics learning outcomes. This research is a pre-experiment using a one-group pretest-posttest research design. The population in this study were all students in class XI MIPA at SMA Negeri 1 Wangi-Wangi for the 2022/2023 academic year, while the sample was 35 students who were selected using the Slovin method. The results of the descriptive analysis showed that the average score of students' physics learning outcomes before using the problem-based learning model was 7.26. Conversely, after using the problem-based learning model, the average score of students' physics learning outcomes was 12.14. The results of the N-gain test analysis showed N = 0.36, which indicated that there was an increase in students' physics learning outcomes after using the problem-based learning model. Therefore, this study concluded that the problem-based learning model is effective in improving the physics learning outcomes of class XI MIPA students at SMA Negeri 1 Wangi-Wangi.
Using STEM-Based 3D-Multimedia to Improve Students' Critical Thinking Skills in Uniform Circular Motion Nurilma, Faizuna Roudhotin; Supriana, Edi; Diantoro, Markus
Jurnal Pendidikan Fisika Vol. 11 No. 2 (2023): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v11i2.10785

Abstract

Students' low critical thinking skills are an obstacle in learning uniform circular motion. The aim of the study was to describe the effect of using STEM-based 3D-multimedia in improving the critical thinking skills of students from the northern coast of Java in uniform circular motion material. This research is a pre-experimental with a one-group pre-test post-test design. The research sample was 26 students of class X-IPA MA Hasyimiyah Bancar. The treatment of the samples was carried out by using STEM-based 3D-multimedia during four face-to-face lessons in class. The results show that the students' critical thinking skills improved by 56,1% after the implementation of the STEM-based 3D multimedia. This quantitative result is proven by critical thinking skills indicators that can be identified in the students' critical thinking skills test answers. Therefore, it can be concluded that the use of STEM-based 3D-multimedia enhanced the students' critical thinking skills in uniform circular motion quite significantly.
Perception of Pre-Service Teachers Regarding Digital Competencies in Indonesia Rahim, Fanny Rahmatina; Yustiana, Yusi Riksa
Jurnal Pendidikan Fisika Vol. 11 No. 2 (2023): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v11i2.10879

Abstract

This article aims to evaluate the digital competencies of prospective teachers in Indonesia in the context of digital education. A survey method was used to collect data from students and alumni of the physics education program from 2017 to 2022. A total of 248 respondents participated in the study, consisting of 202 students and 46 alumni. The collected data were then analyzed quantitatively. The research findings indicate that the majority of respondents showed a positive response to their abilities in all assessed dimensions of digital competencies. Literacy in information and data, communication and collaboration, digital content creation, safety, and problem-solving received favorable ratings. However, there is potential to improve skills in digital content creation. Overall, the respondents demonstrated a good level of competence in the evaluated digital competency indicators. The data also revealed that students and alumni of the physics education program are accustomed to using technology in their academic activities. They utilize Learning Management Systems (LMS) to access course materials, submit assignments, and take exams. Additionally, they employ various applications and collaborate online in groups. The program also offers courses that support the use of technology in learning. In conclusion, the perception of pre-service teachers towards digital competence is positive due to the support provided by the study program in offering technology-integrated courses.
Development of Electronic Student Worksheet Using Problem-Based Learning Model with the Wizer.me Platform on Momentum and Impulse Materials Septiana, Sandi; Rizal, Rahmat; Makiyah, Yanti Sofi
Jurnal Pendidikan Fisika Vol. 11 No. 2 (2023): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v11i2.10909

Abstract

This research departs from the problem of limited tools and practicum materials in the laboratory, and students need help understanding the concept of momentum and impulse material. An effort to overcome these problems is to develop an electronic student worksheet using a problem-based learning model with the Wizer.me platform. This study aims to describe the development process, validity level, and practicality of electronic student worksheets using the problem-based learning model with the Wizer.me platform on momentum and impulse material. The research method used is research and development (R&D) with the ADDIE development model. The population of this research is all class X MIPA SMA Negeri 13 Garut, consisting of seven classes with 252 students. The research sample was taken by using the cluster random sampling technique for classes X MIPA 1 and X MIPA 2, with 36 students in each class. The data analysis technique used in processing the validation results was Aiken's V index. The results showed that the Aiken index of material, media, and learning experts were respectively 0.91, 0.94, and 0.96 with excellent categories, and the average practicality percentage is 89% with efficient criteria. Therefore, it can be concluded that the electronic student worksheets developed using a problem-based learning model with the Wizer.me platform on the momentum and impulse material meets valid and practical criteria for use in the learning process.
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.
Needs Analysis for Physics E-Module Development on Work and Energy Materials in Senior High School Aldilla, Endang; Ulfa, Jufiani; Desnita, Desnita; Usmeldi, Usmeldi
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.v11i3.10952

Abstract

In today's developments, the role of educators is not only needed in terms of sharing knowledge with students but also in preparing teaching media and materials that can help accelerate the delivery of material. The purpose of this study was to explore the needs analysis in developing physics e-modules on work and energy material for class X Senior High School. This study employed surveys under quantitative and qualitative approaches. There were 153 students involved in this study. The quantitative data were collected through learning resources and learning media instruments, while qualitative data were collected using interview instruments, questionnaires, observation, analysis of procedures and survey document. The results of this study showed that most of the learning resources and teaching materials used by teachers in schools were printed books with a score of 81%, and the most frequently used media in teaching was PowerPoint media with a score of 41.67%. This fact resulted in the lack of students’ interest in solving everyday problems and low students’ learning outcomes. In other words, the learning media used in the classroom did not suit their needs, so the development of teaching materials and media is needed to facilitate students in learning activities independently. Teaching Work and Energy materials that are widely applied in everyday life requires media in the form of physics e-modules. The development of physics e-modules on work and energy materials can overcome the problems found in the classroom, especially when teaching that material.
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.

Page 41 of 47 | Total Record : 470

 39   40   41   42   43 

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