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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 485 Documents
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Analysis of Students’ Attitudes Toward Physics Achievement Khusaini, Khusaini; Azizah, Nur; Yogihati, Chusnana Insjaf
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.v12i1.14346

Abstract

Attitudes plays an important role in influencing student achievement in physics education. However, there is limited study investigating the effect of students’ attitudes on physics achievement in Indonesia. Therefore, this research aimed to investigate the correlation between students' attitudes towards physics learning achievement. The research used a quantitative descriptive approach through survey methods. The research sample was obtained by simple random sampling of as many as 35 students of class XI IPA 2, consisting of 17 men and 18 women. Data collection used a student attitude questionnaire instrument. The study showed that student’s attitudes have an average of 61 with the highest student's attitude being 90 and the lowest student's attitude being 30. The results of student achievement in the form of physics test scores have an average of 67 with the highest score being 100 and the lowest score being 36. The results of the correlation test analysis obtained a score significance (p< 0.05) with a correlation coefficient of 0.576. So, it can be concluded that there is a positive correlation and a fairly strong category between students' physics attitudes and students' physics achievements. This shows that the higher the student's attitude towards physics, the higher the student's achievement will be.
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.
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.
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.
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.
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.
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.
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.
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. 
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.

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