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
 43   44   45   46   47 
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 (R&D) 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.
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.
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.
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.
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.
Enhancing Conceptual Understanding of Heat and Thermodynamics through Innovation of Local Wisdom-Differentiated Physics Learning Media Sartika, Dewi; Andi Rosman; Nur Intang
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/tcvhqv42

Abstract

Physics learning in secondary schools often encounters challenges, including limited contextualization, low student motivation, and difficulties in grasping abstract concepts such as heat and thermodynamics. Addressing these issues, this research developed innovative physics learning media utilizing the Lumio by SMART application integrated with differentiated instruction and local wisdom. This study aimed to enhance the quality of physics learning and foster cultural awareness among students. Employing Educational Design Research (EDR) with the 4D (Define, Design, Development, and Dissemination) model, the research involved 33 senior high school students and one physics teacher from West Sulawesi. Validation by experts showed that the learning media achieved high validity (90.13%). Practicality tests with students and teachers indicated very practical outcomes, scoring 84.17% and 92.49%, respectively. The media's effectiveness was assessed through student learning outcomes, revealing that 87.87% of students met the Minimum Mastery Criterion, with an average N-Gain of 0.65, categorized as medium improvement. This research introduced a novel integration of differentiated pedagogy, modern digital technology, and local cultural elements, significantly improving conceptual understanding and accommodating diverse learning styles. The findings emphasize that culturally contextualized, differentiated instructional approaches enhance physics education, fostering inclusive and meaningful learning experiences. The developed media contributes positively to educational practice by aligning technological innovation with cultural preservation in physics learning.
Integrating Lampung Local Wisdom into Science Education: Development and Validation of a Culturally Responsive Textbook to Enhance Physics Learning Outcomes Rosa, Friska Octavia; Arif Rahman Aththibby; Adya Rosa Prasasti; Sukmanah Chomsun; Estika Prameswari
Jurnal Pendidikan Fisika Vol. 13 No. 3 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/6zf7vb22

Abstract

The consistently low national performance in science, particularly at the junior high level, highlights the urgent need for innovative approaches in Indonesian science education. Despite policy reforms such as the Indonesian Merdeka Curriculum, many science learning experiences remain abstract and disconnected from students’ daily lives, leading to low motivation and achievement. To address this gap, this study aimed to develop a science textbook model grounded in Lampung local wisdom to create more meaningful, contextualized, and engaging learning experiences. Employing a Research and Development (R&D) design, the study followed the ADDIE framework, which consists of the steps analyze, design, develop, implement, and evaluate. 30 eight-grade students at SMP Negeri 3 Batanghari, East Lampung, participated in a one-group pretest–posttest design. Validation by two science education experts rated the textbook as “very good,” confirming the product’s quality and curricular relevance. Statistical analysis revealed a significant improvement in learning outcomes, with a mean gain of 10.46 points and a significance value of 0.000, while classroom observations indicated increased engagement, enthusiasm, and cultural pride. The novelty of this study lies in the systematic mapping of Lampung’s cultural practices directly onto science concepts, such as tapis weaving, traditional games, and piil pesenggiri values, thereby bridging the gap between scientific knowledge and cultural identity. In conclusion, the research demonstrates that integrating local wisdom into science education enhances both learning achievement and cultural relevance. This study contributes to the field of physics education by providing empirical evidence and a replicable framework for a culturally responsive science curriculum, and offers significant implications for teachers, curriculum developers, and policymakers. 
Development of Project-Based Learning Materials for Basic Physics to Enhance Students' Critical Thinking Skills Usman, Usman; Setiawan, Trisno; Khaeruddin, Khaeruddin
Jurnal Pendidikan Fisika Vol. 13 No. 3 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/kmbtb222

Abstract

The rapid advancement of education in the era of Industrial Revolution 4.0 demands the mastery of critical thinking as a core competency for students. However, physics learning at the tertiary level still tends to be teacher-centered, resulting in low levels of critical thinking skills. This study aimed to develop Project-Based Learning (PjBL) teaching materials to enhance students’ critical thinking abilities in physics, specifically in kinematics. The research employed the Research and Development (R&D) method using the 4D model (Define, Design, Develop, and Disseminate). Participants were physics education students at Makassar State University in the 2024/2025 academic year. Data were collected through expert validation sheets, student response questionnaires, project performance assessments, and critical thinking skill tests, and then analyzed using descriptive, quantitative, and qualitative approaches. The results showed that expert validation of the developed teaching materials reached an average of 96.96% (very valid), while student responses obtained 91.71% (very positive). Students’ project creation ability achieved an average score of 84.25 (in the good category). Critical thinking skills improved significantly, with pretest and posttest averages of 56.7 and 84.3, respectively, and an N-Gain score of 0.63 (moderate improvement). The novelty of this research lies in integrating PjBL into structured teaching materials that directly target critical thinking indicators, which were not thoroughly addressed in prior studies. In conclusion, the developed PjBL-based teaching materials are valid, practical, and effective in fostering critical thinking, and they provide an innovative contribution to physics education by offering a model that prepares students to meet 21st-century academic and professional challenges.
Analyzing Asynchronous Online Discussions in Solid-State Physics: Interaction Patterns and Cognitive Presence Among Distance Learners Widiasih; Arisona; Dwikoranto; Rahmawati; Ismail
Jurnal Pendidikan Fisika Vol. 13 No. 3 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/tpnr8c83

Abstract

The increasing adoption of online learning in higher education has placed asynchronous discussion forums at the center of teaching and learning, particularly in open and distance learning contexts where student engagement and collaborative inquiry are crucial. In physics education, however, fostering deep conceptual understanding through asynchronous communication remains challenging, as participation often tends to be surface-level and tutor-centered. This study aimed to analyze participation patterns, levels of cognitive presence, and their relationship to student performance in a Solid-State Physics course at Universitas Terbuka, Indonesia. Employing a descriptive case study design, the research collected data from learning management system logs, forum transcripts, tutor feedback, and assignment scores. Cognitive presence was coded using the Community of Inquiry framework, intercoder reliability was established with Cohen’s kappa (κ = 0.88), and interaction structures were visualized using social network analysis. The results revealed that students frequently viewed the forums but contributed relatively few postings, indicating widespread passive participation. Most contributions were concentrated at the triggering and exploration phases, with only about 15% reaching integration or resolution. Interaction maps confirmed a strongly tutor-centered pattern, with minimal peer-to-peer exchanges, while comparison of participation and assignment data showed that more active contributors achieved higher performance. These findings underscore the limited depth of engagement in asynchronous forums but also highlight their potential to support learning when students participate meaningfully. The novelty of this study lies in its triangulated methodology and its focus on physics education in an open and distance learning context. The study contributes empirical evidence for improving asynchronous forum design and facilitation to foster higher-order engagement in physics learning.
Enhancing Problem-Solving Abilities and Science Process Skills through Guided Inquiry with Laboratory Media in High School Rahman, Sunarti; Muhammad Syahri; Agus Tinus
Jurnal Pendidikan Fisika Vol. 13 No. 3 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/vn4kxv72

Abstract

Physics education at the high school level continues to face challenges in cultivating students’ higher-order thinking, particularly problem-solving ability and science process skills, which are essential for scientific literacy and future learning. Conventional lecture-based approaches often result in passive learning and limited opportunities for inquiry, creating an urgent need for innovative teaching strategies. This study aimed to investigate the effectiveness of guided inquiry supported by laboratory media in enhancing problem-solving ability and science process skills among high school students. Employing a quasi-experimental design with a pretest–posttest nonequivalent control group, the research was conducted with 64 Grade X students at SMAN 1 Gowa, Indonesia, who were divided into an experimental group taught through guided inquiry with laboratory media and a control group receiving traditional instruction. Data were collected using a validated problem-solving test and a science process skills assessment and analyzed using descriptive statistics, independent samples t-tests, and normalized gain (N-gain) scores. The results indicated that the experimental group achieved significantly higher improvements, with N-gain scores of 0.70 (high) for problem-solving and 0.50 (medium) for science process skills, compared with 0.60 and 0.38, respectively, in the control group. These findings confirm that guided inquiry combined with laboratory media provides a more effective learning environment by promoting active engagement, conceptual understanding, and procedural competence. The novelty of this study lies in its focus on the measurement topic in high school physics, an area often associated with analytical difficulty. The study concludes that this instructional model contributes to the advancement of physics education by offering empirical evidence for curriculum innovation and pedagogical reform.

Page 45 of 47 | Total Record : 470

 43   44   45   46   47 

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