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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 470 Documents
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Exploring the Role of Digital Literacy as a Predictor of Self-Regulated Learning in Physics Education Riswanto, Riswanto; Hidayatullah Alarifin, Dedy; Hidayat, Arif
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/ghc8bt46

Abstract

The rapid integration of digital technologies into education highlights the critical importance of digital literacy in developing self-regulated learning (SRL), particularly among physics education students. This study aims to investigate the influence of digital literacy on SRL by (1) assessing the digital literacy levels of physics students, (2) examining their SRL profiles, (3) analyzing the predictive power of digital literacy on SRL, and (4) identifying which digital literacy indicators significantly impact different SRL dimensions. A quantitative, cross-sectional approach was employed with 28 undergraduate students using validated instruments: the Digital Literacy Scale and the Online Self-Regulated Learning Questionnaire. The results revealed high digital literacy levels, especially in media utilization (M = 4.17), but lower performance in evaluating digital information (M = 3.96). SRL was strongest in planning (M = 3.3) and monitoring-evaluation (M = 3.2), while autonomy (M = 2.5) and motivation-discipline (M = 2.8) were less developed. Regression analyses confirmed digital literacy as a significant predictor of SRL (β = 0.50; p = 0.016), explaining 58.9% of the variance. Among the digital literacy indicators, digital technology skills emerged as the most influential factor across all SRL dimensions. Furthermore, gender was found to moderate the relationship, with a stronger effect observed in female students. This study contributes to physics education by demonstrating the importance of integrating digital literacy training, particularly in technology skills and information evaluation, into curriculum design to support students' independent learning capabilities in digital learning environments.
Effectiveness of Digital Learning Media on Students' Achievement in Science Education: A Quasi-Experimental Study in Islamic Junior Secondary School Nurhidayah, Nurhidayah; Syahri, Muhammad; 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: 10.26618/654nz478

Abstract

The rapid expansion of digital technology compels schools to adopt learning media that elevate achievement and cultivate twenty-first-century competencies. In science education, conventional teacher-centered instruction often fails to sustain engagement or deepen conceptual understanding, creating an urgent need for evidence-based innovations. This study examined the effectiveness of digital learning media in improving science achievement at MTs Muhammadiyah Datarang, an Islamic junior secondary school. A quantitative quasi-experimental design was implemented with two intact classes: an experimental group (n = 27) taught using digital media and a control group (n = 26) taught conventionally. Data were collected via pretest–posttest instruments and analyzed using descriptive statistics, normalized gain (N-Gain), and independent-samples t tests. Results showed that the experimental group attained a mean posttest score of 91.41 and an average N-Gain of 0.70 (high), whereas the control group achieved a score of 80.42 and a N-Gain of 0.27 (low); the difference was statistically significant (p < 0.05). These findings indicate that digital media enhance conceptual understanding, engagement, and motivation compared with traditional instruction. The study’s novelty lies in providing rigorous quantitative evidence from a madrasah context that is underrepresented in the technology-enhanced science learning literature. Integrating interactive, visual, feedback-oriented tools can transform science learning in Islamic schools by enabling deeper processing and more equitable progress. This research contributes to physics education by presenting a practical model aligned with multimedia learning theory, providing classroom benchmark values, and informing teacher development and school-level policy. Future studies should extend the intervention longitudinally, involve larger and more diverse samples, and examine affective and social outcomes to evaluate the sustainability and generalizability of the gains.
Integration of PBL-Based E-Modules in Physics Education: Improving Problem-Solving Skills on Static Fluid Concept Yuliani, Hadma; Tiya Andani; Luvia Ranggi Nastiti
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: 10.26618/0ddpg995

Abstract

Developing students’ problem-solving skills is a central aim of modern science education, yet many learners continue to struggle when applying physics concepts to authentic situations. In Indonesia, this challenge remains urgent, as national and international assessments consistently highlight gaps in higher-order thinking and reasoning. Responding to this need, the present study sought to investigate the effectiveness of a problem-based learning (PBL)–based electronic module (e-module) designed around Polya’s four problem-solving stages in improving high school students’ abilities in the static fluid topic. Using a pre-experimental one-group pretest–posttest design, the study involved 28 students who completed validated pretest and posttest instruments aligned with Polya’s framework. Data were analyzed descriptively and inferentially through the Wilcoxon Signed-Rank Test, normalized gain (N-gain), and Cohen’s d effect size. The results showed a clear increase in mean scores from 47.91 on the pretest to 73.11 on the posttest, with all four indicators: understanding the problem, planning solutions, implementing strategies, and evaluating outcomes. The Wilcoxon test confirmed statistically significant improvements for all participants, with an effect size of 1.971 indicating a very large practical impact. These findings demonstrate that integrating PBL with structured digital scaffolding can meaningfully enhance students’ problem-solving skills. The novelty of this research lies in adapting Polya’s classic model into an interactive e-module format and embedding it within PBL to promote inquiry and reflection. Overall, the study contributes to physics education by providing evidence that digital PBL resources can narrow performance gaps and foster deeper, more equitable learning outcomes in line with 21st-century educational demands.
The Use of STEM Integrated Project-Based Learning Media Assisted by TikTok Application to Improve Students’ Creative Thinking Skills Susilawati; Cut Hayati; Muhammad Syukri; Ngadimin; Agus Wahyuni; Tiara Shandi
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/v1de7526

Abstract

Creativity is recognized as a central competency for twenty-first-century learners. Yet, physics classrooms often remain dominated by formulaic instruction that limits opportunities for students to exercise higher-order thinking. This study addresses the urgent need to foster creative thinking in physics, particularly in abstract topics such as projectile motion, by integrating TikTok media into a Project-Based Learning integrated STEM framework. The research aimed to investigate the effect of this integration on students’ creative thinking skills, measured across four indicators: fluency, originality, flexibility, and elaboration. Employing a quasi-experimental design with a nonequivalent control group, the study involved 67 Grade XI students from a senior high school in Makassar, Indonesia. The experimental group (n = 35) received instruction using Project-Based Learning–STEM with TikTok, while the control group (n = 32) learned through Project-Based Learning –STEM without TikTok. Data were collected using an essay-based test validated by experts and analyzed using normalized gain (N-gain) and an independent samples t-test. Results showed that the experimental class achieved significantly higher posttest scores, with N-gain in the high category (0.74) compared to the medium category in the control group (0.52). The greatest improvements were observed in elaboration and originality, reflecting the platform’s affordances for encouraging detailed explanations and unique representations of physics concepts. The findings confirm that integrating culturally relevant digital platforms within structured pedagogical designs enhances creativity beyond affective engagement. This study contributes to physics education by providing empirical evidence that TikTok, when aligned with PjBL–STEM, can bridge everyday digital practices with disciplinary learning to foster creativity, offering a novel and practical pathway for innovation in science education.
Enhancing Self-Regulated Learning and Conceptual Understanding through a TPACK-Based Physics E-Module on Momentum and Impulse Reski, Andi; Sari, Desy Kumala; Uskenat, Kristina; Jua, Selestina Kostaria
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/vwec8n65

Abstract

Physics learning frequently poses challenges for students due to the abstract nature of its concepts, particularly in topics such as momentum and impulse, which often result in misconceptions and low engagement. In response to this urgency, integrating technology through the Technological Pedagogical Content Knowledge (TPACK) framework has been advocated as an effective strategy to improve conceptual understanding and foster self-regulated learning (SRL). This study aimed to evaluate the effectiveness of a TPACK-based physics e-module in simultaneously enhancing students’ conceptual comprehension and SRL. Employing a quasi-experimental one-group pretest–posttest design, the research involved 30 students at SMA Negeri 2 Merauke, Indonesia. Instruments included a 20-item multiple-choice test on momentum and impulse concepts and a 20-item SRL questionnaire, both validated using Gregory’s content validity index (CVI > 0.80) and demonstrating strong reliability (Cronbach’s alpha > 0.80). Data analysis comprised descriptive statistics, normality testing, paired-sample t-tests, effect size calculations, and normalized gain (N-Gain) indices. The results indicated significant improvements in both domains: SRL scores increased from a mean of 67.60 to 77.67 (t = 12.45; p < 0.001; d = 1.49; N-Gain = 0.449), while conceptual understanding improved from 60.47 to 74.13 (t = 14.23; p < 0.001; d = 1.62; N-Gain = 0.497). These findings confirm that the e-module effectively addressed both cognitive and metacognitive aspects of learning. The novelty of this study lies in its dual focus on SRL and conceptual mastery within a single intervention, applied in a frontier educational context. The study contributes to physics education by providing empirical evidence of TPACK’s capacity to deliver scalable, context-sensitive innovations that enhance learning outcomes in diverse settings.
Enhancing Cognitive and Argumentation Skills through Integration of Argument-Driven Inquiry and the Scientific Method in Physics Education Nurjannah, Nurjannah; Sani, Nurul Kami; Haeruddin, Haeruddin; Kade, Amiruddin; Khuzaimah, Andi Ulfah
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: 10.26618/9h25w918

Abstract

Developing students’ cognitive abilities and scientific argumentation skills is critical in physics education, yet traditional teacher-centered approaches often fail to achieve these goals. This study investigates the impact of integrating the Argument-Driven Inquiry (ADI) model with the scientific method on students’ conceptual understanding and argumentation quality. A quasi-experimental pretest–posttest control group design was employed involving 64 Grade XI science students from a senior high school in Palu, Indonesia. Participants were assigned to an experimental group (ADI + scientific method) and a control group (ADI only) through a cluster random sampling method. Both groups studied the topic of heat and temperature over three sessions. Cognitive ability was measured using a validated multiple-choice test targeting understanding (C2), application (C3), and analysis (C4), while argumentation skills were assessed using an open-ended test based on Toulmin’s Argument Pattern. Results showed that the experimental group achieved higher normalized gains in cognitive ability (0.65, medium) compared to the control group (0.37, medium), and in argumentation skills (0.76, high) compared to 0.66 (medium). A strong positive correlation (r = 0.61, p < 0.001) was observed between cognitive and argumentation gains, indicating a reciprocal relationship. The novelty of this study lies in embedding scientific method phases into ADI’s discourse structure, producing measurable synergy between conceptual and epistemic outcomes. The findings contribute to physics education by offering an empirically supported instructional model that fosters both content mastery and scientific reasoning, providing a framework for enhancing scientific literacy in secondary classrooms.
Profiles of Science Reasoning from Lawson’s Perspective: A Comparative Study of Gender, School Location, and Practicum Experience Mayasyafira, Septica Devita; Ekawati, Elvin Yusliana; Astuti, Linda Dwi
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: 10.26618/0vxb4t98

Abstract

Scientific reasoning is a core skill in science education because it allows students to think logically, critically, and systematically when approaching problems and understanding natural phenomena. Yet, international assessments such as PISA and TIMSS have repeatedly shown that Indonesian students lag behind global averages in this area, making it an urgent issue for physics education. This study aimed to assess the scientific reasoning abilities of grade XI students in Surakarta using a motion dynamics testlet adapted from Lawson’s Classroom Test of Scientific Reasoning (LCTSR). The research employed a descriptive quantitative design and involved 363 students from three high schools representing different school locations and levels of practicum experience. The testlet, developed through stages of planning, piloting, and validation, was designed to ensure reliability and to capture reasoning indicators such as conservation, proportionality, variable control, probability, correlation, and hypothetico-deductive reasoning. The results revealed that most students were in the concrete (51%) and transitional (47%) stages of operation, with only 2% reaching the formal operational stage. In terms of achievement categories, the majority fell into the fair and lower levels, and none reached the very good level. Statistical analysis showed no significant gender differences, but students from urban schools and those with practicum experience performed significantly better. The novelty of this research lies in contextualizing Lawson’s instrument in terms of motion dynamics and adopting a testlet format that efficiently measures reasoning. These findings highlight the central role of the school environment and practical experience in shaping reasoning skills and provide valuable evidence for strengthening physics teaching and policy. 
Enhancing Junior High School Students’ Motivation in Physics Learning through Kahoot! Based Gamification: An ARCS Model Approach Maria Yuliana Kua; Egidius Dewa; Yohana Patricia Pedhu Lobe
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: 10.26618/5ahhrt95

Abstract

Motivation plays a pivotal role in shaping students’ engagement and achievement, particularly in subjects such as physics that are often perceived as difficult and abstract. Numerous studies have shown that low motivation among junior high school students contributes to poor performance and limited participation. This highlights the urgency of innovative instructional approaches that can foster interest and persistence. Gamification has emerged as a promising solution, with platforms such as Kahoot! providing interactive features designed to increase student engagement through competition, feedback, and collaboration. The objective of this study was to examine the effectiveness of Kahoot!-based gamification in enhancing students’ learning motivation in physics, measured comprehensively using Keller’s ARCS model (Attention, Relevance, Confidence, and Satisfaction). A quasi-experimental design with a one-group pretest–posttest approach was employed, involving 175 eighth-grade students from six junior high schools in East Nusa Tenggara, Indonesia. Data were collected through a validated ARCS-based motivation questionnaire and analyzed using descriptive statistics, the Wilcoxon Signed-Rank Test, effect size calculation, and normalized gain (N-Gain). The findings revealed a significant increase in students’ motivation, with overall scores rising from 3.15 to 4.10, a large effect size (r = 0.85), and a medium N-Gain (0.51). The greatest improvement occurred in attention, while satisfaction increased the least. These results confirm that Kahoot! effectively improves multiple dimensions of motivation and demonstrates its value as an innovative tool for fostering interactive, student-centered learning in physics. The novelty of this study lies in applying the ARCS framework to analyze gamification outcomes in junior high school physics. The contribution of this study lies in demonstrating that gamification, particularly through Kahoot!, can effectively enhance multiple dimensions of learning motivation in physics. Furthermore, the findings enrich the body of knowledge on gamification in science education and present valuable implications for improving physics learning in Indonesia and comparable educational contexts.
Development of STEM-Based Student Worksheets through a Fly Repellent Project to Foster Students' Creative Thinking Elvina, Defi; Saminan, Saminan; Evendi, Evendi
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/c92eyw25

Abstract

Creative thinking is one of the key competencies needed in twenty-first-century physics education. Yet, many classrooms still rely on traditional, teacher-centered instruction that leaves little space for student creativity or real-world application. At SMAN 4 Langsa, observations revealed that students often struggled to connect physics concepts with practical problems, underscoring the need for more context-based learning approaches. This study aimed to develop and evaluate STEM-based student worksheets centered on a fly repellent project to engage students in creative and applied problem-solving. Using a Research and Development (R&D) design guided by the ADDIE model Analysis, Design, Development, Implementation, and Evaluation the study involved 24 tenth-grade students. Data were gathered through expert validation, creative thinking tests administered before and after implementation, classroom observations, and response questionnaires. The worksheets were judged highly valid, with an average expert score of 90.5%, and proved effective in improving students’ creative thinking skills, with an average N-Gain score of 0.73, categorized as high. Significant progress was seen across all four indicators of creative thinking: fluency, flexibility, originality, and elaboration. Student responses indicated that 87% found the worksheets engaging and useful in linking physics concepts to real-life issues, while teachers valued them as innovative and effective learning tools. The novelty of this research lies in embedding an environmental health problem into physics learning, providing students with a meaningful context in which to apply their knowledge. These findings highlight the potential of STEM-based, project-oriented worksheets to make physics learning more relevant, engaging, and effective in fostering twenty-first-century skills. 
Developing of PowerPoint Based on Visual Basic for Application as a Interactive Learning Media to Increase Learning Interest Raisal, Abu Yazid; Hidayat, Muhammad; Jf, Nurul Zahriani
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/pck6y971

Abstract

Student interest in astronomy has often been reported as relatively low due to the abstract nature of its concepts, reliance on mathematical reasoning, and the dominance of English-language resources, which collectively reduce motivation and engagement. This condition underlines the urgency of developing innovative learning media that not only deliver content but also actively stimulate curiosity and participation. The present study aimed to develop and validate interactive learning media for the fundamental astronomy course at Universitas Muhammadiyah Sumatera Utara by utilizing Microsoft PowerPoint integrated with Visual Basic for Applications (VBA). Employing a Research and Development approach based on the ADDIE model, the research was limited to the analysis, design, and development stages, followed by expert validation. The developed media incorporated hyperlink navigation, animations, three-dimensional models, and randomized quizzes with automated scoring and feedback. Validation results indicated that the product achieved an average score of 90.3% from media experts and 96.8% from material experts, both categorized as very valid according to established criteria. These findings confirm the reliability of the product in terms of technical quality, interactivity, and content accuracy. The novelty of this study lies in repurposing a widely available platform into an advanced instructional tool by embedding VBA programming, thereby expanding the pedagogical possibilities of conventional presentation software. In conclusion, the VBA-based PowerPoint media was proven to be highly valid and holds strong potential to enhance students’ learning interest in astronomy. This research contributes to the field of physics education by providing a validated framework for developing interactive, discipline-specific digital learning resources.

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