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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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Optimization of Project-Based Learning with Inquiry Approach in Rotational Dynamics Study Syahril; Desmelinda, Ersa
Jurnal Pendidikan Fisika Vol. 14 No. 1 (2026): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/qpby3n73

Abstract

Rotational dynamics is frequently taught as an abstract, equation-centered topic, which can reduce engagement and hinder the growth of inquiry and process skills. This study aimed to optimize project-based learning (PjBL) through an open-inquiry approach to improve students’ learning outcomes, classroom activity, and science process skills in rotational dynamics. A quasi-experimental nonequivalent control-group design was conducted at MAN 2 Kepulauan Meranti with 55 eleventh-grade students (experimental n=26; control n=29). The experimental class learned through PjBL integrated with open inquiry by designing and building a mini gear-based machine prototype from recycled cardboard as an investigative medium, while the control class received conventional instruction. Data were gathered using pretest–posttest cognitive tests, classroom activity observations, science process skills rubrics, and student response questionnaires. The experimental class demonstrated higher overall activity (75%) than the control class (57%). Student responses indicated the intervention was enjoyable (77%) and helped understanding (69%). Science process skills in the experimental class were rated good, with strong performance in using tools/materials and communicating results (mean score 4.0 each), and adequate performance in project design (3.2), conducting experiments (3.0), interpreting data (3.0), and reporting. Cognitive achievement also improved: the experimental class reached a higher posttest mean (79.6) than the control class (73.9) and a higher normalized gain (N-gain=0.74 vs 0.67). The novelty of this study lies in a low-cost, scalable PjBL–open inquiry sequence that leverages recycled materials to produce tangible prototypes that make rotational concepts observable and testable. In conclusion, optimizing PjBL with open inquiry can enhance engagement, process skills, and conceptual mastery, offering a practical contribution to physics education for more meaningful and skills-oriented instruction.
Development of a Nearpod-Based Digital Teaching Module Containing Sui Wu'u Ngada Local Wisdom to Improve Analytical Thinking Skills Gelu, Afrianus; Tri Magdalena Wea; Maria Yuliana Kua; Fransiska Anjelina Mola
Jurnal Pendidikan Fisika Vol. 14 No. 1 (2026): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/r3wyb634

Abstract

This study addresses the urgent need for interactive and contextual digital learning media that can foster higher-order thinking skills in physics, especially in culturally rich regions such as Ngada Regency, Indonesia. The study aimed to develop and evaluate a Nearpod-based digital teaching module incorporating Sui Wu’u Ngada local wisdom to improve senior high school students’ analytical thinking skills in thermodynamics. Using a research and development (R&D) approach with the ADDIE model (analysis, design, development, implementation, and evaluation), the module was designed with interactive features (e.g., quizzes, drag-and-drop tasks, videos, and local case-based activities) and culturally grounded contexts derived from Sui Wu’u practices. The module was implemented through guided learning with 32 grade XI students at Citra Bakti High School, supported by physics teachers. Data were analyzed using descriptive qualitative and quantitative methods, including expert validation, student response questionnaires, and pretest–posttest assessments of analytical thinking skills. The results showed that the developed module received a “very valid” rating, with an expert mean score of 4.72, and demonstrated “very practical” usability based on student responses (88%), indicating it was engaging, easy to use, and culturally relevant. Effectiveness testing indicated a significant improvement in analytical thinking skills, with an N-gain value of 0.67 (medium–high category). The novelty of this study lies in systematically integrating the specific local wisdom of Sui Wu’u Ngada into an interactive Nearpod digital module for thermodynamics learning, which remains rarely documented in regional physics education contexts. In conclusion, the Nearpod-based Sui Wu’u module is feasible, practical, and effective for improving students’ analytical thinking and contributes to physics education by providing an empirically supported model for culturally responsive, technology-enhanced learning in secondary education schools.
Design and Validation of an Understanding by Design-Based Science Assessment Module for Secondary Schools under Indonesia’s Merdeka Curriculum Zulhelmi; Riza Andriani; Dina Syaflita
Jurnal Pendidikan Fisika Vol. 14 No. 1 (2026): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/cygjmh69

Abstract

Assessment practices in secondary science and physics classrooms often emphasize scoring rather than generating actionable evidence of students’ understanding. This challenge becomes more urgent under the Merdeka Curriculum, which positions assessment as an integral component of learning. To address this need, this study aimed to develop and validate a teacher guide module for UbD (Understanding by Design)-based science assessment for junior and senior secondary levels by operationalizing backward design and the six facets of understanding into practical procedures, templates, and worked examples. Using a research and development approach with the 4D model (Define–Design–Develop–Disseminate), the module was produced through needs analysis, curriculum and literature review, and iterative drafting. Content validation was conducted by three validators using a four-point relevance scale, analyzed with feasibility percentages and Aiken’s V complemented by Score (Wilson) confidence intervals. Practicality was examined through a limited pilot involving three science teachers who applied the module and completed a five-point response questionnaire. The results showed high feasibility across usefulness, practicality, conceptual accuracy, and language/visual design. At the same time, item-level content validity was strong (Aiken’s V = 0.78–1.00) with conservative lower confidence bounds indicating at least moderate validity for all items. Teachers reported uniformly positive perceptions, with perceived usefulness rated highest (M = 4.83), although implementation of the Explanation facet was relatively more challenging (lowest item mean, M = 3.67). This study’s novelty lies in providing a step-by-step, facet-based assessment design guide that explicitly links learning objectives, acceptable evidence, and analytic rubrics within a single teacher-ready resource. In conclusion, the validated module is feasible and practically promising as an evidence-centered tool to strengthen alignment between curriculum outcomes and assessment in secondary science. The module contributes to physics education by supporting teachers to design authentic, rubric-based assessments that better capture students’ scientific reasoning and conceptual understanding.
Experience Learning Cycle-Based Classroom Management: Prophetic Integrated PhET Virtual Labs to Enhance Students' Understanding of Wave Concepts Ermawati, Imas Ratna; Dasmo; Sugianto; Martin; Onny Fitriana Sitorus; Harry Ramza; Lismawati
Jurnal Pendidikan Fisika Vol. 14 No. 1 (2026): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/5p6pg776

Abstract

Wave concepts in physics are inherently abstract and often lead to misconceptions, especially when virtual laboratory activities are implemented without structured classroom management and guided reflection. Additionally, virtual science learning is frequently focused mainly on cognitive outcomes, while character development, particularly integrity in scientific practice, receives less systematic attention. This study addressed this gap by developing and evaluating a classroom management guide for Virtual Science Labs (PhET Simulations) based on the Experiential Learning Cycle (ELC) and integrated with prophetic values to enhance university students’ understanding of wave phenomena while fostering character development. Using a Research and Development (R&D) approach with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the study involved 14 fifth-semester students from the Physics Education Study Program at Universitas Muhammadiyah Prof. Dr. HAMKA in the 2024–2025 academic year. Data were collected through expert validation sheets, wave conceptual understanding tests (pre-test and post-test), and prophetic character observation sheets. Expert validation indicated that the guide was highly feasible, with a mean score of 3.67 (87.5%) for content validation and 3.33 (83.3%) for media validation. Effectiveness results showed significant improvement in conceptual understanding, with scores increasing from 42.50 (pre-test) to 85.40 (post-test) and an N-gain of 0.75 (high category). Observations also suggested successful enactment of prophetic values during PhET-based practicums, particularly Sidiq (90%) and Amanah (85%), reflected in honest data recording and responsible task completion. The novelty of this study lies in the systematic integration of ELC-based classroom management, interactive PhET visualization, and the operationalization of prophetic values within a single instructional product. Overall, the developed model is feasible and effective for supporting both conceptual learning and character development focused on integrity in wave instruction, offering a comprehensive contribution to higher-education physics education.
Misconception in Physics Learning: A Systematic Review of the Research Trend, Misconception Profile, Diagnosis, and Remediation Strategies Marjana, Reja; Achmad Samsudin; Duden Saepuzaman; Dadi Rusdiana
Jurnal Pendidikan Fisika Vol. 14 No. 1 (2026): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/7wdrxx78

Abstract

Misconceptions in physics education continue to be a persistent challenge because they hinder meaningful learning, weaken conceptual understanding, and reduce students’ ability to accurately interpret physical phenomena. Although research on this topic has grown over the past decade, the literature remains fragmented across different educational levels, physics topics, diagnostic approaches, and remediation strategies. This study aimed to provide an updated and structured overview of influential research on misconceptions in physics by analyzing research trends, misconception profiles, diagnostic tools, and remediation techniques. A citation-based systematic mapping review was conducted using the Scopus database. The search was limited to English-language journal articles and conference proceedings published between 2015 and 2024, with the top 100 records ranked by citation count screened, resulting in 74 studies included in the final analysis. The results show that research on misconceptions in physics primarily focuses on university and high school students, with classical mechanics the most studied topic, followed by electricity, magnetism, and wave-related concepts. In terms of diagnosis, four-tier diagnostic tests were the most frequently used instruments, followed by established concept inventories such as the Force Concept Inventory. Concerning remediation, diagnostic-based interventions, conceptual change strategies, and cognitive conflict-based learning were the most prominent approaches. However, a significant number of studies did not explicitly identify the causes of misconceptions or report clear remediation strategies. The novelty of this review lies in its integrative mapping of influential studies across multiple analytical dimensions within a single physics-specific framework. This research contributes to physics education by offering a structured reference for future work on diagnostic development, causal analysis, and the design of more context-sensitive instructional interventions.

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