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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 499 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.
Enhancing Students' Scientific Attitudes through STEM-Integrated POE Learning Supported by the Web S.id Platform Susilawati, Susilawati; Hanifa, Nida; Ngadimin, Ngadimin; Hamid, Abdul; Susanna, Susanna; Musdar, Musdar; Wahyuni, Agus; Elisa, Elisa
Jurnal Pendidikan Fisika Vol. 14 No. 2 (2026): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/1npc6334

Abstract

The development of students’ scientific attitudes remains a major concern in physics education, as classroom instruction still tends to prioritize cognitive achievement over cultivating attitudes such as curiosity, respect for evidence, critical reflection, flexibility in thinking, and sensitivity to the environment. This study aimed to examine the effect of integrating the STEM approach with the Predict–Observe–Explain (POE) learning model, supported by the Web S.id platform, on senior high school students’ scientific attitudes when studying static fluids. The study employed a quantitative quasi-experimental method using a nonequivalent control group pretest–posttest design. The participants were 63 eleventh-grade students selected through purposive sampling and divided into an experimental group (32 students) and a control group (31 students). Students’ scientific attitudes were measured using a 12-item questionnaire with acceptable reliability (Cronbach’s alpha = 0.72). The data were analyzed for normality and homogeneity, and an independent-samples t-test and N-gain analysis were conducted. The results showed that the experimental group achieved greater improvement than the control group, with posttest means of 49.16 and 46.61, respectively, and a statistically significant difference between groups (p = 0.032). The effect size was moderate (Cohen’s d = 0.55). N-gain analysis further indicated that all measured indicators of scientific attitude improved more strongly in the experimental group, with the highest gain found in sensitivity in investigating the environment (g = 0.350). The novelty of this study lies in integrating STEM and POE through the Web S.id digital platform, while positioning scientific attitude as the primary outcome in physics learning, particularly in a simple water-dispenser project on static fluids. In conclusion, the STEM-integrated POE learning model supported by Web S.id was effective in fostering students’ scientific attitudes. This study contributes to physics education by providing an empirically supported instructional alternative that integrates project-based STEM learning, inquiry-oriented pedagogy, and digital media to strengthen affective outcomes alongside conceptual learning.  
Implementation of Student Worksheets Based on Discovery Learning Assisted by PhET Interactive Simulations to Improve Motivation and Cognitive Learning Outcomes Adeline Silaban; Umi Purnama; Nur Ilmi Shaqinah; Mawardi Jalil Masri; Muhammad Akbar; Hajar, Siti
Jurnal Pendidikan Fisika Vol. 14 No. 2 (2026): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/6z54t388

Abstract

Physics learning in schools often remains dominated by conventional methods, resulting in low student motivation and suboptimal cognitive learning outcomes, particularly when abstract concepts are taught without adequate support for practicum. This condition becomes more challenging in schools with limited laboratory facilities. This study aimed to examine the implementation of discovery-learning-based student worksheets assisted by PhET Interactive Simulations and to determine their effects on students’ learning motivation and cognitive learning outcomes in physics, particularly in the direct current electricity material. This study employed a quasi-experimental method with a pretest-posttest nonequivalent control group design. The research was conducted at Muhammadiyah Senior High School Jayapura and involved 41 students selected through purposive sampling. The instruments used were a learning motivation questionnaire and pretest-posttest items measuring cognitive learning outcomes. The data were analyzed using descriptive statistics, N-gain, independent-samples t-test, and MANOVA using SPSS 16.0. The results showed that students who learned with discovery-learning-based student worksheets assisted by PhET interactive simulations had higher motivation and better cognitive learning outcomes than those who learned with textbook-based worksheets. The independent-samples t-test showed a significance value of 0.000 < 0.05, indicating a significant difference in learning motivation between the two groups. In addition, the MANOVA yielded a p-value of 0.000 < 0.005, indicating a significant difference in both motivation and cognitive learning outcomes. The novelty of this study lies in the integrated use of discovery-learning-based student worksheets and PhET interactive simulations to simultaneously enhance student motivation and cognitive achievement in physics. In conclusion, this approach is effective in fostering active, interactive, and meaningful learning while also serving as an alternative for schools with limited laboratory resources. This study contributes to physics education by providing empirical evidence that integrating structured worksheets, discovery learning, and virtual simulations can enhance both the quality of instruction and student learning performance.  
Evaluating the Feasibility and User-Friendliness of an Augmented Reality–Integrated Physics Textbook on Motion Dynamics Haris, Abdul; Taqwin, Muhammad; Ramadhan, Imam; Fatmawaty; Hasyim, Mutahharah
Jurnal Pendidikan Fisika Vol. 14 No. 2 (2026): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/dh72jq67

Abstract

Physics learning in the 21st century requires interactive, technology-enhanced instructional resources that support students' understanding of abstract concepts, particularly those related to the dynamics of motion. However, many augmented reality (AR)-based learning tools remain limited to standalone applications and are not adequately integrated into structured instructional materials, which may reduce their pedagogical value and classroom usability. Therefore, this study aimed to develop and evaluate an Augmented Reality Integration (ARI)-based physics textbook designed to improve the feasibility and user-friendliness of AR-supported learning materials in physics education. The study employed a development research approach based on the design thinking model, comprising five stages: empathize, define, ideate, prototype, and test. The ARI textbook was developed by integrating textbook content, student worksheets, and marker-based augmented reality features into a unified learning resource on motion dynamics. Data were collected through literature review, observations, interviews, expert validation, and usability testing involving teachers and students. Feasibility was assessed using Gregory’s expert agreement analysis, while usability and user experience were evaluated using the System Usability Scale (SUS) and the User Experience Questionnaire (UEQ). The results showed that the developed textbook achieved a Gregory coefficient of 1.00 for both content and language, indicating a high level of feasibility for classroom use. The SUS results further indicated that the textbook was acceptable for learning, although differences were found between Grade X and Grade XII students in terms of ease of use and independence. In addition, the UEQ results demonstrated improvements across all users experience dimensions after iterative refinement, particularly in stimulation, attractiveness, and perspicuity. The novelty of this study lies in integrating augmented reality into a structured physics textbook, developed through a user-centered design thinking approach, rather than as a standalone application. In conclusion, the ARI-based textbook is feasible and user-friendly, and it contributes to physics education by providing an innovative, interactive, and pedagogically meaningful learning resource for visualizing abstract concepts.
Application of Gauss-Jordan in Fixed Pulley System Solving to Mathematical Thinking Abilities and Learning Outcomes Maryani; Bambang Supriadi; Ummi Zahrotul Ainiyah; Aulia Wulansari Agustin; Lutfiah Hafifatul Jannah; Sakti Kalisa Sefanda; Shinta Nuriyah Mahbubiyah Royani
Jurnal Pendidikan Fisika Vol. 14 No. 2 (2026): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/0jeqap46

Abstract

Mathematical thinking ability is an essential component of physics learning because many physical phenomena are represented through mathematical models and systems of equations. However, students often have difficulty solving fixed-pulley system problems because they must simultaneously interpret physical concepts and solve systems of linear equations with multiple variables. This study aimed to analyze the application of the Gauss-Jordan elimination method in learning fixed pulley systems and to examine its effect on mathematical thinking ability, learning outcomes, and student responses. The study employed a quantitative approach with a posttest-only control-group quasi-experimental design. The participants comprised 130 respondents across two educational levels: 61 university students from the Physics Education Study Program at the University of Jember and 69 eleventh-grade students from SMAN 3 Jember. The experimental class was taught using the Gauss-Jordan elimination method, while the control class was taught using the substitution-elimination method. Data were collected through essay tests, learning outcome tests, and response questionnaires, and analyzed using the Independent Samples t-test and the Mann-Whitney U test, depending on the data distribution. The results showed that among school students, significant differences were found in the indicators of specializing (0.016), generalizing (0.001), and conjecturing (0.031), but not in convincing (0.468). Among university students, significant differences were found across all mathematical thinking indicators: specializing (0.007), generalizing (0.000), conjecturing (0.018), and convincing (0.004). Learning outcomes also differed significantly for both university students (0.000) and school students (0.010). In addition, student responses to the method's implementation were positive, averaging 71%. The novelty of this study lies in the integration of the Gauss-Jordan elimination method as a structured mathematical procedure in solving fixed pulley system problems in physics learning across two educational levels. In conclusion, the Gauss-Jordan elimination method can serve as an alternative instructional strategy that supports mathematical thinking, improves learning outcomes, and strengthens the connection between physical concepts and mathematical representations, thereby contributing to more systematic and meaningful physics education.
Analysis of Cognitive Ability Instruments Test Based on Marzano's Taxonomy on Temperature and Heat Material Using the Rasch Model Muslim; Duden Saepuzaman; Lina Aviyanti; Azizah, Hani Nur
Jurnal Pendidikan Fisika Vol. 14 No. 2 (2026): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/063d8z95

Abstract

This study addresses the need for a valid and reliable instrument to assess students’ cognitive abilities in physics, particularly in the areas of temperature and heat, which are often associated with conceptual difficulties and misconceptions. The study aimed to evaluate the quality of a cognitive ability test instrument developed based on Marzano’s taxonomy by applying the Rasch measurement model. A quantitative design was employed, involving 138 high school students in grades XI and XII from one school in Bandung City, comprising 74 females and 64 males. The instrument comprised 25 multiple-choice items representing five cognitive aspects of Marzano’s taxonomy: retrieval, comprehension, analysis, knowledge utilization, and metacognition. Data were analyzed using Winsteps 3.73 to examine item fit, item difficulty, unidimensionality, reliability, person–item distribution, and Differential Item Functioning (DIF) based on gender. The results showed that the instrument generally met Rasch model expectations, with good internal consistency (Cronbach’s alpha = 0.76), very high item reliability (0.92), and fair person reliability (0.69). Most items fit the model, although several items showed overfit or unexpected response patterns and require refinement. The item difficulty distribution was dominated by difficult items; the raw variance explained by the measures was 20.3%, and the Wright map indicated that the instrument was reasonably aligned with students’ ability levels, though it was less optimal for very high-ability students. DIF analysis showed that most items were gender-neutral, while a small number indicated potential differential functioning. The novelty of this study lies in the systematic operationalization of Marzano’s taxonomy into item construction and its evaluation using Rasch analysis in the context of temperature and heat. Overall, the instrument is sufficiently valid for measuring cognitive ability and provides a useful contribution to physics education by offering a psychometrically informed framework for developing more rigorous and meaningful assessment instruments.  

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