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 492 Documents
 46   47   48   49   50 
Development and Evaluation of a Multi-Methods Discovery Learning Strategy to Enhance Students’ Critical Thinking Skills in Physics Said, Muliadi; Abdullah , Helmi; Arsyad, Muhammad; Sahabuddin, Erma Suryani
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: 10.26618/2r1tpm41

Abstract

Critical thinking is one of the essential competencies in physics education because it enables students to analyze phenomena, evaluate evidence, and draw logical conclusions in scientific learning. However, students’ critical thinking skills in physics remain relatively low, partly because instructional practices are still often dominated by single-method and teacher-centered approaches. This study aimed to develop and evaluate a multi-methods discovery-learning strategy to enhance senior high school students’ critical thinking skills in physics. The study employed a research and development approach using the ASSURE instructional design model, followed by a quasi-experimental posttest-only control group design. The participants were 64 eleventh-grade students in the physics specialization program at a public senior high school in Majene, Indonesia, divided into an experimental group and a control group, with 32 students in each class. The instruments included expert validation sheets, a learning implementation observation sheet, teacher and student response questionnaires, and a critical thinking skills test. Data were analyzed using descriptive analysis, Aiken’s V, and an independent samples t-test with the assistance of SPSS version 26. The results showed that the developed strategy met the criteria of validity, practicality, and effectiveness. Expert judgment indicated that the learning materials and instruments were valid, while teacher and student responses confirmed the strategy's practicality. Furthermore, the t-test results revealed a statistically significant difference in critical thinking scores between the experimental and control groups. The novelty of this study lies in the systematic integration of expository, practicum, trial, and simple research methods within a structured discovery learning framework. In conclusion, the multi-methods discovery learning strategy is effective in improving students’ critical thinking skills. It makes a meaningful contribution to physics education by providing an integrative, student-centered instructional approach.
Edlink LMS–Assisted Blended Learning: Its Impact on Students’ Physics Conceptual Understanding and Self-Regulated Learning Pau, Maria Evilina; Boleng, Agustina; Nasar, Adrianus
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: 10.26618/9bfn2r08

Abstract

The rapid digitalization of higher education has created an urgent need for learning models that not only enhance students’ conceptual understanding but also foster their capacity for independent learning, particularly in physics education. In this context, integrating blended learning with a Learning Management System (LMS) offers a promising strategy to support more interactive, flexible, and student-centered instruction. This study aimed to examine the effect of blended learning, assisted by the Edlink LMS, on students’ conceptual understanding in physics and Self-Regulated Learning (SRL). The study employed a quantitative approach using a quasi-experimental design with a single-group pretest-posttest model. The participants were 32 students in the Physics Education Study Program at Universitas Flores. Data were collected using a four-tier diagnostic test to measure conceptual understanding and an expert-validated SRL questionnaire. The data were analyzed through descriptive statistics, normality and homogeneity tests, paired-sample t-test, and N-Gain analysis. The findings showed that students’ average score in physics conceptual understanding increased from 49.65 to 82.27, while the average SRL score improved from 50.27 to 83.18. The paired-sample t-test indicated a statistically significant difference between pretest and posttest scores (p < 0.05), and the N-Gain values for conceptual understanding (0.65) and SRL (0.66) were both categorized as moderate. These results indicate that Edlink-assisted blended learning was effective in improving both cognitive achievement and learning independence. The novelty of this study lies in its focus on Edlink as a local LMS and in its simultaneous examination of conceptual understanding and SRL within physics education. In conclusion, integrating Edlink into blended learning provides an effective, contextually relevant approach to improving the quality of physics instruction. This study contributes to physics education by offering empirical evidence that local digital platforms can support the development of adaptive, independent, and conceptually competent future physics educators.

Page 50 of 50 | Total Record : 492

 46   47   48   49   50 

Filter by Year

2013 2026


Reset
Filter By Issues
All Issue Vol. 14 No. 2 (2026): PENDIDIKAN FISIKA Vol. 14 No. 1 (2026): PENDIDIKAN FISIKA 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