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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 503 Documents
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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.
The Effect of Problem-Solving Learning Model on Students’ Critical Thinking Skills in High School Physics Learning Al Yamani, Reza Rahmiyatul Najwa; Susanna; Ahmad Farhan; Abdul Hamid; Ngadimin
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/bnp5f082

Abstract

Critical thinking is an essential competence in 21st-century physics learning, particularly because students are expected not only to memorize formulas but also to analyze scientific phenomena, evaluate evidence, and construct logical explanations. However, physics instruction in high schools often remains dominated by teacher-centered practices that provide limited opportunities for students to develop higher-order thinking skills. This study aimed to examine the effect of the problem-solving learning model on high school students’ critical thinking skills in learning about static fluids. A quantitative, pre-experimental one-group pretest–posttest design was employed. The participants were 24 Grade XI Science students at SMA Negeri 15 Adidarma Banda Aceh, selected through purposive sampling. Data were collected using an essay-based critical thinking skills test developed based on five indicators: elementary clarification, basic support, inference, advanced clarification, and strategy and tactics. The data were analyzed using descriptive statistics, N-Gain, paired sample t-test, Cohen’s d, and eta squared. The results showed that students’ average critical thinking score increased from 38.33 in the pretest to 80.71 in the posttest, with an average N-Gain of 0.70, categorized as high. The paired-samples t-test indicated a significant difference between pretest and posttest scores (p = 0.000 < 0.05). The effect size analysis showed a Cohen’s d value of 3.91 and an eta squared value of 0.97, indicating a very strong practical effect. The novelty of this study lies in providing empirical evidence on the application of problem-solving learning in static fluid material. These findings contribute to physics education by confirming that structured problem-solving instruction can effectively promote students’ critical thinking and meaningful conceptual understanding.
Integration of Digital Literacy into the Development of Students' Science Process Skills in Straight Line Motion Dynamics Darmaji, Darmaji; Astalini, Astalini; yusnidar, Yusnidar; Kurniawan, Dwi Agus; Sri Wina Oktavia; Elza Triani; Rahmat Perdana
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/yjf10r45

Abstract

The integration of digital literacy into physics education is becoming increasingly important as students need to access, evaluate, interpret, and utilize digital information for scientific inquiry. This study examined the impact of digital literacy on students’ science process skills in learning straight-line motion dynamics and how digital tools support experimental activities. A mixed methods design with an explanatory sequential approach was used. Quantitative data were collected from 40 grade XI students at SMA Negeri 11 and SMA Negeri 12 in Jambi City using a digital literacy questionnaire and a science process skills observation sheet. The questionnaire assessed technical, cognitive, and ethical competencies in the use of digital technology, while the observation sheet evaluated skills such as observing motion phenomena, hypothesizing, identifying variables, designing experiments, analyzing data, interpreting kinematic graphs, and drawing conclusions. Qualitative data were collected through semi-structured interviews with selected students to contextualize the quantitative findings. Data analysis included normality and linearity tests, followed by simple linear regression using SPSS 25.0 for quantitative data, and Miles and Huberman’s interactive model for qualitative analysis. Results demonstrated that digital literacy significantly influences students’ science process skills, with a p-value of 0.000 (< 0.05). The R-square value of 0.523 indicated that digital literacy explained 52.3% of the variation in science process skills. Interviews revealed that digital tools such as PhET simulations, motion analysis apps, instructional videos, sensors, and digital graphs helped students understand uniform and accelerated motion more concretely. This study's novelty lies in positioning digital literacy as an active, measurable component of straight-line motion learning rather than just supplementary media. It concludes that systematically integrating digital literacy can enhance students’ science process skills and supports the development of technology-supported inquiry learning in secondary physics education.
Development of Arduino-Based Temperature Control Teaching Aids with Matlab Interface as a Tool for Newton Cooling Practicum Tamsil; Irwan, Anas; Kusmiran, Amirin; Qaddafi, Muhammad; Umar Dani, Ali; Anggereni, Santih
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/ntt47e89

Abstract

Physics practicums require accurate, efficient, and traceable measurement systems, particularly in thermodynamic experiments involving continuous temperature changes. In the Newtonian Cooling practicum, conventional measurements with thermometers and stopwatches often lead to recording errors, inaccurate synchronization of temperature and time, limited data density, and reduced student focus on physical interpretation. This study aimed to develop, validate, and assess the practicality of an Arduino-based temperature control teaching aid integrated with a MATLAB graphical user interface (GUI) to support real-time data acquisition in the Newtonian Cooling practicum. The research employed a Research and Development (R&D) approach using the 4D model, consisting of the Define, Design, Develop, and Disseminate stages, with product development limited to expert validation and minimal practical testing. The tool was developed using an Arduino Uno microcontroller, a DS18B20 temperature sensor, and a MATLAB GUI that displays temperature-time graphs and automatically stores measurement data in Excel. The study involved two expert validators and 10 Physics Education students who participated in the Thermodynamics practicum. The validation results showed that all assessed indicators, including tool recognition, user control, application display, application assistance, and application output, obtained the highest score of 4, indicating very high validity. The practicality assessment also showed excellent results, with an average score of 4.0 and 98% of students reporting positive responses, indicating that the tool was highly practical for practicum use. The novelty of this study lies in integrating real-time temperature measurement, automatic temperature-time data synchronization, graphical visualization, and direct data storage into a single practicum-oriented system. The findings indicate that the developed teaching aid improves the efficiency and accuracy of temperature measurement, reduces manual recording errors, and helps students focus on analyzing cooling phenomena. This study contributes to physics education by providing an affordable, valid, and practical microcontroller-based teaching aid that strengthens laboratory-based learning and promotes data-driven scientific reasoning.
Enhancing Students’ Scientific Literacy through Socio-Scientific Issues-Based Project-Based Learning in Physics Education Doni Nurdiansyah; Dadan Ramdany; Duden Saepuzaman
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: 10.26618/57rfvs81

Abstract

Students’ scientific literacy in physics remains a major concern because classroom instruction often emphasizes conceptual understanding and mathematical problem-solving without sufficiently connecting physics concepts to real-life socio-scientific contexts. This study aimed to examine the effectiveness of Socio-Scientific Issues-based Project-Based Learning (SSI-PjBL) in improving eleventh-grade students’ scientific literacy in physics education. A quantitative quasi-experimental method with a non-equivalent control group design was employed. The study involved 67 students from a private senior high school in Bandung, Indonesia, divided into an experimental group and a control group. The experimental group received SSI-PjBL instruction, while the control group received conventional instruction. Data were collected using a scientific literacy test developed based on three core competencies: explaining scientific phenomena, evaluating and designing scientific inquiry, and interpreting data and scientific evidence. The data were analyzed using descriptive statistics, normalized gain (N-Gain), an independent samples t-test, and Cohen’s d effect size. The results showed that the experimental group achieved a greater improvement in scientific literacy than the control group. The experimental group obtained an N-Gain score of 0.61, categorized as moderate, whereas the control group obtained an N-Gain score of 0.33, categorized as low. The independent-samples t-test indicated a significant difference between the two groups (p < 0.05), with a large effect size (Cohen’s d = 0.92). Improvement was observed across all scientific literacy indicators, with the highest gain in explaining scientific phenomena. The novelty of this study lies in integrating socio-scientific issues with project-based learning as a contextual instructional strategy for physics education. The findings conclude that SSI-PjBL effectively enhances students’ scientific literacy by supporting the application of physics concepts to authentic problems. This study contributes to physics education by providing empirical evidence for a student-centered, contextual, and project-based approach aligned with 21st-century science learning goals.
STEAM-Integrated PjBL Learning Tools for Newton’s Laws to Improve High School Students’ Creative Thinking Skills Dea Ramadhana Zsa Zsa Alifah; Titin Sunarti; Oka Saputra; Hanandita Veda Saphira
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/rwvkks02

Abstract

Creative thinking skills are essential competencies in physics education because students are expected not only to understand scientific concepts but also to apply them creatively in solving contextual problems. However, learning in physics on Newton’s Laws is often still dominated by routine problem-solving and formula-based instruction, which provides limited opportunities for students to develop fluency, flexibility, originality, and elaboration. This study aimed to develop and evaluate STEAM-integrated Project-Based Learning (PjBL) learning tools on Newton’s Laws to improve students’ creative thinking skills. This research employed a Research and Development design using the 4-D model, consisting of Define, Design, Develop, and Disseminate stages, with dissemination limited to classroom implementation and academic reporting. The developed products included a teaching module, student worksheets, and a creative thinking skills test instrument. The study involved 55 eleventh-grade science students at SMA Labschool UNESA 1 Surabaya, selected through purposive sampling. Data were collected through expert validation, learning implementation observation, pre-test and post-test, and student response questionnaires. Data were analyzed using descriptive statistics, normalized gain, and a paired t-test. The results showed that the developed learning tools were very valid, with an average validation score of 88.30%. The effectiveness test indicated a substantial increase in students’ creative thinking skills, with the pre-test average increasing from 38.14 to 89.86 in the post-test, an n-gain score of 0.85 in the high category, a significant paired t-test result (Sig. < 0.05), and positive student responses of 85%. The novelty of this study lies in the explicit integration of PjBL syntax, STEAM components, and indicators of creative thinking into structured learning tools for Newton’s Laws. These findings indicate that the developed learning tools are valid, practical, and effective, and that they contribute to physics education by offering a contextual, interdisciplinary, and student-centered instructional design to foster creative thinking skills.
Using Visual Media Based on Three Levels of Representation to Address Students’ Misconceptions About Parallel Resistor Circuits Rasya Lega Serano, Havez; Rusdiana, Dadi; Nur Ramdhania, Lathifa; Sari, Lasmita; Amiruddin, Mohd Zaidi Bin
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/ewgsyz18

Abstract

Misconceptions about parallel resistor circuits remain a persistent problem in physics learning because students often rely on observable circuit behavior while failing to understand the invisible microscopic processes and symbolic relationships underlying current distribution. This study aimed to investigate the contribution of Conceptual Change Oriented Instruction (CCOI) supported by three-level representation-based visual media in remediating students’ misconceptions about parallel resistor circuits. A pre-experimental method with a one-group pretest–posttest design was employed. The participants were forty senior high school students in West Java, Indonesia, selected through purposive sampling based on the initial identification of misconceptions. Students’ conceptual states were measured using a validated Four-Tier Test consisting of conceptual questions, confidence ratings, reasoning choices, and confidence in reasoning. The remedial teaching process followed the CCOI stages and was supported by visual media representing macroscopic demonstrations, microscopic virtual simulations, and symbolic analogies. The study focused on two misconceptions: the belief that adding or removing branches affects the current in other branches, and the belief that changing the current in one branch affects the current in other branches. The results showed that 85% of students who initially held the first misconception shifted to scientific conception, while 80% of students who initially held the second misconception also shifted to scientific conception. The novelty of this study lies in integrating CCOI with a three-level, representation-based approach to visual media to explicitly remediate misconceptions in parallel resistor circuits. These findings suggest that representationally supported conceptual change instruction can help students reconstruct scientific understanding of current distribution. This study contributes to physics education by extending the application of Johnstone’s three-level representation framework to the remediation of misconceptions in electricity learning.
Integrating the STEM Approach into Discovery Learning to Improve Students' Scientific Literacy in Temperature and Heat Arini Rosa Sinensis; Roja Septiani; Putra, Febrianto; Firdaus, Thoha
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/m5aeba30

Abstract

Scientific literacy is an essential skill in physics education, as students must understand scientific principles, interpret evidence, and apply knowledge to real-world issues. In Indonesia, however, scientific literacy among students remains a concern, evidenced by low PISA science scores and predominantly teacher-centered classroom practices. This study aimed to analyze the effect of integrating the STEM approach into the Discovery Learning model on eleventh-grade students’ scientific literacy in the topic of temperature and heat. A quasi-experimental method with a non-equivalent control group design was employed at MA Nurul A'la Jatimulyo II during the odd semester of the 2025/2026 academic year. The participants were 58 eleventh-grade science students. The experimental class (n = 29) learned through STEM-integrated Discovery Learning (DL-STEM), whereas the control class (n = 29) received conventional instruction. Scientific literacy was measured using a 25-item multiple-choice test developed from five indicators: explaining scientific phenomena, using scientific evidence, identifying scientific statements, understanding phenomena, and solving problems. Data were analyzed using descriptive statistics, assumption tests, the Mann–Whitney test for initial equivalence, an independent-samples t-test for posttest comparison, effect size r, and N-Gain analysis. The results indicated that both groups had comparable baseline abilities. Post-intervention, the experimental group significantly outperformed the control group, with mean scores of 64.69 versus 53.93 (p < 0.001), and demonstrated a moderate effect size (r = 0.47). Moreover, N-Gain analysis revealed improvements across all scientific literacy indicators in the experimental group, categorized as moderate and surpassing those of the control group. The novelty of this study lies in mapping STEM components onto the Discovery Learning syntax through a simple thermos engineering task in temperature-and-heat instruction. These findings indicate that DL-STEM can support students in connecting physics concepts, scientific evidence, and engineering design, thereby contributing to scientific literacy-oriented physics education.
A Bibliometric Analysis (2015-2025): Research on the Implementation of Problem-Based Learning Using Visual Media in Physics Education Katarina Sanca; Dwikoranto; Rahmatta Thoriq Lintangesukmanjaya; Indri Hapsari Khansa; Sukarni; Marsini
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: 10.26618/2rh10t65

Abstract

The rapid growth of digital technology has encouraged physics education to adopt more student-centered and visually supported learning approaches, particularly because many physics concepts are abstract, mathematically complex, and difficult for students to understand through conventional instruction. Problem-Based Learning (PBL) supported by visual media has been widely recognized as a promising approach for improving conceptual understanding, problem-solving skills, and student engagement; however, the development of this research area has not been comprehensively mapped. This study aims to analyze research trends on the implementation of PBL using visual media in physics education during the 2015-2025 period. A bibliometric method was employed using Scopus-indexed publications as the data source. A total of 137 selected documents were exported as CSV files and analyzed using VOSviewer to examine publication trends, country contributions, document types, relevant authors, keyword co-occurrence networks, thematic clusters, overlay visualizations, and highly cited documents. The findings show a consistent increase in publications, with the United States, China, and Indonesia emerging as the most productive contributing countries. The keyword analysis identified eight major research clusters, indicating that studies in this field are strongly associated with physics education, students, simulations, augmented reality, virtual reality, artificial intelligence, image processing, and learning outcomes. The overlay visualization revealed a thematic shift from conventional visual media toward more interactive, immersive, and computational technologies. The novelty of this study lies in its integrated bibliometric mapping of PBL, visual media, and physics education over the last decade. This study concludes that visual media play an important role in strengthening PBL-based physics learning and provides evidence-based directions for future research and instructional innovation in physics education.

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