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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 of an OBE-Oriented Digital Computational Physics Practicum Module on Numerical Root-Finding Using GNU Octave Wahyu Dian Laksanawati; Feli Cianda Adrin Burhendi; Adinda Permata Fahira
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/hd52st53

Abstract

The rapid development of digital technology and computational systems has increased the need for physics learning resources that can strengthen students’ conceptual understanding, programming skills, and computational problem-solving abilities. In computational physics courses, students often have difficulty connecting numerical methods, algorithmic procedures, and software implementations, particularly in numerical root-finding. This study aimed to develop and determine the feasibility of an Outcome-Based Education (OBE)-oriented digital computational physics practicum module on numerical root-finding using GNU Octave. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The developed module integrates OBE-based learning outcomes, numerical root-finding concepts, numerical algorithms, GNU Octave programming tutorials, practicum worksheets, instructional videos, and learning evaluation components. The feasibility of the module was examined through material expert validation, media expert validation, a small-scale trial involving 23 Physics Education students, and a large-scale trial involving 75 students from several universities. The results showed that the material expert validation obtained an average score of 87%, while the media expert validation achieved 88%, both categorized as “Very Good.” Student responses in the small-scale trial showed percentages of 84.10% for display, 85% for material content, and 84% for video quality. In the large-scale trial, the display, material content, and video aspects obtained 85.3%, 87.78%, and 86.06%, respectively, all categorized as “Very Good.” The novelty of this study lies in integrating OBE principles with GNU Octave-based computational practicum activities into a structured digital module for numerical root-finding. The findings indicate that the developed module is feasible for supporting computational physics learning and contributes to physics education by providing an accessible, competency-oriented, and technology-based learning resource that strengthens students’ computational literacy, programming practice, and independent learning.
Sustainability-Oriented STEM-PjBL: Improving Students’ Science Process Skills through Experimental Activities Wardatul Husna; Roza Zulfira; Mentari Darma Putri; Yuni Syahraini; Afrahun Naziah
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/mck7an35

Abstract

Science process skills (SPS) are essential competencies in physics education because they enable students to investigate scientific phenomena, apply concepts, and communicate evidence-based findings in real-world contexts. However, students often have difficulty formulating hypotheses, planning experiments, and systematically presenting observational results, indicating the need for instructional approaches that explicitly support scientific inquiry. This study aimed to examine the effect of sustainability-oriented STEM Project-Based Learning (STEM-PjBL) physics worksheets on high school students’ SPS in renewable energy topics. A quantitative approach with a quasi-experimental pretest-posttest control group design was employed at SMAN 2 Banda Aceh during the 2023/2024 academic year. The sample consisted of 70 tenth-grade students selected through simple random sampling at the class level and divided into an experimental class (n = 35) and a control class (n = 35). The experimental class used sustainability-oriented STEM-PjBL worksheets that integrated the stages of the Engineering Design Process, while the control class used conventional PjBL worksheets. Data were collected using a 20-item SPS test and observation sheets, and then analyzed using normality and homogeneity tests, normalized gain scores, and an independent-samples t-test. The results showed that the experimental class achieved a higher N-gain score of 0.70 in the high category, compared with 0.63 in the medium category for the control class. The posttest difference was statistically significant (p = 0.030), and the experimental class showed higher gains across all SPS indicators, particularly in predicting and communicating. The novelty of this study lies in explicitly integrating sustainability principles into the Engineering Design Process and mapping them to integrated SPS indicators. These findings suggest that sustainability-oriented STEM-PjBL worksheets provide an evidence-based instructional model for strengthening scientific inquiry and contextual learning in physics education on renewable energy.
Enhancing Students’ Levels of Understanding of the Sun–Earth System through a Phenomena-Driven Instruction Model Supported by Bi-Model Media Kadek Dewi Wahyuni Andari; Andi Suhandi; Ida Kaniawati; Cepi Riyana; Mohd Zaidi Bin Amiruddin
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: 10.26618/5593pb27

Abstract

Understanding Sun–Earth system phenomena remains challenging for many students because the underlying astronomical mechanisms involve cosmic-scale objects, spatial relationships, and dynamic processes that cannot be directly observed in their entirety. These difficulties often lead to an incomplete understanding and persistent misconceptions about insolation, variations in day and night lengths, and seasonal changes. This study aimed to investigate changes in preservice elementary teachers’ conceptual understanding of the Sun–Earth system after the implementation of the Phenomena-Driven Instruction (PhDI) model, assisted by Bi-Model media. A pre-experimental method with a one-group pretest–posttest design was employed. The participants were 36 second-year students enrolled in an Elementary Teacher Education Program at a university in North Kalimantan, Indonesia. The instructional intervention was implemented through five stages of the PhDI model supported by Bi-Model media consisting of physical and virtual representations of the Sun–Earth system. Data were collected using the Level of Conceptual Understanding Test (LCUT), which covered four concepts: insolation, day and night duration, winter, and summer. The instrument was validated by five experts and demonstrated good internal consistency, with a Cronbach’s alpha coefficient of 0.80. The results showed a consistent shift from lower levels of understanding, including partial understanding with misunderstanding, misunderstanding, and no understanding, toward higher levels, particularly partial understanding and sound understanding. The percentages of students reaching sound understanding were 52% for isolation, 58% for day and night duration, and 61% for both winter and summer. The novelty of this study lies in integrating phenomena-driven learning with dual physical and virtual model representations to support conceptual reconstruction of astronomical concepts. These findings suggest that PhDI assisted by Bi-Model media can support more scientifically acceptable explanations of Sun–Earth system phenomena and contribute to physics education by offering an instructional approach for teaching abstract, cosmic-scale concepts to preservice elementary teachers.

Page 51 of 51 | Total Record : 503

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