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Ayu Fitri Amalia
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INDONESIA
COMPTON: Jurnal Ilmiah Pendidikan Fisika
Published by Universitas Sarjanawiyata Tamansiswa
ISSN : 23560673     EISSN : 25795252     DOI : http://dx.doi.org/10.30738/cjipf.v7i2
Core Subject : Science, Education,
Education Physics
The journal reports significant new findings related to physics and education physics, including: learning media development, learning methods development, learning methods implementation and several application of physics.
Arjuna Subject : Umum - Umum
Articles 309 Documents
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A Journal Development of Physics E-Module Based on Deep Learning Approach on Alternative Energy.: "A Case Study on Alternative Energy Topics Integrated with the Papua Context through Canva-Based Learning Media" Siboro, Asiroha; Sebayang, Sri Rosepda Br; Simamora, Ebeneser Wacner; Yenusi, Kaleb A
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 1 (2025): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/cjipf.v12i1.19616

Abstract

This study aims to develop and evaluate a physics e-module based on a deep learning approach, focusing on the topic of alternative energy, to enhance learning outcomes among senior high school students. Practically, the study offers an interactive learning resource aligned with deep learning principles, while theoretically, it contributes to the development of instructional media in physics education. The research used a Research and Development (R&D) design following the Four-D model: Define, Design, Develop, and Disseminate. Data collection involved questionnaires and interviews with physics teachers to identify student learning needs and contextual challenges. The module's validity was assessed by two subject matter experts and one media expert, while its practicality was evaluated by 34 students and one physics teacher using response questionnaires. The effectiveness of the e-module was determined by analyzing pretest and posttest results using N-Gain and t-test calculations. The e-module achieved a validity score of 87.75% (very valid) and a practicality score of 93.66% (very practical). It also showed significant effectiveness, with an N-Gain score of 0.714 (high category) and a t-test result of 17.84 > 2.04 (significant at α = 0.05). Therefore, the use of the deep learning approach-based physics e module is appropriate to improve student’s learning outcomes.
Microtremor based seismic vulnerability assessment of UIN mataram campus II, Lombok ilham, ilham; Sani, Muhammad Anwar
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 1 (2025): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/cjipf.v12i1.19620

Abstract

The 2018 Lombok Earthquake caused extensive damage, severely impacting UIN Mataram. This study assesses the seismic vulnerability of the ground at UIN Mataram Campus II using the Horizontal-to-Vertical Spectral Ratio method applied to microtremor data. Measurements were conducted at 27 points with an approximate spacing of 100 meters. Each recording lasted 40 minutes, with a sampling rate of 100 Hz. Data were processed using Geopsy software to extract HVSR curves, with further analysis of reliability and clarity performed using MHVSR-Control, a Python-based GUI. The results reveal that the campus ground is characterized by a low fundamental frequency of 0.60 to 0.66 Hz and a high maximum amplification factor of 5.21 to 22.48, indicating a thick, soft sedimentary layer with high impedance contrast relative to the underlying bedrock. The seismic vulnerability index was extremely high, ranging from 44.5 to 815.08, with the highest values concentrated in the southern part of the campus. These values exceed the thresholds for structural damage, confirming that the UIN Mataram campus II is highly vulnerable to earthquake damage. These findings are critical for campus spatial planning, structural design, and disaster mitigation, supporting national strategies to enhance earthquake resilience.
Analisis Sistematis Perbandingan Kurikulum Fisika Sekolah Menengah di Berbagai Negara Zahara, Laxmi; Lasmawan, I Wayan; Suharta, I Gusti Putu; Widiana, I Wayan
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 1 (2025): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/cjipf.v12i1.19624

Abstract

This study conducts a systematic review of secondary school physics curricula in 18 countries, including both developed and developing nations, to identify patterns in curriculum structure, pedagogical approaches, and implemented innovations. Utilizing the PRISMA framework, 25 indexed articles published between 2020 and 2025 were analyzed using comparative and content analysis methods. The findings reveal significant differences in curriculum modularity and flexibility. Developed countries such as Finland, Germany, and the United States adopt highly adaptive and student-centered models, while developing countries like Pakistan and Rwanda implement more rigid and centralized models. Globally, there is a pedagogical shift towards inquiry-based learning, the integration of contextual and cultural values, and the use of innovative technologies such as PhET simulations, Arduino, Python, and digital assessment tools. This study highlights practical implications for Indonesia, emphasizing the need to implement a physics curriculum that is more flexible, contextual, and technologically innovative, while integrating local values to equip students with 21st-century competencies.
Analyzing critical thinking enhancement and moment of inertia understanding through inquiry based virtual labs Erlangga, Sony Yunior; Sarwanto; Harlita; Fitriyah, Isnanik Juni; Yektyastuti, Resti; Kuncoro, Krida Singgih; Kusumaningrum, Betty
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 11 No 1 (2024): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/cjipf.v11i2.19628

Abstract

This study examines the effectiveness of inquiry-based virtual laboratory modules in improving civil engineering students' conceptual understanding of moment of inertia, with critical thinking skills as a moderating factor. Using a quasi-experimental 2x2 factorial design, 60 students were divided into experimental and control groups. The experimental group engaged with virtual lab modules featuring interactive simulations and case-based learning, while the control group received conventional lecture-based instruction. Results indicated significantly higher learning outcomes in the experimental group (mean score = 58.9) compared to the control group (46.5), with critical thinking skills further amplifying this effect. ANOVA analysis confirmed the significant impact of the intervention (F = 21.83, p < 0.001). The study highlights the importance of integrating technology with pedagogical strategies that foster critical analysis and self-directed exploration. These findings contribute to engineering education by demonstrating how virtual labs, when combined with inquiry-based learning, can bridge the gap between theoretical knowledge and practical application while accommodating diverse learning needs. Recommendations include curriculum integration of such modules and professional development for educators in implementing technology-enhanced, inquiry driven approaches.
Optimizing digital learning through the ADDIE instructional approach in an arduino based automatic plant watering prototype project using a capacitive soil and moisture sensor Riswanto, Riswanto; Hidayat, Arif; Salim, M.Barkah
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 1 (2025): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/cjipf.v12i1.19645

Abstract

This study assesses the effectiveness of project-based digital learning in which students design a prototype of an Arduino-based intelligent watering and capacitive soil moisture sensor by following the ADDIE flow. The design used was ex post facto descriptive-correlational in one class totaling 117 students, conducted in Indonesia, where traditional farming methods dominate. Achievement data was taken from six components of the assessment (participatory activities, project scores, assignments, quizzes, middle exams, and final exams). Descriptive statistics are visualized through histograms and box-plots; Pearson correlation tests and multiple linear regression were performed to predict the contribution of each component to the final exam, while the technical validity of the prototype was evaluated in ten laboratory cycles using p-charts and Kaplan Meier analysis. The results showed that the value of clustered projects was in the high category (M = 86.8; SD = 7.1) and significantly correlated with the final exam (r = 0.54; β = 0.22; p < 0.01), explaining ± 22 % additional cognitive variance after the formative test was controlled. Participatory activities had a moderate correlation with the final exam (r ≈ 0.50), signaling a transfer of problem-solving skills acquired during prototype collaboration. Tool reliability tests showed 70% of prototypes were in stable function within the first ten cycles; All points were within control limits although the three initial failures hinted at the need for advanced sensor calibration. Learning constraints such as low quiz and assignment scores and wiring/coding difficulties were addressed through micro-deadlines, quick feedback, pair-programming clinics, and prerequisite videos. These findings confirm that ADDIE-based IoT projects can simultaneously improve students' knowledge, practical skills, and problem-solving disposition, provided they are accompanied by pedagogical supports and ongoing technical validation.
Analysis of physics teaching module development competency among prospective physics teachers from the perspective of the merdeka belajar curriculum Poernomo, Joko Budi; Sadad, Imam Akmal; Jannah, Miftakhul; Sugito, Sugito
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 1 (2025): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/cjipf.v12i1.19687

Abstract

The competency of pre-service physics teachers in developing teaching modules based on the Merdeka Curriculum serves as a crucial indicator of pedagogical readiness in the era of differentiated learning. This study primarily focuses on the quality of time allocation planning and learning activity structure. A quantitative descriptive-comparative method was employed to evaluate 52 physics teaching modules created by physics education students, assessed by four expert validators. Results indicate an average competency score of 3.06 (moderate category) in an Indonesian university, with notable weaknesses in time allocation (score=2.76) and learning sequence design (score=2.73). Approximately 25% of modules demonstrated disproportionate time allocation (70-80% dedicated to core activities), while 53.5% exhibited illogical activity sequencing. Comparative analysis revealed a significant difference between Group A (score=3.21) and Group B (score=2.85) (t=3.12, p<0.01). This study recommends integrating digital tools and implementing iterative microteaching to strengthen holistic and differentiated instructional design competencies. The findings advocate for evidence-based reorientation of teacher education curricula.
Learning science physics is more fun: an exploration of blended learning to stimulate students' critical thinking, lowercase Cahyandaru, Pramudya; Herman Dwi Surjono; Ali Muhtadi
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 1 (2025): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/cjipf.v12i1.19747

Abstract

Critical thinking in Natural Sciences (IPA) learning at the elementary school level is essential to develop students' analytical and evaluative abilities. The research discussed in this paper is a systematic literature review related to blended learning, critical thinking, and science published in the last five years. Using scoping reviews, 41 articles were selected for this systematic literature review based on seven research questions. The implications of this conclusion show that applying a constructivist-based blended learning model can improve students' understanding of concepts and learning motivation. However, its success depends on technological readiness, teacher skills, and infrastructure support. To achieve optimal effectiveness, continuous efforts are needed to improve student access to technology, provide intensive training for teachers, and strengthen cooperation between schools, parents, and the government. Without this support, the full potential of blended learning in science learning in elementary schools may be challenging to achieve.
Exploring the gender gap in physics learning: conceptual understanding of magnetism among indonesian senior high school students Basri, Nur Akhyar; Kusairi, Sentot; Sunaryono; Adam, Dian Awaluddin; Rasyid, Fauziah; Irawan, Ivan Danar Aditya
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 1 (2025): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/cjipf.v12i1.19758

Abstract

Students' conceptual understanding of magnetism has been extensively studied, but limited research focuses on gender-based differences. This study aims to analyze Indonesian senior high school students’ conceptual understanding of magnetism and evaluate the influence of gender. A quantitative approach was applied using a conceptual test adapted from the Magnetism Conceptual Survey (MCS), consisting of ten multiple-choice items covering key concepts. Data from 120 students (57 males and 63 females) were analyzed. The average score was 66.84, which falls into the “Good” category based on predefined scoring intervals. Statistical analysis using the Mann-Whitney test revealed no significant gender difference (p = 0.836), and the effect size was negligible (Cohen’s d ≈ 0.078), indicating the difference was not practically significant. However, some concepts were particularly challenging, such as distinguishing between electric charge and magnetic poles (37.5% correct) and understanding magnetic force (45.8% correct). These findings suggest that while students generally demonstrate a good level of understanding, conceptual difficulties persist regardless of gender. Variations in learning outcomes appear to be influenced more by cognitive and contextual factors, such as item characteristics, spatial visualization skills, and mastery of basic physics concepts, rather than gender itself. Instructional emphasis should therefore prioritize conceptual clarity in these difficult areas over gender-specific strategies.
E-book on light and optical instruments using PjBL and ARCS motivation for secondary school Purwati, Umi Shalihah Putri; Widowati, Asri
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 1 (2025): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/cjipf.v12i1.19805

Abstract

The purpose of this study is to validate the feasibility, practicality, and readability of an ARCS integrated Project Based Learning e-book on light and optical instruments for junior high school students. The research method used is Research and Development (R&D) with the ADDIE (Analyze, Design, Development, Implementation, Evaluation) development model. Data collection was carried out through observation, interviews, and questionnaires dichotomous for expert validation, and Likert scale for teacher and student assessments. The questionnaires were administered to 2 expert validators, 3 science teachers, and 15 students selected through purposive sampling. Based on the results of expert validation using a dichotomous questionnaire, all experts answered “Valid” to all items, resulting in a 100% validity score. This indicates that all aspects of the e-book meet the eligibility criteria with very high validity. The practicality test by teachers, conducted using a Likert scale questionnaire, yielded a score of 91.5%, and the readability test by students, also using a Likert scale, reached 85.06%. These results indicate that the product is very feasible and highly practical.  The integration of PjBL and ARCS strategies in the e-book supports student engagement and motivation.
The impact of chatgpt-assisted problem-based learning on students physics achievement and their chatgpt acceptance Saddia, Andi; Yanti, Meili; Qudratuddarsi, Hilman
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 1 (2025): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/cjipf.v12i1.19852

Abstract

As a new technology, ChatGPT has been integrated into teaching and learning, but there is still a lack of studies on ChatGPT-assisted problem-based learning in physics. Therefore, this study investigates its integration in relation to students’ academic achievement and ChatGPT acceptance. This study used a quasi-experimental design with 65 students who divided into an experimental class and a control class. Data were collected via pre- and post-tests and analyzed using Rasch analysis, ANCOVA, t-test, and DIF, supported by validated instruments and expert review. The study found that students in the experimental group, who used ChatGPT-assisted Problem-Based Learning (PBL), showed significantly higher post-test scores in physics compared to the control group. Wright Map and DIF analyses revealed stronger performance on higher-order conceptual items among the experimental group. ANCOVA confirmed a large effect size (η² = 0.715) for the intervention. Rasch analysis of ChatGPT acceptance showed that the experimental group had higher agreement with most items, and independent t-tests indicated significantly greater acceptance across variables like attitude, habit, and behavioral intention. These findings support ChatGPT-assisted PBL as effective for both learning outcomes and technology acceptance.

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