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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 328 Documents
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Student Engagement in Physics Test: Administrating Time on Test-Item for Mechanical Physics Rizki Zakwandi; Alfiansah Sandion Prakoso; Duden Saepuzaman; Lina Aviyanti; Siti Nurhadianti Muhajir
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 2 (2026): 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.v12i2.22469

Abstract

Student engagement in physics assessment can be evaluated through both final outcomes and the fundamental problem-solving process. This study seeks to examine the correlation among item complexity, completion time, and student performance on a physics mechanic’s test. The research utilized a quantitative methodology through a cross-sectional survey design with 50 participants from the physics education program. Data were collected through a web-based, computer-administered assessment comprising 20 two-tiered items covering kinematics, dynamics, momentum and impulse, as well as work and energy topics. The complexity of the item was assessed according to the number of competencies engaged, encompassing conceptual, mathematical, graphical, data-related, and inter-variable relationships. The findings demonstrate that higher item complexity is associated with longer completion times, which may reflect greater cognitive effort or increased cognitive load. This increase in time did not correlate with enhanced performance; instead, it indicated a pattern toward decreasing scores, exhibiting a negative correlation of -0.32 between complexity and scores. Moreover, the correlation between completion time and performance fluctuates based on the subject matter and type of competency. Mathematical competencies demonstrate the most effective pattern, characterized by high scores and relatively brief completion times, while graphical competencies are associated with longer completion times and lower scores. The findings indicate that response time signifies both engagement and the difficulty level encountered by students.  Consequently, integrating response time with performance data provides a more comprehensive understanding of student engagement. This research underscores the necessity of enhancing representational competencies and employing process-based data to create more effective physics assessments.
Developing a Pedagogical Electricity and Magnetism Online Concept Test for Pre-service Physics Teachers Iyon Suyana; Raden Giovanni Ariantara; Feri Apryandi
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 2 (2026): 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.v12i2.22734

Abstract

Pedagogical content knowledge (PCK) is a crucial competency for prospective physics teachers. This study aims to develop an online test to assess pedagogical electricity and magnetism concepts in higher education. Participants included 33 prospective physics teachers from a public university in Bandung, four university lecturers, and three physics teachers. A sequential mixed-methods approach was employed, following the Exploratory Design: Instrument Development Model. Qualitative data were collected through questionnaires and literature reviews, while quantitative data were obtained from logical validation using the Learning Object Review Instrument 2.0 and empirical validation. Qualitative data were analyzed using source triangulation, then Many Facet Rasch Measurement (MFRM) was applied for quantitative analysis. The results demonstrate that the Pedagogical Electricity and Magnetism Online Concept Test (PEMOCT) is valid, reliable, and exhibits strong instrument characteristics.  
Improving knowledge skills through the application of Liveworksheet-based modules on the Static Equilibrium of Rigid Bodies Adinda Kiky Maulita Pratiwi; Suharno Suharno; Pujayanto
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 2 (2026): 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.v12i2.22702

Abstract

This research aims to develop a e-module based on Liveworksheet about Static Equilibrium of Rigid Bodies that effectively improves students' knowledge skills. This study uses the R&D method with the ADDIE development model. The subjects were 30 students of class XI E of State Senior High School 7 Surakarta. The instruments used in this study included an e-module validation sheet and a pretest– posttest on knowledge skills. Data analysis techniques used descriptive and inferential statistical analysis through N-Gain and Paired Sample T-test. The results showed that the developed emodule was categorized as very good based on expert validation. The N-Gain analysis obtained a score of 0.40 in the moderate category. In addition, the results of the Paired Sample T-test showed a significant value of 0.000 <0.05, which indicated a significant difference between students' pretest and posttest scores after using the Liveworksheet-based e-module. The conclusion of this study is that the developed Liveworksheet-based e-module ia quite effective in improving students' knowledge skills on Static Equilibrium of Rigid Bodies.
Designing an R-supported statistical reasoning learning environment model Tri Astuti Arigiyati; Dhoriva Urwatul Wutsqa; Kana Hidayati; Sony Yunior Erlangga
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 2 (2026): 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.v12i2.22957

Abstract

This study reports the define phase of a development study aimed at designing an R-supported Statistical Reasoning Learning Environment (SRLE) model for university statistics learning. The study was motivated by a persistent instructional problem: students were able to perform statistical procedures but had difficulty interpreting results, evaluating data representations, and explaining conclusions in context. A qualitative exploratory design was employed with eight Mathematics Education students and two statistics lecturers selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, students’ learning artefacts, and field notes during a limited R-assisted SRLE trial. The data were analysed thematically using the Miles, Huberman, and Saldaña interactive model, supported by triangulation, member checking, and an audit trail. Five themes were identified: the need to shift learning from formula execution to contextual interpretation; the value of R-mediated visualisation for connecting data, graphs, and meaning; the emergence of reflective statistical habits of mind through inquiry and peer discussion; the changing role of lecturers as facilitators of statistical reasoning; and the persistence of syntax-related barriers among novice R users. The findings indicate that an R-supported SRLE model should combine real-data tasks, structured R scaffolds, multiple representations, collaborative interpretation, and explicit reflection prompts. The study contributes an empirically grounded set of design principles for the subsequent design and development stages, while avoiding premature claims about model effectiveness before larger-scale validation.
Interactive Science Media Innovation Based on Deep Learning Approach Integrated with Tri-N to Enhance Elementary School Students' Critical Thinking Skills Pardimin Pardimin; Ana Fitrotun Nisa; Wahyu Dwi Herawati
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 2 (2026): 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.v12i2.23133

Abstract

This study aimed to develop an interactive science media innovation based on deep learning approach integrated with Tri-N and to evaluate its validity, practicality, and effectiveness in improving elementary school students' critical thinking skills. This study employed a Research and Development (R&D) design using ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The participants were fifth-grade elementary school students, involving 20 students in the pilot trial and 62 students in the field trial. Data were collected through observations, interviews, questionnaires, tests, and documentation, and were analyzed using descriptive qualitative and quantitative techniques. The results indicated that the developed interactive science learning medium was designed based on the principles of deep learning, emphasizing mindful, meaningful, and joyful learning, and integrated with Tri-N learning activities of niteni (careful observation), nirokke (imitation or replication), and nambahi (modification or improvement). Validation results showed that the developed media was considered valid, receiving a score of 98.57% from media experts and 87.62% from subject matter experts. The practicality test demonstrated that the media was highly practical, achieving a score of 93.63%. Furthermore, the effectiveness test revealed that the developed media significantly improved students' critical thinking skills, as indicated by the results of paired-samples t-test (0.001 < 0.05), the independent-samples t-test (0.008 < 0.05), and an N-Gain score of 0.75, which falls into the high category. Based on these findings, it can be concluded that interactive science media based on deep learning approach integrated with Tri-N approach is valid, practical, and effective in enhancing elementary school students' critical thinking skills.
Application of deep learning by gamification media to improve science understanding and collaboration Zainal Ihza Fahreza; Elvin Yusliana Ekawati
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 2 (2026): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Deep Learning is a learning approach with many educational benefits, including in-depth understanding, critical, reflective, creative, and applicative thinking processes. This approach encourages students not only to memorize facts but also to integrate new knowledge with existing knowledge, in addition to active student involvement through social and emotional interactions, and improve skills such as problem solving, innovation, and collaboration. Three aspects of Deep Learning related to meaningful learning, mindful learning, and joyful learning are very suitable for improving students' understanding of science and collaboration skills. This study uses a classroom action research method with the Kurt Lewin model, which describes action research as a spiral process that includes one cycle consisting of four steps, namely planning, action, observation, and reflection. The study results showed that applying Deep Learning assisted by gamification evaluation media on the material of quantities and measurements in physics can improve students' understanding of science and collaboration. The increase in understanding of science, which was initially an average of 57 with a completeness of 46%, to an average of 87.2 with a completeness of 94%. Meanwhile, in collaboration skills, there was an increase, which initially had a completeness of 52% to 93%.
Development of Virtual Thermodynamics PhET Lab Module with Guided Inquiry Approach Ersa Desmelinda; Lora Pragusti Miza; Novelia Prima
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 2 (2026): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The visualization of abstract scientific concepts is essential for stimulating students’ cognitive processes; however, the availability of science laboratories in schools is limited, and not all abstract concepts can be directly observed in real life. Advances in technology have enabled the development of virtual laboratories, such as PhET (Physics Education Technology), to address this challenge. This study aims to develop a virtual practicum module for high school thermodynamics learning by integrating PhET simulations through an inquiry-based approach. The module was developed using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The resulting module comprises nine practicum activities designed to enhance students’ cognitive engagement. Empirical findings indicate that the average practicum duration was approximately 1.5 hours. Student responses showed a very positive perception, with 86.88% of respondents rating the module in the very good category. Expert validation yielded a score of 3.87 out of 4 (96.8%) with an inter-rater agreement of 98.3%. Furthermore, the N-gain value of 0.73 indicates very high effectiveness. Overall, the results suggest that the developed virtual thermodynamics practicum module is valid, effective, and suitable for supporting high school physics learning.
Characterization of an evanescent wave-fiber optic sensor for formalin detection Widayanti; Anindita R A
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 2 (2026): 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.v12i2.22164

Abstract

It is necessary to design a fast, inexpensive, and portable method for detecting formalin to support food safety screening and halal-tayyib principles. This study aims to develop and characterize a formalin detection system using a smartphone, an optical fiber sensor, an evanescent wave, and a diffraction grating. The sensor medium comprises a multi-mode step-index plastic-clad silica optical fiber (core diameter 400 µm; NA 0.48), with modifications in the sensing area to enhance interaction between the evanescent field and the medium. The optical fiber used in the detection system has its end polished to a 45-degree angle and its cladding section scratched at five locations over a 1 cm length. The optical system uses the smartphone’s rear LED as a light source, the camera as a detector, and a diffraction grating from a DVD to disperse the output light, enabling intensity changes to be recorded. The spectral image is analyzed in ImageJ to obtain the intensities of the R, G, and B channels, then converted to a single grayscale intensity value using a weighted luminance model and evaluated using linear regression. The results show that RGB and grayscale intensities increase monotonically with formalin concentration from 0 to 10 ppm. The grayscale calibration curve is given by the equation. . The sensor's sensitivity indicates that a 1 ppm change in concentration corresponds to a 1.7481 pixel change. The regression value (R2) of 0.9565 demonstrates good linearity across the test range. Per-channel analysis indicates that the green channel exhibits the highest linearity, whereas the blue channel shows the greatest response. These findings confirm that the proposed optical fiber-smartphone sensor platform has the potential to be a compact, low-cost, and viable solution for portable formalin detection. It is necessary to design a fast, inexpensive, and portable method for detecting formalin to support food safety screening and halal-tayyib principles. This study aims to develop and characterize a formalin detection system using a smartphone, an optical fiber sensor, an evanescent wave, and a diffraction grating. The sensor medium comprises a multi-mode step-index plastic-clad silica optical fiber (core diameter 400 µm; NA 0.48), with modifications in the sensing area to enhance interaction between the evanescent field and the medium. The optical fiber used in the detection system has its end polished to a 45-degree angle and its cladding section scratched at five locations over a 1 cm length. The optical system uses the smartphone’s rear LED as a light source, the camera as a detector, and a diffraction grating from a DVD to disperse the output light, enabling intensity changes to be recorded. The spectral image is analyzed in ImageJ to obtain the intensities of the R, G, and B channels, then converted to a single grayscale intensity value using a weighted luminance model and evaluated using linear regression. The results show that RGB and grayscale intensities increase monotonically with formalin concentration from 0 to 10 ppm. The grayscale calibration curve is given by the equation. . The sensor's sensitivity indicates that a 1 ppm change in concentration corresponds to a 1.7481 pixel change. The regression value (R2) of 0.9565 demonstrates good linearity across the test range. Per-channel analysis indicates that the green channel exhibits the highest linearity, whereas the blue channel shows the greatest response. These findings confirm that the proposed optical fiber-smartphone sensor platform has the potential to be a compact, low-cost, and viable solution for portable formalin detection.

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