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 mataram,
Nusa tenggara barat
INDONESIA
Jurnal Pendidikan Fisika dan Teknologi
Published by Universitas Mataram
ISSN : 26145618     EISSN : 24076902     DOI : -
Core Subject : Science, Education,
Education Physics
Jurnal Pendidikan Fisika dan Teknologi (JPFT) merupakan wadah publikasi ilmiah bagi dosen, guru, mahasiswa, dan peneliti bidang fisika dan pembelajarannya, termasuk teknologi terapan dan teknologi pembelajaran yang sesuai. Terbit perdana pada tahun 2015 dan mulai tahun 2017 JPFT terbit 2 kali dalam setahun yaitu pada bulan Juni dan Desember.
Arjuna Subject : -
Articles 26 Documents
 1   2   3 
Search results for , issue "Vol 10 No 1 (2024): January-June" : 26 Documents clear
Implementation of Project Based Learning on Students' Learning Interest and Understanding of Physics Concepts Baharuddin, Nurhaliza; Usman; Khaeruddin, Khaeruddin; Setiawan, Trisno
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 10 No 1 (2024): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v10i1.6946

Abstract

This research is pre-experimental research which aims to determine the increase in students' interest in learning and understanding of physics concepts after implementing the Project Based Learning (PjBL) model in physics subjects at SMA Negeri 1 Bone. This research uses One Group Pretest-Posttest Design. The class that was the research subject was class XI MIPA 2. The total number of research subjects was 33 students. Data were analyzed using Microsoft Excel 2010 using descriptive analysis and N-Gain test analysis to see the increase in students' interest in learning and understanding of physics concepts by applying the PjBL model to static fluid material. Based on the results of research on interest in learning physics, the average pretest score was 88.78 and the posttest score was 126.45, and for understanding physics concepts, the pretest score was 10 and for the posttest it was 16.12. For the results of the N-Gain test analysis on interest in learning physics, it was found that 33.33% was in the high category and 66.67% was found in the medium category. For the results of the N-Gain test analysis on understanding physics concepts, 33.33% were in the high category and 66.67% were in the medium category. This proves that before implementing the PjBL model, students' interest in learning and understanding of physics concepts were in the medium category. and after implementing the PjBL model, students' interest in learning and understanding of physics concepts is in the high category. The PjBL model can increase interest in learning and understanding of physics concepts in class XI MIPA 2 students at SMAN 1 Bone.
Development of e-LKPD Based on STEM to Enhance Students' Critical Thinking Skills on Topic of Renewable Energy Salsabilla, Aulia; Kaniawati, Ida; Liliawati, Winny
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 10 No 1 (2024): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v10i1.7016

Abstract

The research aims to develop e-LKPD based on STEM on renewable energy material that can facilitate students in enhancing critical thinking skills. This e-LKPD was developed by using the Research and Development (R & D) method with the ADDIE development model which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The feasibility of STEM-based e-LKPD is measured through validation involving 3 lecturers and 3 physics subject teachers. The enhancement of students' critical thinking skills was measured through data collection involving 35 grade X students. Students' response to the developed e-LKPD was measured by using a student response questionnaire. Based on the analysis results, it can be concluded that: 1) e-LKPD based on STEM is feasible to use when reviewed based on aspects of material/content, design, and language. 2) The enhancement of students' critical thinking skills obtained an N-Gain of 0.68 which means that learning using e-LKPD based on STEM can enhance students' critical thinking skills with a medium category. 3) STEM-based e-LKPDs received positive responses from students and received scores with good qualifications.
Forward Modeling of Gravity Anomalies for Identification of Burried Cylindrical Body Using Radial Derivative Zuhdi, Muhammad; Ayub, Syahrial; Syamsuddin, Syamsuddin
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 10 No 1 (2024): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v10i1.7077

Abstract

Radial Derivative Forward Modeling of Gravity Anomalies for Identification of Cylindrical Geological Features. The gravity method is a geophysical method with exploration costs that are quite cheap compared to other geophysical methods. This method is based on the density contrast of the target body with the surrounding. The cylindrical body is one of the targets among various other geological features. This research was conducted to test the ability of radial derivatives of gravity anomalies for targets in the form of cylindrical body. Radial derivatives consist of a first derivative and a second derivative. Forward modeling of cylindrical geological features is carried out analytically and with finite elements. Both calculations were carried out with a computer program based on Matlab. The results show that there is no difference in results either analytically or finite element wise. This method has been proven to be able to provide clear boundary positions on cylindrical geological features.
Performance Analysis of Fifth-Semester Physics Education: Assessing an Online Pascal Compiler in the Department of Mathematics and Natural Sciences Education at University of Mataram Taufik, Muhammad; Ayub, Syahrial
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 10 No 1 (2024): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v10i1.7089

Abstract

This study evaluates the integration of online Pascal compilers in undergraduate physics education at the University of Mataram, focusing on its impact on students' programming skills. Over one semester, three classes (A, B, and C) of physics education students from the Department of Mathematics and Natural Sciences Education (PMIPA), Faculty of Teacher Training and Education (FKIP), University of Mataram, participated in lectures, discussions, and practical exercises using the GDB Online Pascal Compiler. Course content included Pascal fundamentals, arrays, matrices, and applications in physics, evaluated through assignments, mid-semester, and final exams. Quantitative analysis of student performance data revealed significant differences in mean scores and variability among the classes, with Class A achieving the highest average score and Class C exhibiting the greatest variability. Statistical tests confirmed that performance data for all classes deviated significantly from normal distribution, necessitating non-parametric tests. The Mann-Whitney U test indicated no statistically significant differences in median scores between class A vs. class B, class A vs. class C, and class B vs. class C, suggesting consistent performance outcomes across classes post-course. These findings underscore the potential of the online Pascal compiler in enhancing students' programming skills within the context of physics education.
Analysis of Students' Critical Thinking Disposition in Science Learning Verawati, Ni Nyoman Sri Putu; Rokmat, Joni; Sukarso, AA; Harjono, Ahmad; Makhrus, Muh.
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 10 No 1 (2024): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v10i1.7127

Abstract

The study aimed to analyze the specific dispositions that contribute to effective critical thinking among prospective science students. Utilizing a descriptive survey method, the study involved 52 participants from different universities, aiming to gather comprehensive data on their critical thinking dispositions. The research instrument, a structured questionnaire comprising 36 items derived from Ennis's critical thinking indicators, was validated and tested for reliability, ensuring its efficacy in measuring the intended constructs. The findings revealed that the overall critical thinking disposition of the students was predominantly below the critical threshold, with significant variability across different indicators. For instance, indicators such as seeking and offering clear statements and reasons scored relatively high, while others like taking into account the total situation scored lower. This disparity highlights the need for targeted interventions to enhance specific critical thinking dispositions. The study recommends integrating contextual and inquiry-based learning approaches, which have been shown to effectively foster critical thinking by engaging students in real-world problem-solving scenarios. Moreover, incorporating collaborative and experiential learning experiences can further nurture critical thinking skills, promoting deeper understanding and innovation. The research emphasizes the importance of developing specific disposition like open-mindedness to improve the critical thinking capabilities of prospective science teachers, ultimately enhancing their academic performance and preparedness to tackle complex scientific issues.
Differences in Scientific Argumentation Skills of Preservice Physics Teachers in Written and Oral Contexts: A Case Study of Video-Based Microteaching Learning Gunawan, Gunawan; Herayanti, Lovy
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 10 No 1 (2024): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v10i1.7277

Abstract

This study aims to analyze the profile of scientific argumentation skills of preservice physics teachers in the context of written case studies and oral presentations through video-based microteaching learning. Data was collected from 15 preservice physics teachers participating in a microteaching course. Qualitative analysis of argumentation components (claim, reason, evidence, rebuttal, conclusion) revealed significant differences in argumentation skills between the two contexts. In written case studies, students demonstrated a relatively good ability to present evidence. However, they needed to improve in formulating claims and reasons. Meanwhile, in oral presentations, there was a significant increase in all components of argumentation, particularly claims, reasons, rebuttals, and conclusions. These findings have important implications for developing more effective microteaching learning to improve the scientific argumentation skills of preservice physics teachers.

Page 3 of 3 | Total Record : 26

 1   2   3 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol 11 No 2 (2025): July - December Vol 11 No 1 (2025): January-June Vol 11 No 1a (2025): Special Issue Vol 10 No 2 (2024): July - December Vol 10 No 1 (2024): January-June Vol 9 No 2 (2023): July-December Vol 9 No 1 (2023): Januari - Juni Vol 8 No 2 (2022): July-December Vol 8 No 1 (2022): January-June Vol 8 No SpecialIssue (2022) Vol 7 No 2 (2021): Juli-Desember Vol 7 No 1 (2021): Januari-Juni Vol 6 No 2 (2020): Juli-Desember Vol 6 No 1 (2020): Januari-Juni Vol 5 No 2 (2019): Juli-Desember Vol 5 No 1 (2019): Januari - Juni Vol 4 No 2 (2018): Juli-Desember 2018 Vol 4 No 1 (2018): Januari - Juni 2018 Vol 3 No 2 (2017): Juli - Desember Vol 3 No 1 (2017): Januari - Juni Vol 2 No 4 (2016): Oktober Vol 2 No 3 (2016): Juli Vol 2 No 2 (2016): April Vol 2 No 1 (2016): Januari Vol 1 No 4 (2015): Oktober Vol 1 No 3 (2015): Juli Vol 1 No 2 (2015): April Vol 1 No 1 (2015): Januari More Issue