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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.
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Articles 30 Documents
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Search results for , issue "Vol 11 No 2 (2025): July - December" : 30 Documents clear
The Development of 21st Century Skills through PSL Practicum and HOT Lab in Science Education Zulfa; Adam Malik
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 2 (2025): July - December
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i2.8933

Abstract

Laboratory work has traditionally served as an essential component of science education, offering students the opportunity to experience science directly through observation and experimentation. However, in the context of 21st-century learning, traditional laboratory approaches are no longer sufficient. The current educational landscape demands learning environments that not only facilitate conceptual understanding but also cultivate essential competencies such as critical thinking, problem-solving, creativity, communication, and collaboration. In response to these challenges, two innovative laboratory models have emerged, namely the Problem-Solving Laboratory (PSL) and the Higher Order Thinking Laboratory (HOT Lab). This study aims to explore how these laboratory designs contribute to the development of 21st-century skills among high school students. Using a descriptive quantitative approach, the research involved 120 students from schools that have implemented PSL and HOT Lab activities. Data were gathered through a 25-item Likert-scale questionnaire and observation of laboratory sessions. The results indicated a positive shift in student skills, with 82 percent showing improvement in problem-solving, 78 percent in critical thinking, 75 percent in creativity, 68 percent in communication, and 63 percent in collaboration. Students also expressed higher levels of engagement, motivation, and enthusiasm during their participation in the laboratory sessions. These findings suggest that when laboratory learning is designed to promote inquiry, reflection, and contextual problem-solving, it can meaningfully enhance both cognitive and interpersonal skills. Furthermore, the study highlights the importance of active learning in fostering a dynamic and student-centered classroom atmosphere. Although the results are promising, the research also points to several practical challenges, such as the need for teacher training, sufficient resources, and adequate time allocation. Overall, PSL and HOT Lab represent effective strategies to support the holistic development of learners and provide a valuable framework for science educators seeking to align classroom practices with the demands of the 21st century.
Development of Differentiated Project Based Learning Teaching Modules to Foster Critical and Creative Thinking Skills in Students Nada, Nadila Qothrun; Astuti, Budi; Rusilowati, Ani; Hartono, Hartono
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 2 (2025): July - December
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i2.9543

Abstract

Teaching modules are one of the teaching tool innovations in the Merdeka Curriculum. Differentiated Project Based Learning (PjBL) teaching modules are teaching tools that are tailored to the needs and characteristics of students. This study aims to develop differentiated teaching modules with the PjBL model in fostering students' critical and creative thinking skills in schools with different accreditation and analyzing the characteristics, feasibility and students' responses to teaching modules. The research method used is Research and Development (RnD) with the ADDIE model which consists of five stages, namely Analysis, Design, Development Implementation and Evaluation. The data analysis technique used is feasibility analysis with expert judgment assessment method based on V-Aiken's scale and percentage. The characteristics of the developed teaching module are using a differentiated PjBL model in learning activities and presenting questions according to critical and creative thinking indicators. The results of the feasibility test of differentiated PjBL teaching modules showed a V-Aiken's value of 0.91 for A accredited schools and 0.90 for B accredited schools with ''valid'' criteria. The results of students' responses to the LKPD which is part of the differentiated PjBL teaching module have a percentage of 88% with the criteria ''very interesting''. This shows that the differentiated PjBL teaching module is feasible to use in the physics learning process at all levels of school accreditation.
Development of Ethnoscience-Based Physics Teaching Materials to Improve Students’ Argumentation Skills Kariani, Kariani; Sukroyanti, Baiq Azmi; Habiburrahman, Lalu
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 2 (2025): July - December
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i2.9617

Abstract

This study aims to develop ethnoscience-based physics teaching materials by integrating local cultural wisdom to enhance high school students’ argumentation skills. The development model employed is the 4D model: Define, Design, Develop, and Disseminate. The teaching materials were designed based on students' needs and characteristics. Validation results from two experts in content and media indicate that the materials are feasible for use, with feasibility scores of 75% and 83.3%, respectively. Revisions were suggested in terms of ethnoscience examples and layout design. The practicality test showed highly positive responses from teachers (85%) and positive responses from students (84.8%), indicating that the materials are easy to use and support meaningful learning. In terms of effectiveness, the average gain score was 21.797, with a symmetrical data distribution (skewness = -0.418) and normality (p = 0.163 based on the Shapiro-Wilk test). The Paired Samples t-Test showed a significant result (t = -11.669; p < 0.001), indicating a significant difference between the pre-test and post-test scores. The average N-Gain score of 0.777 is categorized as high, suggesting that the developed teaching materials effectively support students in constructing logical, structured, and evidence-based arguments.
Development of a Game Based Learning (GBL) Model Assisted by Escape Room to Improve Conceptual Understanding and Self-Efficacy Farah Nafiisafitry; Istiyono, Edi
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 2 (2025): July - December
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i2.9927

Abstract

The purposes of this study were to (1) describe the design of the GBL model assisted by an Escape Room that was developed to improve students’ conceptual understanding and self-efficacy, (2) produce a high-quality GBL model assisted by an Escape Room that is suitable for use in terms of content validity, construct validity, and model coherence, (3) identify students’ profiles regarding the GBL model assisted by an Escape Room based on the results of limited implementation and user feedback, (4) determine the implementation quality of the GBL model assisted by an Escape Room in physics learning, and (5) examine the effectiveness of the GBL model assisted by an Escape Room in improving students’ conceptual understanding and self-efficacy. The study was conducted at a senior high school in Purbalingga with one experimental class and two comparison classes. The research model employed was the 4D model. The instruments used included tests, questionnaires, and observation sheets. The analysis techniques consisted of Sbi, Aiken’s V to measure content validity, empirical validity using Rasch model analysis with INFIT MNSQ values ranging from 0.7 to 1.3, along with normality tests, homogeneity tests, MANOVA, and one-way ANOVA to determine differences in the impact of the product intervention. The findings showed that (1) the characteristics of the developed model, from the learning syntax to the media produced, created meaningful and memorable learning experiences, (2) the GBL model assisted by an Escape Room fell into the appropriate category, (3) there was an improvement in learning outcomes and differences in treatment between classes, with the experimental class achieving the highest results, (4) the model was proven to be practical with full implementation in the classroom, and (5) the GBL model assisted by an Escape Room was effective, as indicated by the effect sizes for conceptual understanding and self-efficacy, which were 0.380 and 0.427 respectively. This model demonstrates strong potential for use in challenge-based or gamified thematic learning in classroom settings.
Implementation of Case-based Learning with Contextual Approach to Improve students’ Problem-Solving Skills Lukman, Tazkia Alya; Kaniawati, Ida; Suyana, Iyon
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 2 (2025): July - December
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i2.10025

Abstract

This research aimed to investigate the implementation of Case-Based Learning (CBL) with a contextual approach to enhance students’ problem-solving skills in dynamic fluids. The study employed a pre-experimental design with a one-group pretest-posttest, involving 33 eleventh-grade students from a senior high school in Bandung. A 20-item essay test assessed five aspects of problem-solving skills based on Heller’s (1992) framework: visualize the problem, physics description, plan a solution, execute the plan and check and evaluate. Data analysis included N-gain, Wilcoxon signed-rank test, and effect size (Cohen’s d). Results indicated that students’ problem-solving skills improved moderately across all aspects, with an average N-gain of 0.5. The Wilcoxon test revealed a significant increase in posttest scores (p < 0.05), and the effect size was very high (d = 2.6), indicating a strong impact of the intervention. These findings demonstrate that the implementation of CBL with a contextual approach is effective in enhancing students’ problem-solving skills, fostering deeper understanding, and promoting active engagement in learning dynamic fluids.
The Effect of Al and Cu Electrode Configurations on the Thermoelectric Performance of PVA/glycerin/H3PO4-Based Ionic Thermoelectric Cells Robiandi, Fadli; Shoodiqin, Dian Mart; Mayantasari, Menasita
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 2 (2025): July - December
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i2.10101

Abstract

Ionic thermoelectric (i-TE) materials have the potential to be applied to devices for converting low-temperature heat energy into electricity. In this study, an I-TE cell made of PVA/glycerin/H3PO4 was synthesized using Al and Cu electrodes. The general objective of this study is to investigate how symmetrical electrode configurations (Al-Al, Cu-Cu) and asymmetrical configurations (Al-Cu) affect the thermoelectric performance of PVA/glycerin/H₃PO₄ polymer electrolyte cells, including potential difference, Seebeck coefficient, and power factor. The results of this study show that the PVA/glycerin/H₃PO₄ sample with asymmetric electrodes produces a higher potential difference than the sample with symmetric electrodes. The highest potential difference in the sample with asymmetric electrodes is 0.97 V. Meanwhile, the highest potential difference produced by the sample with symmetrical Al electrodes was 0.15 V. However, the highest increase in potential difference with respect to temperature gradient was observed in the PVA/glycerin sample with symmetrical Al electrodes. This was based on the Seebeck coefficient value produced by the sample, which was 16 mV/K. This is followed by the sample with an asymmetric electrode, and the lowest is the sample with a symmetric Cu electrode. The power factor of the sample increases with increasing temperature and follows the pattern of increasing ionic conductivity. In addition, the power factor is also influenced by the Seebeck coefficient value of the sample. In this study, samples with symmetrical Al electrodes showed the highest PF values, with a maximum value at a temperature of 65 °C. These findings indicate that polymer electrolyte cells based on PVA/glycerin/H₃PO₄ with Al and Cu electrodes have the potential for use in i-TE devices to convert low-quality thermal energy into electricity.
Development of an Arduino Nano-Based Viscometer to Enhance Students' Physics Concept Understanding Saputra, Holis Angga; Gunada, I Wayan; Wahyudi, Wahyudi
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 2 (2025): July - December
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i2.10141

Abstract

The understanding of the physics concept of viscosity is often hindered by its abstract nature and the limited availability of experimental tools in schools, leading to theoretical and suboptimal learning. Therefore, an innovative learning package needs to be developed to address these issues. This study aimed to develop this learning package and to test whether the resulting product is valid, practical, and effective for enhancing student's conceptual understanding. This study is a research and development adapting the procedural framework of the ADDIE model. The process involved 11th-grade SAINTEK students at SMAN 11 Mataram as trial subjects, with feasibility data collected through expert validation sheets, response questionnaires, and pretest-posttest questions for quantitative analysis. The data analysis indicated that the developed learning package consisting of an Arduino Nano-based viscometer, a teaching module, a student worksheet, and a test instrument achieved a very valid rating (average >89%), a very practical rating (92.00%), and was sufficiently effective with an average N-Gain score of 0.51 (medium category). Based on these results, it is concluded that the developed learning package is valid, practical, and sufficiently effective to be used for enhancing students' understanding of physics concepts.
Development of Formative Assessment Instruments Misconception Check to Analyze the Conception of Thermodynamics in High School Students Alvani, Clarinta; Efendi, Ridwan; Zakwandi, Rizki
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 2 (2025): July - December
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i2.10220

Abstract

The demands of formative assessment in the kurikulum merdeka should ideally be able to diagnose students’ conceptual patterns in depth. However, common assessment practices are still limited to instruments that only measure correct or incorrect answers, so they cannot reveal conceptual understanding. The gap between these demands and reality has led to the development of more targeted instruments, especially for complex thermodynamics material. This study aims to develop a formative assessment instrument in the form of a misconception check to analyze high school students’ conceptions of thermodynamics. The method used is quantitative with an instrument development approach based on the Mardapi model. The developed instrument is a formative assessment tool in the form of a misconception check with a multiple-choice format, with answer options designed to represent various categories of conceptions. The instrument was tested on 262 students from three high schools, and its validity was evaluated through content validity, construct validity, and readability tests. After a series of evaluations, it was found that 3 items were invalid and were eliminated, leaving 33 items that were suitable for use. This instrument has a unidimensionality value of 21%, an average Aiken's V coefficient of 0.96, and reliability of 0.92. The results of the study indicate that the developed formative misconception check assessment instrument is feasible and effective for analyzing the conceptions held by high school students on thermodynamics material. Therefore, this instrument can help teachers specifically analyze students' conceptions and design targeted learning.
The Effect of The Project Based Learning (Pjbl) Model on Students’ Physics Learning Outcomes Aini, Nurul; Ardhuha, Jannatin; Makhrus, Muh.
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 2 (2025): July - December
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i2.10225

Abstract

This study aims to determine the effect of the Project Based Learning (PjBL) model on the physics learning outcomes of eleventh-grade students on the topic of dynamic fluids. This research employed a quasi-experimental method with a pretest–posttest control group design. The population consisted of all eleventh-grade students of SMAN 2 Praya, totaling 170 students across five classes. The sample was selected using cluster random sampling and consisted of class XI-5 as the experimental class, which received the PjBL treatment, and class XI-3 as the control group, which received conventional instruction, with 34 students in each group. Cognitive learning outcomes were assessed using a multiple-choice test consisting of 20 validated and reliable items, while affective and psychomotor outcomes were measured using observation sheets. The hypothesis tested concerned the influence of the PjBL model on students’ physics learning outcomes. Data analysis began with prerequisite tests (normality and homogeneity). Since the data were not homogeneous and not normally distributed, the Mann–Whitney test was used for hypothesis testing. In addition, the N-Gain test was conducted to determine the improvement in learning outcomes. The Mann–Whitney test produced a significance value of <0.001, which is lower than 0.05, indicating that H₀ was rejected and Hₐ was accepted. The N-Gain results showed that the experimental group achieved a high category, while the control group fell into the low category. These findings indicate that the Project Based Learning (PjBL) model has a significant effect on students’ physics learning outcomes.
Impact of Deep Learning–Based PhET Instruction on Problem-Solving Skills: The Role of Learning Motivation Hidayatullah, Zul; Ariandani, Nunung; Qusyairi, Muhammad; Marzuki, Muhammad
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 2 (2025): July - December
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i2.10233

Abstract

This study aims to analyze the impact of the implementation of PhET simulation-assisted deep learning on students' problem-solving skills by considering their level of learning motivation. The research method used a quasi-experimental design with a 2x2 factorial model. The research subjects involved two classes: an experimental class that received PhET simulation-assisted deep learning treatment and a control class that received conventional learning. The research instruments included a problem-solving skills test in the form of essay questions and a validated learning motivation questionnaire. Data analysis was conducted using a two-way ANOVA test to examine the effect of learning methods, motivation levels, and their interaction on problem-solving skills. The results showed that PhET simulation-assisted deep learning significantly improved problem-solving skills compared to conventional learning. Students with high learning motivation achieved better problem-solving scores than students with low motivation, both in the experimental and control groups. In addition, there was a significant interaction between learning methods and learning motivation, where students with high motivation who participated in deep learning showed the highest improvement in problem-solving skills. These findings confirm that PhET simulation-assisted deep learning is effective for developing critical thinking and problem-solving skills, especially in students with high learning motivation. The implications of this research encourage educators to integrate in-depth learning and technology-based interactive media in the science learning process, as well as pay attention to strategies for increasing learning motivation as an important factor in achieving optimal learning outcomes.

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