Jurnal Pendidikan Fisika dan Teknologi
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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<![CDATA[Multimedia Interaktif Konsep Gravitasi Berorientasi Pada Literasi Sains ]]>
<![CDATA[Hapsari Hapsari]]>;
<![CDATA[Syarif Fitriyanto]]>;
<![CDATA[Hermansyah Hermansyah]]>;
<![CDATA[Fahmi Yahya]]>;
<![CDATA[Sri Nurul Walidain]]>
<![CDATA[ Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 6 No 2 (2020): Juli-Desember ]]>
Publisher : <![CDATA[Department of Physics Education, Universitas Mataram ]]>
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DOI: 10.29303/jpft.v6i2.2097
<![CDATA[The objectives of this study were: 1) to determine the validity of interactive multimedia products oriented to science literacy in the concept of gravity and 2) to determine the response of prospective teachers to interactive multimedia products oriented to scientific literacy in the concept of gravity. This research is a type of research and development with the APPED model, but is limited to the evaluation stage. The research subjects were 2 validators and small-scale user trial subjects, namely 5 prospective physics teachers at Universitas Samawa in the second semester of the 2019/2020 academic year. The research and development results obtained were: 1) the product developed was categorized as very valid, with an average percentage of media validation reaching 87.3% and an average percentage of material validation reaching 82.4%; 2) the response of pre-service teachers to the products developed obtained an average percentage of 83.6% and was included in the very good category.]]>
<![CDATA[Penerapan Model Pembelajaran Kausalitik Untuk Meningkatkan Kemampuan Bernalar Dalam Pembelajaran Fisika Masa Learning from Home Pandemi Covid-19 ]]>
<![CDATA[Nurjamilah Nurjamilah]]>;
<![CDATA[Joni Rokhmat]]>;
<![CDATA[Hairunnisyah Sahidu]]>;
<![CDATA[Ahmad Harjono]]>
<![CDATA[ Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 6 No 2 (2020): Juli-Desember ]]>
Publisher : <![CDATA[Department of Physics Education, Universitas Mataram ]]>
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DOI: 10.29303/jpft.v6i2.1960
<![CDATA[The Covid-19 pandemic requires teachers to make innovations in learning, such as utilizing appropriate applications and choosing the right learning model to encourage students' reasoning abilities. This study aims to identify the effect of the causal learning model on students' reasoning abilities in learning physics during the learning from home period due to the Covid-19 pandemic. This type of research is a quasi-experimental study with a 2x2 factorial design. The population is all students of class X MIA Madrasah Aliyah Negeri 2 (MAN 2) Mataram. Sampling using purposive sampling technique so that selected students of class X-MIA 3 (31 students) as the experimental class and class X-MIA 4 (30 students) as the control class. The instrument used to measure reasoning ability was a description test of 4 items. The results showed that the data were normally distributed and homogeneous with the chi-squarecount (10.390) <chi-squaretable (11.070), (experimental class); chi-squarecount (10,873) <chi-squaretable (11,070), (control class); and Fcount (1,502) <Ftable (1,799). The hypothesis was tested using the t-test with a significance level (sig.) Of 5%. Hypothesis test results show the sig value. smaller than 0.05 (ðÂâºÂ¼ <0.05) (ð»0 rejected) and the experimental class gain (56.02%, moderate) is higher than the gain for the control class (38.28%, low). The conclusion is that the causal learning model has an effect on improving students' reasoning ability in learning physics during the learning from home period due to the Covid-19 pandemic. Recommendations that can be given in an effort to improve students 'reasoning abilities are to present physical phenomena in the form of pictures that can stimulate students' thinking activities.]]>
<![CDATA[Pengaruh Model PBL (Problem Based Learning) terhadap Pemahaman Konsep dan Kesadaran Diri Siswa pada Pencemaran Lingkungan ]]>
<![CDATA[El Indahnia Kamariyah]]>;
<![CDATA[Agus Budiyono]]>
<![CDATA[ Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 6 No 2 (2020): Juli-Desember ]]>
Publisher : <![CDATA[Department of Physics Education, Universitas Mataram ]]>
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DOI: 10.29303/jpft.v6i2.2105
<![CDATA[The aim of this research was to determine the effect of the PBL model on studentsââ¬â¢ conceptual understanding and self-awareness on environmental pollution. This research was an experimental research in the form of one group pretest posttest design. Through the PBL model, besides being able to increase studentsââ¬â¢ conceptual understanding, it can also increase self-awareness to protect the environment from pollution. Self-competence improvement in the form on cognitive, psychomotor and affective can be fulfilled. This research was conducted on MTS students in Pamekasan. The data analysis technique was carried out using the MANOVA test with the SPSS 16.0 program after homogeneity and normality tests were carried out. The result showed that the significance value was smaller than the specified alpha, 0.05. it shows that the PBL model has a positive and significant effect on studentsââ¬â¢ conceptual understanding and self-awareness.]]>
<![CDATA[Pengaruh Cooperative Meaningful Instructional Design (C-MID) Berbantuan Multimedia Interaktif Terhadap Penguasaan Konsep Fisika Peserta Didik ]]>
<![CDATA[Al Qoni'ah]]>;
<![CDATA[Hairunnisyah Sahidu]]>;
<![CDATA[I Wayan Gunada]]>
<![CDATA[ Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 6 No 2 (2020): Juli-Desember ]]>
Publisher : <![CDATA[Department of Physics Education, Universitas Mataram ]]>
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DOI: 10.29303/jpft.v6i2.1778
<![CDATA[This research aimed to examine the effect of cooperative meaningful instructional design assisted interactive multimedia for studentsââ¬â¢ physics concept mastery. This type of research was quasi experiment with untreated control group designed by pretest and posttest.The research population were all students of X MIPA SMAN 1 Gunungsari that has 4 classes. Sampling technique of this research used purposive sampling conducted into two classes, they were X MIPA 1 as the experimental class and X MIPA 2 as the control class. Type test used 20 choice questions. The posttest mean value for concept mastery in experimental class and control class were 70,17 and 63,33. Hypothesis testing of this research used t test. The result of t test showed the value of thitung got 2,47. The value is bigger than ttabel got 2,00. So, the conclusion of this research H0 was rejected and Ha was accepted, meant that there was the effect of cooperative meaningful instructional design assisted by interactive multimedia for studentsââ¬â¢ physics concept mastery.]]>
<![CDATA[Pengembangan E-Modul Fisika Dasar untuk Mahasiswa Calon Guru SMK Teknik Konstruksi dan Properti ]]>
<![CDATA[M. Agphin Ramadhan]]>;
<![CDATA[Santoso Sri Handoyo]]>;
<![CDATA[M. Mahameru Alfarisi]]>
<![CDATA[ Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 6 No 2 (2020): Juli-Desember ]]>
Publisher : <![CDATA[Department of Physics Education, Universitas Mataram ]]>
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DOI: 10.29303/jpft.v6i2.2108
<![CDATA[Students of the Building Engineering Education (PTB) study program, as prospective teachers of the Construction and Property Engineering Vocational School (TKP), need to master physics subject matter extensively and deeply. Hopefully, when they become teachers, vocational students can be interested in physics subjects. This study aims to produce an e-module for introductory physics courses for prospective TKP SMK teachers. This study uses the Research and Development (R&D) method and uses the 4D development model, which consists of four main stages: Define, Design, Development, and Disseminate. Feasibility assessment by media experts obtained a percentage of the validity of the e-module by 90% and included in the very feasible category in terms of media. The feasibility assessment by material experts obtained an average percentage of e-module validity data that is 82%, and it falls into the very feasible category in terms of material. The limited trial results showed that the mean score of participants during the pre-test was 64, and there was an increase to 89 after following the post-test. The results of the product user assessment obtained a value of 84.8 in the very feasible category. The results of validation tests and user responses concluded that the e-module for introductory physics courses is very suitable for teaching material for PTB students, prospective TKP vocational teachers.]]>
<![CDATA[Pengembangan Komik Mitigasi Berbasis Potensi Bencana Lokal yang Terintegrasi dalam Pembelajaran Fisika di Sulawesi Tengah ]]>
<![CDATA[Fittri Yani]]>;
<![CDATA[Unggul Wahyono]]>
<![CDATA[ Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 6 No 2 (2020): Juli-Desember ]]>
Publisher : <![CDATA[Department of Physics Education, Universitas Mataram ]]>
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DOI: 10.29303/jpft.v6i2.1874
<![CDATA[This study aims to produce appropriate learning media in supporting the implementation of learning about disaster mitigation. The type of research used is Research and Development (R&D) and uses the 4D development model namely Define, Design, Develop and Disseminate. After becoming a product, it is then validated by material experts and media experts. The results of the material expert validation obtained an average score of 3,13 in the "good" category and the media expert validation obtained an average score of 3,50 with the "very good" category. The comic that has been validated by several experts is then revised by the researcher by referring to the advice given by the validator. To make this comic, researchers used the CorelDRAW X8 application. The subjects of this comic mitigation feasibility trial were class VIII students of SMP Negeri 10 Palu. The average score obtained is 3,56 with the category "strongly agree". The conclusion in this study is that the mitigation comics developed can be used as a media to support disaster learning integrated in physics learning.]]>
<![CDATA[Motivasi Belajar Peserta Didik Ditinjau Dari Model Pembelajaran DiSTAD ]]>
<![CDATA[Ana Silfiani Rahmawati]]>;
<![CDATA[Danar Wulan]]>
<![CDATA[ Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 6 No 2 (2020): Juli-Desember ]]>
Publisher : <![CDATA[Department of Physics Education, Universitas Mataram ]]>
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DOI: 10.29303/jpft.v6i2.2137
<![CDATA[This study aims to find out the student learning motivation in terms of DiSTAD learning model. This study is a quantitative research using a quasi experimental design. The population in this research were all VIII grade students of Satap Pong Meleng Manggarai Junior High School which consisted of two class. The sample taken by sampling saturated, because all population were taken (summary not exceed 30 people per class. ÃÂ The data analysis used the descriptive analysis and inferensial analysis. The results show that: the implementation of DiSTAD learning model gives a significantly positive effect to the student learning motivation, and it is shown by the output value of the t-test (5,531) at the significance level of 0.00 (significance < 0.05).]]>
<![CDATA[Analisis Kemampuan Mind Map Siswa Sekolah Menengah Atas pada Mata Pelajaran Fisika di Surabaya ]]>
<![CDATA[Catur Prasetya Nugraha]]>;
<![CDATA[Setyo Admoko]]>;
<![CDATA[Utama Alan Deta]]>
<![CDATA[ Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 6 No 2 (2020): Juli-Desember ]]>
Publisher : <![CDATA[Department of Physics Education, Universitas Mataram ]]>
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DOI: 10.29303/jpft.v6i2.2237
<![CDATA[Mind Map is a method or way of taking notes creatively by utilizing the work of the two brains as outlined on paper in the form of pictures, symbols, writing and colors. The purpose of this study was to analyze the use of Mind Maps in student learning activities in physics subjects and to find out students' abilities in making Mind Maps. This research is included in descriptive qualitative research using questionnaires and interviews as well as the results of high school students' Mind Map products. The number of respondents was 243 students from SMA Negeri 11 Surabaya, SMA Negeri 12 Surabaya, SMA Negeri 13 Surabaya and SMA Wijaya Putra Surabaya. As for the Mind Map product, the researchers collected 123 Mind Maps. The results showed that 93.8% of students knew and understood the Mind Map and 60.5% answered that they never made a Mind Map in physics lessons. It was found that students' mistakes in making Mind Maps were that students still ignored the Mind Map format in the categories of images, colors and branches. So it can be concluded that the use of Mind Maps in student learning activities in physics subjects is still lacking or rarely used and the ability of students' Mind Maps is included in the good category but there are still errors or inappropriate formats in making the Mind Map.]]>
<![CDATA[Penerapan Multirepresentasi Pada Pembelajaran Inkuiri Terbimbing Terhadap Penguasaan Konsep Dari Gaya Belajar ]]>
<![CDATA[Indah Safitri]]>;
<![CDATA[Ida Kaniawati]]>;
<![CDATA[Heni Rusnayati]]>
<![CDATA[ Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 6 No 2 (2020): Juli-Desember ]]>
Publisher : <![CDATA[Department of Physics Education, Universitas Mataram ]]>
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DOI: 10.29303/jpft.v6i2.1870
<![CDATA[This study aims to determine the increase in mastery of the concept of high school students after the implementation of a multi-representation approach to guided inquiry learning that has been adapted to student learning styles on Work material. The research method used was quasi experimental using one group pre-test post-test design. The research sample was students of class X MIPA 6 at one school in SMA Negeri in Bandung, totaling 36 students. The research instrument used was a test of mastery of the concept, a VARK learning style questionnaire, a student response questionnaire, and an observation sheet. Based on the findings of the paired t-test, the absolute value of t is 21.16 and t-table is 2.03, so H0 is rejected and Ha is accepted. The results of this research, there is a significant influence on the application of multi-representation approaches to guided inquiry learning that is adapted to studentââ¬â¢s VARK learning styles. Also seen the overall gain test results obtained a gain value of 0.561 in the medium category. The gain value obtained by students with kinesthetic learning style is greater than students who have visual, aural, read/write, and multimodal learning style, with a value of 0.584 in medium category. And the study group that gets the greatest gain is the learning group two and the learning group three with the gain value 0.612 with the medium category.]]>
<![CDATA[Pengembangan Modul Berbasis STEM untuk Siswa SMP ]]>
<![CDATA[Fanni Zulaiha]]>;
<![CDATA[Dewi Kusuma]]>
<![CDATA[ Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 6 No 2 (2020): Juli-Desember ]]>
Publisher : <![CDATA[Department of Physics Education, Universitas Mataram ]]>
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DOI: 10.29303/jpft.v6i2.2182
<![CDATA[Pentingnya siswa memiliki keterampilan abad 21 dan menguasai dasar-dasar sains, rekayasa, teknologi, dan matematika dapat dibelajarkan melalui pendidikan STEM. Permasalahan terkait waktu pembelajaran yang terbatas untuk mata pelajaran Sains di sekolah dapat diselesaikan salah satunya dengan penggunaan modul.Tujuan dari penelitian ini adalah menghasilkan modul berbasis STEM yang layak untuk siswa SMP. Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian dan pengembangan atau Research and Development (R&D). Prosedur penelitian ini mengadapatasi model pengembangan 4D menurut Thiaragaraja. Teknik sampling yang digunakan untuk one to one evaluation dan small group evaluation adalah teknik sampling purposive. Jumlah siswa untuk one to one evaluation berjumlah 10 orang dan untuk small group evaluation berjumlah 66 orang. Modul berbasis STEM untuk siswa SMP divalidasi oleh ahli konten, dan ahli bahasa. Ahli konten mengukur kebenaran dan kejelasan isi materi serta desain modulnya. Hasil dari validasi konten diperoleh nilai 0,93 dengan kategori sangat tinggi. Adapun ahli bahasa mengukur aspek kejelasan informasi, kesesuaian dengan kaidah Bahasa Indonesia dan penggunaan bahasa secara efektif dan efisien. Hasil dari validasi bahasa diperoleh nilai 1,00 dengan kategori sangat tinggi. Pengukuran kevalidan modul ini juga diukur menggunakan instrumen kuesioner keterbacaan dan kepraktisan yang diberikan kepada siswa. Analisis dari hasil kuesioner keterbacaan oleh siswa diperoleh nilai 87% dengan kategori sangat kuat, dan kuesioner kepraktisan diperoleh nilai 80% dengan kategori kuat. Berdasarkan data tersebut modul berbasis STEM untuk siswa SMP dinyatakan layak digunakan.]]>
