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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 474 Documents
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Flipbook E-Module-Assisted 8e Learning Cycle Model on Improving High School Students’ Concept Mastery on Heat and Heat Transfer Material Putri, Novia Ananda; Liliawati, Winny; Efendi, Ridwan
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.v10i1.6738

Abstract

Physics concept mastery is a demand that is to be achieved in learning at high school level. In addition, the development of 21st century technology requires teachers to be able to use technology in organising students to learn. This study aims to determine the effect of flipbook e-module-assisted 8e learning cycle model on improving high school students' concept mastery on heat and heat transfer material. This research is a quantitative study that uses quasi experimental design with Nonequivalent Control Group. Participants included 70 students of class XI (eleventh graders) in a MAN (State Islamic High Schools) in Bandung, which were selected using convenience sampling technique. Data collection was done through a pretest and a posttest encompassing as many as 12 items of two tier multiple choice questions on concept mastery. The data analysis used N-gain test to determine the increase in concept mastery, and Mann Withney test to determine the effect of flipbook e-module-assisted 8e learning cycle model on students' concept mastery. The results showed that there was an increase in concept mastery after treatment was given, that is, by 0.60 (moderate). There is a significant difference in the improvement of the concept mastery between the experimental class and the control class, especially in the cognitive aspect of C3, which is 54.65%, and the material aspect of heat transfer, which is 36.42%. In conclusion, flipbook e-module-assisted 8e learning cycle model has an effect on improving students' concept mastery.
Distribution Pattern of ELF Field Exposure Electricity Distribution Substation Portal Pole Type 20 kV Medium Voltage Network Utoyo, Ega Bonansyah; Prihandono, Trapsilo; Sudarti, Sudarti
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.v10i1.6783

Abstract

The electricity distribution substation is one of the components of the electricity distribution system. Electrical distribution substations, especially portal pole-type electrical distribution substations, can emit ELF fields. However, people need to be aware of the health risks of ELF fields and continue to carry out various activities near electricity distribution substations. This research aims to create a distribution pattern for ELF Field and determine its safety level based on WHO thresholds. The research was conducted in the Jember Regency, particularly in Sumbersari District. This research uses a portal pole-type electricity distribution substations. The substation criteria studied were a portal pole distribution substation on a 20 kV transmission line with a transformer capacity of 160 kVA. The measurement points are 0 m below the transformer, 0.7 m, 1.4 m, 2.1 m, 2.8 m, 3.5 m, 4.1 m, and 4.9 m from the distribution substation building at a height of 1.5 m from the ground for three days at 21.00 WIB and 30 measurements were taken. The distances of these points to the transformer are 4.256 m, 4.313 m, 4.480 m, 4.745 m, 5.094 m, 5.510 m, 5.979 m and 6.490 m respectively. The type of research used is quantitative research with survey data collection techniques. The research design used was cross sectional study. Cross sectional study is a type of observational research design that collects data at one specific point in time from a sample which represents the population studied. ELF field measurements show a spherical distribution pattern with an average magnetic field intensity between 0.0358 µT and 2.91 µT and an average electric field intensity between 2.35 V/m and 16.42 V/m. The magnitude of the magnetic field and electric field measured gets smaller as the distance from the measurement point increases. According to WHO, these results are below the threshold for the general group. This research concludes that the portal pole-type distribution substation in the medium voltage network produces a safe ELF field with a spherical distribution pattern that is inversely proportional to the distance.
Stacking-Racking Analysis: Improving Physics Students' Problem-Solving Skills with ECIRR Learning Model and a Metacognitive Approach Febriyanti, Tanti; Novia, Hera; Agus Danawan
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.v10i1.6805

Abstract

A preliminary study highlights the persistent challenge of low problem-solving skills among 21st-century students. Therefore, this study examines the ECIRR learning model with a metacognitive approach to improve students' problem-solving skills in static fluid material. The method of this study is quasi-experimental with a one-group pretest-posttest design, enrolling 33 students from class XI at a public high school in Subang City. The Static Fluids Problem Solving Test (SPRING) instrument is used to collect data, which will then be analyzed using the stacking-racking technique. The results showed that ECIRR model learning with a metacognitive approach significantly improved students' problem-solving skills by 2.66 on the logit scale in the moderate category. The highest increase in problem-solving skills was on the plan a solution indicator, and the lowest was on the visualize the problem indicator. The decrease in the level of difficulty of the SPRING instrument indicates that learning has a positive impact. Thus, ECIRR model learning with a metacognitive approach can improve student problem-solving skills in a static fluid material. This study can be strengthened by using a control class to compare the results obtained in the control and experimental groups so that the effectiveness of the intervention can be determined objectively.
Blasting Vibration Analysis with Micromate Tools: Experimental Study and Characterization at the PT Semen Padang Mine Sya’adah, Isni; Hadi, Arif Ismul; Refrizon, Refrizon; Falenia, Felly
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.v10i1.6810

Abstract

This research investigates the impact of vibrations produced by blasting activities at the PT Semen Padang Mine, with a focus on vibration analysis and experimental characterization using the Micromate tool. The main objective of this research is to understand the vibrations resulting from blasting, analyze the impact of variations in PVS (Peak Vector Sum) values, and evaluate the effect on the surrounding environment, especially employee housing around the mining area. The research method used involves several important stages, first of which is the use of a Micromate tool to measure the vibrations produced during the blasting process. Micromate is a tool that can record and analyze vibrations with high accuracy, thus providing reliable data for further analysis. Apart from that, this research also uses power regression analysis to understand the relationship between PVS and Scaled Distance variables. This analysis is important to determine how variations in blasting distance and intensity affect the resulting PVS values. Then, a distance analysis was carried out to obtain a PVS value below 3 mm/s, which is considered a safe threshold to prevent structural damage to the building. The research results show several important findings. Even though the measured vibration values ​​are below the Threshold Values ​​set by environmental regulations, it is important to comply with all existing regulations to avoid long-term negative impacts. The power regression analysis carried out shows that there is a significant relationship between PVS and Scaled Distance, which means that the greater the distance between the blasting point and the measurement point, the smaller the PVS value detected. The validation results of this analysis are also in accordance with the empirical data collected during the research. In addition to these main findings, this research also provides several practical recommendations. One of them is setting the explosive charge to reduce the impact of the resulting ground vibrations. These arrangements include reducing the amount of explosive per blast or changing the blasting technique to reduce vibration intensity. In conclusion, this research provides an in-depth understanding of the factors that influence vibrations from blasting in a mining context. The results of this research have important implications for the development of more accurate and effective vibration measurement methods as well as for mitigating environmental impacts caused by blasting activities. This research not only provides new insights for the mining industry but also helps in formulating better policies to protect the environment and communities around mining areas. Thus, this research contributes to ongoing efforts to achieve a balance between industrial activities and environmental sustainability.
The Effectiveness of Integrating Jayapura’s Local Wisdom to Students' Science Process Skills and Conceptual Understanding of Physics Risamasu, Putu Victoria M.; Pieter, Jan
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.v10i1.6839

Abstract

Students who live in dominant customs and culture in their daily lives sometimes experience obstacles when studying physics at school. This research aims to integrate local wisdom and local potential that exist in the Jayapura community in physics lessons and see its impact on students' science process skills and conceptual mastery. The research method used in this research is quantitative with a Quasi-Experimental research type with a Non-equivalent Control Group Design. Data collection techniques used test instruments and learning observations. The instrument used in data collection was test. Data analysis used N-gain analysis and Manova test using SPSS program. The subjects in this research were class XI students from three public high schools in Jayapura City who were selected using purposive sampling technique. The research results showed that the integration of local wisdom and local potential of the Jayapura Community had a positive impact on the experimental class and there was a significant increase in N-gain. Furthermore, the Manova test results showed that there were differences in science process skills and concept mastery between the experimental class and the control class. Furthermore, educators can develop E-LKPD based on the local wisdom of the Jayapura community to accommodate the use of technology in learning and preserve the local culture of the community.
Synthesis and Characterization of used Oil Bio-Adsorbent Material based on Corn Husk Activated Carbon Pelangi Eka Yuwita; Roihatur Rohmah; Moh. Mu'id Efendi
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.v10i1.6843

Abstract

Used oil waste is classified as hazardous B3 waste that poses a significant environmental threat. To address the hazards posed by used oil waste, synthesizing activated carbon as an adsorbent for used oil is necessary. This research aims to synthesize and characterize activated carbon from corn husk waste as an adsorbent material for used oil. The methods employed in this research include dehydration, carbonization, and activation using HCl and NH4OH. The structure was analyzed using XRD, UV-visible spectrophotometer, and Oswald viscometer, followed by variations in mesh sizes of 60 and 100 and the addition of PEG. Based on the research results, variations in 60 and 100 mesh have nearly identical X-ray diffraction patterns, with values of 2θ at 19.2074° and 23.0729° in the 60mesh variation, and 2θ at 19.1333° and 23.2161°, which are indicative of graphite diffraction patterns as they fall within the ~25° range and match the CIF 9014004 data for phase C Graphite with space group p6/mmm. In UV-Visible spectrophotometer testing, variations of 60 mesh without PEG, 100 mesh without PEG, 60 mesh with PEG, and 100 mesh with PEG showed absorbance values of 2.3, 1.58, 1.394, and 0.966, respectively, and viscosity values of 22.089, 20.089, 21.09, and 19.21 cP. The 100mesh sample with the addition of PEG is the variation that can effectively adsorb used oil.
Electric Vehicle Technology Course for Generation Z: Discussion-Based, Project-Based, and Laboratory Activities Imawati, Iftitah; Mubarok, Husein; Wahyuni, Elvira Sukma
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.v10i1.6861

Abstract

Generation Z, growing up in an era of constantly evolving technology and information, presents new challenges for the world of education. They are known as a digitally connected generation, quick to adapt to technological advancements, and in search of interactive experiences in learning. One excellent step in responding to these needs is using suitable learning methods. For the new mandatory course, Electric Vehicle Technology with a weight of 3 credits, in the Electrical Engineering Bachelor's Program at Universitas Islam Indonesia, a learning approach that matches the characteristics and preferences of Generation Z was used. In the odd semester of 2023/2024, two classes were opened for Electric Vehicle Technology, class A with 56 students and class B with 50 students. The combination of discussion-based learning methods, project-based learning, and laboratory activities was used in the learning process to meet the needs of Generation Z students in the Electric Vehicle Technology course. The assessment used consisted of summative and formative assessments. The scoring rubric was key in helping to categorize the value of the work done by students. The integration of assessment weights considers the contribution from each learning model. Overall, the application of discussion-based learning models, project-based learning, and laboratory activities together have created a stimulating learning environment and aroused student enthusiasm in the Electric Vehicle Technology course. With combined methods of learning, the course passing rate for each of the course's learning outcomes was higher than 80%. For class A, the overall course passing rate was 88%, while for class B, it was 84%.
The Implementation of STEM-PBL Learning to Enhance Students' Critical Thinking Skills Khoirunnissa, Rahma; Suwarma, Irma Rahma; Muslim, Muslim
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.v10i1.6879

Abstract

This research is motivated by the importance of having 21st century skills, one of which is critical thinking skills. However, the facts show that students' critical thinking skills have not been fully realized optimally. Based on the results of preliminary studies and literature studies show that students' critical thinking skills are in the low to medium category. This research aims to enhance students' critical thinking skills through the implementation of STEM-PBL learning in the topic of temperature and heat. The research method used is quantitative research, specifically a pre-experimental design with the One Group Pretest-Posttest Design. This study involved 36 eleventh-grade students high school as the research sample. Data collection was done through a formative test based on critical thinking skill indicators. The research results indicate that the implementation of STEM-PBL learning can enhance students' critical thinking skills with an N-gain value of 0.5, categorized as medium. The highest N-gain was achieved in the indicator of basics clarification, while the lowest was in the indicator of advance clarification. Overall, the implementation of STEM-PBL learning has a positive impact on improving students' thinking skills.
The Effect of Project Based Learning (PjBL) - STEM in Improving Students' Science Literacy Skills on Topic of Alternative Energy Berliana, Dinda Rizky; Suwarma, Irma Rahma; Novia , Hera
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.v10i1.6896

Abstract

Science literacy skills are one of the abilities in understanding scientific knowledge to solve problems in everyday life. However, science literacy in Indonesia is still classified as low. So that in the independent curriculum currently used in education, science literacy is one of the competencies that is very important and also needed by Pancasila students. The purpose of this study is to analyze the improvement of science literacy skills as a result of PjBL - STEM learning in class X in one of Bandung State High School on alternative energy material. The sampling consisted of 32 students and the sampling technique was taken using convenience sampling technique. Data collection used is by formative test description of science literacy skills. The test instruments used were 2 questions identifying scientific issues, 2 questions explaining scientific evidence, and 3 questions explaining scientific evidence.  The method used in this research is pre-experiment method using one group pre-test - post-test research design. The data that has been obtained is analyzed using the N-Gain value and effect size. The results showed that the value of students' science literacy skills increased with an average post-test score of 83.16 and the overall N-Gain value obtained was 0.57 and included in the moderate category, then the increase in students' science literacy in each indicator, namely in identifying problem issues, explaining scientific phenomena, and explaining scientific evidence has a moderate category. However, of the three indicators, the indicator of identifying scientific issues has the smallest N-Gain of 0.51. The calculation of the effect size value is carried out to determine how much influence learning using the PjBL-STEM model has in improving science literacy skills, so that in the research that has been done it is found that the effect size is 3.23 and is included in the "high" category. Thus, learning with the PjBL-STEM model has an effect in improving students' science literacy skills.
Implementation of Problem-Based Learning Model to Improve High School Students' Problem-Solving Ability on Physics Materials R, Aisya; Usman, Usman; Khaeruddin, Khaeruddin; Setiawan, Trisno
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 10 No 2 (2024): July - December
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v10i2.6902

Abstract

This research aims to see whether there is an influence of the problem-based learning model on students' problem-solving abilities in physics material at SMAN 9 Gowa. This research is Pre-Experimental research using One Group Pretest-Posttest Design so that only one class without control class. The population of this study were students of class XI MIPA 1 until XI MIPA 5. The research sample was taken using a simple random class technique, namely class XI MIPA 5 SMAN 9 Gowa. The research instrument is a test instrument for students' physics problem solving abilities in the form of 6 selected essays that use the valid criteria. The research results showed that the physics solving abilities of class XI MIPA 5 students before being taught by applying the problem based learning model were in the low problem category as indicated by the average score of 42.5. Problem solving ability of students before the application of the PBL model is 64% in the medium category, 32% in the low category and 4% in the very low category. The ability to solve physics problems of class XI MIPA 5 students after being taught by applying the problem based learning model is in the high category as shown by the average score of 61.7. Problem solving ability of students after applying the PBL model is 56% in the high category, and 44% in the medium category and nothing student have low and very low problem solving ability. In the pretest, problem solving ability has the lowest score is 19, the highest score is 47 and the average score is 42.5 which is in the medium category with a standard deviation is 6.7, while in the posttest, the lowest score is 50, the highest score is 75, and the average score is 61.7 which is in the high category with a standard deviation is 6.8. There was a significant increase in the physics problem solving abilities of class XI MIPA 5 students after being taught using the problem-based learning model with the N-Gain category = 0.34 (medium criteria).

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