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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.
Arjuna Subject : -
Articles 455 Documents
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Self-Efficacy of 12th Grade Students in Physics Learning on Islamic, Private, and Public Schools Wardani, Dwisri; Purwaningsih, Endang; Diantoro, Markus
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 1 (2025): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i1.8484

Abstract

This study compares students' self-efficacy in physics learning across three types of schools: Islamic schools, public schools, and private schools. A quantitative research method was employed, focusing on twelfth-grade students during the 2024/2025 academic year. The data were collected using a questionnaire adapted from the Physics Learning Self-Efficacy (PLSE) instrument, which included 31 questionnaire items covering five key indicators. The responses were analyzed using one-way ANOVA with a 5% significance level. The findings indicated that students from Islamic schools demonstrated the highest mean self-efficacy in physics learning, followed by those in public and private schools. Among the five indicators, the Everyday Application (EA) indicator emerged as the strongest across all three school types, particularly in Islamic schools. Further analysis using the Tukey HSD test revealed a significant difference in self-efficacy levels between Islamic schools and both public and private schools, while no significant difference was observed between public and private schools. These results emphasized the critical role of a supportive learning environment, comprehensive teaching strategies, and enhanced practicum activities in fostering students' self-efficacy in physics learning.
Gender Differences in Metacognitive Awareness: A Study on Pre-Service Physics Teachers Ramadani, Cahyani Intan; Purwaningsih, Endang; Latifah, Eny
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 1 (2025): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i1.8505

Abstract

This research aims to analyze gender-based differences in metacognition awareness among pre-service physics teachers. The research sample consisted of 55 first semester active students selected using cluster random sampling. Data were collected using the Metacognitive Awareness Inventory (MAI) questionnaire and analyzed by independent t-test, which showed a significant difference (p = 0.000) between females (78.31) and males (70.26) students. Females score higher in Procedural Knowledge, while males were higher in Debugging Strategies. However, both had the lower score on Information Management Strategies, indicating difficulty in managing information during learning. These findings provide important implications in designing teaching strategies that are more suitable to the differences in metacognitive awareness between males and females, which can have an impact on learning outcomes that can support students' awareness in learning and thinking more effectively.
Development and Validation of the EcoThermal Literacy Assessment: An Instrument for Environmental Literacy in Thermodynamics Learning Rianty, Rini; Santiani, Santiani; Nasir, Muhammad
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 1 (2025): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i1.8676

Abstract

Global environmental issues are becoming increasingly alarming and require serious attention. Enhancing students' environmental literacy is a strategic step in fostering awareness and sustainable actions. Thermodynamics in physics has the potential to be linked to environmental issues, but no specific assessment instrument is available to evaluate students' environmental literacy. This study aims to ensure the validity and reliability of the EcoThermal Literacy Assessment as an evaluation instrument for environmental literacy in learning thermodynamics. This instrument comprises four main dimensions: knowledge (physical and ecological systems, environmental issues, problem-solving solutions, action strategies), competence (identification, analysis, evaluation, argumentation of environmental issues), attitude (sensitivity, concern, environmental motivation), and behavior (environmental actions, problem prevention, resource management). The study employs the 4-D R&D model. Content validity is tested using Aiken’s V index, while empirical validity is examined through Pearson correlation. Reliability is measured using Cronbach’s Alpha, while discrimination power and difficulty levels are analyzed using SPSS 27. Most items exhibit high validity and good reliability (α = 0.802–0.936). The majority have moderate to good discrimination power, but some in the knowledge dimension have low discrimination power and require revision. The difficulty level is predominantly moderate to easy. This study focuses on evaluating the instrument's validity and reliability, without testing its impact on student learning outcomes. The findings can serve as a reference for assessment development and further research on the practicality of the instrument in physics learning integrated with environmental issues.
Validity of PBL E-Modules Integrated with Local Wisdom in Improving Students' Literacy and Science Process Skills Zainuri, Baiq Nabila Saufika; Gunawan, Gunawan; Kosim, Kosim; Harjono, Ahmad; Rahayu, Satutik
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 1 (2025): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i1.8741

Abstract

This study aims to develop and evaluate the validity of e-modules based on problem-based learning (PBL) integrated with local wisdom to improve students' science literacy and science process skills. The e-module was developed using the 4D development model (define, design, develop, disseminate). Validation of the e-module involved three experts by assessing aspects of content, presentation, and language and was tested using Aiken's V analysis. The validation results showed that the e-module had a high level of validity with the category “very valid,” in the aspects of content, presentation and language. In addition, the results of the validation of learning tools such as the flow of learning objectives, teaching modules, and test instruments for science literacy and science process skills also produced good assessments. These results indicate that this PBL-based e-module is not only valid for use in learning, but also effective in supporting the improvement of understanding of science concepts, appreciation of local culture, as well as science literacy and science process skills of students. Thus, this e-module has the potential to be an innovative solution for science learning that is contextual, interactive, and relevant to the needs of the 21st century.
Validity and Practicality of Newton's Law Interactive E-Worksheet with The Assistance of Liveworksheets Siahaan, Sardianto Markos; Komarudin, Wawan Ahmad
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 1 (2025): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i1.7992

Abstract

The demand for independent learning, both at home and in school, highlights the importance of providing instructional materials in the form of interactive student worksheets (e-Worksheets) to support continuous scientific learning activities. This study aims to develop an interactive electronic worksheet (e-Worksheets) utilizing the Liveworksheets platform, specifically designed for high school students studying Newton’s Laws, and to evaluate its validity and practicality. The research employed the Alessi and Trollip development model, which consists of three phases: planning, design, and development. Content validity was assessed through expert judgment using Aiken’s V, while practicality was measured using student response questionnaires. The research subjects were students from Class XF at Senior High School 1 Muara Padang. Data analysis results indicated that the developed interactive e-Worksheets is both valid and practical, with a validity score of 95.3% and a practicality score of 83.8%. These results categorize the e-Worksheets as highly valid and highly practical, making it suitable for classroom implementation. However, this study only addresses the validity and practicality aspects and does not assess the effect of the e-Worksheets on students’ learning outcomes.  
Development of a Problem-Based Physics Teaching Module to Enhance Students’ Science Process Skills Hasanah, Rabiatul; Gunawan, Gunawan; Muntari, Muntari; Rokhmat, Joni; Harjono, Ahmad
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 1 (2025): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i1.8384

Abstract

This study aims to develop a valid, practical, and effective problem-based physics teaching module to enhance students’ science process skills (SPS). The research employs a Research and Development (R&D) approach using the 4D development model, which includes the stages of Define, Design, Develop, and Disseminate—limited in this case to dissemination among physics teachers. The Develop stage involved the creation of the teaching module as well as validation, practicality, and effectiveness testing. The module was evaluated by three expert validators to assess its validity. Practicality was measured through student and teacher responses and the implementation of the learning process, involving 18 students from Class XI IPA 1 at a high school in Pringgabaya District. Effectiveness testing used a one-group pretest-posttest design and included 36 students from Classes XI IPA 2 and 3 at the same school. Data collection instruments included validation sheets, teacher and student response questionnaires, lesson implementation observation sheets, and SPS questionnaires. Data were analyzed using Aiken’s V index, percentage calculations, and the N-Gain test. The validation results showed that both the module and instruments had average validity ratings categorized as "highly valid" (Aiken's V > 0.80). In terms of practicality, student responses averaged 96.39%, teacher responses averaged 92.95%, and the implementation of the three learning sessions averaged 88.88%. Effectiveness results indicated that the module was moderately effective in improving science process skills, with an N-Gain score of 0.65 (medium category) and an effectiveness rate of 65.71%. It can thus be concluded that the Problem-Based Physics Teaching Module is valid, practical, and moderately effective in enhancing students’ science process skills.
Evaluating The Utilization Of Physics Laboratories in High Schools: A Case Study at SMAN 5 Metro Riswanto, Riswanto; Suseno, Nyoto; Prastiti, Wari; Octavia Rosa, Friska; Utama Hartanto Setya Putra, Dian; Afifah, Febi; Saputri, Anggun Saputri
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 1 (2025): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i1.8577

Abstract

This study aims to evaluate the utilization of the physics laboratory at SMA Negeri 5 Metro and to identify factors influencing its effectiveness in supporting physics learning. A qualitative descriptive method was employed, involving Grade XI students and physics teachers as research participants. Data were collected through observations, interviews, and a response questionnaire. Analysis was conducted both during and after data collection using triangulation by comparing data from these three sources. The findings reveal that 80% of students reported suboptimal use of the laboratory, and 86.4% expressed a lack of interest in physics, primarily due to difficulties in understanding the subject matter. Physics practicals are still carried out in classrooms, with teachers bringing equipment to demonstrate experiments. Several factors hinder optimal laboratory use, including the absence of laboratory assistants or technicians, poor laboratory management, and the use of laboratory space for non-academic activities such as MGMP meetings and student council events. This study is limited to a single school (SMA Negeri 5 Metro) and does not compare laboratory use with that of other institutions, which may limit the generalizability of the findings. Future research should involve comparative studies across multiple schools to obtain a broader understanding of laboratory management and its impact on physics learning outcomes.
The Impact of Adversity Quotient on Students' Problem-Solving Skills Based on Bransford-Stein’s Theory Istiqomah, Vina; Budi Astuti; Sugianto, Sugianto
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 1 (2025): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i1.8645

Abstract

Problem-solving ability is an important cognitive skill in learning. The aims to analyze students' problem-solving ability based on Bransford-Stein theory by considering the Adversity Quotient (AQ) factor. The research method used is a quantitative method with simple linear regression analysis. Data were collected through problem-solving tests and administering adversity quotient (AQ) questionnaires. The sample was selected using the purposive sampling technique and obtained 100 high school students selected based on different AQ categories (climbers, campers, quitters). The results of the simple linear regression analysis showed that AQ had a significant effect on the level of students' problem-solving ability. Each increase in one unit of AQ will increase the problem solviing by 1,867 units. The R² value is 0.5506, which means that 55.06% of the variability of problem solving ability can be explained by AQ. This shows that students with high AQ tend to be more persistent in solving problems systematically. Reviewed Based on the five Bransford-Stein indicators (IDEAL Problem solving), students with high AQ (climbers) have a better level of problem-solving ability compared to students with medium AQ types (campers) and low AQ types (quitters). Students with the climbers type can solve all five problem-solving indicators in the questions very well. Campers type students have fairly good problem-solving abilities, but can only solve questions up to three Bransford-Stein indicators. Quitter type students can only solve one Bransford-Stein indicator well. The results of this study can provide input for educators in designing appropriate learning strategies, so that they can improve students' problem-solving abilities by considering their psychological factors, especially adversity quotient. This study only examines correlation, without testing causal relationships through experimental interventions.
Development of e-Module Using Problem-Based Learning Model Assisted by Heyzine Flipbook on Static Fluid Topic for Senior High School Students Fadila, Muhamad; Khusaini, Khusaini; Hidayat, Arif
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 1 (2025): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i1.8705

Abstract

This study aims to develop a valid and practical problem-based learning e-module using Heyzine Flipbook to enhance student understanding of static fluid concepts. This study employed the Research and Development (R&D) methodology using the 4D Model. The participants included expert validators, consisting of media experts, material experts, practitioners, and fifty eleventh-grade students from various high schools. Data were collected through validation instruments and student response questionnaires, and the results were analyzed descriptively. The findings revealed that the developed e-Module fulfilled the criteria of being highly valid and practical. Media expert validation achieved an average score of 85%, while material expert validation obtained a score of 83.5%, indicating that the e-Module is suitable for use. Student responses to the e-Module were overwhelmingly positive, with a practicality score of 88%. This study suggests that PBL-based e-Modules can serve as an effective alternative learning medium to promote interactive learning and enhance the quality of physics education. Future research should focus on evaluating the effectiveness of this e-Module on a larger scale and further exploring its application in teaching static fluid concepts.
Implementation of the 5E Model Integrated STEM-EDP to Enhance High School Students' Creative Problem-Solving Ability Ayida, Leovi Permata; Abdurrahman, Abdurrahman; Wicaksono, Blasius Anggit; Herlina, Kartini
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 1 (2025): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i1.8717

Abstract

The improvement of Creative Problem-Solving (CPS) ability in physics learning still needs to be enhanced to prepare students for the challenges of the 21st century. This study aims to determine the effectiveness of implementing the 5E model integrated with STEM-EDP on high school students' CPS ability in the topic of Renewable Energy. This research was conducted at SMA Islam Global Surya using a quasi-experimental method with a pretest-posttest control group design. The sample consisted of class X-1 as the experimental group and class X-2 as the control group. The research instrument used was essay-type questions. The implementation of the 5E model integrated with STEM-EDP was found to be effective in improving students' Creative Problem-Solving ability. This is evident from the average N-Gain score of the experimental class, which was 0.56, higher than the control class with an average N-Gain score of 0.39. Additionally, this finding is supported by the results of the Independent Sample T-Test and Paired Sample T-Test, where the obtained Sig. (2-tailed) value was 0.00 < 0.05. Furthermore, the ANCOVA test results also showed a significance value of 0.00 < 0.05. The effectiveness of implementing the 5E model integrated with STEM-EDP in enhancing high school students' CPS ability in the topic of Renewable Energy falls into the high category, as indicated by the effect size test results, with a partial eta squared (η²) value of 0.434. This improvement is based on the Constructivism Theory and Behaviorism Theory, which allows students to build new knowledge by connecting it to prior experiences through interactions involving stimulus and response during the learning process.

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