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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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Systematic Literature Review: How Can Effective Laboratory Planning Improve the Quality of Science Education? Hakim, M. Arif Rahman; Hamidah, Afreni
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 1a (2025): Special Issue
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i1a.8838

Abstract

This study aims to systematically evaluate how effective laboratory planning can improve the quality of Science Education (IPA) learning. A Systematic Literature Review (SLR) was conducted by analyzing 20 articles published over the last seven years, focusing on laboratory management, planning, and its impact on the learning process. The research found that well-planned laboratories, supported by adequate facilities, competent staff, and integration with the curriculum (including the Merdeka curriculum), provide more meaningful learning experiences for students. Additionally, innovations such as interactive digital media and Project-Based Learning (PjBL) models enhance the effectiveness of practical activities. The study also highlights the role of laboratories in fostering social values and character development, aligning with the Pancasila Learner Profile. Moreover, virtual laboratories were identified as an effective alternative in areas with limited infrastructure. The findings suggest that comprehensive and adaptive laboratory planning is crucial for improving IPA learning quality. The study recommends that schools and educational policymakers prioritize laboratory management aspects, such as enhancing laboratory staff capacity, acquiring modern practical media, and providing teacher training in managing laboratories based on curriculum innovation. Effective laboratory planning is expected to contribute to the achievement of holistic and sustainable IPA learning goals.
PBL Student Worksheet with PhET Simulations: Improving Cognitive Learning Outcomes on Simple Machines Widyaputri, Mutya Ardha; Wilujeng, Insih; Rahmawati, Laifa
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 1a (2025): Special Issue
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i1a.9360

Abstract

This study aims to analyze the cognitive learning outcomes of students before and after using PBL student worksheets assisted by PhET Simulations on simple aircraft material. This study used a quasi-experimental method with a one-group pretest-posttest design. The research subjects were 32 students of class VIII H at SMPN X Yogyakarta in the odd semester of the 2023/2024 school year which was determined by purposive sampling technique. The instrument used was a multiple choice test of 15 items that measured cognitive learning outcomes based on Bloom's cognitive taxonomy levels C2, C3, C4. The results showed a significant increase in the cognitive learning outcomes of students before and after using PBL student worksheets assisted by PhET Simulations on simple aircraft material. The pretest average score of 61.97 increased to 84.41 on the posttest, exceeding the minimum completeness criteria. The normality test shows that the data is normally distributed. The paired sample t-test produced a significance value of 0.000 (p < 0.05), which showed a significant difference between the pretest and posttest. The effect size value of 1.73 is in the large category, indicating a strong influence of the treatment on students' cognitive learning outcomes
Development of Physics Ethnoscience-Based Teaching Materials to Enhance Student’s Analytical Thinking Skills Kariani, Kariani; Sukroyanti, Baiq Azmi; Habiburrahman, Lalu
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 1a (2025): Special Issue
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i1a.9541

Abstract

This research aimed to develop physics teaching materials based on ethnoscience by integrating local culture wisdom to enhance high school students’ analytical thinking skills. The development model used was the 4D model: Define, Design, Develop, and Disseminate. The teaching materials were designed to meet students' needs and characteristics. The novelty of this research lies in the development of physics teaching materials based on the local ethnoscience of Bau Nyale, systematically designed in accordance with the Merdeka Curriculum to enhance students’ analytical thinking skills, thereby fostering contextual, applicable, and culturally responsive physics learning relevant to the demands of the 21st century. Validation results from two experts in content and media indicated that the materials were feasible, with feasibility scores of 75% (valid) and 83.3% (very valid), respectively. Suggestions for improvement were provided regarding examples of ethnoscience and layout design. Practicality test showed a very positive response from the teacher (85%) and a positive response from students (84.8%), indicating that the materials are user-friendly and support meaningful learning. In terms of effectiveness, the teaching materials significantly improved students’ analytical thinking skills (p < 0.001), with a high average N-Gain score of 0.764. The integration of local cultural context within the materials made physics concepts easier to understand, more contextual, and relevant to daily life, but also contributed to science education in general by fostering culturally responsive learning, strengthening students’ ability to connect culture with physics concepts, enhancing appreciation of local wisdom, and providing a reference for the development of ethnoscience-based science education in schools and higher education
Development of Ethnoscience-Based Teaching Materials on Fluid Dynamics to Enhance Students’ Creativity Hikmah, Nurul; Herayanti, Lovy; Gummah, Syifa’ul
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 1a (2025): Special Issue
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i1a.9575

Abstract

This study aims to develop ethnoscience-based physics teaching materials on fluid dynamics to enhance students’ creativity and learning outcomes. The research employed the 4-D development model (Define, Design, Develop, Disseminate) and was conducted up to the Develop stage, including needs analysis, design, expert validation, limited trials, and effectiveness testing. Validation results indicated that the materials were rated as very valid (88%) and valid (65%). A limited trial involving 34 students showed an improvement in conceptual understanding with a normalized gain (N-gain) of 0.61, categorized as moderate, while student responses were highly positive with an average score of 85.9 out of 100. The novelty of this research lies in the integration of local cultural knowledge, specifically the traditional sailboats of the Bima-Sape community, into physics instruction. This approach connects indigenous practices with scientific principles, producing culturally relevant and innovative learning materials that foster student engagement, contextual understanding, and creative thinking in physics education.
Ethnoscience-Based Learning Supported by Learning Management Systems (LMS) to Enhance Students’ Digital Literacy and Collaborative Skills Herayanti, Lovy; Fuaddunnazmi, Fuaddunnazmi; Safitri, Baiq Rina Amalia
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 1a (2025): Special Issue
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i1a.9773

Abstract

21st-century learning demands the development of digital literacy and collaboration skills as key competencies for students to adapt to the era of digital transformation and global society. This research aims to comprehensively examine the application of ethnoscience learning assisted by Learning Management System (LMS) in the context of higher education to enhance both skills. Ethnoscience, which integrates local knowledge and cultural wisdom with modern scientific concepts, offers a contextual and meaningful learning approach. Meanwhile, LMS provides a flexible and interactive online learning environment, supporting access to materials, discussions, and collaborative activities anywhere and anytime. The research method used is a systematic literature review (SLR), systematically identifying, evaluating, and synthesizing findings from various relevant studies published between 2020-2025. The main research question focuses on how the integration of ethnoscience and LMS can support the improvement of students' digital literacy and collaboration skills in science learning in higher education. The literature synthesis results show that ethnoscience learning assisted by LMS has significant potential in improving students' digital literacy through projects creating digital content based on culture, such as documentary videos or scientific blogs. Additionally, LMS facilitates collaboration skills by providing features such as discussion forums, online group assignments, and project management that enable cross-cultural interaction and meaning negotiation. Various good practices have been identified, such as the development of digital ethnoscience modules and the application of PjBL learning models integrated with LMS. However, challenges such as limited lecturer competence in LMS and ethnoscience, uneven technological infrastructure, and students' digital literacy gaps still need to be addressed. As a recommendation, ongoing training programs are needed for lecturers and students to improve digital competence and contextual pedagogy. Content developers and LMS managers must collaborate with cultural experts to design relevant and inclusive materials. Further research based on real classes is essential to evaluate the effectiveness of this model empirically and sustainably. This model can be a solution in preparing students to face the complexities of learning and the 21st-century workforce.  
Development of Problem-Based Student Worksheets to Improve Students’ Numeracy Skills in Managing Household Electricity Usage Nurjannah, Tri; Ishafit, Ishafit
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 1a (2025): Special Issue
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i1a.9763

Abstract

Recent changes in Indonesia’s education policy, particularly the removal of the National Examination and its replacement with the National Assessment, aim to improve the quality of learning. One of the key components of the National Assessment is the Minimum Competency Assessment (AKM), which evaluates students’ literacy and numeracy skills. However, results from the Programme for International Student Assessment (PISA) indicate that Indonesian students’ numeracy skills are still relatively low, including those at SMA Negeri 1 Bantarsari, where no significant improvement has been observed over the past two years. This study aims to develop a problem-based Student Worksheet (LKPD) designed to enhance students’ numeracy skills in managing household electricity consumption. The research employed a Research and Development approach using the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The participants were 12th-grade students at SMA Negeri 1 Bantarsari. The LKPD was validated by content and media experts, and its feasibility was assessed by both teachers and students. The results show that the LKPD received a validity score of 80 percent, indicating that it is highly suitable for use without the need for major revisions. Additionally, positive feedback from teachers and students suggests that the LKPD is effective for problem-based learning and can support the development of students’ numeracy skills. Therefore, the problem-based Student Worksheets is expected to serve as an innovative learning resource that enhances the quality of physics instruction and strengthens students’ numeracy literacy
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 (In Press)
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 (In Press)
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 (In Press)
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 (In Press)
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.

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