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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 455 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.  

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