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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 486 Documents
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The Effect of Brainstorming-Assisted ARCS Model on Students' Critical Thinking Skills in Alternative Energy Concept Fauziah, Fuzi; Makiyah, Yanti Sofi; Suhendi, Herni Yuniarti
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 2 (2025): July - December
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i2.9956

Abstract

Critical thinking skills are important in learning because they encompass conceptual understanding and rational decision-making. However, students' critical thinking skills are relatively low, and innovation in physics learning is minimal. Therefore, the ARCS model, supported by brainstorming, was implemented as an intervention. The study aims to identify the effect of the Attention, Relevance, Confidence, Satisfaction learning model assisted by brainstorming on students' critical thinking skills on alternative energy material in class X of SMA Negeri 1 Cihaurbeuti in the 2024/2025 academic year. The methodological design used is a quasi-experiment with a posttest only control group design structure. The study population includes 12 classes of class X, with purposive sampling of two classes, namely X-6 and X-8. The research measurement instrument is an instrument in the form of a descriptive assessment consisting of six questions arranged to represent all indicators of critical thinking skills. Hypothesis test analysis using the t-test produces a value of  which significantly exceeds the critical threshold of   at the significance level (  =0.05) thus stating that H₀ is rejected. Thus, the Attention, Relevance, Confidence, Satisfaction model assisted by brainstorming provides a significant contribution to students' critical thinking skills. This study recommends learning using the ARCS model combined with brainstorming methods to improve critical thinking skills and encourage student involvement in formulating ideas or solutions to problems collaboratively. Further research could empirically test the effectiveness of the combination of ARCS and brainstorming on different topics or with variations of other collaborative strategiesCritical thinking skills are important in learning because they encompass conceptual understanding and rational decision-making. However, students' critical thinking skills are relatively low, and innovation in physics learning is minimal. Therefore, the ARCS model, supported by brainstorming, was implemented as an intervention. The study aims to identify the effect of the Attention, Relevance, Confidence, Satisfaction learning model assisted by brainstorming on students' critical thinking skills on alternative energy material in class X of SMA Negeri 1 Cihaurbeuti in the 2024/2025 academic year. The methodological design used is a quasi-experiment with a posttest only control group design structure. The study population includes 12 classes of class X, with purposive sampling of two classes, namely X-6 and X-8. The research measurement instrument is an instrument in the form of a descriptive assessment consisting of six questions arranged to represent all indicators of critical thinking skills. Hypothesis test analysis using the t-test produces a value of  which significantly exceeds the critical threshold of   at the significance level (  =0.05) thus stating that H₀ is rejected. Thus, the Attention, Relevance, Confidence, Satisfaction model assisted by brainstorming provides a significant contribution to students' critical thinking skills. This study recommends learning using the ARCS model combined with brainstorming methods to improve critical thinking skills and encourage student involvement in formulating ideas or solutions to problems collaboratively. Further research could empirically test the effectiveness of the combination of ARCS and brainstorming on different topics or with variations of other collaborative strategies.
Validity and Reliability Analysis of a Problem-Based Learning Model with a Multimodal Approach Qothrunnada, Qothrunnada; Gunawan, Gunawan; Kosim, Kosim; Zainuri, Baiq Nabila Saufika
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 2 (2025): July - December
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i2.10280

Abstract

This research aims to develop and evaluate the validity and reliability of Problem-Based Learning (PBL) based learning materials with a multimodal approach to improve critical thinking skills and digital literacy of junior high school students on the topic of Work, Energy, and Simple Machines. The developed devices include Learning Objectives Flow (ATP), teaching modules, PBL–multimodal model designs, and instruments for measuring critical thinking and digital literacy. Validation was conducted by four expert validators using Aiken's V analysis, while reliability was tested with Percentage of Agreement (PA). The research results show that all instruments are in the valid category, with validity values: ATP = 0.82; teaching module = 0.82; PBL-multimodal model = 0.85; critical thinking instrument = 0.84; and digital literacy instrument = 0.84. The reliability of all instruments is also high, namely: ATP = 0.87; teaching module = 0.93; PBL-multimodalal model = 0.91; critical thinking instrument = 0.95; and digital literacy instrument = 0.93. These findings confirm that the developed instrument is content-valid, presentation-valid, construction-valid, and language-valid, and that it is consistent across validators. The validator provided suggestions for improvement, such as variations in creative activities in the ATP, improvements to the teaching modules, multimodal integration in the learning model, condensing critical thinking essay questions, and modifying digital literacy questions into multiple-choice format. Thus, this PBL–multimodal device is proven to be valid and reliable, and has the potential to support 21st-century skills, particularly critical thinking and digital literacy.
The Effect of Local Wisdom-Integrated Problem-Based Learning (PBL) Models on Learning Outcomes in Temperature and Heat Concepts Pilobu, Muznawaty; Odja, Abdul Haris; Xavier, Felipe; Fathan, Suparmin; Abdjul , Tirtawaty; Payu, Citron S.; Pikoli, Masrid; Yusuf, Muhammad; Mursalin, Mursalin; Ali, Ramli R.
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 2 (2025): July - December
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i2.10563

Abstract

This study aims to analyze the effect of local wisdom-based Problem Based Learning (PBL) on junior high school students' learning outcomes in temperature and heat. The method used was a quantitative experiment with a one-group pretest–posttest design; the independent variable was PBL based on local wisdom integrated through Google Sites (e-modules, worksheets, videos, and contextual tasks), while the dependent variable was learning outcomes measured by achievement tests that had been validated by experts and declared to be highly valid. Data analysis included descriptive statistics, Shapiro–Wilk test for normality, Wilcoxon Signed-Rank test for paired comparisons, and N-Gain for effectiveness. The results show a significant increase: the class average increased from 45 to 84 and from 41 to 84; the posttest data was not normal, so Wilcoxon was used with results of Z = 4.111 and Z = 4.021 (p < 0.001), confirming a significant difference between the pretest and posttest. The average N-Gain = 0.69 (moderate category) with individual distribution in the moderate to high range, indicating that PBL based on local wisdom is effective in strengthening conceptual understanding and encouraging learning engagement. It is recommended to continuously integrate the local cultural context into science units through digital platforms, strengthen teacher training to facilitate PBL, and conduct further research with control groups, larger samples, and mixed approaches to examine conceptual changes and misconception reduction more comprehensively. It is recommended that local cultural contexts be continuously integrated into science units through digital platforms, that teacher training be strengthened to facilitate PBL, and that further research be conducted with control groups, larger samples, and mixed approaches to examine conceptual changes and misconception reduction more comprehensively.
PBL-Based Science Modules Integrating Ethno-STEM and Augmented Reality: An Analysis of Practicality and Effectiveness Amanah, Prelia Dwi; Rahayu, Satutik; Gunawan, Gunawan
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 2 (2025): July - December
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i2.10675

Abstract

This study aims to analyze the practicality and effectiveness of a Problem-Based Learning (PBL)-based science module integrated with the Ethno-STEM approach and assisted by Augmented Reality (AR) on the subject of Motion and Force for seventh-grade junior high school students. The module was developed as an innovative effort to improve the quality of science learning by linking local cultural contexts and the use of technology. This research uses research and development (R&D) methods including testing practicality and effectiveness. Documents analyzed for practicality include observation sheets for learning implementation, observation sheets for critical thinking skills and digital literacy through LKPD, and questionnaires for teacher and student responses. The effectiveness of the documents analyzed includes the results of pre-tests and post-tests for critical thinking skills and digital literacy of students. Practicality was analyzed using the % practicality formula, and the results of the analysis showed that all components obtained a % practicality value > 60%, which is categorized as practical and very practical. Meanwhile, the effectiveness test used N-Gain, where the N-Gain of critical thinking skills showed a value of 72.41% for the average %N-Gain of the experimental class and 53.83% for the control class. The N-Gain of digital literacy had an average of 68.71% for the experimental class and 24.24% for the control class. Therefore, the PBL model science module based on Ethno-STEM assisted by AR has proven to be practical and effective for use in the learning process at the junior high school level, so that the module can be trusted to be used as a learning resource.
Integrating Technology in Teaching Mechanics: A Distance Learning Perspective Taufik, Muhammad; Hikmawati, Hikmawati
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 2 (2025): July - December
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i2.8244

Abstract

This study explores the integration of technology in teaching mechanics to undergraduate Physics Education students through Google Meet for synchronous learning and Google Docs for assignment submission. Involving 16 third-semester students, the research measures conceptual understanding using pre-tests and post-tests, evaluates assignment submissions across 12 sessions, and assesses student satisfaction with online learning tools. Results show significant improvement, with average pretest scores of 60 and post-test scores of 86, reflecting a 26-point increase. Assignment scores averaged 84 across all students, and satisfaction levels indicated overall positive experiences with the technology despite connectivity challenges. This study highlights that integrating technology enhances learning outcomes in mechanics education.
Practicality of Project Model Learning Tools Assisted by Augmented Reality to Improve Scientific Literacy and Creative Thinking Skills Harjono, Ahmad; Hadiprayitno, Gito; Naf'atuzzahrah, Naf'atuzzahrah
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 2 (2025): July - December
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i2.9097

Abstract

This research aims to determine the practicality of project model learning tools assisted by augmented reality to improve students' scientific literacy and creative thinking skills. This development research procedure refers to the stages in the 4D model which consists of four main stages, namely definition, design, development and dissemination. Practicality testing is carried out at the development stage after the definition and design stages. The instruments used for the practicality test consisted of observation sheets on learning implementation, teacher and student response questionnaires. The observers involved in filling in the learning implementation observation sheet and response questionnaire were 1 science teacher and 20 class VIII students islamic junior high school (MTs) in West Lombok, NTB. The results of the observation analysis of learning implementation at the first, second and third meetings were 91%, 97% and 99% respectively in the very practical category. The results of the analysis of teacher and student responses have a percentage of 97% and 93% in the very practical category. These results show that the tools developed are practical to apply in science learning.
The Role of Digital Literacy in Developing the Teaching Creativity of Elementary School Teachers Zaini, Muhammad; Aqodiah, Aqodiah; Astini, Baiq Ida
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 2 (2025): July - December
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i2.9586

Abstract

This research investigates how digital literacy contributes to enhancing teachers' creativity in elementary school learning activities. Employing a qualitative approach with a case study design, the study was conducted at SDN 1 Kekait. Participants included four classroom teachers from grades IV and V, the school principal, and students from classes IV A, IV B, V A, and V B, all selected purposively due to their active engagement in technology-integrated learning. Data were gathered through observations, semi-structured interviews, and document analysis, and interpreted using the Miles and Huberman interactive model. The findings indicate that teachers with higher levels of digital literacy are better equipped to design innovative teaching materials, foster student motivation, and promote active classroom participation, leading to more engaging and interactive learning environments. Nevertheless, the study identified several challenges, including inadequate infrastructure, disparities in teachers' technological competencies, and insufficient ongoing digital literacy training. These results underscore the need for comprehensive, inclusive, and adaptive strategies to strengthen digital literacy as a means to advance teacher creativity and elevate the overall quality of primary education.
Implementation of Project-Based Learning Model to Physics Problem Solving Skills of Grade X High School Student Safitri, Riski; Jumadi, Jumadi; Budiardi, Lia Wahyuningsih; Aifa, Aifa; Putri, Dea Nanda
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 2 (2025): July - December
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i2.9590

Abstract

This study aims to: (1) obtain information on the physics problem-solving skills of class X MIPA 1 SMA students before being taught using a project-based learning model, (2) obtaining information on the physics problem-solving skills of class X MIPA 1 High School students after being taught using a project-based learning model. This type of research is pre-experimental research with a One Group pretest-posttest design consisting of three stages, namely pretest, treatment for 6 meetings, and posttest. In this study there are two variables, namely the dependent variable of problem-solving skills and the independent variable of project-based learning model. The sample in this study was 33 students of class X MIPA 1 SMA, determined by simple random sampling. The results of the study showed that in the pretest, the students' physics learning outcomes obtained an average score of 30 and in the posttest, the average score obtained was 73. The research instrument used was a physics problem-solving skills test that met the valid criteria of 10 items with a normalized N-gain test score of 0.61 so that it can be concluded that the physics problem-solving skills of class X MIPA 1 SMA students increased to the Moderate category.
Development of Ethno-STEM Integrated Teaching Materials on the Topic of Light Waves to Improve the Science Literacy of Grade XI Students Sephiani, Nabila Paramita; Rusilowati, Ani
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 2 (2025): July - December
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i2.9648

Abstract

This study aims to describe the characteristics, analyze validity, analyze practicality, and analyze the effectiveness of ethno-STEM integrated teaching materials of light wave materials to improve students' science literacy. This study uses the Research and Development (R&D) method with the ADDIE model, namely five stages: analysis, design, development, implementation, and evaluation. The population of this study is class XI students at SMAN 1 Cepiring with the research subjects of 68 students selected using purposive sampling techniques. The data collection technique used in this study used a test method in the form of a science literacy description test and a non-test method in the form of questionnaires and interviews. The data analysis techniques used in this study are in the form of the validity test of teaching materials, the practicality test of teaching materials, and the N-Gain test to analyze the effectiveness of teaching materials. The results of the study show that the teaching materials developed have characteristics that are presented in the features of "Let's Get to Know Culture", "Let's Observe", "Let's Think", "Let's Try", "Let's Solve", and "Let's Be Technological". Furthermore, the teaching material obtained validity with a score of 87.5% which was in the very valid category. Furthermore, based on the practicality test, a score of 96% was obtained where the teaching material was considered very practical to use, and was able to improve the science literacy of students in the medium category with an N-Gain score of 0.4571. Therefore, it can be concluded that the teaching materials are valid, practical, and can be used as a learning resource to improve students' science literacy.
Comparative Effectiveness of Digital and Conventional Oscilloscopes in Resonance Tube Practicum Susanti, Desi; Pramudya, Yudhiakto; Ishafit, Ishafit
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 2 (2025): July - December
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i2.10351

Abstract

This study investigates the comparative effectiveness of digital and conventional oscilloscopes in physics learning, focusing on the resonance tube practicum as a medium for understanding acoustic wave phenomena. Digital tools such as the Soundcard Oscilloscope have been proposed as innovative and low-cost alternatives to conventional laboratory equipment, addressing resource limitations in many schools. A quantitative quasi-experimental nonequivalent control group design was employed involving two classes of eleventh-grade students. Learning outcomes were measured using validated pre-test and post-test instruments. Data were analyzed through descriptive statistics, Wilcoxon Signed Rank tests for within-group changes, and Mann–Whitney U tests for between-group comparisons due to non-normal data distribution. The experimental group demonstrated significant improvement in learning outcomes (p = 0.003), confirming the effectiveness of the digital tool, while the control group did not (p = 0.094). Although the Mann–Whitney test indicated no significant difference between groups (p = 0.873), N-Gain analysis revealed a notable contrast: a low gain (0.095) in the experimental group versus a decrease (–0.262) in the control group. This research offers novelty by directly comparing digital and conventional oscilloscopes in resonance tube experiments, highlighting the gap between statistical significance and pedagogical effectiveness. The findings demonstrate that the Soundcard Oscilloscope serves as a viable, low-cost alternative that yields greater learning gains than its conventional counterpart. These results underscore the potential of integrating affordable digital laboratory tools with active learning strategies to enhance conceptual understanding, particularly in resource-constrained educational contexts.

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