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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 518 Documents
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Analysis of Students' Critical Thinking Skills on Heat and Temperature Topic: A Diagnostic Study on Grade VII Junior High School Students Masduki Masduki; Hamdi Akhsan; Ketang Wiyono; Melly Ariska
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 12 No 1 (2026): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v12i1.12169

Abstract

Critical thinking is an essential competency in 21st-century science learning that supports students in analyzing information, solving problems, and making evidence-based decisions. However, the profile of junior high school students' critical thinking skills on the topic of temperature and heat has not been comprehensively mapped using indicator-level diagnostic data. This study aims to describe the critical thinking profile of seventh-grade students at SMPN 4 Mesuji Makmur on the topic of temperature and heat, based on Ennis's (2011) five critical thinking aspects and 12 indicators, using a descriptive instrument supported by qualitative interview data. A quantitative descriptive approach supported by qualitative interview data was employed. Subjects comprised 94 seventh-grade students selected through total sampling. The instrument was a 25-item multiple-choice critical thinking test based on 12 Ennis (2011) indicators (2–3 items per indicator), validated by two expert lecturers through Content Validity Ratio (CVR ≥ 0.42), Product Moment correlation (r > 0.361), and Cronbach's Alpha reliability (α = 0.78). Data were analyzed using descriptive statistics and the interactive model of Miles, Huberman, & Saldaña (2014). Results showed that the average critical thinking achievement was only 46.77% (SD = 8.43), in the low category (Arikunto, 2013), with 71 students (75.5%) in the low category, 18 students (19.1%) in the medium category, and 5 students (5.3%) in the high category. All five aspects were low: providing simple explanation (47.47%), building basic skills (43.94%), inferring (45.45%), providing advanced explanation (43.94%), and managing strategies and tactics (53.03%). Building basic skills and providing advanced explanation were the weakest aspects. These findings suggest the need for inquiry-based and practicum-oriented instruction specifically targeting observational reasoning and conceptual definition skills in temperature and heat learning.
Experimental Validation of Gravitational Acceleration Measurement Using Kater’s Reversible Pendulum Tyas Nisa Fadilah; Niswatul Kariimah; Chilwatun Nasiroh; Habibah Khusna Baihaqi; Dyah Arum Arimurti
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 12 No 1 (2026): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v12i1.12191

Abstract

The measurement of gravitational acceleration is a fundamental experiment in physics education, providing essential understanding of classical mechanics and experimental techniques. This study presents the experimental validation of gravitational acceleration measurement using a low-cost Kater’s reversible pendulum developed for laboratory applications. The apparatus consists of two knife-edge pivots and adjustable masses that enable nearly identical oscillation periods about both pivot points. Oscillation periods were measured for various positions of the movable mass, while sensor-based measurements were used for verification. The equal-period condition was determined analytically from the experimental data and used to calculate the local gravitational acceleration. The measured value was (9.768 ± 0.012) m s⁻², where the uncertainty was estimated using partial differential error propagation based on instrumental uncertainties in length and time measurements. The result shows good agreement with the accepted local gravitational acceleration, with a relative deviation of approximately 0.13%. These findings demonstrate that the developed Kater’s reversible pendulum can provide reliable measurements of gravitational acceleration and is suitable for undergraduate physics laboratories. Accurate determination of gravitational acceleration was found to depend primarily on achieving equal oscillation periods and precise determination of the effective pendulum length.
Effectiveness of STEM-Based Disaster Preparedness Learning Integrated with Project-Based Learning (PjBL) in Enhancing Students' Critical Thinking Skills and Environmental Literacy Syiva Nisa Ul Fadilah; Norma Eralita
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 12 No 1 (2026): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v12i1.12225

Abstract

This study aimed to examine the effectiveness of the Project-Based Learning (PjBL) model integrated with STEM-based disaster preparedness learning in improving students’ critical thinking skills and environmental literacy, as well as to investigate students’ responses to learning the topic of Earth’s Structure and Its Development. A quasi-experimental method with a nonequivalent control group design was employed. The sample consisted of 56 seventh-grade students from SMPN 1 Semarang, including 28 students in the experimental group (Class VIIIC), who received PjBL integrated with STEM-based disaster preparedness learning, and 28 students in the control group (Class VIIIB), who were taught using the Discovery Learning model. Critical thinking skills were assessed using essay tests based on the FRISCO framework, whereas environmental literacy and students’ responses were measured using questionnaires. Data were analyzed using the Shapiro–Wilk normality test, normalized gain (N-gain) analysis, paired-samples t-test, and descriptive statistics. The results showed that students in the experimental group achieved greater improvement in critical thinking skills than those in the control group, with N-gain scores of 0.64 and 0.37, respectively, both categorized as moderate. The paired-samples t-test revealed a statistically significant improvement following the intervention (p < 0.001). The experimental group also demonstrated higher environmental literacy across the dimensions of knowledge, cognitive skills, attitudes, and behavior. Furthermore, students responded positively to the learning activities, with a practicality score of 85.53%, categorized as very practical. These findings indicate that integrating Project-Based Learning with STEM-based disaster preparedness learning is effective in enhancing students’ critical thinking skills and environmental literacy on the topic of Earth’s Structure and Its Development.
Android-Integrated Physics Modules with Contextual Inquiry for Students’ Critical Thinking and Digital Literacy Siti Nurjannah; Syifaul Gummah; Lovy Herayanti; Muhammad Fuaddunnazmi
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 12 No 1 (2026): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v12i1.12241

Abstract

This study aimed to develop an Android-integrated physics learning module based on a contextual inquiry approach to support students’ critical thinking skills and digital literacy at MAN 3 Mataram. The study employed a Research and Development (R&D) method using the ADDIE model, which consists of Analyze, Design, Development, Implementation, and Evaluation stages. The participants were 17 eleventh-grade students at MAN 3 Mataram. Data were collected through observations, questionnaires, and tests and analyzed using descriptive statistics, N-Gain analysis, and paired-samples t-test. The developed module integrated the Physics Formulas application as a supporting learning medium. Expert validation results showed an average validity score of 84.40%, categorized as very valid. The implementation results indicated a high N-Gain score of 75.48% and a statistically significant difference between pretest and posttest scores, t(16) = 15.54, p < .001. Students’ critical thinking and digital literacy responses reached 92.50% and 87.50%, respectively. Therefore, the developed module was considered feasible and demonstrated potential to support technology-based physics learning.
Analysis of Students' Science Literacy Skills at SMAN 4 Makassar Chaela Amelya Putri; Usman Usman; Trisno Setiawan
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 12 No 1 (2026): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v12i1.12345

Abstract

This study aimed to assess the scientific literacy levels of Grade X students at SMAN 4 Makassar. The study population consisted of all 311 Grade X students enrolled at the school. Data were collected using a scientific literacy test developed based on the Programme for International Student Assessment (PISA) framework, comprising essay questions designed to measure three scientific literacy competencies within the topic of measurement. The results showed that the students' overall scientific literacy level was categorized as moderate, with a mean score of 61.59. Performance was evaluated across three scientific literacy competencies: identifying scientific issues, explaining scientific phenomena, and using scientific evidence. Among these, identifying scientific issues achieved the highest mean score (67.91, SD = 23.33), followed by explaining scientific phenomena (61.84, SD = 26.18). The lowest performance was observed in using scientific evidence, with a mean score of 42.31 (SD = 30.31). These findings indicate that while students demonstrated a moderate level of scientific literacy overall, their ability to use scientific evidence requires further improvement.
The Impact of PjBL-STEM Integrated EDP Strategy with Deep Learning to Improve Creative Problem-Solving Skills Dwi Wulandari; Abdurrahman Abdurrahman; Blasius Anggit Wicaksono; Kartini Herlina
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 12 No 1 (2026): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v12i1.12392

Abstract

Students' Creative Problem-Solving (CPS) skills in physics require further development to prepare them for the challenges of the twenty-first century. This study aimed to examine the effectiveness of an integrated Project-Based Learning (PjBL)-STEM model incorporating Engineering Design Process (EDP) strategies and Deep Learning principles in improving senior high school students' CPS skills on the topic of Bernoulli's Principle. A quasi-experimental method with a non-equivalent control group design was employed at SMAN 1 Kalirejo. The sample consisted of two Grade 11 classes, with Class XI.F6 serving as the experimental group and Class XI.F5 as the control group. Data were collected using a two-item essay test, each comprising six sub-questions representing the six CPS indicators. The results demonstrated that the integrated PjBL-STEM model effectively enhanced students' CPS skills. The experimental group achieved an N-gain score of 0.67, substantially higher than the control group's score of 0.28. These findings were supported by the independent-samples t-test and paired-samples t-test, both of which indicated statistically significant differences (p < 0.001). The ANCOVA results further confirmed the effectiveness of the intervention (p < 0.001). Moreover, the effect size analysis yielded a partial eta squared (η²) value of 0.697, indicating a large effect of the instructional model on students' CPS skills. The improvement in CPS skills can be explained through the constructivist perspectives of Piaget and Vygotsky, which emphasize knowledge construction through experience, social interaction, and reflection. These findings are further supported by Ausubel's meaningful learning theory, as students connected the concept of Bernoulli's Principle with real-world experiences through the development of a simple insecticide project.
The Effect of Project-Based Learning Model with a Multimodal Approach on Student Creativity Windy Zaerani; Gunawan Gunawan; Kosim Kosim
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 12 No 1 (2026): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v12i1.12563

Abstract

This study aims to examine the effect of the project-based learning model with a multimodal approach on students’ creativity. This study used a quasi-experimental method with a nonequivalent control group design. The study was conducted at SMA Negeri 7 Mataram in class XI of the even semester of the 2025/2026 academic year. Sampling used purposive sampling technique, selecting class XI A3 with 30 students as the experimental class and class XI A2 with 29 students as the control class. The research instrument used a creativity test consisting of 4 essay questions covering indicators of fluency, flexibility, elaboration, and originality. Data analysis was performed using the t-polled variance test. The results showed that the project-based learning model with a multimodal approach significantly influenced students’ creativity, as indicated by a tvalue of 4.196 greater than ttable of 2.002 at a 5% significance level. The average posttest score of the experimental class reached 86, higher than the control class at 71. Thus, the project-based learning model with a multimodal approach is effective in improving students’ creativity.
Design and Validation of Multimodal Project-Based Learning Syntax for Prospective Physics Teachers Gunawan Gunawan; Ahmad Harjono; Muhammad Zuhdi; Jannatin Ardhuha; Nina Nisrina; Windy Zaerani; Shelliana Iqlima
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 12 No 1 (2026): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v12i1.12638

Abstract

Physics education in the digital era demands pre-service teachers to be proficient in packaging abstract concepts into cognitive-friendly, multimodal digital media. However, conventional Project-Based Learning (PjBL) models frequently remain final product-oriented, lacking explicit guidance on content representation. This study aims to describe the conceptual design process of the Multimodal-PjBL syntax for pre-service physics teachers and to evaluate its theoretical feasibility. The research adopted a Research and Development (R&D) approach using the ADDIE model, which was limited to the first three phases up to expert validation. Data were collected utilizing a 5-point Likert scale expert validation instrument evaluating content accuracy, structural construct, readability (language), and technical presentation of the Model Book, instructional kits, and supporting research instruments. The research subjects involved four expert validators (two content specialists and two media specialists). Quantitative data were analyzed using a five-point mean score conversion interval, while qualitative data were processed interactively through data reduction and a revision tracking matrix. The results revealed that the structural modification of the PjBL syntax was successfully and logically integrated with multimodal aspects across all instructional stages. Quantitatively, all developed documents achieved a "Highly Valid" predicate, with mean scores consistently ranging from 4.50 ≤ M ≤ 5.00. Notably, the digital product assessment instrument and the textbook achieved a perfect score of 5.00. Qualitatively, the initial draft was refined based on expert feedback through high-resolution vector graphic enhancements, the elimination of double-barreled statements, and the formulation of operational descriptors to minimize inter-rater bias. In conclusion, the Multimodal-PjBL syntax is proven to satisfy rigorous content and construct validity principles, making it highly feasible as an instructional foundation for digital science media production courses.

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