cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Irfan Yusuf
Contact Email
i.yusuf@unipa.ac.id
Phone
-
Journal Mail Official
kasuari.kpej@unipa.ac.id
Editorial Address
-
Location
Kab. manokwari,
Papua barat
INDONESIA
Kasuari: Physics Education Journal (KPEJ)
Published by Universitas Papua
ISSN : 26152681     EISSN : 26152673     DOI : -
Core Subject : Science, Education,
Education Physics
Kasuari: Physics Education Journal (KPEJ) is a peer-reviewed open access journal and aims to provide a forum for researchers, lecturer, educational practitioners and University student on all topics related to physics education. The journal provides forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide physics learning include: development of instruments of evaluation physics, development of instructional media physics, the development of learning model of physics, and Quasi-Experiment. Kasuari: Physics Education Journal (KPEJ) published comprehensive research articles and reviews by leading experts in the field. Selected articles, which has a high scientific achievement, provide important new knowledge, and high benefits to society of physics and physics education. The Journal was first published in 2018 and regularly published twice per year in June and December.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "Vol 4, No 2 (2021): December 2021" : 5 Documents clear
The Validity of Electronic Learning Materials Optical Instruments Based on Authentic Learning to Train Students' Problem Solving Skills Fitriana Dewi Ramadhani; Mustika Wati; Misbah Misbah; Ketang Wiyono
Kasuari: Physics Education Journal (KPEJ) Vol 4, No 2 (2021): December 2021
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v4i2.212

Abstract

Problem-solving skills are needed in solving various problems both academically and authentically. However, from the results of field studies, students' problem-solving skills are still relatively low. The authentic learning approach has received much scientific support to overcome this kind of problem. However, authentic learning-based teaching materials have not been widely developed, especially for high school physics learning. The specific purpose of this research is to describe the validity of the developed electronic teaching materials. This study uses the research design and development of the ASSURE model. Electronic teaching material validation data was obtained using a validation sheet. Validation is based on expert validation consisting of 1 practitioner and two academics. Validation data is expressed by the average value of the total score for each aspect of the assessment, and the calculation results are adjusted to the validity criteria. The results showed that: the validity of electronic teaching materials was categorized as valid with an average score of 3.90. It was concluded that authentic learning-based electronic teaching materials were declared valid and could be used as a stage for class trials on optical instrument materials
Analysis of Physics Kognitif Learning Outcomes of 11th Natural Sciences Grade State Senior High School 1 Alasa in Base-Online Learning Bajongga Silaban; Parlindungan Sitorus; Ayunirmala Daryanti Zalukhu
Kasuari: Physics Education Journal (KPEJ) Vol 4, No 2 (2021): December 2021
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v4i2.231

Abstract

Covid-19 has an influence  on education, which in the end the minister of education and culture issued letter a circular number  on 4th 2020, namely learning during the Covid-19 pandemic carried out online. This research aims to 1) describing cognitive learning outcomes of physics in based-online learning,” 2)  describing constraints of students on based-online learning in physics subjects matter, 3) calculate the magnitude of the correlation coefficient between cognitive physics learning outcomes with student constraints in based-online learning in physics subjects matter This research uses descriptive methods for collection are documents and questionnaires. Based on analysis of documentation and questionnaires obtained mean of the cognitive learning outcomes of  physics  11st Natural Sciences Grade State Senior High School Alasa is 48,00 was in the low category and the percentage of student constraints in online-based learning in physics subjects matter by 0,398 was in the high category and has a negative correlation between learning outcomes and student constraints in based-online learning in physics lessons with a correlation coefficient of -0,462. Be concluded that, if the constraints of students in based-online learning are low then the physics learning outcomes of students are high and otherwise. 
Learning Physics using Online Learning during the Covid-19 Pandemic Laxmi Zahara; Khaerus Syahidi; Fartina Fartina; L. Gede Sudarman
Kasuari: Physics Education Journal (KPEJ) Vol 4, No 2 (2021): December 2021
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v4i2.167

Abstract

The Indonesian government has designated COVID-19 as a type of disease that causes public health emergencies. Thus the Ministry of Education and Culture through Circular Number 4 of 2020 ordered that the implementation of learning take place from home online. This study aims to determine the implementation of distance learning at SMAN 2 Masbagik, obtain an overview of the implementation of the teaching and learning process and find solutions during the COVID-19 pandemic. This research method uses survey research. The population of this study were all students of SMAN 2 Masbagik. The research sample of class X and XI students, amounting to 202 students. This study uses survey research using the google form application. The results of this study are, 1) 96% of students have studied online; 2) 95.5% of students stated that the implementation time was in accordance with the schedule determined by the school; 3) 55.4% of students stated that the information obtained through online learning was good; 4) 88.1% of students stated that the application used online was the Whats app; 5) 40.6% of students stated that online learning made the guidance process easier; 6) 63.9% of students stated that the learning constraint of g was a limited quota, 33.2% of students stated that the problem was a piling up of tasks and 30.2% of students stated that the network was not stable; 7) 35% of students stated that online learning barriers were quite influential on their psychological conditions and 30.2% stated that they had an effect. Thus it is hoped that at SMAN 2 Masbagik, training will be held for all teachers related to online learning such as the google classroom application, quiziz, kahoot and microsof 365, schools provide free quota for teachers at SMAN 2 Masbagik, teachers do not overload students with assignments and require supervision of online learning process carried out by teachers in their respective classes to expedite the learning process.
Integrated STEM-Problem Based learning Model: Its Effect on Students' Critical Thinking Nurazmi Nurazmi; Hartono Bancong
Kasuari: Physics Education Journal (KPEJ) Vol 4, No 2 (2021): December 2021
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v4i2.219

Abstract

This study aims to find out: 1) the level of students' critical thinking skills in solving physics problems after implementing the integrated STEM-Problem-based Learning model, 2) the level of students' critical thinking skills in solving physics problems after implementing conventional learning model, and 3) the difference between students' critical thinking skills in solving physics problems when taught by using the integrated STEM-PBL model and the conventional learning model. Being a true experimental research with Pretest-Posttest Control Group Design, this research involved the students of class X MIA 1 and X MIA 2 at SMAN 4 Takalar, consisting of 35 students each. A test of critical thinking skills was used to collect the data needed. Based on the results of analysis, it can be concluded that most of the students’ scores in the experimental class taught by using the integrated STEM-problem-based learning model are in the high category (71.43%), while the rest (28.57%) performed very high category scores. In the control class, taught by using conventional learning, almost all the students’ scores (82.86%) are in medium category, and the rest (17.14%) scored high. Therefore, it can be concluded that there is a significant difference between the critical thinking skills of students who were taught using the integrated STEM-PBL model and the conventional learning model. 
The Effect of Brain-Based Learning Model on Student Physics Learning Outcomes Yusri Handayani; Nurfadilah Nurfadilah
Kasuari: Physics Education Journal (KPEJ) Vol 4, No 2 (2021): December 2021
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v4i2.232

Abstract

This study has the aim of analyzing student learning outcomes after being taught by using a brain based learning model and analyzing the influence/impact of brain based learning on student learning outcomes. This research is a true experimental posttest only control design, which consists of a control class of 34 students and an experimental class of 34 students. The independent variable of this research is the brain based learning model, while the dependent variable is the physics learning outcome. The research instrument used the form of multiple choice tests on static fluid material as many as 25 questions. The data analysis technique used consisted of descriptive analysis and inferential analysis, namely the t test using the SPSS 24 application, but previously the initial assumption test was carried out as a normality test and homogeneity as a t test requirement. If the initial assumption test results do not meet, then non-parametric analysis will be used. The results of descriptive analysis can be stated that the average score of students' physics learning outcomes with brain based learning as a learning model is higher than in conventional classes or classes that do not use brain based learning. The high results of student learning in classes with brain based learning are due to the influence/impact of learning by using this model. This research can give results that there is an influence/impact of brain based learning as a learning model on physics learning outcomes. Students optimize their brain work if they use a brain based learning model so that physics learning outcomes increase.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2021 2021


Reset
Filter By Issues
All Issue Vol. 8 No. 2 (2025): December 2025 Vol. 8 No. 1 (2025): June 2025 Vol. 7 No. 2 (2024): December 2024 Vol. 7 No. 1 (2024): June 2024 Vol 6, No 2 (2023): December 2023 Vol 6, No 1 (2023): June 2023 Vol 5, No 2 (2022): December 2022 Vol. 5 No. 1 (2022): June 2022 Vol 4, No 2 (2021): December 2021 Vol 4, No 1 (2021): June 2021 Vol. 3 No. 2 (2020): December 2020 Vol 3, No 2 (2020): December 2020 Vol 3, No 1 (2020): June 2020 Vol 2, No 2 (2019): December 2019 Vol 2, No 1 (2019): June 2019 Vol 1, No 2 (2018): December 2018 Vol 1, No 1 (2018): June 2018 More Issue