Kasuari: Physics Education Journal (KPEJ)
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.
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<![CDATA[The Improvement Understand through Development of Digital’s Teaching Materials Oriented on Interactive Lecture Demonstrations Model on Particle Dinamic’s Material ]]>
<![CDATA[Novitasari, Novitasari]]>;
<![CDATA[Sari, Elisa Mayang]]>;
<![CDATA[Pratiwi, Indah Riezky]]>;
<![CDATA[Pebriano, Gagah]]>
<![CDATA[ Kasuari: Physics Education Journal (KPEJ) Vol. 7 No. 2 (2024): December 2024 ]]>
Publisher : <![CDATA[Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa ]]>
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DOI: 10.37891/kpej.v7i2.605
<![CDATA[Understanding is a basic middle level thinking skill based on the revised Bloom's taxonomy. One learning model that is student-centered is Interactive Lecture Demonstration (ILDs). Surveys prove that particle dynamics is one of the physics topics that is difficult for students to understand. As a result, students cannot construct their own understanding. The development of ILDs model-oriented digital teaching materials is a solution. The subjects focused on students in class XI Science in two classes which were used as experiment and control. Development research applies four stages, including definition, design, development and dissemination. The aim of this development is to improve the ability to understand. So for dissemination, mixed research methods are applied with a sequential explanatory strategy. This strategy was chosen because research is dominated by quantitative research. Subjects were given two instruments, namely a comprehension ability test to obtain an overview of comprehension abilities that can be strengthened through the implementation of digital teaching materials and an attitude scale sheet to see students' perspectives regarding the implementation of digital teaching materials. The results obtained by the characteristics of teaching materials contain a series of stages of the ILDs model and can improve understanding abilities.]]>
<![CDATA[Environmental Physics Learning: Implementation and Assessment in Higher Education ]]>
<![CDATA[Henukh, Anderias]]>;
<![CDATA[Diana Rochintaniawati, Diana]]>;
<![CDATA[Riandi, Riandi]]>;
<![CDATA[Setiawan, Agus]]>;
<![CDATA[Irvani, Asep Irvan]]>;
<![CDATA[Aini, Rahmi Qurota]]>
<![CDATA[ Kasuari: Physics Education Journal (KPEJ) Vol. 7 No. 2 (2024): December 2024 ]]>
Publisher : <![CDATA[Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa ]]>
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DOI: 10.37891/kpej.v7i2.613
<![CDATA[This analysis of environmental physics learning is significant because it examines the efficacy of innovative pedagogical approaches in physics with a focus on environmental applications. This study summarizes the comprehensive evaluation and reconstruction of the environmental physics program, which aims to align it with contemporary society's demands and urgent environmental management needs. This study aims to describe the planning, implementation, assessment, and student response to learning or lecturing environmental physics. The instruments used in this study were observation sheets for planning, implementation, and assessment, as well as a questionnaire of student responses to environmental physics lectures. The data analysis results show that the average percentage of environmental physics learning planning falls into the sufficient category at 65%. The average implementation of learning or environmental physics lectures is 78% good. The assessment score for learning environmental physics was 61.67%, placing it in the sufficient category. The student response to the implementation of environmental physics lectures was mixed, with 21.1% stating it was not interesting and 78.9% stating it was quite interesting.]]>
<![CDATA[Implementation of Project-Based Science Learning to Improve Literacy of School Managers About New Renewable Energy in West Halmahera ]]>
<![CDATA[Swandi, Ahmad]]>;
<![CDATA[Viridi, Sparisoma]]>;
<![CDATA[Rahmadhanningsih, Sri]]>;
<![CDATA[Sutjahja, Inge Magdalena]]>;
<![CDATA[Sari, Juwita]]>
<![CDATA[ Kasuari: Physics Education Journal (KPEJ) Vol. 7 No. 2 (2024): December 2024 ]]>
Publisher : <![CDATA[Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa ]]>
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DOI: 10.37891/kpej.v7i2.575
<![CDATA[Renewable energy is a very important solution in overcoming the limitations of electrical energy in schools. The number of schools that have not received electricity in West Halmahera is still quite large, this hampers various daily activities in the school environment. Therefore, it is very important to provide understanding and skills about the application of new and renewable energy, especially for school managers. This study aims to improve the scientific literacy of school managers in West Halmahera about New and Renewable Energy. The type of research used is a pre-experimental research design with One-Group Pretest-Postets Design. The research sample was taken from the population of school administrators in West Halmahera with 20 school administrators. The analysis of the research results was carried out in a quantitative descriptive manner. Based on the results of the initial and final tests, an N-Gain value of 0.41 was obtained which indicates that there is an increase in literacy about renewable energy in the medium category. In addition, the results of observations show that the activity of school managers in participating in activities is quite good, which is indicated by the percentage above 70%.]]>
<![CDATA[Instrument Test Kinematics: How Velocity and Acceleration Vectors Captured by High School Students ]]>
<![CDATA[Nukhba, Rania]]>;
<![CDATA[Sutopo, Sutopo]]>;
<![CDATA[Wisodo, Hari]]>
<![CDATA[ Kasuari: Physics Education Journal (KPEJ) Vol. 7 No. 2 (2024): December 2024 ]]>
Publisher : <![CDATA[Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa ]]>
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DOI: 10.37891/kpej.v7i2.572
<![CDATA[Vectors in kinematics are rarely highlighted in high school. Even though vectors are the language used by physicists. This study aims to determine the validity and reliability of the test instrument developed and to explore the ability of vectors in kinematics of high school students. The method used in this research is research and development of the 4D model. The developed test instrument for vectors in kinematics is in the form of multiple choice with an arrow direction accompanied by a command to describe the vector and explain the reason for choosing the vector direction. The test instrument covers one- and two-dimensional kinematics topics by highlighting the concepts of velocity and acceleration. Two-dimensional kinematics is divided into constant velocity and increasing velocity. This test instrument consists of thirteen questions with an average point-biserial coefficient of 0.493 and KR-20 of 0.784. Then, this test instrument was used to measure the vector ability in kinematics of high school students with a sample size of sixty-seven students. It was found that most high school students had difficulty in acceleration as two-dimensional vector, acceleration as one-dimensional vector, and velocity as one-dimensional vector with few obstacles. Learning with the method of integrating vectors in kinematics has the possibility to solve this problem.]]>
<![CDATA[Application of Phenomena Based-Interactive Conceptual Instruction (PB-ICI) to Foster Critical Thinking Skills and Spiritual Attitude ]]>
<![CDATA[Johan, Henny]]>;
<![CDATA[Mayub, Afrizal]]>;
<![CDATA[Wardana, Rendy Wikrama]]>;
<![CDATA[Noviana, Noni]]>;
<![CDATA[Umaya, Umaya]]>
<![CDATA[ Kasuari: Physics Education Journal (KPEJ) Vol. 7 No. 2 (2024): December 2024 ]]>
Publisher : <![CDATA[Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa ]]>
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DOI: 10.37891/kpej.v7i2.600
<![CDATA[Learning programmes need to be designed to provide cognitive aspects, especially critical thinking skills with indikators and aspects of spiritual attitudes in the learning process. This study aims to apply the Phenomena Based-Interactive Conceptual Instruction (PB-ICI) lecture model to equip critical thinking skills and instil spiritual values through science learning. This research uses a quasi-experiment. The results showed that the average pre-test score of critical thinking skills was 43.45 in the low category, the average post-test score was 79.48 in the high category and the average N-gain was 0.64 in the medium category. The results of the analysis of the cultivation of spiritual values show that PB-ICI learning can instil spiritual values related to the nature of divinity with an average response score of 88. Thus it is concluded that PB-ICI learning can improve critical thinking, instil spiritual values and get a very good response after PB-ICI learning implementation activities.]]>
<![CDATA[Bontang City Physics Teachers' Understanding of Revised Bloom's Taxonomy Cognitive and Knowledge Dimensions in Physics Questions ]]>
<![CDATA[Fitri, Muhammad Fauzan]]>;
<![CDATA[Qadar, Riskan]]>;
<![CDATA[Hakim, Abdul]]>
<![CDATA[ Kasuari: Physics Education Journal (KPEJ) Vol. 7 No. 2 (2024): December 2024 ]]>
Publisher : <![CDATA[Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa ]]>
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DOI: 10.37891/kpej.v7i2.559
<![CDATA[This study aims to determine the teacher's understanding of physics questions in revised Bloom taxonomy on optics. This type of research is descriptive quantitative research using survey method. The population of this study were Physics Subject Teachers in Bontang City. Sampling technique carried out using purposive sampling technique with criteria of teachers who teach Physics subjects for junior and senior high school. Data collection techniques were carried out using test and analyzed based on predetermined categories. The results obtained are the understanding of cognitive dimension of teacher is in the medium category with details of very high category 0%, high category 10%, medium category 47%, low category 30%, and very low category 13%. While in knowledge dimension, teachers' understanding is in the moderate category with details of very high category 3%, high category 7%, medium category 33%, low category 50%, and very low category 7%.]]>
<![CDATA[Comparative Study Between Virtual Laboratory PhET Colorado Versus Applets in Photoelectric Effect ]]>
<![CDATA[Az-zahra, Puput Lismanda]]>;
<![CDATA[Rohim, Fahmi]]>;
<![CDATA[Amarulloh, Reza Ruhbani]]>;
<![CDATA[Nanto, Dwi]]>;
<![CDATA[Herpi, Aini Nadhokhotani]]>
<![CDATA[ Kasuari: Physics Education Journal (KPEJ) Vol. 7 No. 2 (2024): December 2024 ]]>
Publisher : <![CDATA[Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa ]]>
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DOI: 10.37891/kpej.v7i2.644
<![CDATA[Our work describes the differences and similarities in several aspects between two virtual laboratory (lab) media, namely Physics Education Technology (PhET) Colorado and Applets the King’s Centre forVvisualization (KCVS). The aspects compared include website appearance, ease of access and use, strengths and weaknesses of each virtual lab, and support for relevant concepts. Virtual lab such PhET Colorado and Applets provide a viable alternative, offering a safe and immersive environment for students to engage with scientific phenomena. The research used a qualitative descriptive approach with a comparative method. The researcher will compare the two virtual lab based on the aforementioned aspects. We find that the PhET Colorado website excels in visualization and data interpretation, meanwhile the Applet website excels in the availability of literature related to the photoelectric effect material.]]>
<![CDATA[Effectiveness of the Momentum and Impulse Module through Physics Modeling Learning to Improve Scientific Argumentation Skills ]]>
<![CDATA[Arifuddin, Muhammad]]>;
<![CDATA[Hany, Ameiy Ray]]>;
<![CDATA[Mahardika, Andi Ichsan]]>;
<![CDATA[M, Abdul Salam]]>;
<![CDATA[Miriam, Sarah]]>;
<![CDATA[Zainuddin, Zainuddin]]>
<![CDATA[ Kasuari: Physics Education Journal (KPEJ) Vol. 7 No. 2 (2024): December 2024 ]]>
Publisher : <![CDATA[Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa ]]>
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DOI: 10.37891/kpej.v7i2.664
<![CDATA[Students' scientific argumentation ability is important in physics lessons but is still not optimal. Therefore, a teaching module is needed that can help develop this ability. This study aims to produce teaching materials in the form of momentum and impulse modules through effective and feasible physics modeling learning to improve students' scientific argumentation abilities. This study uses the ADDIE development model. The subjects of the research trial were 20 students consisting of 2 classes XI A Boys and XI A Girls of SMA IT Arafah Sampit. The effectiveness of learning reviewed from the student learning outcome test obtained an effective category with an average n-gain score of 0.58 which is categorized as effective in measuring scientific argumentation abilities. Thus, it is found that the use of physics modeling learning through momentum and impulse modules can improve students' abilities in scientific argumentation.]]>
<![CDATA[Electric Field of a Homogeneous Charged Volumetric Hemisphere Over Its Symmetry Axes ]]>
<![CDATA[Marón, Pablo]]>;
<![CDATA[del Vigo, Ángel]]>
<![CDATA[ Kasuari: Physics Education Journal (KPEJ) Vol. 7 No. 2 (2024): December 2024 ]]>
Publisher : <![CDATA[Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa ]]>
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DOI: 10.37891/kpej.v7i2.668
<![CDATA[Analytical study of homogeneous charged volumetric hemisphere electric field along its symmetry axes is presented in this article. Solution was obtained by two different ways; on one hand, superposition of finite thickness disks with increasing radius, and, on the other hand, straightforward integration of finite volume elements in cylindrical coordinates. The same result is obtained in both cases. Additionally, a numerical solution based on the electric field created by a random distribution of discrete charges inside the hemisphere was calculated to check the analytical solution. Concordance between the analytical and numerical solutions was found. The interest of this theoretical result at electronics investigation field resides on its utility to determine the capacity of two opposite hemispheres capacitor system.]]>
<![CDATA[Enhancing Students Concept Mastery through Integrative Active Learning Models of Momentum and Impulse ]]>
<![CDATA[Agustin, Maria Ulfa]]>;
<![CDATA[Yuliati, Lia]]>;
<![CDATA[Munfaridah, Nuril]]>
<![CDATA[ Kasuari: Physics Education Journal (KPEJ) Vol. 7 No. 2 (2024): December 2024 ]]>
Publisher : <![CDATA[Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa ]]>
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DOI: 10.37891/kpej.v7i2.677
<![CDATA[Students' low concept mastery of Momentum and Impulse leads to difficulties applying these concepts in everyday life. Solutions are needed to address these challenges and enhance students' concept masteryof Momentum and Impulse. Integrating phenomena into active learning is crucial for improving students' concept mastery. This research aims to enhance students' understanding of Momentum and Impulse through an integrative active learning model. An experimental study with a one-group pretest-posttest design was conducted on 30 grade 11 students. The results showed that technology-based active-integrative learning effectively increased students' concept mastery of Momentum and Impulse concepts, particularly within the medium category. Students' understanding at higher levels (levels 2 and 3) also saw significant improvement. Therefore, adopting technology-based active-integrative learning is a vital step in this direction.]]>
