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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 139 Documents
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Development of Google Sites-Assisted E-Module Based on Problem Based Learning Model to Improve Learning Outcomes of Grade XI Students Amanda, Delvia; Medriati, Rosane; Putri, Desy Hanisa
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 1 (2025): June 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i1.798

Abstract

This study aims to describe the feasibility test of e-modules, improvement of student learning outcomes and student responses to the development of google sites-assisted e-modules based on problem based learning models to improve student learning outcomes. The research method used is Research and Development (R&D) using the ADDIE model, namely Analyze, Design, Development, Implementation, and Evaluation. The subject of the research was grade XI students of SMAN 8 Bengkulu City. The research instruments are observation, interviews, validation questionnaires, and response questionnaires. The results of the study found that the results of expert validation regarding product feasibility tests obtained a percentage of 91% with the "very feasible" category, an increase in student learning outcomes obtained an N-Gain score of 0.76 with the "high" category, and student responses obtained a percentage of 90% with the "very good" category.
Implementation of Digital Assessment Based on the Learning Platfrom ”Kahoot!” to Evaluate the Conceptual Understanding of Physic Anestasya, Feti Fitri; Koto, Irwan; Setiawan, Iwan
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 1 (2025): June 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i1.815

Abstract

This research has two main objectives: (1) to investigate the extent of the effectiveness of using the Kahoot! platform in evaluating students' understanding of physics concepts; and (2) to explore and understand students' perceptions regarding the use of digital assessments based on the Kahoot! platform in the context of evaluating their understanding of these physics concepts. This study falls into the category of experimental research that employs a quantitative method with a research design known as One group pretest – posttest. In its implementation, the instruments used to collect data include interviews, tests, and systematically designed questionnaires. The results of this study indicate that: (1) the analysis shows that the N-Gain scores obtained fall within the moderate criteria, indicating that the use of the Kahoot! platform is effective in evaluating students' understanding of physics concepts, thus demonstrating a significant improvement in their understanding; and (2) students' perceptions of the use of this digital assessment received a very good category. Based on these findings, it can be concluded that the use of digital assessments based on Kahoot! is not only effective in enhancing students' understanding but also highly suitable for application in the process of evaluating understanding of physics concepts, making it a beneficial alternative in the modern educational landscape.
Effectiveness of Project Based Learning Model Assisted by Ethnophysics of Traditional Games on Higher Order Thinking Skills of Grade XI Students Tarigan, Kelimsa; Koto, Irwan; Medriati, Rosane; Risdianto, Eko; Defianti, Aprina
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 1 (2025): June 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i1.817

Abstract

The problems in this study can be seen in the varying motivation and interest of students in learning. This study aims to determine the effectiveness of PjBL model assisted by ethnophysics of traditional games on higher order thinking skills of grade XI students. This type of research is a quasi-experiment with nonequivalent control group design. The population of this study were students of class XI IPA with a total of 227 students with a sample of 76 students. Sampling used purposive sampling technique. The research data were analyzed with descriptive and inferential statistics with SPSS version 25 software. Based on the results of the inferential statistical test through the independent sample t-test test, it was found that the application of the PjBL model in physics learning aided by ethnophysics had an influence on higher order thinking skills (HOTS) at the Sig level. (????) = 0,05. The results of the Cohen's d effect size test (=0.753) state that the effect of physics learning with the PjBL model assisted by ethnophysics on HOTS of class XI students is in the medium category. The findings in this study, will make a very important contribution to physics learning. Teachers can integrate the PjBL model with the local culture approach, which will create more meaningful learning.
The Influence of the Problem Based Learning (PBL) Model Assisted by PhET Simulation on Students' Learning Outcomes in Parabolic Motion Material Molamahu, Dian; Buhungo, Trisnawaty Junus; Payu , Citron S.; Arbie, Asri
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 1 (2025): June 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i1.821

Abstract

This study is motivated by the low learning outcomes of students on the topic of parabolic motion, which requires conceptual understanding and problem-solving skills. Conventional teaching models are often ineffective in helping students understand complex physics concepts. Therefore, this study examines the effect of the Problem Based Learning (PBL) model assisted by PhET Simulation on students' learning outcomes in parabolic motion. This research uses a quasi-experimental method with a One Group Pretest-Posttest design. The sampling technique is total sampling, with a sample consisting of 93 students from class XI Physics Specialization at SMA Negeri 1 Suwawa, academic year 2024/2025, with class XI A as the experimental class, XI C as replication 1, and XI B as replication 2. Data were collected through pretests and posttests using 10 essay questions that have been validated by experts and tested for validity and reliability. The results show that the average posttest score of the experimental class is 84.3, while the posttest scores for replication 1 and 2 are 82.9 each. T-test analysis confirms that students’ learning outcomes in the experimental class using the PBL model assisted by PhET Simulation are significantly higher than KKM of 70. The effect of this model is also evident from the course average normalized gain, which falls into the high category, namely 0.78 for the experimental class, 0.73 for replication 1, and 0.75 for replication 2. Furthermore, analysis of single student normalized gain and n-gain per cognitive aspect shows improvement in learning outcomes in the moderate to high category across all classes.
Development of Interactive E-modules Using Problem Based Learning Model the Independent Curriculum to Entrance High School Student Critical Thingking Skils Apriani, Yelsi; Medriati, Rosane; Setiawan, Iwan
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 1 (2025): June 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i1.826

Abstract

This research focuses on evaluating the feasibility, student responses, and the enhancement of critical thinking skills among high school learners through the use of a Problem-Based Learning (PBL) interactive e-module centered on heat and thermodynamics. Utilizing the Research and Development (R&D) approach through the ADDIE framework, which comprises five distinct phases: analysis, design, development, implementation, and evaluation, the study employed various instruments like observations, interviews, questionnaires, and assessments of critical thinking skills. The findings indicated that the interactive e-module is highly feasible, achieving a score of 87.96%. Student feedback regarding the e-module was also overwhelmingly positive at 82.24%. Furthermore, the assessment of critical thinking enhancements indicated a significant improvement, with an N-Gain of 0.71 categorized as high when comparing pretest and posttes scores. In summary, the interactive e-module developed under the PBL framework is not only appropriate for testing but also significantly boosts students' critical thinking abilities.
Systematic Literature Review: SSCS (Search, Solve, Create and Share) Learning Model on The Understanding and Mastery of Physics Concepts Riska, Fati Matur; Parno, Parno; Nasikhudin, Nasikhudin
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 1 (2025): June 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i1.831

Abstract

This study aimed to explore and evaluate the effects of the SSCS (Search, Solve, Create dan Share) model on the understanding and mastery of physics concepts. The research employed a Systematic Literature Review (SLR) with a PRISMA framework, involving stages such as identification, screening, assessing eligibility, and selecting final articles for analysis. Data were gathered from the Scopus, Google Scholar and Garuda databases, focusing on articles published between 2014 and 2024. The search process identified 6 articles relevant discussing the SSCS learning model and its impact on understanding and mastering physics concepts. The results revealed that the SSCS model significantly enhanced the understanding and mastery of physics concepts. Research on the SSCS model focusing on enhancing the understanding and mastery of physics concepts remains highly limited. Therefore, further implementation of this instructional model in physics education is highly recommended.
Validation of the Kaba Volcanic Eruption Disaster Mitigation E-Module as a Learning Media on Volcano Materials Purwaningsih; Johan, Henny; Mayub, Afrizal
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 1 (2025): June 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i1.849

Abstract

Indonesia is on the path of the "Pacific Ring of Fire," so it has a high risk of catastrophic volcanic eruptions. One of the active volcanoes that has the potential to have a big impact is Mount Kaba. To improve students' understanding of disaster mitigation, this study aims to develop and validate a science learning e-module about volcanoes that is integrated with the disaster mitigation of the eruption of Mount Kaba. This study uses a qualitative descriptive method with a 4D model Research and Development (R&D) approach, which consists of the Define, Design, Develop, and Disseminate stages, but only carried out until the development stage, namely validation. Data was collected through observations, questionnaires, and interviews involving teachers and validators from among disaster mitigation and science education experts. The validation results show that the e-module obtained an average score of 92% with the category "Very Feasible" based on the feasibility of content, language, and graphic display. These results indicate that the e-module has great potential as a learning medium for disaster mitigation in schools.
Exploration of High School Students' Difficulties on Newton's Law Material with Isomorphic Tests Salsabila Indana Zulfa; Sentot Kusairi; Fatah Kurniawan
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 1 (2025): June 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i1.851

Abstract

The research aims to analyze students' conceptual understanding of Newton's Law material by utilizing isomorphic tests. This quantitative descriptive research involved 30 male and 40 female respondents from class X MIPA of a private high school in Malang. Data was collected by survey method using a test consisting of 6 description questions adapted from the FCI instrument. The test, which consists of two groups of isomorphic items, has an inter-rater Cohen's kappa test reliability of 0.730 with a standard error of 0.059. Data analysis was carried out in a quantitative descriptive manner. Research found that students' understanding of concepts is very low. The highest score is given to students who understand the concept quite well. The category is based on isomorphic grouping. Students have difficulty in the implementation of Newton's Law II and Newton's Law III. Students' concept understanding is in the category of moderately understanding the concept. The difficulty experienced by students in the first indicator is that they cannot distinguish between the acceleration and speed of an object and assume that mass can affect the acceleration. In the second indicator, students explained that mass affects the interaction of forces
Contextual Problem Based Learning Model to Improve Students Critical Thinking Skill in Physics Learning Nurroniah, Novi Silvia; Irvani, Asep Irvan; Muhajir, Siti Nurdianti
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 1 (2025): June 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i1.873

Abstract

Critical thinking skills are essential competencies in the 21st century; however, they remain low in Indonesia, particularly in physics learning. This study aims to examine the effect of a contextual problem-based learning model in enhancing the critical thinking skills of 10th-grade students on the topic of kinematics in linear motion. This model integrates problem-based learning with a contextual approach. The research employs a quantitative method with a One-Group Pretest-Posttest design. The sample consists of 35 students from a Madrasah Aliyah in Garut Regency, selected through purposive sampling. The research instruments include 12 essay questions to measure critical thinking skills, 10 questionnaire statements to assess students' responses, and an observation sheet to evaluate learning implementation. The analysis was conducted using both statistical and non-statistical methods. The statistical analysis involved comparing the mean pretest and posttest scores using IBM SPSS statistics, which showed a significant difference with a significance value of 0.001 < 0.05, where the posttest mean score (88) was higher than the pretest mean score (28). Meanwhile, the non-statistical analysis was performed by calculating the N-gain score and interpreting it using Hake’s criteria, which resulted in a score of 0.82, categorized as high. Students' responses to the contextual problem-based learning model were overwhelmingly positive, reaching 86% with a highly positive interpretation. Thus, the contextual problem-based learning model effectively enhances students' critical thinking skills, particularly in the topic of kinematics in linear motion.
Implementation of Flipbook-Based E-Modules on Particle Kinematics Material for Physics Learning in High Schools Kistiono; Fitri, Ade
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 1 (2025): June 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i1.875

Abstract

This research aims to develop a flipbook-based e-module on particle kinematics for high school physics learning. The research employed the Research and Development (R&D) method with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The analysis phase revealed that 58% of students encountered difficulties in learning physics, while 50.7% specifically struggled with force-related materials. The e-module was developed based on student needs and validated by content, design, and language experts. Validation results indicated that the e-module was suitable for use after incorporating suggested revisions. Practicality testing was conducted in two phases: a limited trial involving 18 students and a broader implementation with 35 students. The average practicality level reached 81.2% in the limited trial and 80.6% in the broader implementation, categorizing the e-module as "very practical." This study demonstrates that the flipbook-based e-module effectively addresses students' learning challenges by providing an interactive digital learning resource appropriate for the digital era.

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