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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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Scientific Explanation Skills in Dynamic Fluid through Problem-Based Learning Assisted by PhET Simulations Nailunada, Novaliza; Yuliati, Lia; Wisodo, Hari
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.v8i1.891

Abstract

This study aims to explore students' scientific explanation skills through the implementation of the Problem-Based Learning (PBL) model assisted by PhET simulations on the topic of dynamic fluids among high school students. The research employed a mixed-method approach with an explanatory model involving 58 eleventh-grade students. Data were collected through tests and interviews. Quantitative data were analyzed using a paired sample t-test, N-gain calculation, and effect size, while qualitative data were analyzed through data collection, reduction, coding, and drawing conclusions.The analysis results showed that the scientific explanation skills of students in the experimental class increased significantly compared to the control class. The paired sample t-test results indicated a significant difference between the experimental and control classes, and the N-gain score of 0.4096 indicated a moderate improvement. More students in the experimental class were categorized as fully supported, while the control class was dominated by students in the invalid category. The implementation of PBL assisted by PhET simulations proved effective in enhancing students' abilities to construct claims, provide evidence, and present logical scientific reasoning. In this study, the integration of PBL and interactive technology in science learning is suggested as a means to improve students' scientific explanation skills.
Transforming Physics Learning Media in Indonesian Senior High Schools: A Decade of Systematic Innovation Review (2014–2024) Silvina Anandita, Aulia; Negoro, Ridho Adi; Rahmawati, Lusy
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.v8i1.906

Abstract

Innovations in instructional media play a pivotal role in enhancing student engagement and conceptual understanding in secondary-level physics education. Over the past decade, Indonesian schools have witnessed a marked transition from conventional tools to digital technologies and environment-based approaches. This study systematically reviews the development and characteristics of physics learning media employed in Indonesian senior high schools from 2014 to 2024. Utilizing a systematic literature review method, it synthesizes findings from 24 articles published in nationally accredited journals and relevant scholarly sources. The review reveals a growing adoption of digital media—such as interactive simulations, augmented reality (AR), and learning management systems (LMS)—while conventional and context-based media remain pedagogically relevant in specific settings. The findings underscore the importance of integrating adaptive instructional media with local contextualization and infrastructure support to ensure sustainable innovation in physics education at the secondary level.
Development of a Direct Current Electric Circuit Teaching Aid to Improve Students’ Science Process Skills Pramudita, Finna; Suryadi, Ahmad; Suwarna, Iwan Permana
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.v8i1.909

Abstract

The low level of students' understanding of the abstract concept of direct current electricity, as indicated by daily test scores falling below the Minimum Completeness Criteria, along with their underdeveloped science process skills, forms the background of this study. The main objective of this research is to develop a direct current electric circuit teaching aid to enhance students’ science process skills. The research employed a development model consisting of four stages: (1) preliminary research, (2) prototype development, (3) summative evaluation, and (4) systematic reflection and documentation. This study was conducted at SMA Negeri 87 Jakarta. The results indicate that the teaching aid meets the criteria of feasibility, effectiveness, and practicality in improving students’ science process skills. Based on validation by media experts and subject matter experts, the teaching aid obtained percentage scores of 97% and 98%, respectively, with an average score of 98%, which falls into the very feasible category. A teacher questionnaire assessing the practicality and effectiveness of the teaching aid showed a practicality score of 80% (categorized as practical) and an effectiveness score of 95% (categorized as very effective). Therefore, this direct current electric circuit teaching aid has proven effective in helping students understand direct current electricity concepts and in enhancing their science process skills.
Electric Field Inside of a Homogeneous Charged Spherical Surface Raguani, Soufiane; Garrido, Alberto; Chitu, Andrei; Mutke, Jokin; del Vigo, Ángel
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.v8i1.917

Abstract

It is widely known that the electric field inside an uniformly charged close surface is null at any point inside the body with independence of its geometry. This result, which is considered as a Physics theorem, is typically justified by applying symmetry arguments based on Gauss law inside the surface. However, a formal proof is not frequently given due to its mathematical complexity. In the present article a formal study of the electric field inside a uniformly charged spherical surface is given. The solution is presented through three different approaches: derivation of the electric potential inside the body, superposition of the electric field contributions from infinitesimal ring-elements, and finally, direct integration of the electric field Coulomb’s law for all the surface elements of the sphere. In all cases, the same result is achieved, confirming a null electric field inside the sphere. This formal solution that is not given in the most classical books of General Physics and Electromagnetism, might be interesting in an academic context, for undergraduate students and professors of science and engineering curricula.
Exploring Ethnoscience-Based Physics Concepts in the Pottery-Making Process of Kasongan Jogja: A Study on Heat and Temperature Liwun, Natalia Lena; Huda, Choirul; Sayyadi, Muhammad
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.v8i1.936

Abstract

This research explores the identification of physics concepts, particularly heat and temperature, within the traditional process of pottery-making. The stages of pottery production naturally involve thermal processes such as heat transfer and temperature variations. Employing a qualitative descriptive method with an ethnoscientific (cultural study) approach, this study involved two participants a man and a woman who are pottery artisans in Kasongan, Bantul, Yogyakarta. Data were collected through interviews, direct observations, and documentation. The findings show that the drying and firing phases in pottery production clearly demonstrate the application of heat and temperature principles. The ethnoscience approach proves to be an effective bridge between scientific knowledge and local cultural practices, enhancing students’ appreciation of both science and cultural heritage. This study contributes positively to the integration of ethnoscience in physics education by connecting classroom learning to real-life practices. Future research is expected to further strengthen the link between science and culture and examine the role of technology in modern pottery without compromising its cultural essence.
A Rasch Analysis of Teacher Understanding Regarding Project-Based Learning Models Riskawati; Khaeruddin; Gurdi, Nurkhalifah; Akhila, A. Adinda; Tonang, Aisyah Putri; Putri, Chaela Amelya; Yunus, Sitti Rahma
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.v8i1.937

Abstract

Project Based Learning (PjBL) is one of the learning models that many teachers use in the learning process in this independent curriculum. Even so, the understanding and application of the PjBL model is still very varied, so this study was carried out to examine  the understanding and application of Project-Based Learning by teachers in South Sulawesi using quantitative methods and Rasch analysis. With PjBL gaining prominence in Indonesia's Merdeka Curriculum for developing 21st-century skills, challenges like uneven teacher readiness and resource limitations persist. The research aims to assess PjBL comprehension levels among teachers, examine demographic influences, and identify implementation barriers. Data were collected via a 26-item Likert-scale questionnaire administered to 300 teachers across primary, junior, and senior high schools. Rasch analysis confirmed the instrument's reliability (Cronbach's Alpha = 0.92) and validity. Findings revealed that female teachers, younger educators, and high school teachers demonstrated stronger PjBL understanding. However, practical application faced difficulties in project design, time management, and assessment. The study concludes that while conceptual knowledge exists, structural support and targeted training are needed for effective PjBL implementation. Recommendations include specialized professional development programs and policy interventions to address implementation gaps.
Integrasion of Ethnoscience of Wayang Kulit in Guided Inquiry E-Modul to Strengthen Critical Thinking in Learning Light and Optical Devices Manggul , F. Collin Maharani; Sholikhan; Pratiwi, Hestiningtyas Yuli
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.v8i1.940

Abstract

The integration of ethnoscience into the guided inquiry-based e-module is driven by students’ low critical thinking skills caused by the dominance of conventional, teacher-centered learning methods. The physics topics of light and optical instruments are linked with elements of the traditional wayang kulit art as an ethnoscience approach to create more meaningful and contextual learning experiences. This study aims to develop an interactive and contextual e-module to enhance students’ critical thinking skills. The development model used is ADDIE, which consists of five stages: analysis, design, development, implementation, and evaluation. The research was conducted with 18 eighth-grade students at SMP Ma’arif 01 Nurul Muttaqin. Expert validation results showed that the e-module achieved feasibility scores of 84% for content and media, and 87% for language aspects. Teachers rated the practicality of the e-module very high with a score of 95%. During implementation, students’ critical thinking skills significantly improved, indicated by an average pretest score of 16.83 and a post-test score of 98.33. The N-Gain value of 0.9807 falls into the high category, demonstrating the e-module’s effectiveness in enhancing critical thinking abilities. Therefore, this guided inquiry-based ethnoscience e-module is both feasible and effective as an innovative and contextual science learning medium.
Physics Learning Strategy on Sound for Autism Phase F Students in Special Needs School Tahir, Hasan; Umar, Masri Kudrat; Mohamad, Wahyu Muzizat
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.v8i1.946

Abstract

This research aims to describe the learning strategies applied by teachers in teaching the physics concept of sound to Phase F autistic students in a Special Needs School. The study uses a qualitative descriptive method, focusing on one autistic student in Phase F and four intellectually disabled students as supporting subjects. Data were collected through observation, interviews with the teacher, and documentation of learning activities. The results show that the teacher implemented visual and multisensory-based strategies using an individual approach and two-way communication through facial expressions, body movements, and visual media. Teaching aids such as pictures of musical instruments, short videos, and whiteboard writings significantly helped students understand the sound concept. Although the strategies increased students' engagement and attention, challenges arose during lesson closures, where reflective and summarizing activities were lacking. Teachers also faced difficulties ensuring student comprehension of verbal instructions, which were addressed through written instructions and visual demonstrations. The study recommends developing concrete experience-based strategies, repeated reinforcement, and structured learning environments tailored to the characteristics of Phase F autistic students.
A Reduction in Undergraduate Misconceptions on AC Circuits through Interactive Simulations Pratama, Defrianto
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.v8i1.947

Abstract

Misconceptions are a major barrier in physics learning, particularly in abstract concepts such as alternating current (AC). This study aimed to reduce the number of students experiencing misconceptions on AC topics through PhET-assisted learning. The method used was a quasi-experimental one-group pretest-posttest design, involving 152 Electrical Engineering students enrolled in an Applied Physics course. The instrument employed was a four-tier test developed for six key AC concepts. Pretest results showed that 32.1% of students on average experienced misconceptions, with the highest found in the concept of resonance (50.0%). After instruction using PhET simulations, the average misconception rate dropped to 7.8%, with an average reduction of 24.3%. McNemar's test confirmed that the reduction was statistically significant (p < 0.05) across all concepts. PhET simulations proved effective by providing dynamic visualizations, enabling interactive exploration, and triggering cognitive dissonance that encourages conceptual revision. This study recommends the integration of interactive simulations in physics instruction, especially for abstract and dynamic topics.

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