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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 164 Documents
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Conceptual Understanding and Critical Thinking Skills Assisted by a Virtual Laboratory through Guided Inquiry Learning Rahma, Dinda Maulidhatul; Yuliati, Lia; Nasikhudin
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 2 (2025): December 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i2.916

Abstract

This study aims to determine the effect of the guided inquiry learning model on students' conceptual understanding and critical thinking skills in physics, with the support of a virtual laboratory, among Grade X students at SMAN 1 Situbondo in the 2023/2024 academic year. The main problem in learning physics is the low ability of students to understand concepts in depth and develop critical thinking about scientific phenomena. The guided inquiry learning model was chosen to create systematic learning, allowing students to explore, observe and draw conclusions. Meanwhile, virtual laboratories are used as supporting media to simulate experiments that cannot be carried out directly due to limited facilities and time. The type of research used is an experimental study with a posttest-only control group design. The population in this study consisted of Grade X Science Program (MIA) students, comprising three classes with 30 students each. The sample was selected using the cluster random sampling technique. The data collection instrument was an essay test to measure conceptual understanding and critical thinking skills. Data were analyzed using the MANOVA test. The analysis results showed that the calculated F value was more significant than the F table value, indicating that the guided inquiry learning model had a significant effect on students' conceptual understanding and critical thinking skills in physics when using a virtual laboratory for Grade X students at SMAN 1 Situbondo in the 2023/2024 academic year.
Integration of the Pyrolysis Context with the Heat Module to Improve Students' Mastery of Concepts Nofita, Inka; Mayub, Afrizal; Johan, Henny
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 2 (2025): December 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i2.923

Abstract

The energy crisis due to declining fossil fuel reserves and the increase in organic waste, such as coffee husk waste in Kepahiang Regency, has prompted the need for renewable energy-based solutions. This research aims to develop a science learning module based on the local context through the integration of the concept of pyrolysis of coffee husk waste in the heat and its displacement material. The research method uses the ADDIE model until the validation stage. Data were collected through needs questionnaires and expert validation sheets, analyzed descriptively. The results showed the low interest and understanding of students in the caloric material, as well as the dominance of textual learning methods without direct practice. Most students stated the need for modules that are visual, contextual, and easy to understand. The modules developed are declared valid by experts from the material, linguistic, and graphic aspects. In conclusion, the integrated heat module for coffee skin waste pyrolysis is considered feasible as an innovative teaching material on the concept of heat contextually and applicatively.
Effectiveness of Simulation-Based Learning Media in The Understanding of Physics Concepts: A Literature Review Basri, Nur Akhyar; Islamiyah, Muizzatul; Ardilla, Sarah Lutfiah; Irawan, Ivan Danar Aditya
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 2 (2025): December 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i2.924

Abstract

This study aims to evaluate the effectiveness of simulation-based learning media in enhancing conceptual understanding of physics at the senior high school level. The method used is a Systematic Literature Review (SLR) by adopting a systematic protocol for searching and selecting articles. Literature was retrieved from three main databases: Google Scholar, Semantic Scholar, and ScienceDirect. The analysis focused on 10 articles that met the inclusion criteria, namely: published between 2010–2024; used experimental methods with simulation media in physics education; had high school students as research subjects; and examined aspects of conceptual understanding. The review results show that simulation media is effective in presenting abstract and complex physics concepts in a visual manner that helps students understand the relationship between theory and everyday phenomena. Simulations also enable students to control variables, engage in independent exploration, and build stronger mental models. In addition, simulations have been proven to improve student performance in terms of recall, understanding, and analysis. However, there are some limitations, such as the lack of hands-on laboratory experience, the limited ability of simulations to represent real-world conditions, and minimal social interaction among students during the use of virtual media. Therefore, the use of simulation media should be integrated with other instructional approaches to optimize its effectiveness.
Fluistik Zone: Interactive Digital Media for Learning Static Fluid Concepts in Senior High School Physics Diraya, Inayatun; Riska, Fati Matur; Sujito
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 2 (2025): December 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i2.939

Abstract

This study aims to develop an interactive digital learning media called Fluistik Zone on static fluid material using the 4D development model (Define, Design, Develop, Disseminate). This media covers the subtopic of introductory static fluids, consisting of density, hydrostatic pressure, Pascal's law, and Archimedes' law. The development procedure begins with a needs analysis through teacher interviews and literature reviews, followed by the initial design of Android application-based media equipped with features such as learning videos, interactive quizzes, and Online Active Learning Guide (OALG). Validation was carried out by material experts and media experts with average validity results of 94% and 99% respectively in the very valid category. The practicality assessment by teachers reached 94% in the very well category and student responses showed an average of 85% in the well category. These findings indicate that Fluistik Zone is valid, practical, and interesting for students in supporting physics learning interactively and contextually. This media is designed following the principles of multimedia learning to increase student engagement and understanding. Therefore, Fluistik Zone has the potential as an effective, interesting, and relevant physics learning media innovation to support 21st century learning. However, testing the effectiveness of the media on learning outcomes has not been carried out experimentally and the trial is still limited to one school. Further research is recommended to test the effect of using Fluistik Zone on student learning outcomes through a quasi-experimental design and expand the development to other physics topics and different levels of education.
Assessing Assessment of Thermodynamics Concept Understanding: A Systematic Review Maisyaroh, Delilah Nur; Sutopo; Parno
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 2 (2025): December 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i2.942

Abstract

This study presents a systematic review of scholarly articles examining the development of thermodynamics concept assessment tools in physics education from 2010 to 2025. The review aims to analyze the characteristics, scope, and quality of existing instruments while offering guidance for future improvements. Eleven assessment tools were identified and reviewed using a structured protocol aligned with PRISMA and the guidelines of Petticrew & Roberts. The findings reveal a strong reliance on multiple-choice formats and a primary focus on fundamental thermodynamics concepts, chiefly heat, temperature, and the laws of thermodynamics. However, key conceptual areas such as entropy in open systems, real gas behavior, and statistical interpretations of thermodynamic laws are often overlooked. Furthermore, although many instruments report content validation by experts, only a few provide evidence of construct validity or internal consistency. The review recommends that future thermodynamics assessments align with students’ cognitive development, maintain a balance between item depth and efficiency, and include underrepresented conceptual domains. Overall, the review advocates for the creation of more comprehensive and effective assessment tools in the field of thermodynamics.
Integrating STEM in Physics Learning to Improve 21st Century Skills: A Systematic Literature Review Wulandari, Novita; Pujianto
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 2 (2025): December 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i2.952

Abstract

21st century skills need to be mastered by learners for education to be of high quality and relevant to the demands of the times. These skills include critical thinking, creative thinking, the ability to collaborate, as well as effective communication skills, all of which are important in facing global challenges and the complexity of the modern workplace. The purpose of this study was to evaluate article reviews on the incorporation of STEM (Science, Technology, Engineering, and Mathematics) into physics teaching to support the development of these skills. The method used was a systematic literature review with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) design consisting of four main stages, namely identification, screening, validity, and inclusion. The Scopus database was used as a search source for relevant scientific articles. A total of 1613 papers discussing STEM integration in physics education were found from 2018 to 2024. Of these, 25 papers were selected based on screening criteria and topic suitability. Based on the data synthesis of these articles, it can be concluded that the application of the STEM approach in physics learning significantly supports the development of 21st century skills. In addition to the four key skills, this integration also has the potential to strengthen civic values and character education through contextualized and interdisciplinary learning approaches. Collaboration between the STEM approach and other innovative learning models, such as problem-based learning or project-based learning, is considered effective in creating deep and meaningful learning experiences for students.
Students’ Attitudes Toward Physics and Its Influencing Factors: A Literature Review Kurniawan, Aris; Kuswanto, Heru
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 2 (2025): December 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i2.954

Abstract

This literature study aims to address factors that influence students' attitudes towards physics and variations in learning methods that can be a reference for teachers to enhance students' attitudes towards physics. This study used systematic literature review method. Literature review was conducted using the keyword "attitudes towards physics". These keywords are searched through the Scopus search engine. We found 38 articles relevant to keywords with publication time constraints being the previous ten years. By using  literature as a review, it was found that students' attitudes towards physics are influenced by a positive school environment, learning methods applied in the learning process, gender, type of school and age. We did not find that personality and grade level influenced students' attitudes towards physics as previous research concluded. In addition, we found more variety of learning methods to enhance students’ attitude towards physics. Variations of learning methods that are proven to significantly enhance students’ attitudes towards physics are problem based learning model, jigsaw cooperative learning model, inquiry learning model, STEM approach, peer instruction method, cognitively guided instruction method, multiple intelligences based instruction method, concept mapping, flipped classroom method, dialogical practical work, active learning, blended learning, augmented reality, game-based learning module, computer simulations, virtual laboratory, creating digital storytelling, and haptic augmented simulation.
Development of Microsite-Based Learning Media on the Schorodinger Equation to Improve Students' Critical Thinking Skills Hawur, Proki Karandja; Putri, Jayanti Kharisma; Asidiq, Pratama Fahri; Mahmudah, Rida SN
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 2 (2025): December 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i2.957

Abstract

Critical thinking skills are essential for students' success in modern education. This study focuses on the development of microsite-based learning media to improve students' critical thinking skills, especially in understanding the Schrödinger equation. The focus of this study is the important role of critical thinking in modern education and the problems faced by Indonesian students when they learn with a rote approach from traditional learning. The research problem shows that innovative and creative learning methods are needed to improve critical thinking skills. The solution to this problem is to create a Schrödinger equation microsite. The methodology used is Research and Development (R&D) using the 4D development model consisting of Define, Design, Develop, and Disseminate. The results show that the microsite-based learning media is valid and practical, as evidenced by expert validation and positive student comments. Overall, the microsite learning media is considered feasible and useful for students to use in class, and shows the possibility of additional improvements depending on input for wider implementation. Implementation with a group of students shows that the Schrödinger equation microsite is effective.
Development of Alternating Current and Voltage E-Book Based on Blender Software to Improve Students Critical Abilities in Senior High School Arfa, Trirahma Novalia Putri; Dwandaru, Wipsar Sunu Brams
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 2 (2025): December 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i2.959

Abstract

This study aims to: (1) produce a physics e-book based on blender software that is suitable for use in schools, (2) determine the practicality of a physics e-book based on blender software for teachers and students of class XII MIPA in the learning process, (3) determine the effectiveness of a physics e-book based on blender software to improve critical thinking skills. This study uses the ADDIE model. In the analysis stage, researchers conducted observations, interviews, and distributed questionnaires to teachers and students of class XII MIPA SMAN 2 Sabang; the design stage designed the e-book grid, animation of alternating current and voltage based on blender software, compiled teaching modules, and test instruments; the development stage obtained the results of the e-book draft, teaching modules, data analysis techniques used in the development stage, namely V'Aiken and feasibility. The implementation stage used a pretest-posttest control group design. The evaluate stage tested the data generated. The results showed that: (1) the e-book based on the assessment of expert lecturers, teachers and colleagues is very feasible to be used in physics learning based on the results of the assessment of media feasibility and material feasibility, obtaining an average score of 94.55% and 92.37% with a very feasible category; (2) The e-book is very practical to use based on the practicality response questionnaire of teachers and students which obtained an average score of 97.67% and 92.48% with a very practical category; (3) The e-book is effective in improving critical thinking skills in the experimental class with a gain of 0.6.
Development of Interactive Learning Media Using Articulate Storyline 3 Integrated with Problem Based Learning to Enhance Students' Critical Thinking on Temperature and Heat Concepts Mithasari, Anggita Dewi Mithasari; Wiyatmo, Yusman
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 2 (2025): December 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i2.960

Abstract

This study aims to develop interactive learning media utilizing Articulate Storyline 3 integrated with a problem-based learning (PBL) model to enhance students' critical thinking skills, particularly on the topic of temperature and heat. The research employed a Research and Development (R&D) approach using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. A large-scale field trial was conducted involving 100 eleventh-grade students from MAN 3 Banyumas. The implementation phase adopted a pretest-posttest control group design to measure the media's effectiveness. The results showed that the developed media is highly practical, as indicated by an average score of 90.43% from students and 93.05% from physics teachers, categorized as "very practical." Statistical analysis demonstrated a significant improvement in students’ critical thinking abilities, with a partial eta squared value of 0.949 and Cohen’s f of 4.31, signifying a very large effect size. The media features include interactive simulations, animations, quizzes, and a game-based approach that allows learners to engage in higher-order thinking through real-world problem-solving tasks. The integration of PBL strategies into interactive digital media provides students with opportunities to analyze, evaluate, and construct solutions collaboratively, fostering deep conceptual understanding.

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