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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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Cultural Literacy and Physics Concepts Based Ethnophysics on Gender in the Jong Boat Game Culture of Rupat Z, Fakhruddin; Syidik, Muhamad; Nasir, Muhammad
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.v8i2.961

Abstract

This study aims to determine the level of cultural literacy and physics concept literacy of students towards the traditional game of Perahu Jong with an ethnophysical approach, and to analyze differences in abilities based on gender. The study was conducted on Rupat Island using a survey method and proportional stratified random sampling technique. The sample consisted of 109 ninth grade students from SMPN 2 and SMPN 3 Rupat. The instruments used were cultural literacy and physics concept literacy tests. The results of the descriptive analysis showed that the average cultural literacy ability of students was low with a score of 50.4, while physics concept literacy was very low with an average score of 32.9. The results of the Mann-Whitney U test showed a significant difference between the cultural literacy of male and female students, where female students had a higher score. However, there was no significant difference in physics concept literacy between male and female students. These findings indicate the importance of implementing local culture-based physics learning as a contextual approach to improving students' scientific literacy and preserving regional culture.
The Effect of Problem Based Learning Model on Critical Thinking Skills of High School Students on Physics Concepts Fajarna, Rifa Putri; Susanna; Hamid, Abdul; Saminan; Farhan, Ahmad; Nurulwati
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.v8i2.981

Abstract

The persistent inadequacy of students’ critical thinking skills in physics education remains a significant concern within the learning process. This issue is largely attributed to the limited exposure to analytical problem-solving tasks, the monotonous implementation of instructional strategies, and the minimal integration of interactive learning media. Furthermore, the tendency of students to engage in rote memorization of formulas without a thorough conceptual understanding contributes to their weak analytical and problem-solving capacities. This study aims to examine the effectiveness of the Problem-Based Learning (PBL) modeI in enhancing the critical thinking skills of 11th-grade students at SMA Negeri 5 Banda Aceh, particularly in learning Archimedes’ Principle. A quasi-experimental approach was employed using a pretest-posttest control group design, with non-random assignment of participants. The findings demonstrated that the experimental group, which received PBL treatment, attained a higher average post-test score (M = 70.3, SD = 10.93) compared to the control group (M = 63.5, SD = 12.78). Statistical analysis using an independent t-test indicated a significant difference between the groups. Moreover, the normalized gain (N-gain) results showed a moderate level of improvement in the experimental class (0.50) versus a lower level in the control class (0.40). These results suggest that the PBL is more effective in fostering students’ critical thinking than the discovery learning approach.
Development of Alternative Energy-Based Temperature and Heat Module of Wood Waste Charcoal for Science Literacy Triyanti, Dwi Erni; Mayub, Afrizal; Nursa’adah, Euis
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.v8i2.987

Abstract

The low science literacy of students, especially in understanding temperature and heat materials, is a challenge in learning physics in schools. This material is often delivered theoretically without being associated with real life, so students have difficulty understanding concepts in their entirety. This research aims to develop a physics learning module on alternative energy-based temperature and heat materials from charcoal from wood and onion wood waste to improve students' science literacy. The research uses a 4D development model that is limited to the Define, Design, and Develop stages. The Define stage  includes curriculum analysis, identification of student learning difficulties, and exploration of local potential. The Design Stage  produces a contextual module design based on science literacy. At the Develop stage, the modules are validated by experts with results: 90% content aspect, 86% linguistics, and 95% presentation, with an average of 90% indicating the "Feasible" category. The module is considered to have high potential to support contextual learning and improve understanding of the concept of temperature and heat. Thus, this module is worthy of further testing to students in physics learning.
E-Learning of Static Fluids Utilising Problem-Based Learning via the Edukati Platform to Encourage Students' Critical Thinking Skills Satrio, Wahyu; Sianturi, Tiara Febi Anggini; M. Rahmad
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.v8i2.988

Abstract

This study aims to develop e-learning media based on Problem Based Learning (PBL) with the help of the Edukati platform on static fluid material to train students' critical thinking skills. The problems in this study are the low empowerment of critical thinking skills in physics learning and the lack of learning media that support independent and contextual understanding of concepts. The research employed the Research and Development (R&D) method using the ADDIE development model, which includes the stages of analysis, design, development, implementation, and evaluation. Validation was conducted by four experts (media expert, subject matter expert, technical expert, and pedagogical expert), and practical testing involved teachers and students from MA Muhajirin Kampar. The e-learning platform is equipped with videos, e-modules, e-worksheets, interactive quizzes, discussion forums, and exams aligned with PBL syntax and critical thinking indicators. The validity results from media, content, technical, and pedagogical experts yielded an average validity score of 3.52, indicating that the developed e-learning platform is highly valid. The responses from teachers and students showed enthusiasm and comfort with the developed media, achieving an average practicality score of 3.62 (very practical) and 3.55 (very practical). Therefore, the PBL-based Fluid Statics e-learning is suitable for enhancing critical thinking skills among high school/MA students in grade XI.
Development of Student Worksheets Based on Discovery Learning Assisted by PhET Interactive Simulations Hajar, Siti; Lasmono S, Paulus G. D.; Purnama, Umi; Silaban, Adeline; Virman
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.v8i2.993

Abstract

This study aims to design and develop Student Worksheets based on a discovery learning approach, supported by PhET Interactive Simulations  media, and to examine their design, feasibility, and practicality in the context of electricity at the high school level. The LKPD development process follows the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model, which encompasses the stages of analysis, design, development, implementation, and evaluation. The average obtained from the expert validation results is 87.50%, based on three assessment aspects, and is declared to be suiTabel for use. Meanwhile, the feasibility validation by media experts yields an average value of 79.68% across four indikators, indicating that the LKPD is ideal for use. Furthermore, the results of the field trial conducted by students are 82.84%, which is also classified as very appropriate. Based on the average value, it can be said that the physics LKPD based on discovery learning, supported by PhET.
Global Trends in Innovation and Evaluation of 21st Century Physics Learning: A Bibliometric and Systematic Review Hawur, Proki Karandja; Supahar; Rasyid, Fauziah; Gunawan, Cahya Widya
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.v8i2.1000

Abstract

Physics education in the 21st century is undergoing various innovations to enhance its effectiveness and relevance in the digital era. This study aims to map current research trends in high school physics education through bibliometric analysis and SLR analysis methods on articles indexed in the Scopus database. This study utilized 62 articles on physics learning that were analyzed. The study results show that innovations in physics learning include the use of simulations and virtual reality, digital applications such as Getsmart and PhET, project-based learning (PBL) approaches, as well as the use of digital tools like Tinkercad and Arduino Uno. In addition, STEM-based learning approaches, flipped classrooms, and hybrid learning are increasingly being implemented to enhance 21st-century skills such as critical thinking, problem-solving, and creativity. This study also found that teacher training adopting the Nature of Science (NOS) approach and technology in teaching contributes to the improvement of pedagogical competence. Learning evaluations using HOTS-based instruments and technology-based e-assessments have proven effective in measuring students' understanding and interest in physics.
The Effect of the Group Investigation Type Cooperative Learning Model on Presentation Skills in the Topic of Ideal Gas Silaban, Adeline; Akbar, Muhammad; Hajar, Siti; Lasmono, Paulus G. D.; Silaban, Desy C.
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.v8i2.1003

Abstract

Scientific presentation is one of the essential skills that every individual should possess, particularly those involved in the fields of education and research. Classroom learning is often focused on children's ability to memorize. This study aims to determine how presentation skills use the GI type cooperative model. This study used two variables: the independent variable and the dependent variable. The independent variable was the learning model, specifically a cooperative learning model of the group investigation type. The dependent variable in this study was the ability to learn. The type of research used is descriptive qualitative, as the purpose of this study is to provide a comprehensive picture of the phenomenon. The study's results showed an average increase of 17 points, accompanied by a decrease in the standard deviation value from 5.86 to 3.64, indicating the development of presentation skills following participation in GI-type cooperative learning. The results of the normality test on the presentation ability data at the pretest stage showed that the significance value in the Kolmogorov-Smirnov test was 0.116 and in the Shapiro-Wilk test was 0.061, indicating that the pretest data did not deviate significantly from a normal distribution.
Application of Auditory, Intellectually, Repetition Model Assisted by Kahoot to Improve Understanding of Temperature and Expansion Concepts in Class XI Risnauli, Amelia; Fauza, Mitri Irianti, Naila; Irianti, Mitri
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.v8i2.1020

Abstract

In improving students' conceptual understanding of a learning material, an efficient and effective learning model is needed. One of the efficient and effective learning models in improving conceptual understanding is the Auditory, Intellectually, Repetition learning model assisted by Kahoot. This study aims to describe students' conceptual understanding by implementing the Auditory, Intellectually, Repetition learning model assisted by Kahoot on the material of temperature and expansion. In addition, this study was conducted to determine the differences in students' conceptual understanding using the Auditory, Intellectually, Repetition learning model assisted by Kahoot with conventional learning models on the material of temperature and expansion as a solution to improve the conceptual understanding of grade XI students on the material of temperature and expansion. This study used a quasi-experimental research type with a posttest-only control group design. The research data were in the form of posttest results of conceptual understanding which were processed quantitatively. The results showed that the experimental class had a higher average conceptual understanding ability score than the control group. The experimental class obtained an average score of 85.03 with a very good category and the control class obtained an average of 75.69 with a good category.
Development of an Inquiry Based and Deep Learning Animate Physics Module with 4D Models to the Develop Stage Maisaroh, Mukholiffatul; Toifur, Moh.; Okimustava
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.v8i2.1022

Abstract

This research aims to develop an animate physics module based on an inquiry approach and deep learning. The method used is Research and Development (R&D) with a 4D model consisting of the Define, Design, Develop, and Disseminate stages. The research was carried out up to the Develop stage which includes analysis of the curriculum, materials, and student needs (Define).module structure design (Design); and expert validation and limited trials (Develop).The research instruments consisted of an expert validation questionnaire, a student response questionnaire, and learning outcome tests (pretest and posttest). The validation results showed that the module obtained a score of 87% (very suitable) from material experts, 85% (very suitable) from media expert, and 83% (suitable) from language experts. Limited trials on 25 grade XI students showed a practicality score of 86% (very practical). Furthermore, student learning outcomes improved, with an average pretest score of 58.4, a posttest score of 80.6, and an N-Gain of 0.062 (medium-high category). These findings demonstrate that the inquiry based and immersive learning based physics module is feasible, practical, and effective for improving conceptual understanding and higher order thingking skills in physics learning. This study provides a significant contribution to the development of innovative learning materials aligned with the demands of the 21st century, offering an alternative solution for creating meaningful, contextual, and critical-thinking-oriented physics learning.
Challenges of Science Teachers in Designing Inquiry Learning: A Systematic Literature Review Setiyani, Amira; Munfaridah, Nuril; Hidayat, Arif
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.v8i2.1026

Abstract

This study aims to map the challenges faced by science teachers in designing inquiry-based learning through a systematic literature review (SLR) approach. The PRISMA method was used to screen articles from the ERIC database published between 2020 and 2025. Out of 292 initial articles, a rigorous inclusion-exclusion process narrowed the sample to 14 relevant studies, which were then thematically analyzed. The findings revealed nine major thematic challenges: limited understanding of inquiry, lack of experience, reliance on traditional teaching methods, difficulty integrating inquiry into classroom practice, insufficient institutional support, inadequate professional development, challenges in designing inquiry elements, time constraints, and unsupported assessment practices. These challenges are interrelated and reflect the multidimensional nature of barriers to effective inquiry-based science instruction. This study provides empirical contributions to support science education policy development and the design of teacher training programs responsive to 21st-century learning demands.

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