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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 190 Documents
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Exploring Misconceptions of Light and Shadow Formation among Senior High School Students: A Qualitative Study in Physics Education Nurlailah; Utama, Rodika; Mustava, Oki; Toifur, Moh.; Dina, Devi Farah
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.v8i2.1028

Abstract

This study explores senior high school students’ misconceptions of light and shadow formation within the context of physics education. Despite being a fundamental concept in optics, many students continue to experience difficulties in understanding the principles of light propagation, the rectilinear nature of light, and the conditions required for shadow formation. This research employed a qualitative exploratory design involving 32 students from Grade X and XI science classes in Central Java, Indonesia. Data were collected through diagnostic tests and semi-structured interviews, which allowed in-depth identification of alternative conceptions. The analysis revealed three dominant categories of misconceptions: (1) perceiving light as a substance that “flows” from the source, (2) assuming that shadows are independent objects rather than regions of blocked light, and (3) misunderstanding the relationship between light intensity, distance, and shadow clarity. These findings confirm that students often rely on intuitive reasoning based on everyday experiences rather than scientific explanations. The discussion highlights the implications for physics instruction, particularly the need for teaching strategies that incorporate conceptual change models and inquiry-based learning to address students’ alternative frameworks. The study concludes that addressing misconceptions in optics requires not only emphasizing correct scientific principles but also engaging students in reflective and interactive learning processes that directly confront their prior conceptions.
Qualitative Analysis of Students’ Misconceptions on Energy Conservation in Mechanical Systems Utama, Rodika; Kusumaningtyas, Dian Artha; Toifur, Moh.; Mustava, Oki; Salamah, Asnin Nur
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.v8i2.1045

Abstract

Energy conservation is a fundamental principle in physics, yet numerous studies report that students often hold misconceptions regarding its meaning and application. This study aims to qualitatively explore senior high school students’ misconceptions about the conservation of energy in mechanical systems. Data were collected from 36 students in grades X and XI using a four-tier diagnostic test combined with semi-structured interviews. Thematic analysis was employed to identify the types and patterns of misconceptions. Results indicate that students frequently perceive energy as a consumable entity that disappears during processes involving friction, or equate kinetic energy directly with force. Other misconceptions include the belief that energy can be permanently lost in non-conservative systems and that potential energy does not exist unless motion occurs. These findings highlight persistent gaps in conceptual understanding despite formal instruction. The study suggests that explicit teaching strategies, such as conceptual change approaches and multiple representations, are required to address these alternative conceptions.
Development of a Problem-Based E-Module on Particle Motion Dynamics to Improve Physics Problem-Solving Skills Using Flip Anggri Wijaya, Silvia; Lumbu, Albert; Pamangin, Wilda Wijayani; Bisyahri, Adam
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.v8i2.1098

Abstract

This study aims to examine the feasibility of an e-module on particle dynamics developed using Flip PDF Professional and to analyze the improvement of students’ physics problem-solving skills. The research subjects were physics education students at Cenderawasih University The research employed an R&D method with the 4D model. The data analysis technique for assessing product feasibility used a standardized scale. The e-module evaluation was conducted through expert validation, and the results were analyzed quantitatively. Furthermore, to determine the impact of the developed e-module on students’ physics problem-solving abilities, an N-gain analysis was applied. To obtain scores for the research variables, a physics problem-solving skills test instrument was used. The validation results showed that the e-module was categorized as very good by media experts (average score 38.5) and material experts (average score 41.5). Field testing indicated that the improvement in problem-solving skills was in the moderate  category, with an N-gain value of 0.69 and an average post-test score of 80.20. Based on the findings obtained, this e-module has been proven to be feasible to function as one of the optional teaching materials in physics lessons.
The Effect of The Predict Observe Explain Strategy on Reducing Misconceptions About Light In Elementary Schools Kurniasari, Herlin; Nugroho, Ikhlasul Ardi
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.v8i2.1102

Abstract

This study aims to determine the effect of the Predict–Observe–Explain (POE) strategy on reducing misconceptions about light among fifth-grade elementary school students. This study describes empirical evidence of differences in the reduction of misconceptions between classes that received instruction using the POE strategy and classes that received instruction through teacher demonstrations. This study used a quantitative method with a quasi-experimental design, specifically a Nonequivalent Control Group Design, conducted at Demangan State Elementary School in the odd semester of the 2025/2026 academic year. The research subjects consisted of 52 fifth-grade students divided into an experimental class and a control class. Misconception data were collected through a validated two-tier diagnostic test, and the results showed that the validity was in the valid category. The reliability estimate of the misconception instrument was obtained through the Cronbach's Alpha test with a coefficient of 0.832, which is classified as high. Data analysis techniques included prerequisite tests (normality and homogeneity) and difference tests using independent t-tests for misconception reduction. The results showed that the average misconception reduction score in the experimental class increased from 44.35 on the pretest to 70.65 on the posttest, an increase of 26.30, while the control class only increased from 48.73 to 56.38, an increase of 7.65. The hypothesis test results showed a Sig. (2-tailed) value < 0.05 for both variables, so Ha was accepted. Thus, it can be concluded that the POE strategy has a significant effect in reducing students' misconceptions about light.
The Effectiveness of Temperature and Heat Module Through P2F to Improve Science and Numeracy Literacy Muhammad Arifuddin; Ernita Desi Fitriani; Andi Ichsan Mahardika
Kasuari: Physics Education Journal (KPEJ) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v9i1.1004

Abstract

This study aims to enhance students skills in science literacy and numeracy by creating temperature and heat modules using the learning of physics modeling at least in the effective category. This module is designed as a learning innovation because students frequently struggle to grasp the concepts of temperature and heat conventional methods.  This study used the ADDIE development model and Research and Development (R&D) research methods to conduct trials on 35 grade XI students from high schools in Banjarmasin. The ADDIE model was chosen because it has clear stages for needs analysis, design, development, implementation, and evaluation, allowing the resulting modules to be systematically tested.  The trial was carried out using a one-group pre-test post-test design. Data was collected through the (THB), which has been adjusted to numeracy and science literacy indicators.  The results showed that this module was effective, with an n-gain score of 0.74, which shows how much students' skills improved after using it.  Therefore, the temperature and heat modules learned through physics modeling can be used to improve students' numeracy and literacy skills. They can also be used as an innovative alternative learning resource in high school.
The Influence of Inquiry Laboratory and Phyphox-Excel on Physics Concept Understanding in View of Students' Self-Regulated Learning Muhammad Sayyadi
Kasuari: Physics Education Journal (KPEJ) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v9i1.1024

Abstract

The achievement of learning outcomes is not only influenced by models, methods, or learning strategies, but there are several other factors that can affect the achievement of the learning process. The selection of the right model, method, or media will facilitate educators in creating a pleasant learning atmosphere and in achieving learning outcomes. The inquiry laboratory learning model, assisted by Phyphox-Excel, can help students understand physics concepts, both during the learning process (performance) and at the end of learning (cognitive aspect). The purpose of this research is to determine the extent of the influence of the inquiry laboratory model assisted by Phyphox-Excel on students' understanding of physics concepts, as reflected in their Self-Regulated Learning (SRL). Data on students' understanding of concepts were collected through performance assessments and cognitive tests administered at the end of the learning. The results obtained from this research are: (1) the performance assessment of students learning with inquiry laboratory and Phyphox-Excel application is higher than those learning with inquiry laboratory without Phyphox-Excel, (2) the performance assessment of students with high SRL is higher than that of students with low SRL, (3) there is no interaction between the inquiry laboratory Model and SRL on student performance outcomes, (4) there are differences between inquiry laboratory with Phyphox-Excel application and inquiry laboratory without Phyphox-Excel on students' cognitive abilities, (5) there are differences in cognitive abilities between students with high SRL and students with low SRL, (6) there is an interaction between inquiry laboratory and SRL on students' cognitive abilities.
Analysis of Multiple Choice Questions on Impulse Momentum Material to See the Level of Difficulty of the Questions Nur Ainayah; Rida Siti Nur&#039;aini Mahmudah
Kasuari: Physics Education Journal (KPEJ) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v9i1.1039

Abstract

This research aims to analyze the suitability, difficulty level, and reliability of impulse-momentum test instruments in physics subjects using the Rasch model. The background to this research is based on the importance of ensuring that the assessment instruments used in education have adequate validity and reliability. Using descriptive research methods with a quantitative approach, data were collected from 275 students from three schools in Bengkulu Province. The impulse-momentum test instrument was created and validated with the help of physics teachers from each school, and the research was conducted over 5 days. Data analysis was carried out using the QUEST application to assess the suitability of the questions under the Rasch model, the level of difficulty of the questions, and the instrument's reliability. The research results show that the majority of questions are of moderate difficulty, with instrument reliability at 0.97, indicating very good reliability. However, two items were found to have outfit values exceeding 2, indicating a mismatch with the Rasch model. In conclusion, the momentum impulse test instrument has good reliability, but several items need improvement to better align with the analytical model used. This emphasizes the importance of understanding item parameters and ensuring consistency with analytical models to ensure the validity and reliability of assessment instruments in education.
Enhancing Creative Thinking in Physics Education: A Systematic Review and Meta-Analysis Fauziah Rasyid; Heru Kuswanto; Supahar Supahar; Jayanti Kharisma Putri; Wahyu Dilla Abdullah; Sul Daeng Naba; Iqbal Ainur Rizki
Kasuari: Physics Education Journal (KPEJ) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v9i1.1047

Abstract

Creative thinking is a critical skill in physics education that enables students to develop effective problem-solving. This study aims to explore various interventions and their effects on enhancing creative thinking skills in physics education through a systematic review and meta-analysis. A keyword search across Scopus and ERIC identified 22 studies that met the criteria and were selected for analysis. The meta-analysis findings indicate that interventions implemented in physics learning significantly enhance creative thinking skills, with a very strong effect size. Among the types of interventions, instructional models demonstrated the largest effect size, highlighting their potential to foster creative thinking. Moderator analysis revealed significant variations across countries of study, sample size, intervention duration, and the physics topics involved. However, no significant differences were found for moderators such as publication type, education level, types of interventions applied, and instruments measuring creative thinking. These findings emphasise the importance of designing and adapting teaching strategies to enhance creative thinking skills in physics learning. This study contributes to strengthening the evidence for integrating creative thinking into physics education to meet the demands of the 21st century.
Theoretical Analysis of Thermal Equilibration in a Rotating Solid Sphere Partially Immersed in a Hot Fluid: A Study Inspired by the Onde Cooking Process Rodika Utama; Moh. Toifur; Ishafit Ishafit; Devi Farah Dina
Kasuari: Physics Education Journal (KPEJ) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v9i1.1053

Abstract

This study presents a theoretical analysis of thermal equilibration in a sphere rotating with a constant angular velocity, where part of the sphere is submerged in a hot fluid and the other part is exposed to air. The model is inspired by the traditional onde-onde cooking process, which illustrates temperature equalization through continuous rotation during heating. By applying the steady-state heat equation in spherical coordinates and imposing boundary conditions representing two temperature regions (the hot fluid at T1 and the air at T2), the criterion for rotational equilibrium is obtained. The result shows that the angular velocity must satisfy the minimum threshold ωmin=k/ρcR2, where k is the thermal conductivity, ρ is the density, c is the specific heat, and R is the radius of the sphere. When the actual rotation rate exceeds this limit, the temperature distribution becomes nearly uniform, and the entire sphere approaches thermal equilibrium. The findings clarify the physical mechanism through which rotation enhances temperature uniformity in partially immersed solids. Beyond its culinary analogy, the model offers valuable insight for rotating heat exchangers, industrial drying systems, and thermal homogenization in composite materials.
Development of an Ethnophysics-Based Critical Thinking Test on Heat Concept Siti Nurhaliza; Delthawati Isti Ratnaningtyas; I Komang Werdhiana; Syamsuriwal Syamsuriwal
Kasuari: Physics Education Journal (KPEJ) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v9i1.1055

Abstract

Critical thinking skills are important in physics education because they encourage students to analyze, evaluate, and apply concepts in real life. However, the assessment instruments used still focus on memory skills and have not integrated the local cultural context. In fact, many physical phenomena, including heat transfer, can be seen in cultural activities such as traditional food preparation. Previous studies have emphasized the development of questions based on higher-order thinking skills, literacy, and numeracy, but few have linked them to culture. Therefore, it is necessary to develop ethno-physics-based critical thinking questions on heat so that assessments not only measure conceptual mastery but also connect physics with local wisdom. This study aims to analyze the validity, reliability, discriminating power, and difficulty level of ethno-physics-based critical thinking questions on the topic of heat, as well as to test their practicality. The method applied is Tessmer's Research and Development (R&D) model, with stages including Preliminary, Self-Evaluation, and Formative Evaluation. The results of the development show that the resulting test items are valid. The reliability value obtained is 0.75, which is classified as high. In terms of difficulty, the majority of questions are categorized as moderate and a small portion are easy. The discrimination power of the test items varies between very good, good, and fair. Overall, all items successfully differentiated between students' abilities, and none of the items failed to differentiate. In terms of practicality, the use of these items is classified as very practical.

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