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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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Needs Analysis of a Solar System Module with Augmented Reality to Improve Students’ Communication and Problem-Solving Adi Frengki Wibowo; Ahmad Amin; Yaspin Yolanda
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.v9i1.1120

Abstract

This study aims to analyze the need for developing an Augmented Reality (AR)-based digital module on the Solar System to improve students' scientific communication and problem-solving skills. The research method used a qualitative descriptive approach through observation, interviews, questionnaires, and Focus Group Discussions (FGDs) involving 36 seventh-grade students and a physics teacher. The results of the study indicate that physics learning in the classroom is still dominated by lecture methods and 2D media, making it difficult for students to visualize the concepts of rotation, revolution, and astronomical phenomena in depth. Other findings indicate that students' scientific communication and problem-solving skills are still low due to the lack of exploratory activities and scientific discussions. Teachers and students clearly need interactive digital learning media that can display 3D visualizations and support problem-based learning. The integration of AR technology with the Problem-Based Learning (PBL) model is considered highly relevant to provide more immersive, contextual, and collaborative learning. Thus, the results of this needs analysis serve as an important basis for developing an AR-PBL-based digital module on the Solar System that can strengthen students' conceptual understanding, scientific communication skills, and problem-solving abilities according to the demands of 21st-century learning.
Integrating an Artificial Intelligence–Assisted Investigative Science Learning Environment (ISLE) in Senior High School Physics Education: A Systematic Literature Review on Scientific Ability and Scientific Attitude Ratih Tri Aidawati; Sentot Kusairi; Sujito Sujito
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.v9i1.1125

Abstract

This study employed a Systematic Literature Review (SLR) to examine the integration of the Investigative Science Learning Environment (ISLE) supported by Artificial Intelligence (AI) in senior high school physics learning, focusing on scientific ability and scientific attitude. Using the PRISMA 2020 framework, 28 articles published between 2015 and 2024 were analyzed. The findings indicate that ISLE research has evolved significantly, with studies from 2015–2019 emphasizing its constructivist foundations and effectiveness in developing scientific reasoning, conceptual understanding, and inquiry skills. In the 2020–2024 period, research shifted toward AI integration for data analysis, automated feedback, real-time assessment, and personalized inquiry-based learning. Overall, the integration of AI within ISLE enhances evidence-based learning, investigation efficiency, and student engagement, while positively impacting students’ scientific abilities such as reasoning, investigative skills, and problem-solving and scientific attitudes, including curiosity, perseverance, and objectivity, highlighting its relevance for twenty-first-century education.
Analysis of the Need for Development of Physics Electronic Modules using the Kaili Ethnic Culture Approach Ahmad Ilham Kurniawan; Sukarmin Sukarmin; Daru Wahyuningsih
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.v9i1.1131

Abstract

The main challenge in physics education is the assumption by students that the material is difficult and abstract, and this is exacerbated by the threat of globalization to the preservation of local wisdom. The purpose of this study is to describe the needs analysis for the development of an electronic module on temperature and heat based on ethnoscience (Batik bomba) of the Kaili tribe culture for 11th grade MIPA students. The research used the 4D Research and Development (R&D) model. This research was in the define stage and used descriptive data analysis techniques. The research was conducted as a survey, with data collected through a needs analysis questionnaire for physics teachers and 38 grade XI high school students in Central Sulawesi. The results show that 100% of teachers need more interesting and contextual teaching materials, while 50% experience difficulties in developing independent modules. From the students' perspective, 88% want to learn the application of physics in real life, and 85% are motivated by examples of applications in local culture. The identified needs include: (1) the development of ethnoscience modules that integrate the local culture of Kaili (Bomba Batik Weaving), (2) the strengthening of practical learning, and (3) the availability of digital learning resources (e-modules). Based on these findings, the development of Kaili Ethnic Science electronic modules is urgently needed as a solution to overcome teaching obstacles while fostering positive attitudes and appreciation for local culture.
Empirical Analysis of the Validity and Reliability of Creative Thinking Skills Test Instruments on Static Fluid Material for High School Students Dya Atul Fahmi; Parno Parno; Khusaini Khusaini; Marlina Ali
Kasuari: Physics Education Journal (KPEJ) Vol. 9 No. 2 (2026): December 2026
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v9i2.1161

Abstract

The accuracy of learning assessment results is greatly influenced by the quality and reliability of the instruments used, so instrument validation is a crucial step in measuring students' creative thinking abilities. However, many instruments have not been properly validated, potentially producing inaccurate data and biased conclusions. This study aims to analyze the validity and reliability of a creative thinking ability test instrument about static fluids for high school students using a quantitative descriptive approach. The instrument consists of eight fill-in-the-blank questions structured based on creative thinking indicators and completed independently by students. Data analysis included item validity testing, reliability testing, difficulty level analysis, and discriminatory power analysis. The results show that all items are valid, the instrument is reliable, most items are at a moderate level of difficulty, and have adequate to very high discriminatory power. Thus, this test instrument is suitable for use as a tool for assessing high school students' creative thinking abilities.
Development of Edpuzzle Interactive Media Based on Cooperative Learning Model to Increase Students Interest in Learning Motion Dynamics Material Patra Rahmayani Putri Putri; Andik Andik Purwanto; Dedy Hamdani
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.v9i1.1173

Abstract

Abstrak: Tujuan penelitian ini adalah: (1) mendeskripsikan kesesuaian media pembelajaran interaktif yang dibantu oleh Edpuzzle untuk meningkatkan minat belajar siswa pada mata pelajaran Dinamika Gerak; (2) mendeskripsikan peningkatan minat belajar siswa setelah menggunakan media tersebut; dan (3) mendeskripsikan respons siswa terhadap media tersebut. Penelitian ini juga bertujuan untuk mengembangkan media pembelajaran interaktif dengan model pembelajaran kooperatif yang sesuai untuk digunakan guna meningkatkan minat belajar siswa pada mata pelajaran Dinamika Gerak. Penelitian ini menggunakan model ADDIE, alat observasi, kuesioner, wawancara, dokumentasi, dan tinjauan pustaka sebagai bagian dari teknik Penelitian dan Pengembangan (R&D), serta metode untuk menganalisis data deskriptif kualitatif dan kuantitatif. Temuan ini mempertunjukkan bahwasanya: (1) media pembelajaran fisika berbantuan Edpuzzle dinilai sangat layak dengan nilai 90,18%, (2) minat belajar siswa meningkat signifikan pada indikator keaktifan, ketekunan, dan perhatian (kategori tinggi) pada N-Gain 0,72, dan (3) siswa responnya sangatlah baik nilai 94,29%. Simpulan, media Edpuzzle berbasis cooperative learning sangat sesuai untuk pembelajaran fisika dan efektif meningkatkan minat belajar siswa pada dinamika gerak.
Two-Dimensional Visualization of Solid Expansion Using Spyder as a Physics Learning Medium in Secondary Schools Farel Adya Falefi; Himawan Puranta
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.v9i1.1180

Abstract

Physics education in secondary schools still faces several obstacles, particularly in understanding the concepts of temperature and heat, one of which is the expansion of solids. The main problem students face is difficulty visualizing how the size of solids changes as temperatures rise, so learning tends to consist only of memorizing formulas without a deep understanding. This study aims to explain the use of two-dimensional (2D) solid expansion graphs using Python-based Spyder software as a medium for physics learning. The method used is simulation and mathematical modeling of area expansion based on physical equations, with the results displayed as graphs. The simulation shows a linear relationship between temperature changes and the area of a solid object, in accordance with the area-expansion theory . Graph visualization helps students understand how temperature affects changes in object size and how expansion varies across materials, depending on their respective coefficients of thermal expansion. In addition, Spyder encourages active student participation, improves critical thinking skills, and provides a basic introduction to programming. Thus, the use of solid expansion graphs in Spyder can be an effective, interactive, and relevant alternative learning medium to improve the quality of physics learning at the secondary school level.
Development of a Discovery Learning–Based Physics E-Book to Enhance Students’ Conceptual Understanding of Sound Waves Gida Elisa; Heru Kuswanto; Aris Kurniawan; Nur Inayah Syar
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.v9i1.1185

Abstract

The rapid advancement of technology has profoundly influenced the field of education, particularly by enabling learning experiences that are more interactive and conceptually deep. The incorporation of mobile-based learning has emerged as a relevant approach to increase student involvement in mastering complex physics topics, such as sound waves. Accordingly, this study aims to design and evaluate a discovery learning–based physics e-book as an innovative instructional medium for senior high school students. The research adopts the 4D research and development framework—Define, Design, Develop, and Disseminate—and involves subject matter experts, media experts, and senior high school students as participants. The sampling technique used purposive sampling for experts and random sampling for students. Data collection was conducted through questionnaires and concept understanding tests, which were analyzed using descriptive statistics with reference to media feasibility criteria tables and N-Gain criteria. The results indicate that the developed e-book achieved an excellent validity level according to media and content experts and received positive feedback from users, making it highly feasible as a learning medium for physics on the topic of sound waves. An N-Gain score of 0.57 indicates a moderate increase in students’ conceptual understanding, showing that the discovery learning–based physics e-book serves as an engaging alternative for enhancing learning experiences. By combining academically relevant content with local cultural values, the e-book helps students relate physics concepts to their cultural context. These findings emphasize the need for innovative and contextual learning media to improve students’ understanding of physics, preserve local wisdom, and enhance the quality of physics education in Indonesia.
The Effect of PDEODE Learning Strategy (Predict – Discuss – Explain – Observe – Discuss - Explain) on Students’ Critical Thinking Skills on Sound Wave Material Amelia Putri Wardhani; Fathiah Alatas
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.v9i1.1232

Abstract

This study was conducted to evaluate the effectiveness of the PDEODE learning strategy in improving students' critical thinking skills on the topic of sound waves. The research method used a quasi-experimental design with a nonequivalent control group design, conducted at a public senior high school in South Tangerang. The research subjects involved two 11th-grade science classes, with one class as the experimental group implementing the PDEODE strategy and the other as the control group using a scientific approach. Data were collected through essay tests and then analyzed statistically, complemented by N-Gain and effect size calculations. The research findings revealed that the average post-test score for critical thinking skills in the experimental class (87.81) was significantly higher than that of the control class (54.66), with a significance level of 0.000. The N-Gain calculation for the experimental group was categorized as high (0.83), while the control group was in the medium category (0.42). The effect size calculated using Cohen's d indicated a medium effect category (0.5). Based on these findings, the PDEODE strategy can be considered an innovative learning alternative in the subject of physics.
Revealing the Overconfidence Misconception in Optics Material: Analysis of Consistency and Confidence Levels of Prospective Physics Teachers Ramadhan Purbaya; Riskan Qadar; Zulkarnaen Zulkarnaen
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.v9i1.1237

Abstract

Misconceptions in optics accompanied by high confidence levels remain a persistent concern, particularly among prospective physics teachers whose conceptual errors may be transferred to future students. This study aimed to analyze the conceptual consistency and confidence levels of Physics Education students in optics material using the Four-Tier Diagnostic Test (FTDT). A quantitative descriptive design was employed involving 37 Physics Education students from a university in East Kalimantan, selected through purposive sampling. The instrument consisted of 50 items covering five subtopics, plane mirrors, concave mirrors, convex mirrors, convex lenses, and concave lenses with a Cronbach's Alpha reliability of 0.865. Data were analyzed using descriptive statistics and Spearman correlation tests applied to 1,850 item-level responses. Results showed that 68% of responses were categorized as Consistent Scientific, 22% as Consistent Misconception, and 10% as Inconsistent, with 87% falling under High Confidence. The concave mirror subtopic recorded the highest misconception rate (35%), with the majority accompanied by high confidence. The Spearman correlation revealed a significant but weak positive relationship between conceptual consistency and confidence level (r = 0.183; p < 0.01), indicating the presence of overconfidence misconception. These findings provide empirical support that FTDT can serve as one alternative diagnostic instrument for simultaneously identifying students' conceptual consistency and confidence levels in optics material.
Development of Augmented Reality Based Interactive E-LKPD to Improve Students’ Physics Concept Understanding on Alternative Energy Helen Ulbrid; Desy Hanisa Putri; Netriani Veminsyah Ahda
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.v9i1.1240

Abstract

This study aims to develop an interactive e-LKPD based on Augmented Reality (AR) on alternative energy materials at the high school level and describe the feasibility, effectiveness of improving students' understanding of concepts, and students' responses to the use of interactive e-LKPD utilizing Augmented Reality (AR). The research method applied is Research and Development with the ADDIE  model which includes analyze, design, development, implementation, and evaluation. The subjects of this study are 36 students in class X at one of the high schools in Bengkulu City. The product feasibility test was carried out by three validators consisting of two physics lecturers and one high school physics teacher. The data collection process is carried out through validation sheets, questionnaires given to students, and concept understanding tests through pretests and posttests. The findings of this study show that e-LKPD is very feasible with a percentage of 89.93% from three validators. The results of the students' responses were categorized as very good with a percentage of 90.34%. The results of  the pretest and posttest of the  AR-based interactive e-LKPD show the effectiveness of increasing the value of student concept understanding as shown by the N-Gain number  which is in the high category with a value of 0.80. Thus, Augmented Reality-based interactive e-LKPD has the potential to become a physics teaching material that supports improving students' understanding of concepts on alternative energy materials.

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