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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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The Application of Problem Based Learning Models with E-Learning during the Covid-19 Pandemic to Students’ Science Process Skills of Class XI IPA Students at SMA Santo Paulus Manokwari Irmawati Patabang; Irfan Yusuf; Alberto Y.T Allo; Sri Wahyu Widyaningsih
Kasuari: Physics Education Journal (KPEJ) Vol 3, No 2 (2020): December 2020
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v3i2.154

Abstract

This study aims to measure the effect of the application of the E-learning PBL assisted learning model on the science process skills of students of class XI IPA SMA Santo Paulus Manokwari. The research subjects were 4 people consisting of 3 men and 1 woman. This research is an experimental research with the method used is pre-experimental design. The research data was in the form of students' pretest and posttest scores taken using multiple choice test techniques. Meanwhile, students' science process skills were taken using a process skills assessment sheet that was assessed by the observer. The average pretest and posttest scores of students were 42.97 and 70.50 whereas, for the results of KPS observations students had an average value of 73.61% of the six indicators assessed, where the indicator planning the experiment had the highest value, namely 79, 17 and the indicator with a low score is formulating a hypothesis, namely 66.67 and all of these indicators fall into the good category. This shows that there is an effect of the application of the PBL learning model on KPS students.
The Validity of Electronic Learning Materials Optical Instruments Based on Authentic Learning to Train Students' Problem Solving Skills Fitriana Dewi Ramadhani; Mustika Wati; Misbah Misbah; Ketang Wiyono
Kasuari: Physics Education Journal (KPEJ) Vol 4, No 2 (2021): December 2021
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v4i2.212

Abstract

Problem-solving skills are needed in solving various problems both academically and authentically. However, from the results of field studies, students' problem-solving skills are still relatively low. The authentic learning approach has received much scientific support to overcome this kind of problem. However, authentic learning-based teaching materials have not been widely developed, especially for high school physics learning. The specific purpose of this research is to describe the validity of the developed electronic teaching materials. This study uses the research design and development of the ASSURE model. Electronic teaching material validation data was obtained using a validation sheet. Validation is based on expert validation consisting of 1 practitioner and two academics. Validation data is expressed by the average value of the total score for each aspect of the assessment, and the calculation results are adjusted to the validity criteria. The results showed that: the validity of electronic teaching materials was categorized as valid with an average score of 3.90. It was concluded that authentic learning-based electronic teaching materials were declared valid and could be used as a stage for class trials on optical instrument materials
Analysis of Physics Kognitif Learning Outcomes of 11th Natural Sciences Grade State Senior High School 1 Alasa in Base-Online Learning Bajongga Silaban; Parlindungan Sitorus; Ayunirmala Daryanti Zalukhu
Kasuari: Physics Education Journal (KPEJ) Vol 4, No 2 (2021): December 2021
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v4i2.231

Abstract

Covid-19 has an influence  on education, which in the end the minister of education and culture issued letter a circular number  on 4th 2020, namely learning during the Covid-19 pandemic carried out online. This research aims to 1) describing cognitive learning outcomes of physics in based-online learning,” 2)  describing constraints of students on based-online learning in physics subjects matter, 3) calculate the magnitude of the correlation coefficient between cognitive physics learning outcomes with student constraints in based-online learning in physics subjects matter This research uses descriptive methods for collection are documents and questionnaires. Based on analysis of documentation and questionnaires obtained mean of the cognitive learning outcomes of  physics  11st Natural Sciences Grade State Senior High School Alasa is 48,00 was in the low category and the percentage of student constraints in online-based learning in physics subjects matter by 0,398 was in the high category and has a negative correlation between learning outcomes and student constraints in based-online learning in physics lessons with a correlation coefficient of -0,462. Be concluded that, if the constraints of students in based-online learning are low then the physics learning outcomes of students are high and otherwise. 
Learning Physics using Online Learning during the Covid-19 Pandemic Laxmi Zahara; Khaerus Syahidi; Fartina Fartina; L. Gede Sudarman
Kasuari: Physics Education Journal (KPEJ) Vol 4, No 2 (2021): December 2021
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v4i2.167

Abstract

The Indonesian government has designated COVID-19 as a type of disease that causes public health emergencies. Thus the Ministry of Education and Culture through Circular Number 4 of 2020 ordered that the implementation of learning take place from home online. This study aims to determine the implementation of distance learning at SMAN 2 Masbagik, obtain an overview of the implementation of the teaching and learning process and find solutions during the COVID-19 pandemic. This research method uses survey research. The population of this study were all students of SMAN 2 Masbagik. The research sample of class X and XI students, amounting to 202 students. This study uses survey research using the google form application. The results of this study are, 1) 96% of students have studied online; 2) 95.5% of students stated that the implementation time was in accordance with the schedule determined by the school; 3) 55.4% of students stated that the information obtained through online learning was good; 4) 88.1% of students stated that the application used online was the Whats app; 5) 40.6% of students stated that online learning made the guidance process easier; 6) 63.9% of students stated that the learning constraint of g was a limited quota, 33.2% of students stated that the problem was a piling up of tasks and 30.2% of students stated that the network was not stable; 7) 35% of students stated that online learning barriers were quite influential on their psychological conditions and 30.2% stated that they had an effect. Thus it is hoped that at SMAN 2 Masbagik, training will be held for all teachers related to online learning such as the google classroom application, quiziz, kahoot and microsof 365, schools provide free quota for teachers at SMAN 2 Masbagik, teachers do not overload students with assignments and require supervision of online learning process carried out by teachers in their respective classes to expedite the learning process.
Integrated STEM-Problem Based learning Model: Its Effect on Students' Critical Thinking Nurazmi Nurazmi; Hartono Bancong
Kasuari: Physics Education Journal (KPEJ) Vol 4, No 2 (2021): December 2021
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v4i2.219

Abstract

This study aims to find out: 1) the level of students' critical thinking skills in solving physics problems after implementing the integrated STEM-Problem-based Learning model, 2) the level of students' critical thinking skills in solving physics problems after implementing conventional learning model, and 3) the difference between students' critical thinking skills in solving physics problems when taught by using the integrated STEM-PBL model and the conventional learning model. Being a true experimental research with Pretest-Posttest Control Group Design, this research involved the students of class X MIA 1 and X MIA 2 at SMAN 4 Takalar, consisting of 35 students each. A test of critical thinking skills was used to collect the data needed. Based on the results of analysis, it can be concluded that most of the students’ scores in the experimental class taught by using the integrated STEM-problem-based learning model are in the high category (71.43%), while the rest (28.57%) performed very high category scores. In the control class, taught by using conventional learning, almost all the students’ scores (82.86%) are in medium category, and the rest (17.14%) scored high. Therefore, it can be concluded that there is a significant difference between the critical thinking skills of students who were taught using the integrated STEM-PBL model and the conventional learning model. 
The Influence of Search, Solve, Create and Share (SSCS) Learning Model Based on Physical Simple Tools to the Ability of Critical Thinking Viatri Areskiana Aziz; Mujasam Mujasam; Sri Rosepda Br Sebayang
Kasuari: Physics Education Journal (KPEJ) Vol 4, No 1 (2021): June 2021
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v4i1.208

Abstract

This experimental study aims to determine the effect of Search, Solve, Create and Share (SSCS) models based on simple teaching aids on students' critical thinking skills before and after learning. This research was conducted at YPK Oikumene Manokwari Senior High School in the 2019/2020. The research method used was a Quasi Experimental Design study with the type of Control Group Pretest Posttest Design. The research subjects were class XI IPA 1 with 15 students as the experimental class using the SSCS models and class XI IPA 2 with 17 students as the control class using conventional learning models. The research instrument used in the form of tests is essaystest. The research data used paired samples t-test with a significance value α = 0.05. Decision making is based on sig 2 tailed calculations of 0.00. Sig value 2 tailed 0.00 <α = 0.05 so that the hypothesis decision is H0 rejected or Ha accepted. This means that there is an influence of the SSCS models on students' critical thinking skills. The ability profile of students can be seen from the average value in working on critical thinking questions that is the overall average value of 65.71 included in the medium criteria, while in the control class the overall average value of 42.31 is included in the very low criteria. The value obtained means that the SSCS model based on simple teaching aids influences students' critical thinking skills.
The Effect of Brain-Based Learning Model on Student Physics Learning Outcomes Yusri Handayani; Nurfadilah Nurfadilah
Kasuari: Physics Education Journal (KPEJ) Vol 4, No 2 (2021): December 2021
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v4i2.232

Abstract

This study has the aim of analyzing student learning outcomes after being taught by using a brain based learning model and analyzing the influence/impact of brain based learning on student learning outcomes. This research is a true experimental posttest only control design, which consists of a control class of 34 students and an experimental class of 34 students. The independent variable of this research is the brain based learning model, while the dependent variable is the physics learning outcome. The research instrument used the form of multiple choice tests on static fluid material as many as 25 questions. The data analysis technique used consisted of descriptive analysis and inferential analysis, namely the t test using the SPSS 24 application, but previously the initial assumption test was carried out as a normality test and homogeneity as a t test requirement. If the initial assumption test results do not meet, then non-parametric analysis will be used. The results of descriptive analysis can be stated that the average score of students' physics learning outcomes with brain based learning as a learning model is higher than in conventional classes or classes that do not use brain based learning. The high results of student learning in classes with brain based learning are due to the influence/impact of learning by using this model. This research can give results that there is an influence/impact of brain based learning as a learning model on physics learning outcomes. Students optimize their brain work if they use a brain based learning model so that physics learning outcomes increase.
Research Trend and Productivity of the Qur’anic Physics Research Based on Scopus Database (1992-2020) Alfany, Selsy Florensia; Arrizkiyah, Alisa; Suprapto, Nadi; Deta, Utama Alan
Kasuari: Physics Education Journal (KPEJ) Vol. 5 No. 1 (2022): June 2022
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v5i1.211

Abstract

This study has aimed to analyze the development of physics context research in the Qur'an using bibliometric techniques from 1992 to 2020 with the Scopus database. The data accounted for 187 documents. The results showed fluctuating numbers in researching qur'anic physics. However, the trend was increased from 2016 to 2020. Indonesia is one of the countries that contributes the most research on qur'anic physics even though the language used in all documents was in English. The Institute of Physics (IOP) Publishing dominated publishers' research on qur'anic physics. The top author in this domain was Adiwijaya, who dominated in 2018-2020. Based on the VOSviewer visualization, the whole research resulted in two clusters. The first cluster was related to Islam. The second cluster dealt with systems in relating to qur’anic physics. Thus, this research was targeted to determine the research development of qur'anic physics and help the future research.
Development Assessment of Thinking Skills Interpretation, Analysis, and Inference Prospective Physics Teacher Marisda, Dewi Hikmah; Handayani, Yusri; Riskawati, Riskawati; Sultan, Ana Dhiqfaini; Hasin, Ardiansah; Nurazmi, Nurazmi; Samsi, Andi Nur
Kasuari: Physics Education Journal (KPEJ) Vol. 5 No. 1 (2022): June 2022
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v5i1.247

Abstract

This thinks about points to create an appraisal of thinking skills of interpretation, analysis, and inference through analytical essay assessment instruments, worksheets, and problem-solving. Preliminary investigation of the advancement of basic considering aptitudes assessment instruments for prospective Physics teachers in the last 3 (three) years in the Basic Physics course, the test instruments in the Basic Physics course have not been fully oriented to indicators of interpretation, analysis, and inference thinking skills. The process of changing Physics learning, both at the tertiary level and at the secondary school level, is directed at training students to use their thinking potential. One of the Physics learning skills mentioned in Permendikbud Number 64 of 2013 is the development of thinking skills of interpretation, analysis, and inference. This shows that the process and evaluation of learning physics, especially basic physics, should be directed at developing thinking skills in interpretation, analysis, and inference. This inquiry is spurred by the requirement for an appraisal instrument that measures critical thinking skills, especially interpretation, analysis, and inference thinking skills. This study aims to develop an assessment of thinking skills of interpretation, analysis, and inference through analytical essay assessment instruments, worksheets, and problem-solving. This study refers to the 4D Thiagarajan model and produces an assessment that measures the ability to think of interpretation, analysis, and inference. The test instrument was created within the shape of essay analysis, and problem-solving on indicators of thinking skills of interpretation, analysis, and inference. The test instrument was further validated by two experts, and it can be concluded that the created test is exceptionally attainable to utilize.
Characterization of Silver Nanoparticle Electrolysis Method with UV-Vis Spectrometer, Atomic Absorption Spectrophotometer, and Particle Size Analyzer Latumakulita, Ivandra Immanuela; Suparno, Suparno
Kasuari: Physics Education Journal (KPEJ) Vol. 5 No. 1 (2022): June 2022
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v5i1.178

Abstract

This work reports the production and characteristics of silver nanoparticles by electrolysis method at different voltages and electrolysis time with respect to their soluble concentration. This research is an experimental research. The research sample was the result of a solution of silver nanoparticles by the electrolysis method. The purpose of this research was to determine the effect of electrolysis voltage on the concentration of silver nanoparticles, the effect of electrolysis time on the concentration of silver nanoparticles, and characterization using UV-Vis, AAS and PSA. In this research there are two stages, namely the production stage and the characterization stage. The production of silver nanoparticles was carried out using 99% AgBr rods and aquades by electrolysis method. Characterization was carried out by testing on UV-Vis, AAS and PSA spectrometers to determine light absorption, ionic silver concentration and silver nanoparticle size. The results of this research indicate that the greater the electrolysis voltage and time, the higher the concentration of the solution obtained. The concentrations obtained at each voltage were 38 ppm, 42 ppm and 54 ppm. Characterization using UV-VIS spectrometer showed that the silver nanoparticle solution at each concentration was able to absorb light at wavelengths of 419.50 nm, 442 nm and 431 nm with absorbance peaks of 1,158, 2,989, and 0.904. Characterization using AAS showed that the content of silver nanoparticles in solution at each concentration were 8.7 ppm, 15 ppm and 17 ppm. Characterization using PSA showed that the solution at each concentration had silver nanoparticle sizes were 110.7 nm, 209.2 nm, 175.2 nm.

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