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Physics Education Research Journal
Published by Universitas Islam Negeri Walisongo Semarang
ISSN : 26856190     EISSN : 27147746     DOI : 10.21580/perj
Core Subject : Science, Education,
Education Physics
Physics Education Research Journal (PERJ) publishes original manuscripts by researchers, lecturers, teachers, practitioners, and academicians related to physics and physics education. Articles that are integrated Unity of Sciences (local wisdom and enriched with the principal of religion and culture) will be prioritized. This journal is a peer-reviewed and open acces journal, which is biannually published by Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang.
Arjuna Subject : Fisika dan Astronomi - Fisika dan Astronomi (Lain-Lain)
Articles 132 Documents
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Development of Authentic Assessment Instrument to Measure Students Critical Thinking Skills on Temperature and Heat Subject Matter at SMAN 2 Medan Lioni Widya Sonata Tampubolon; Yeni Megalina
Physics Education Research Journal Vol. 7 No. 2 (2025)
Publisher : Faculty of Science and Education, UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/perj.2025.7.2.27391

Abstract

This research aims to develop an authentic assessment instrument in the form of cause-and-effect multiple-choice questions to measure students' critical thinking skills on the topic of temperature and heat at SMAN 2 Medan. The study is motivated by the limited implementation of authentic assessments in physics learning and the lack of students’ engagement in context-based evaluations that foster critical thinking. The research employed a Research and Development (R&D) method using the ADDIE development model, which includes Analysis, Design, Development, Implementation, and Evaluation stages. Validation was conducted by two university lecturers and one physics teacher, followed by small and large group trials, and item analysis was performed to evaluate validity, reliability, difficulty level, discrimination index, and distractor effectiveness. Teacher responses were also gathered to assess the feasibility and practicality of the instrument. The results indicate that the developed instrument met validity and reliability criteria, with most items demonstrating appropriate levels of difficulty and discrimination. Teachers responded positively, stating that the instrument was clear, practical, and aligned with the needs of physics learning under the Merdeka Curriculum. Based on the findings of the study, it can be concluded that the authentic assessment instrument in the form of cause-and-effect items is feasible and effective in measuring students' critical thinking skills on the topic of temperature and heat. The implication is that this instrument can serve as an alternative evaluation tool for teachers to assess students’ understanding in a deeper and more contextual manner while promoting active engagement in critical thinking.
Improving Student Learning Outcomes on the Concept of Momentum and Impulse Using the Discovery Learning Model through a Differentiated Approach at SMA Negeri 1 Gorontalo Utara Basri A Haseng; Abdul Haris Odja; Dewa Gede Eka Setiawan
Physics Education Research Journal Vol. 7 No. 2 (2025)
Publisher : Faculty of Science and Education, UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to improve students’ learning outcomes on the topic of momentum and impulse through the implementation of the Discovery Learning model integrated with a differentiated instructional approach. The study employed a classroom action research design involving 34 students of Class X MIA 4 and was conducted in two action cycles. Each cycle consisted of planning, implementation, observation, and reflection stages, with students’ learning outcomes assessed through a cognitive achievement test administered at the end of each cycle. The results showed that the predetermined success criterion was not achieved in Cycle I, where only 14 of the 34 students attained the minimum mastery criterion, resulting in a classical mastery level of 41%. After revising the instructional strategy, students’ performance improved substantially in Cycle II, with 30 students achieving mastery and a classical mastery level of 88%, exceeding the predetermined success criterion of 80%. These findings indicate that integrating the Discovery Learning model with differentiated instruction effectively improves students’ learning outcomes on the topic of momentum and impulse.

Page 14 of 14 | Total Record : 132

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