Pillar of Physics Education : Jurnal Berkala Ilmiah Pendidikan Fisika
Pillar of Physics Education: International Journal on Physics Education is an open-access and peer-reviewed journal, published by Universitas Negeri Padang, which is dedicated to intercharge for the results of high-quality in all aspect of physics education. The editors welcome submissions of papers describing recent theoretical and experimental research related to: (1) learning outcome of physics, (2) Learning materials of physics, (3) Learning and teaching theories and models of physics, (4) Learning and teaching strategies and methods of physics, (5) Learning assessment and evaluation of physics, (6) The use of ict and media in learning of physics, (7) Learning management of physics, (8) Research and development in learning of physics, (9) Experimental methods in learning of physics, (10) Action research of learning of physics. The Pillar of Physics Education follows the open access policy that allows the published articles freely available online without any subscription. Submitted papers must written in English for initial review stage by editors and further review process by minimum two international reviewers.
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<![CDATA[Effect Of Stem Integrated Physics E-Modules To Improve Creative Thinking Ability ]]>
<![CDATA[febbi rahmadani]]>;
<![CDATA[Festiyed Festiyed]]>;
<![CDATA[Asrizal Asrizal]]>;
<![CDATA[Desnita Desnita]]>
<![CDATA[ PILLAR OF PHYSICS EDUCATION Vol 16, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/14789171074
<![CDATA[The Industrial Revolution 4.0 is an era of rapid development and technology. This era requires the ability to higher order thinking to prepare participants for development. Based on the demands of Time for national education issued an effort to increase the curriculum to the 2013 curriculum to stimulate participants to educate. The 2013 curriculum sets graduate competency standards based on student readiness, national education goals, and needs. Updating the learning process is urgently needed, one of which is by adjusting the teaching materials used for the material to be delivered. In the learning process, the main component is the availability of teaching materials that will be used by students. There are teaching materials in the form of print and non-print. The purpose of this study was to see the effect of the STEM Integrated Physics E-Module to improve the Creative Thinking Ability of Class XI Students of. This research method uses a quasi-experimental design using the posttest only design. After conducting the research it turned out that students' creative thinking abilities as seen from each student's answer from the two sample classes had different averages in common, namely the normality test, test homogeneity, two-mean similarity test From the analysis results obtained, namely the value of th is in the H0 resistance area so that it can be said that H1 is accepted at a significant level of 0.05. The results of the statistical analysis of the data show that th> tt is 2,764473449> 1,67528495042491, so it can be concluded that there are differences in students' creative thinking skills in the aspect of knowledge using e-modules and not using e-modules.]]>
<![CDATA[Development of Physics Learning Based on Video Integrated Flipped Classroom Model Using Moodle ]]>
<![CDATA[Silfi sutri Insani]]>;
<![CDATA[Pakhrur Razi]]>
<![CDATA[ PILLAR OF PHYSICS EDUCATION Vol 16, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/14545171074
<![CDATA[21st century education requires students to have skills that can answer the challenges of revolution 4.0. Skills that should be mastered are data, technology and human literacy. However, the government's efforts to issue policies to implement scientific literacy of the 2013 Curriculum to boost Indonesian education have not been optimized by schools. This is known by the lack of technology adoption in learning tools by educators. In order for students to have skills in the era of revolution 4.0, a learning resource was developed in the form of physics learning based on video integrated Flipped Classroom using Moodle. The purpose of this study is determine the validity and practicality of physics learning videos. This research was conducted using the Research and Development (R&D) model and quantitative descriptive methodology. This research using validity and practicality instrument test for analyze data to know satisfied product learning. Product validation was carried out by expert and received a score of 88 with a very valid category. After making revisions according to expert advice, practicality test was carried out at SMAN 1 Pariaman. Practicality was carried out by physics teachers and students in limit scale. Practicality results were obtained with a score of 86 from teacher responses and a score of 87 from participant responses. From the results of validity and practicality, the physics learning based on video integrated flipped classroom model using Moodle is categorized as very valid and very satisfied so it is feasible to use in the learning process in the classroom.]]>
<![CDATA[The Effectiveness of Cognitive Conflict-Based Learning Models Using Interactive Multimedia ]]>
<![CDATA[Nadia Zuwita]]>;
<![CDATA[Fatni Mufit]]>
<![CDATA[ PILLAR OF PHYSICS EDUCATION Vol 16, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/14389171074
<![CDATA[The cognitive conflict learning model can be used to improve student understanding of concepts, 21st century developments demand IT-assisted learning. Several studies have shown that understanding of physics concepts is low resulting in misconceptions, one of which is sound and light waves. The solution to these problems is integration using cognitive conflict-based learning models assisted by interactive multimedia. Interactive multimedia is a system for implementing cognitive conflict-based learning models, because it has the same goal of increasing students' conceptual understanding. Cognitive conflict-based learning models can improve students' conceptual understanding and remediate misconceptions because they have 4 skills, namely preconception and misconception activities, presentation of cognitive conflicts, discovery and concept similarities, and reflection. The purpose of this study was to analyze the effectiveness of cognitive conflict-based learning models on students' understanding of the concept of sound and light waves. This study used an experimental method with a quasi-experimental type. The sample consisted of 65 high school students with two sample classes namely the experimental class and the first control class which were selected by purposive random sampling technique. The instrument in this study was a valid concept, the data were obtained with the help of IBM SPSS 20 statistics, the results obtained were sig.asim < 0.05 which is included in the Ho rejection area, that cognitive conflict-based learning models affect students' conceptual understanding of sound and light waves Thus, the cognitive conflict-based learning model assisted by interactive multimedia is effective for use in remediating misconceptions and increasing students' conceptual understanding.]]>
<![CDATA[The Effect of E-Modules Context-Based on Students Science Communication Skill in Optical Tools and Global Warming ]]>
<![CDATA[Febrian Syah]]>;
<![CDATA[Desnita Desnita]]>;
<![CDATA[Yenni Darvina]]>;
<![CDATA[Renol Afrizon]]>
<![CDATA[ PILLAR OF PHYSICS EDUCATION Vol 16, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/14315171074
<![CDATA[This research is motivated by the low ability of students' science communication, the cause of the low ability of students' science communication because the teaching materials used by teachers in schools are less effective and quite difficult to understand. This study aims to see the effect the use of context-based physics learning e-modules on optical instruments and global warming for class XI Senior high school. The subjects of this study were all students of class XI Natural Science Mathematics Senior High School. Sampling was carried out using simple random sampling technique, by selecting class XI Natural Science Mathematics 1 as the experimental class and XI Natural Science Mathematics 2 as the control class. The research instrument is a non-test in the form of an observation sheet of scientific communication skills. The data research technique used in hypothesis testing is the t-test. The results showed that the average science communication ability of the experimental class students was higher than that of the control class. The results of testing the assumptions using the t-test, obtained ???? count of 61.10 and ???? table with a significance level of 0.05 with a table value of 1.669. So it can be concluded that there is an effect of the use of context-based physics learning e-modules on students' science communication skills in the material of optical instruments and global warming class XI Senior High School]]>
<![CDATA[Validity Of QR-Code-Based Science E-Modules Teaching Materials To Improve Literacy Ability Science ]]>
<![CDATA[inezty salsabilla adi]]>;
<![CDATA[I Ketut Mahardika]]>;
<![CDATA[Diah Wahyuni]]>
<![CDATA[ PILLAR OF PHYSICS EDUCATION Vol 16, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/14427171074
<![CDATA[This study aims to examine the validity of the QR-Code-based E-module to improve the scientific literacy skills of grade VIII junior high school students. Through QR-Code-based E-modules students can improve scientific literacy ability that need to be built. This research is quantitative research using the ADDIE model but in this development research it is carried out up to the validation stage. The validity test in this study was carried out by experts or validators who were experts in their field and consisted of three validators. The validation was carried out based on material and media validation. This research was conducted in class VIII-A in the 2022/2023 academic year with a total of 23 students. The results showed that the QR-Code based E-module teaching materials met the validity criteria with an average percentage of 84.97% for material validity and an average percentage of 87.03% for media validity with valid criteria. This research can be useful in improving scientific literacy ability in eighth grade junior high school students.]]>
<![CDATA[Effect of The PBL Model Accompanied by Multi-Representation-Based Science Worksheets on Learning Outcomes ]]>
<![CDATA[Annisa Mauliya]]>;
<![CDATA[I Ketut Mahardika]]>;
<![CDATA[Zainur Rasyid Ridlo]]>
<![CDATA[ PILLAR OF PHYSICS EDUCATION Vol 16, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/14455171074
<![CDATA[This study aims to examine the significant effect on learning outcomes and the effectiveness of learning by using the PBL learning model accompanied by multi-representation-based science worksheets in grade 8 junior high school students. This research is based on low learning outcomes, students who are less active in learning and students' difficulties in answering questions in image, verbal and graphic formats. The research method used was a quasi-experimental design with a post-test only control group. Data was collected through written tests and response questionnaires. The normality test results for the post-test scores for the experimental and control classes were 0.197 and 0.200, which means these values are normal. The results of applying the PBL learning module accompanied by multi-representation-based Science Worksheets obtained data in the form of post-test scores which were tested using an independent sample t-test. The results of the independent sample t-test obtained a value of 0.00. The results of the questionnaire analysis showed that students responded very positively with an average value of 95%. The results of this test indicate that students more easily understand learning material, are active and interested in learning. Based on the results obtained, it can be concluded that the PBL learning model accompanied by multi-representation-based IPA worksheets has a significant effect on student learning outcomes and is very effectively used in the science learning process in junior high schools. PBL models with a multiple representations can assist students overcoming challenges in problem-solving via the PBL model's processes, also when using different representations.]]>
<![CDATA[Analysis Quality of Equation Items in Learning Evaluation for Physics Subject in High Schools of Mentawai Island Regency ]]>
<![CDATA[Fredy Pratama]]>;
<![CDATA[Yenni Darvina]]>
<![CDATA[ PILLAR OF PHYSICS EDUCATION Vol 16, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/14539171074
<![CDATA[The process of evaluating learning outcomes is one thing that cannot be separated by a teacher to reveal the extent to which students receive and learning understanding given in class. To be able to produce good measurable values, the instrument used must also be good. A good instrument must have standards that have been tested as a whole, in this case the question sheets used as instruments in the evaluation process must be measurable and tested in consist of validity, reliability, level of difficulty, and diffrentitation. This research is a descriptive research with a qualitative approach by taking several samples of schools in the Mentawai Islands District. The analysis was conducted on the evaluation instrument or sheet used by teachers in schools in the form of 4 aspects analysis, namely validity, reliability, level of difficulty, and diffrentitation. The research purpose was to be able to find out to what extent the quality level of the instrument or evaluation sheet used by teachers in the sampled schools. The research results obtained showed that of the 4 samples of schools that were taken and examined, it shows that in terms of validity for the whole school it can be declared valid with a range of high to low categories. Meanwhile, for the reliability aspect, it was noted that 3 out of 4 schools had reliable instruments, while 1 school was classified as unreliable. For aspects by level of difficulty and item differentitation, it is still classified as very low because there are still less than 50% of the questions that are of good quality and have sufficient differentitation.]]>
<![CDATA[Systematic Review: The Effect of Using Virtual Laboratory On Physics Learning to Improve Student’s Concept Understanding ]]>
<![CDATA[Annisa Rahmi]]>;
<![CDATA[Hidayati Hidayati]]>;
<![CDATA[Hufri H]]>;
<![CDATA[Wahyuni Satria Dewi]]>
<![CDATA[ PILLAR OF PHYSICS EDUCATION Vol 16, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/14780171074
<![CDATA[The 2013 curriculum requires teachers to be skilled in the learning process which makes students more active in learning activities. Physics learning does not only discuss theory, but also needs to do practical work so that students understand the concepts being taught, if schools have limitations regarding laboratory equipment, then they can use virtual laboratories instead. There are many research articles about the use of virtual laboratories in physics learning. However, there has been no systematic study that summarizes these studies, for this reason a systematic study is needed that will produce new information. This study aims to: (1) analyze the model/strategy/method of using virtual laboratories in learning physics, (2) analyze the effect of virtual laboratories in learning physics on increasing students' understanding of concepts. The method used in this study is a systematic review. The collected articles totaled 25 articles published in the last 10 years in national and international journals. Data analysis was performed using predetermined instruments and effect size formulas. The results of the study are learning models/learning strategies/learning methods for using virtual laboratories in physics learning to improve students' understanding of concepts, there are 7 learning models, and 2 learning approaches. The discovery learning learning model and inquiry learning model are the most widely used. momentum and impulse materials have a good effect on students' understanding of concepts. with an average effect size value of 1.95 with a high influence category]]>
<![CDATA[The Effect Of The Guided Inquiry Learning Model On The Critical Thinking Skill Of Students In Static And Dynamic Fluid Materials For Class XI MAN 2 Bukittinggi ]]>
<![CDATA[Nelly Zamriani]]>;
<![CDATA[Silvi Yulia Sari]]>;
<![CDATA[Hidayati Hidayati]]>;
<![CDATA[putri dwi sundari]]>
<![CDATA[ PILLAR OF PHYSICS EDUCATION Vol 16, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/14247171074
<![CDATA[This research was conducted on the critical thinking skills of students who still need to be critical but must still be directed to develop critical thinking. One way to encourage students to think critically is to apply the guided research learning model. Applying the guided research learning model in the learning process can support critical thinking skill of students. This aims of this study is to determine the effect of the guided inquiry learning model on the critical thinking skills of class XI Natural Science students on static and dynamic fluid materials. This type of research is quasi-experimental and only has a post-trial control group. The population for this study was obtained from students of class XI Natural Science in Islamic Senior High School. Sampling was carried out using the cluster random sampling technique. Samples were taken randomly, and Class XI natural science 1 was taken as the experimental class and Class XI natural science 3 as the control class. Data analysis was performed using a statistical t-test. The results showed that critical thinking skill of students ranged from 76.74 in the experimental class to 69.32 in the comparison class. Based on the T distribution table, obtained tbltable.04 and t count of 5.62. The condition for rejecting H0 is if the ttable < tcount. H1 is accepted because the t count value rejects H0. This confirms that applying the model of guided inquiry learning influences critical thinking skill of students in static and dynamic fluid material.]]>
<![CDATA[Critical Thinking Skills and Physics Learning Outcomes in The 5E Learning Cycle Model with PhET Simulations ]]>
<![CDATA[Rifqoh Putri Purfiyansyah]]>;
<![CDATA[Singgih Bektiarso]]>;
<![CDATA[Lailatul Nuraini]]>
<![CDATA[ PILLAR OF PHYSICS EDUCATION Vol 16, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/14768171074
<![CDATA[This research aimed to examine: (1) the significant effect of the 5E learning cycle model with PhET simulations on students' critical thinking skills; and (2) the significant effect of the 5E learning cycle model with PhET simulations on students' physics learning outcomes. The type of this research was true experimental with a post-test only control group design. The population of this research was students eleventh science grade of senior high school Balung in the even semester of the 2021/2022 academic year. The sample was determined using a simple random sampling method to obtain a selection of first science class as the experimental class and second science class as the control class. Data collection techniques include tests, interviews, documentation, and observation. Data analysis used is homogeneity test, normality test, and hypothesis test. The results of this research were: (1) there is a significant effect of the 5E learning cycle model with PhET simulations on students' critical thinking skills; and (2) there is a significant effect of the 5E learning cycle model with PhET simulations on students' physics learning outcomes.]]>
