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Pillar of Physics Education : Jurnal Berkala Ilmiah Pendidikan Fisika
Published by Universitas Negeri Padang
ISSN : 23379618     EISSN : 26848880     DOI : https://doi.org/10.24036/11030171074
Core Subject : Science, Education,
Education Physics Other
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.
Arjuna Subject : Umum - Umum
Articles 8 Documents
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Search results for , issue "Vol 17, No 1 (2024)" : 8 Documents clear
EFFECT OF THE PROBLEM BASED LEARNING MODELS ASSISTED BY LKPD TO IMPROVE HIGH SCHOOL STUDENTS' CRITICAL THINKING SKILLS ON THE NATURE OF PHYSICS AND MEASUREMENT Rahmatullah, Delia Syawitri
PILLAR OF PHYSICS EDUCATION Vol 17, No 1 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/15515171074

Abstract

Education in the 21st Century guides the development of education. One of them is the ability to think critically. A learning model that can improve students' critical thinking skills is the Problem Based Learning model. The Problem Based Learning model that is applied must have supporting teaching materials, namely LKPD. This research aims to see the effect of the problem based learning model assisted by LKPD on the critical thinking abilities of class X Senior high school students. The type of research is quasi experimental with posttest only Control Design. The research population was the entire class X SMAN 2 Lubuk Sikaping TP 2023/2024. Sampling was taken using purposive sampling technique. The research took two sample classes which were used as the experimental class and the control class. Providing critical thinking final test essay sheets to the two sample classes revealed differences in students' critical thinking abilities. Data analysis shows that the average critical thinking skills of the experimental class is greater than the control class, namely 76.23 > 68.8. The results of the test analysis showed that the two sample classes were normally distributed and had homogeneous variances. The th test result of 2.91 with a tt 2.00 shows that the this outside the Ho acceptance area, meaning that H1 is accepted at a real level of 0.05. So it can be concluded that there is an influence of using the Problem Based Learning model assisted by LKPD to improve students' critical thinking skills.
STUDENTS’ MISCONCEPTIONS AND THE CAUSES ON STRAIGHT MOTION MATERILAS USING SIX-TIER MULTIPLE CHOICE Kusuma, Witya; Sundari, Putri Dwi; Hufri, Hufri; Hidayati, Hidayati
PILLAR OF PHYSICS EDUCATION Vol 17, No 1 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/15738171074

Abstract

In physics studies, students experience misconceptions in physics learning, no exception to straight motion materials. These misconceptions can be identified using diagnostic tests, but diagnostic tests are not yet available in schools. To solve this problem, a test instrument is needed that can identify student misconceptions on direct motion material. The study aims to analyze the misconceptions of the students and their causes in straight motion. The instrument used in identifying misconception and its causes is the Six-Tier Multiple Choice which consists of 17 elements of six-level double choice on straight motion material. The type of research used is descriptive research with a quantitative approach.The population in this study is a student of class XI MIPA State High School in Bungo district. The sample in this research is five schools in Bongo district with the number of respondents is 127 pupils. The highest misconception was found in High School E, 35.29% and the lowest was found at High School A, 15.03%. The main cause of misconceptions in students was from the personal thinking of students 76.57% of the total of 22 students. 
THE INFLUENCE OF THE PROBLEM BASED LEARNING MODEL ACCOMPANIED BY MULTIREPRESENTATION BASED PHYSICS STUDENTS WORKSHEETS ON JUNIOR HIGH SCHOOL STUDENTS' LEARNING MOTIVATION Arifin, Ahmad Zainul; Mahardika, I Ketut; Budiarso, Aris Singgih
PILLAR OF PHYSICS EDUCATION Vol 17, No 1 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/15623171074

Abstract

This research examines the significant influence of using the problem-based learning model accompanied by multi-representation-based physics students worksheets on junior high school students' learning motivation. The study used a quasi-experiment with a nonequivalent control group research design. The research subjects were students in class VIII of SMP Katolik Santo Petrus Jember, even during the semester of the 2022/2023 academic year in May, with the number of respondents being 52 students divided into experimental and control classes. Data collection uses test techniques in the form of pretest-posttest and non-test in the form of questionnaire sheets accompanied by data analysis techniques in the form of normality test, independent sample t-test, and a right-tailed t-test. The research results show that the use of the problem-based learning model accompanied by multi-representation-based physics students worksheets has a significant influence on increasing junior high school students' learning motivation.
Problem-Based Learning Towards Student's Motivation: An Action Research Jothy, Karismara Olivya Afiva; Winarno, Nanang; Hakim, Lukman; Wahyuningsih, Yuyun; Nurhaida, Popi
PILLAR OF PHYSICS EDUCATION Vol 17, No 1 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/15734171074

Abstract

Students' learning motivation is still very low, this can be seen when there are still many students who pay less attention to the teacher's explanation, lack enthusiasm when participating in learning, and prefer to chat with other students and play alone in learning. This study aims to increase students' learning motivation in science learning using Problem-Based Learning. This research is a class action research consisting of 2 cycles. The sample in this research amounted to 33 students from one of the junior high schools in Bandung City consisting of 16 male students and 17 female students.. This research instrument is a questionnaire of student learning motivation consisting of 5 indicators, namely intrinsic motivation, career motivation, self-determination, and efficacy of and value motivation with 5 questions for each indicator and a total of 25 questions. Data analysis in this study is a descriptive analysis by comparing the percentage of students' learning motivation results in cycle 1 with cycle 2. Based on the results of data analysis that has been done, the results of student learning motivation in cycle 1 are 65% and in cycle 2 to 70%. Thus, there was an increase of 5% from cycle 1 to cycle 2. So, it can be concluded that the Problem-Based Learning model can increase students' learning motivation in the material of motion and force of science class VII SMP.
ANALYSIS OF THE EFFECT OF PBL MODEL ASSISTED BY E-LKPD WIZER.ME ON CRITICAL THINKING SKILLS AND STUDENT LEARNING OUTCOMES OF HIGH SCHOOL PHYSICS Pratiwi, Anisa Septi; Maryani, Maryani
PILLAR OF PHYSICS EDUCATION Vol 17, No 1 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/15722171074

Abstract

Learning is a process to arrange and organize an environment that can grow and encourage students to learn. The critical thinking skills and academic achievements of students in Indonesia remain at a relatively low level. This diminished level of critical thinking skills and student learning outcomes is attributed to a lack of interest among students in the learning process.Appropriate learning models and media are very important in the learning process. The utilized research methodology is a true experiment with a quantitative approach. Data analysis was carried out using normality tests and statistical tests. Based on the normality test, the critical thinking ability data is normally distributed, so the data is continued with the T Test (Independent Sample T-Test) which results in an Asymp. Sig (2-tailed) of 0.000 is less than 0.05, so there is an effect of applying the PBL model assisted by E-LKPD wizer.me on the results of students' critical thinking skills on dynamic fluid material in high school. While the normality test of learning outcomes states that the data is not normally distributed, so data analysis is carried out with the Man Whitney U Test. Based on the Man Whitney U Test, the Asymp. Sig (2-tailed) of 0.000 is less than 0.05, so it can be concluded that there is an effect of the application of PBL model assisted by E-LKPD wizer.me on student learning outcomes on dynamic fluid material in high school. The conclusion of this study is that the application of the PBL model with the support of E-LKPD wizer.me has a significant effect on critical thinking skills in high school. Apart from that, the application of the PBL model assisted by E-LKPD wizer.me also has a significant influence on high school physics learning outcomes.Keywords: PBL, E-LKPD, Wizer.we, Critical thinking, and learning outcomes
Validity and Reliability of the Student Perception Questionnaire Instrument regarding the Implementation of the Problem-Based Learning Model in High School Physics Learning Amalia, Annisa Syukri; Desnita, Desnita; Festiyed, Festiyed; Putra, Amali
PILLAR OF PHYSICS EDUCATION Vol 17, No 1 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/15635171074

Abstract

The implementation of the problem-based learning model needs to be known through information from students as subjects. This is so that teachers can build students' insight into teaching and learning activities. Measuring students' perceptions about the implementation of the problem-based learning model needs to be developed. In measuring student perceptions, a standardized measuring instrument in the form of a questionnaire is needed. The questionnaire covers several aspects, namely aspects of student learning activities, aspects of objectives, and aspects of benefits which were then developed into 54 statement items. Validity and reliability testing aims to ensure that the questionnaire instrument can be used properly during research. Instrument development consists of 4 stages, namely planning, construction, quantitative evaluation, and validation. The validity test uses product moment correlation, while the reliability test uses Croanbach's alpha. Instrument testing involved 56 respondents. From the test results, 54 items were declared valid, with a calculated correlation value above > 3,102, which means the criteria are valid. Meanwhile, for the reliability test on 54 items, the calculated Croanbach's alpha value was greater than the Croanbach's alpha table, amounting to 0,982 > 0,70, which means the criteria are reliable. Based on the results of validity and reliability tests, it was concluded that the instrument had met the feasibility of measuring student perceptions regarding the implementation of the problem-based learning model in physics learning.
ANALYSIS OF STUDENTS' CONCEPTUAL UNDERSTANDING AND THE CAUSES OF THEIR MISKONCEPTIONS USING THE FIVE-TIER MULTIPLE CHOICE TEST ON STATIC FLUID Carnesia, Mita; Mufit, Fatni
PILLAR OF PHYSICS EDUCATION Vol 17, No 1 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/15875171074

Abstract

Misconception is a misunderstanding of the notion of learning material that can result in a mismatch between the conceptions held by someone and scientific concepts or concepts owned by scientists. Misconception can impede learning progress. The purpose of this study is to assess students' concept knowledge and misperception profile, as well as to identify the reasons of students' misconceptions about static fluid.The data was collected using a five-tier multiple choice test instrument with 14 items and five-level multiple choice questions. The respondents or samples in this study were 213 students from three different schools, categorized as low, middle, and high. This study used a purposive sampling strategy.Overall, the results showed the highest concept understanding in the material of the main law of hydrostatics, namely 54 students, in the category of understanding the concept partly in the material of viscosity, namely 128 students, the highest misconceptions experienced by students in the material of Archimedes' law concept as many as 144 students and the category did not understand the highest concept in the material of the main law of hydrostatics, namely 37 students. Concept understanding is in the low category in each school, the highest partial concept understanding is in high category schools followed by low category schools and medium category schools, the highest misconceptions occur in low category schools, not understanding the concept is in the low category in each school. The main cause of misconceptions is students' personal thinking.
DEVELOPMENT OF PHYSICS LEARNING TOOLS HELP PhET TO IMPROVE ABILITIES CRITICAL THINKING AND PROBLEM SOLVING CLASS XI HIGH SCHOOL STUDENTS Marwiyah, Mulyani; Supahar, Supahar
PILLAR OF PHYSICS EDUCATION Vol 17, No 1 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/15591171074

Abstract

Perkembangan perangkat pembelajaran pada saat ini memberikan pengaruh yang besar terhadap proses pembelajaran. Oleh karena itu, peneliti melakukan penelitian ini untuk mendeskripsikan kelayakan perangkat pembelajaran fisika berbantuan PhET, mengetahui efektivitas perangkat pembelajaran fisika berbantuan PhET dalam meningkatkan kemampuan berpikir kritis dan pemecahan masalah, serta mendeskripsikan profil kemampuan berpikir kritis dan pemecahan masalah. Penelitian ini termasuk penelitian pengembangan dengan menggunakan model pengembangan ADDIE. Produk yang dihasilkan adalah perangkat pembelajaran fisika berbantuan PhET. Teknik analisis data yang digunakan dalam penelitian ini adalah analisis kelayakan instrumen dan analisis hasil respon siswa menggunakan MSI, tingkat persetujuan validator menggunakan Precentage of Agreement, analisis pelaksanaan RPP menggunakan Interjudge Agreement, analisis validitas soal tes menggunakan MSI dan QUEST. program, analisis peningkatan kemampuan berpikir kritis dan pemecahan masalah menggunakan Tes Multivariat. Hasil penelitian ini menunjukkan bahwa produk perangkat pembelajaran fisika berbantuan PhET layak digunakan dalam pembelajaran fisika untuk meningkatkan kemampuan berpikir kritis dan pemecahan masalah dengan kategori sangat baik, perangkat pembelajaran fisika berbantuan PhET efektif dalam meningkatkan kemampuan berpikir kritis dan pemecahan masalah siswa. serta kemampuan berpikir kritis dan pemecahan masalah Profil siswa setelah menggunakan perangkat pembelajaran berbantuan PhET adalah siswa yang mempunyai kemampuan berpikir kritis dan kemampuan pemecahan masalah sedang hingga tinggi. lebih dari 50%. Berdasarkan penelitian yang telah dilakukan, peneliti merekomendasikan penelitian ini untuk dikembangkan kembali dengan melakukan uji coba pada kelas kontrol yang menggunakan pembelajaran konvensional dan kelas eksperimen yang menggunakan perangkat pembelajaran fisika berbantuan PhET. Selain itu pengerjaan LKPD sebaiknya dilakukan secara individual, sehingga aktivitas belajar setiap siswa dapat terlihat lebih jelas.

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