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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 10 Documents
 1 
Search results for , issue "Vol 17, No 2 (2024)" : 10 Documents clear
Analysis of Student Difficulties in Solving Questions Newton’s Law of Motion at State SMAN 1 Ranah Batahan Ronita, Ade; Putra, Amali
PILLAR OF PHYSICS EDUCATION Vol 17, No 2 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/13847171074

Abstract

The results of the documentation analysis of physics learning outcomes for students of class X SMAN 1 Ranah Batahan, showed that student learning outcomes on Newton's law of motion material occupied the lowest value compared to other materials. That is, students have difficulty in solving problems related to Newton's laws of motion. This study aims to a) Knowing how the tendency of students' difficulties in solving Newton's law of motion material problems at SMA Negeri 1 Ranah Batahan, b) Knowing the factors of difficulty experienced by students in solving Newton's law material questions about motion in SMA Negeri 1 Ranah Batahan, c) Knowing how the teacher's learning strategy on Newton's law of motion at SMA Negeri 1 Ranah Batahan. This research is included in the type of descriptive research with a qualitative approach. The research sample was taken usiing the Stratified Random Sampling technique. The number of samples obtained is 27 students who represent students with high, medium and low grades and physics teachers who teach at schools. Research data about students' difficulties in solving problems were obtained through 10 questions about Newton's law of motion, data on student difficulty factors and teacher learning strategies were obtained using a questionnaire. The research instrument used has met the feasibility through a validation test by 3 validator lecturers. Data processing is done through the percentage technique. The results showed that a) The tendency of students' difficulties in Newton's law of motion was in the category of high difficulty with a percentage value of 67%, b) Factors causing student difficulties in terms of internal factors were health factors of 58%, interest factors of 48%, talent by 44%, motivation factor by 46%, and habit factor by 48%. Judging from the external factors include the teacher factor with a score of 57%, environmental factors by 40%, and the characteristics of the subject matter of 48%. This percentage figure shows that these factors are low to be the cause of students' difficulties in solving problems, and c) The teacher's learning strategy on Newton's law of motion is in moderate criteria. In general, the teacher has not finished instilling the important concepts needed in discussing Newton's laws of motion..
the Effect of Using a Contextual-Based Physics e-Module on Improving Students' Understanding of Concepts in Class X Measurement Materials of SMAN 1 V Koto Kampung Dalam wulandari, wulandari
PILLAR OF PHYSICS EDUCATION Vol 17, No 2 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/15487171074

Abstract

Understanding concepts is an individual's ability to understand the meaning of concepts, situations and facts that they know. Class X students' understanding of concepts at SMA Negeri 1 Kampung Dalam needs attention, because students' conceptual understanding is still relatively low. This is because the learning that has been developed has not been adapted to students' needs, namely teaching materials, resulting in student learning outcomes not reaching the expected results. One of the teaching materials that can improve students' understanding of physics learning material is E-Module. This research aims to determine the effect of using the Contextually Based Physics E-Module on Students' Understanding of Concepts. To achieve the goal, the Quasi Experiment method was applied with a Posttest-Only Control Design. The data in this research is in the form of students' understanding of the measurement material, collected through a test instrument, which consists of 7 indicators and is translated into 30 questions. Data analysis used the T test at a significance level of 5%. Based on data analysis, a t-count value of 3,638 was obtained. The threshold value at degrees of freedom is 62 and the significance level is 1.670. Based on the results obtained, it can be concluded that there is an influence of the E-Module on students' understanding of concepts.
Improving Students' Collaboration Skills by Using STEM-Engineering Design Process (EDP) on Motion and Force Materials Fatiin, Jihan Mutiara; Winarno, Nanang; Samsudin, Achmad; Wahyuningsih, Yuyun; Nurhaida, Popi
PILLAR OF PHYSICS EDUCATION Vol 17, No 2 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/16170171074

Abstract

Along with the times, globalization has an increasingly obvious impact with opportunities and challenges that every individual must face simultaneously without exception. Education has an important role in shaping the nation's generation, which is ready to face the challenges of the 21st century. Indonesia has made efforts in this regard through the implementation of the Merdeka Curriculum which prioritizes the 6 pillars of the Pancasila Student Profile which is considered the basis for shaping the character of students. Collaboration skills are part of the pillar of mutual cooperation in the Pancasila Learner Profile and are very important for students to develop. This study aims to analyze the improvement of students' collaboration skills by using the STEM-Engineering Design Process (EDP) on motion and force. This research used a pre-experimental method with One Group Pretest-Posttest. The data collection tool used in this study is a Self-Assessed Contribution Skills (SACS) questionnaire. This research was conducted in one of the schools in Bandung, Indonesia. The subjects in this study were 34 seventh-grade students consisting of 16 boys and 18 girls. The results showed a significant increase in students' collaboration skills with a mean pretest of 63% and a mean post-test of 67%. The N-Gain score on the Information Sharing dimension was 0.24, the Group support dimension was 0.07, and the Group Learning dimension was 0.08. Based on the study's results, STEM-Engineering Design Process (EDP) learning can be an alternative for teachers in improving students' collaboration skills, especially in science lessons. Keywords :STEM, Engineering Design Process, Collaboration Skills.
the Effect of Website-Based Formative Assessment to Improve Students’ Conceptual Understanding in Dynamic Fluid Topic Sasmita, Fauzia Dwi; Kusairi, Sentot; Khusaini, Khusaini
PILLAR OF PHYSICS EDUCATION Vol 17, No 2 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/15669171074

Abstract

Conceptual understanding is an important goal in learning because it is required to develop a deep understanding of how the concepts inter-relate with each other. However, students’ conceptual understanding, especially in dynamic fluid topics, are still relatively low. One of the reasons behind this issue is the limited time for teachers to provide direct feedback to each student. This research focused on analyzing the effect of website-based formative assessment (Fortion) to improve students’ conceptual understanding in dynamic fluid topics. This research is a quasi-experimental study with One Group Pretest-Posttest Design. The sample in this research were 66 students of 11th grade from Public School in Banjarmasin City. The instruments used in this research was learning achievement tests. Data analysis was carried out through the Wilcoxon test. This research showed that there was an effect of website-based formative assessment (Fortion) in order to improve students’ conceptual understanding in dynamic fluid topics. Thus, the exploration of website-based formative assessment on different topics needs to be held in future research so that Fortion can be more effectively used by students to enhance their conceptual understanding.                                                                                        
Inquiry-Based Learning in a Digital Environment for 21st-Century Skills in Physics Course: a Review of Recent Research Novitra, Fuja; Al Farisi, Salman; Angreni, Siska
PILLAR OF PHYSICS EDUCATION Vol 17, No 2 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/16176171074

Abstract

Inquiry-based learning (IBL) and 21st-century skills have received significant attention from educational researchers and practitioners in the field of physics education. With numerous studies affirming the positive effects of IBL, an increasing number of researchers are exploring IBL to foster various competencies within schools. However, little is known about how IBL in digital environments can influence students' 21st-century skills. This paper reviews recent literature on IBL and identifies a substantial body of research targeting enhancements in 21st-century skills resulting from IBL in digital settings. Findings indicate that integrating IBL with digital elements holds considerable potential to enrich learning experiences and develop 21st-century skills. The conceptual framework of such learning is grounded in theories of learning such as constructivism, cognitive theory, experiential learning, and connectivism. The instructional structure should be configured to has a balance between scientific processes and technological integration. This study also offers valuable insights for researchers, instructional designers, and educators in the field of physics education involved in the design and implementation of IBL in digital environments.
Systematic Review: Misconceptions and Remediation on Momentum and Impulse Pebriani, Tri Ulfa; Mufit, Fatni; Hidayati, Hidayati; Sari, Silvi Yulia
PILLAR OF PHYSICS EDUCATION Vol 17, No 2 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/15637171074

Abstract

This study aims to: (1) analyze the concepts that become misconceptions on momentum and impulse, (2) analyze the diagnostic test instrument used to identify students' misconceptions on momentum and impulse, (3) analyze the model/method/strategy/the approach used to remediate students' misconceptions on momentum and impulse, (4) analyze teaching materials/media used to remediate students' misconceptions on momentum and impulse, (5) analyze the effect of models/strategies/methods/media on improving students' conceptual understanding on momentum and impulse. The method applied in this research is a systematic review. The criteria for this study were article analysis carried out in a structured manner using descriptive statistical data analysis techniques for all research objectives and effect size to obtain research objective number 5. The database locations used in this study were Google Scholar, Neliti, Sinta, Garuda, Scopus, and Directory of Open Access Journals. The articles analyzed were twenty-six articles from national and international journals published in the last ten years. Based on the analysis that has been done, five research results were obtained. From the results of the study, it was found that: (1) concepts that often misconceptions are momentum, (2) Multiple choice tests with CRI and multiple-choice tests are often used to identify misconceptions on momentum and impulse, (3) model ECIRR is influential and widely used in remediation, (4) teaching materials/media that can be used for remediation are computer simulations, refutation text, and Concept Attainment-oriented worksheets, (5) the ECIRR model has a high influence on reducing misconceptions with an effect size 5,24. Based on the results of this study, a multiple-choice test instrument with the Certainty of Response Index (CRI) diagnostic test is suitable and easy to use to identify student misconceptions, to remediate misconceptions a good learning model is used, namely the ECIRR learning model, and can remediate misconceptions using computer simulations, refutation Concept Attainment oriented texts and worksheets as learning media/teaching materials.
the Effect of LKPD-Assisted Guided Inquiry Learning Model on Students' Understanding of Concepts in Physics Learning AS, Nurhumairah
PILLAR OF PHYSICS EDUCATION Vol 17, No 2 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/16069171074

Abstract

Student learning outcomes in Physics are poor due to several factors. These include poor student understanding of the concepts of the material taught by teachers and  availability of LKPD that does not help students understand the concept. To overcome this, a learning model is needed that actively and directly engages students in the learning process using a guided inquiry model supported by LKPD to improve students' understanding of the concepts. The research employs a Quasi Experimental Design, specifically the Randomized Control Group Only Design. The study population comprises all class XI Phase F students at SMAN 2 Pariaman enrolled in Semester 1 of the 2023/2024 Academic Year. Purposive Sampling is used, with class XI F2 designated as the experimental class and class XI F6 as the control class. Data on students' conceptual understanding are collected through a final test featuring multiple-choice questions. Statistical analyses include normality and homogeneity tests, as well as a two-sample average similarity test. The average conceptual understanding score is 76.29 for the experimental class and 59.54 for the control class. By conducting a similarity test of two averages on students' understanding of concepts at a real level of 0.05 obtained tcount = 5.24 and ttable = 1.99 means tcount > ttable. Thus, the study concludes that the LKPD-assisted guided inquiry learning model significantly enhances students' understanding of concepts in physics learning at SMAN 2 Pariaman.
Application of the Team Games Tournament (TGT) Type Cooperative Learning Model to Students’ Understanding of Concepts in Stationary Wave Material Priandana, Afrian Azmi
PILLAR OF PHYSICS EDUCATION Vol 17, No 2 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/16244171074

Abstract

This research explains the application of the Team Games Tournament (TGT) Cooperative Learning Model on students' understanding of the concept of standing waves. The Teams Games Tournament (TGT) model is a team-based learning strategy where students are grouped into teams of four or five members of varying achievement levels. The steps involved in implementing the TGT cooperative model include class presentation, grouping, games, tournament, and team recognition. The research design used is Quasi Experiment with a quantitative approach. The subjects of this research were students of class XI science 4 using a purposive sampling technique. The research instrument includes multiple-choice questions in the form of pre-tests and post-tests, and data analysis techniques involved T-test and N-Gain analysis. The research findings indicate differences in student learning outcomes before and after the implementation of this model. Hypothesis testing using the T-test showed that the calculated tcount > ttable (11.000 > 2.262), thereby accepting the alternative hypothesis (H1). Additionally, the N-Gain results indicated a moderate improvement category. These results demonstrate that the Team Games Tournament (TGT) cooperative learning can enhance students' understanding of the concept of standing waves for the 11th-grade science class. In conclusion, the TGT learning model was perceived by students as an engaging and effective learning process that improves understanding of the standing waves concept.
Technology Integration in the Project Based Learning Model: Bibliometric Analysis 2015-2024 Ahzari, Serli; Yani, Intan Purnama; Asrizal, Asrizal; Novitra, Fuja
PILLAR OF PHYSICS EDUCATION Vol 17, No 2 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/16204171074

Abstract

This study aims to conduct a bibliometric analysis of scientific publications discussing technology integration in the Project-Based Learning (PjBL) model during the 2015-2024 period. With the evolving 21st-century educational paradigm, PjBL has emerged as one of the most promising pedagogical approaches. In this context, the integration of technology in PjBL becomes an important catalyst that expands the scope and depth of learning experiences while preparing students to face challenges in the digital era. This research applies a bibliometric analysis methodology and systematic literature review, utilizing the Publish or Perish (POP) application for data collection and VOSviewer for data analysis and visualization. The results reveal emerging research trends, collaboration patterns, and focus areas in the scientific literature related to technology integration in PjBL. The bibliometric analysis uncovers research dynamics and knowledge gaps that need to be addressed. These findings provide valuable insights for researchers, practitioners, and policymakers in optimizing the implementation of technology-based PjBL and formulating educational policies responsive to technological developments and 21st-century learning needs. The results of this study are expected to contribute significantly to the academic community and educational practitioners in developing more effective technology-based PjBL implementation strategies and fostering interdisciplinary collaboration to advance education in the digital age.
Quality of Wordwall-Assisted Physics Learning Outcomes Assessment Instrument Diani, Faizatul
PILLAR OF PHYSICS EDUCATION Vol 17, No 2 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/16201171074

Abstract

The instruments used in research must meet the criteria for instrument feasibility so that accountable data is produced. The feasibility of the instrument can be measured by means of a trial. Through trials, the validity and reliability of the instrument can be determined. This research aims to develop a physics learning outcomes test instrument assisted by wordwall. To achieve the research objectives, we used research and development (R&D) model of 4D design (Define, design, development, dissemination). The instrument develop was a multiple choice test consisting of 15 items. The subject of trial involved 30 students of class X SMAN 1 Tanjung Mutiara. Based on the results of the trial 13 of the 15 items of the instrument proved to be valid with the value of tcount > ttable = 2,05 which means it meets the valid criteria. The results of the reliability test measurement of 13 instrument items obtained a value of 0,72 which means it has high reability. Based on the findings of validity test and reability test, it is conclused that the instrument development has met the feasibility to measuring the physics learning outcomes on global warming material.

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