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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 7 Documents
 1 
Search results for , issue "Vol 18, No 1 (2025)" : 7 Documents clear
Creation of Integrated Problem-Based Learning Electronic Student Worksheets to Improve Problem-Solving Skills Vocational School Students Philiani, Suci
PILLAR OF PHYSICS EDUCATION Vol 18, No 1 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/17032171074

Abstract

The rapid advancement of science and technology requires skills such as solving complex problems known as 21st century skills. According to the information collected from this study, the students' problem-solving skills are low. The solution that can be done to improve this problem-solving ability is to create teaching materials in the form of electronic student worksheets integrated with problem-based learning. This research aims to develop and determine the feasibility and practicality of electronic student worksheets. This research method employs the Dick and Carey model, which consists of nine stages: identifying needs to determine objectives, analyzing learning tasks, examining learner characteristics and learning contexts, formulating specific learning objectives, creating assessment instruments, developing learning strategies, selecting and developing teaching materials, designing and implementing formative evaluations, and conducting revisions. The instrument used was the learners' problem solving ability needs sheet which was filled in by 24 learners.  The results of the validation test were obtained with very valid criteria at a value of 0.93. The results of the practicality test were obtained with a fairly practical criterion of a value of 0.74. So it can be concluded that electronic student worksheets integrated problem-based learning to improve the problem-solving ability of vocational school students is valid and practical to use.
Analysis of Junior High School Students' Self-Efficacy towards Science A Case Study verdiansyah, dendy
PILLAR OF PHYSICS EDUCATION Vol 18, No 1 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/16991171074

Abstract

In PISA 2025, formulated by the OECD in 2023, the science competence expected of students is to be able to recognize, construct, apply, and evaluate a phenomenon scientifically and use the scientific information in decision-making and subsequent actions. Many studies have revealed a decline in the level of interest in science. One of the causes of this is the lack of science self-efficacy. This study aims to analyze the self-efficacy of junior high school students toward science learning. The instrument used in this study is a questionnaire called the science self-efficacy Scale (SSES), which consists of four aspects: identification and recall, explaining and applying, questioning and debating, innovative design, and two open-ended questions. The participants of this study totalled 331 students, consisting of 200 females and 131 males. The data collected were analyzed with descriptive statistics. The results showed that the average self-efficacy of IPA was 3.14, which was included in the moderate category. The results of the average score of each aspect are in the aspect of identifying and remembering 3.29, in the aspect of explaining and applying 3.09, in the aspect of asking and arguing 3.08, and in the aspect of innovative design 3.04. Open-ended questions reveal that internal factors of learners and external factors of teachers and the learning environment influence self-efficacy in science. Therefore, the Kruskal-Wallis test results show that the Asymp.Sig. value is 0.002-0.037, so there is a significant difference in self-efficacy in science between grades 7, 8, and 9.
The Trend of Self-Regulated Learning Research on Physics Education Pradana, Pramudya Wahyu
PILLAR OF PHYSICS EDUCATION Vol 18, No 1 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/17062171074

Abstract

Self-regulated learning has the potential to help optimize the effectiveness of physics learning. Therefore, research on self-regulated learning in physics education is vital. However, only limited studies exist on research trends related to this topic. For this reason, we are interested in capturing the characteristics of research about self-regulated learning in physics learning. This study was conducted to find out the characteristics of self-regulated learning in physics lessons and its future research directions.  The literature review method was used to address the research objectives. The article search used the keywords ‘Self-regulated learning’ OR ‘Self-directed learning’ AND ‘Physics’, with the article's publication date limited to between 2012 and 2024. This study reviewed 12 articles from the Scopus database. This review found that self-regulated learning research in physics context is still very limited regarding methods, research variables/objects, and learning topics. Physics topics that have been researched include heat, dynamic fluids, and atomic physics.This result indicates that there are still wide opportunities for studies on self-regulated learning in physics with variations in methods, research variables/objects, and learning topics. This research is expected to contribute insights regarding the characteristics of self-regulated learning studies on self-directed learning in physics education context and its future research opportunities.
DEVELOPMENT OF AN E-MODULE BASED ON AUTHENTIC LEARNING IN THE CONTEXT OF WETLANDS FOR ARCHIMEDES’ PRINCIPLE MATERIAL Lasiani, Lasiani; syahmani, syahmani; Salam, Abdul; Mahtari, Saiyidah; Setiono, Isnaini Agus
PILLAR OF PHYSICS EDUCATION Vol 18, No 1 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/17206171074

Abstract

Physics is often considered an abstract subject, posing challenges for students to fully comprehend its concepts. The integration of advancing technology as a learning medium can facilitate students’ understanding, particularly when combined with authentic learning approaches that present concrete situations. This allows students to observe, analyze, perform, and even experience concepts firsthand. An e-module based on authentic learning within the context of wetlands can serve as an effective learning medium. This study aims to develop a valid and practical e-module based on authentic learning in the context of wetlands for teaching Archimedes’ principle. The validity of the e-module was assessed through expert validation involving three specialists, while practicality and readability were evaluated using student response questionnaires. The research follows the Research and Development (R&D) methodology using the ADDIE model, which consists of five stages: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The study was conducted in the Physics Education program at Lambung Mangkurat University (ULM) in Banjarmasin. The validation results indicated that the material expert assessment achieved a score of 100%, the language expert assessment scored 93.75%, and the media expert assessment scored 91.67%, with an overall average validation score of 95.14%. The readability test yielded an average score of 91.38%, while student response assessments resulted in an average score of 93.89%. Based on these findings, it can be concluded that the developed e-module is highly feasible, valid, fully readable, and practical for use in learning.
Enhancing Social-Emotional Skills in Junior High School Students through Project-Based Learning on Solar System Topics Fazriah, Sarah Nur; Winarno, Nanang
PILLAR OF PHYSICS EDUCATION Vol 18, No 1 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/16973171074

Abstract

Early adolescence is a critical transitional period marked by significant physical, cognitive, and socio-emotional changes. During this crucial stage, developing social-emotional skills becomes essential to help adolescents adapt to the changes and challenges they face. This study aims to analyze the improvement of social-emotional skills among students by implementing a Project-Based Learning (PjBL) model on the Solar System. This study employed a pre-experimental design with a One-Group Pretest-Posttest Design. Data was collected using a social-emotional skills questionnaire. The study was conducted at a school in Bandung, Indonesia, with 35 seventh-grade students (14 males and 21 females) as participants. The results indicated a significant improvement in students' social-emotional skills, with a mean pre-test score of 74% and a mean post-test score of 77%. The N-Gain scores for Self-Awareness, Social-Awareness, Self-Control, Relationship Skills, and Responsible Decision-Making were 0.14, 0.12, 0.08, 0.04, and 0.05, respectively. Since all N-Gain scores were below 0.3, they can be interpreted as low. The findings suggest that the PjBL model can serve as an alternative for teachers to enhance students' social-emotional skills, particularly in science education.
DEVELOPMENT OF A WEB-BASED FOUR TIER DIAGNOSTIC TEST TO IDENTIFY STUDENTS’ MISCONCEPTIONS IN PHYSICS Yuliana, Ina; Artawan, Putu; Heny, Ajeng Purnama
PILLAR OF PHYSICS EDUCATION Vol 18, No 1 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/17230171074

Abstract

This study aims to develop a web-based four tier diagnostic test to identify students' physics misconceptions on heat and temperature. This research uses the Research and Development (R&D) method with the ADDIE development model which consists of five stages, namely analysis, design, develop, implementation, and evaluate. The research data includes quantitative data in the form of validator evaluations and qualitative data in the form of comments and suggestions given by validators and analysis of student answers. Based on the results of the feasibility validity test from media, design and material expert validation, this product shows a very feasible category to use. The results of the interpretation of student answers show that students experience misconceptions in all the questions given.
ANALYSIS OF COLLABORATION SKILLS AND PHYSICS LEARNING OUTCOMES USING GAMIFICATION-ASSISTED MURDER COOPERATIVE LEARNING MODEL Irmawati, Rery; Bektiarso, Singgih; Nuraini, Lailatul
PILLAR OF PHYSICS EDUCATION Vol 18, No 1 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/17084171074

Abstract

Pembelajaran merupakan serangkaian proses untuk mendorong siswa dan mengorganisasikan siswa agar memiliki tujuan pembelajaran. Rendahnya kemampuan kolaborasi dan hasil belajar siswa disebabkan oleh proses pembelajaran yang mengacu pada guru dan kurangnya penerapan teknologi dalam proses pembelajaran. Penelitian ini bertujuan untuk mengetahui; (1) pengaruh yang signifikan model pembelajaran kooperatif MURDER berbantuan gamifikasi terhadap kemampuan kolaborasi siswa; dan (2) pengaruh yang signifikan model pembelajaran kooperatif MURDER berbantuan gamifikasi terhadap hasil belajar siswa. Jenis penelitian yang digunakan adalah true eksperimen dengan rancangan post-test only control group design. Populasi dalam penelitian ini adalah siswa kelas XI IPA SMA Negeri 4 Jember semester ganjil tahun ajaran 2024/2025. Sampel ditentukan dengan metode purposive sampling area sehingga diperoleh kelas XI IPA 1 sebagai kelas eksperimen dan XI IPA 2 sebagai kelas kontrol. Teknik pengumpulan data yang digunakan meliputi tes, wawancara, dokumentasi, dan observasi. Analisis data yang digunakan adalah uji homogenitas, uji normalitas, dan uji hipotesis. Hasil analisis keterampilan kolaborasi dan hasil belajar fisika siswa menunjukkan bahwa terdapat pengaruh yang signifikan terhadap penggunaan model pembelajaran kooperatif MURDER berbantuan gamifikasi.

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