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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 9 Documents
 1 
Search results for , issue "Vol 18, No 4 (2025)" : 9 Documents clear
Validity and Practicality of Project-Based Learning Student Worksheets on The Subject of Environmental Pollution for Physics Phase E Setivawani, Andrisa; Darvina, Yenni
PILLAR OF PHYSICS EDUCATION Vol 18, No 4 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/15683171074

Abstract

Teaching materials play a crucial role in the learning process and can greatly enhance the quality of education. An autonomous curriculum calls for better educational practices, and one such strategy is the Project Based Learning (PjBL) based Learner Worksheet (LKPD). The purpose of this research is to evaluate the efficacy and viability of a PBL-based LKPD on pollution in the environment lesson plan for physics class X. Using a development model modified from the 4D model, Research and Development (R&D) is the research kind employed. Three professors from FMIPA UNP's Physics department tested the efficacy of PjBL-based LKPD on environmental pollution content for upper-level physics courses. Over the course of the 2023–2024 academic year, 19 students from Fase E at SMA N 3 Bukittinggi, together with two physics instructors from that school and one from SMA N 2 Bukittinggi, participated in the practicality exam. Validity and practicality surveys were utilized as study instruments. The Aikens V formula was used to analyze the validity results, while descriptive statistics were employed to analyze the practicality results. The PJBL-based LKPD on environmental pollution for Physics phase E lessons met the legitimate criteria with an average score of 0.89846, according to the assessment analysis results from the three specialists: linguists, material experts, and media experts. With an average score of 88.286%, the PjBL-based LKPD on environmental pollution for Physics phase E learning fulfilled the practical criteria. This means that the material is valid, practical, and can be used for learning, according to the results of the practicality assessment sheet analysis, which involved 19 people from both the teaching and student populations.
Development of Physics Learning Media Using Articulate Soryline 3 for Students of Phase F of SMA N 1 Pasaman Andini, Lia
PILLAR OF PHYSICS EDUCATION Vol 18, No 4 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/17214171074

Abstract

The development of technology in the digital era has a significant impact on the world of education, requiring educators to integrate technology into learning in order to improve the quality of education. However, in physics learning, obstacles are still found such as students concluding that physics lessons are difficult to understand because of the many formulas used so that they are difficult to memorize. In addition, teaching materials that are still in the form of printed books with dense material presentations make it difficult for students to understand the material. Students also tend to be passive and have never used learning media based on Articulate Storyline 3. Therefore, this study aims to develop physics learning media using Articulate Storyline 3 for phase F students at SMA Negeri 1 Pasaman with the Research and Development (R&D) method using the ADDIE model, which is limited to the Implementation stage. The subjects of the study were class XI F2 students, with research instruments in the form of validity and practicality questionnaires that were analyzed to assess the feasibility of the media. The results of the analysis showed that the physics learning media using Articulate Storyline 3 was very valid with a score of 82.40% based on the validation of two material expert lecturers and one media expert lecturer. This media is also considered very practical with a score of 89.74%, based on the assessment of 33 students and one physics educator. Thus, the physics learning media based on Articulate Storyline 3 is valid and practical to use in the physics learning process at SMA Negeri 1 Pasaman
Implementation of A Reasoned Multiple-Choice Test to Identify Students’ Conceptual Mastery of Static Fluid Yuliana, Ina; Purnama Heny, Ajeng
PILLAR OF PHYSICS EDUCATION Vol 18, No 4 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/17913171074

Abstract

 This study aims to identify students’ conceptual mastery of static fluid concepts through the implementation of a reasoned multiple-choice test. The instrument used in this study was a reasoned multiple-choice test consisting of 15 items. A quantitative descriptive method was employed by analyzing the combinations of students’ answers and their accompanying reasoning, which were then categorized into conceptual mastery, partial understanding, and indications of misconception. The results show that the percentage of students who demonstrate true conceptual mastery is still low, while partial understanding and indications of misconception dominate, particularly in the concepts of hydrostatic pressure, Pascal’s law, and Archimedes’ principle. These findings indicate that many students are unable to provide appropriate scientific reasoning even when they occasionally select the correct answer. Therefore, more targeted instructional strategies and continuous diagnostic assessments are needed to support the improvement and development of stronger conceptual mastery.
The Effect Of Generative Learning Model Based On Cognitive Conflict On Students’ Critical Thinking Skills to Global Warming Material Rismayanti, Ellya
PILLAR OF PHYSICS EDUCATION Vol 18, No 4 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/17702171074

Abstract

This research was conducted to investigate the effect of a generative learning model based on cognitive conflict on students’ critical thinking skills in the topic of global warming. The foundational problem for this research is the inadequate level of critical thinking demonstrated by students in learning environments. The study utilized a quasi-experimental methodology with a pretest-posttest design involving a control group. Through purposive sampling, students from class XE 2 were assigned to the experimental group, while students from class XE 4 formed the control group. Data were gathered using a set of essay questions that were formulated based on indicators of critical thinking. The instrument's accuracy and consistency were confirmed through prior validity and reliability tests, and the final data were derived from the test results of both student groups. The non-parametric Mann-Whitney test was selected for data analysis as the data did not exhibit a normal distribution. The findings revealed that the average posttest score of the experimental group (61.03) was higher than that of the control group (49.39). Based on the statistical calculation results, the zcount  value was 3.44 and the Z table value was 1.96 with a significance level of 5%. Because the zcount Z valuewas greater than the Z table (3.44 > 1.96), Ho wasrejected and H1 was accepted. These results indicate that the cognitive conflict-based generative learning model positively influences the improvement of students’ critical thinking skills.
Design E-LKPD based Problem Based Learning for Creative Thinking Skills on Fluid Materials Satria, Yogi
PILLAR OF PHYSICS EDUCATION Vol 18, No 4 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/17890171074

Abstract

The context of 21st century education, together with the independent curriculum, is to create new abilities and skills and develop students' potential. These skills and abilities are expected to equip students to overcome the challenges of 21st century education. The potential that is developed is the ability to think that is given to humans. One of the abilities expected in 21st century learning is creative thinking. The need for creative thinking skills can be seen in the teaching materials used, one of which is the E-LKPD. This is evident in the essay questions given to students, which are still considered insufficient. One effort that can be made to improve creative thinking skills is the development of interactive teaching materials such as (E-LKPD). This study aims to produce PBL-based E-LKPD to improve students' creative thinking skills in fluid material that is valid and practical. The type of research conducted is Research and Development (R&D) using the 4D model (Define, Design, Development, Disseminate). The analysis stage includes needs analysis, curriculum analysis, student analysis, and task analysis. In the design stage, E-LKPD is designed by adjusting it to the E-LKPD components. During the development stage, validity testing was conducted by experts, and practicality testing was conducted by teachers and students. Based on the research conducted, the initial analysis results indicate that the development of E-LKPD has significant potential, with a percentage of 87.5%. The validity testing results indicate that the developed E-LKPD is highly valid, with an average validity index score of 0.913, categorized as highly valid. The practicality test results by teachers yielded an average score of 96.58, categorized as highly practical. The practicality test results by students yielded an average score of 94.21. Based on the research conducted, it can be concluded that the E-LKPD based on problem-based learning for fluid dynamics material that has been developed is valid and practical.
Application of STEM-Integrated Cognitive Conflict-based Augmented Reality to Student Self-Efficacy to Achieve 21st Century Learning Success Abdilah, Zuhdi; Mufit, Fatni; Hidayati, Hidayati; Riyasni, Selma
PILLAR OF PHYSICS EDUCATION Vol 18, No 4 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/17410171074

Abstract

This study aims to examine the effectiveness of Augmented Reality (AR) teaching materials based on cognitive conflict integrated with the STEM approach to increase student self-efficacy in the material of Newton's law of gravity. The research used a quasi-experimental design with a non-equivalent control group design model involving 72 SMA / MA students divided into experimental and control groups. The main instrument was a student self-efficacy questionnaire. The results showed that the use of STEM-integrated cognitive conflict-based AR significantly increased students’ self-efficacy compared to conventional learning. The average self-efficacy score of the experimental group is higher, with an increase that falls into the moderate category. This finding indicates that the integration of technology and cognitive conflict strategies in the STEM approach can be an effective, innovative learning alternative to build students' self-efficacy in understanding physics concepts.
Development of LKPD based on Cognitive Conflict on Caloric Material to Improve Concept Understanding of Class XI Students of SMAN 1 Padangpanjang Hanifah, Khonisa
PILLAR OF PHYSICS EDUCATION Vol 18, No 4 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/17627171074

Abstract

Misconceptions occur because students construct their own ideas from their surroundings without professional help, so misconceptions are caused by students' original knowledge that differs from professional opinion.  The purpose of this study is to develop cognitive conflict-based LKPD in order to correct misconceptions and enhance students' comprehension of the subject matter.  Preliminary research, development or prototyping, and assessment are the three phases of the Plomp model, which is used in this kind of design or development study.  The development process in this study is restricted to the Expert Review stage of the Develop or Prototyping Phase. Preliminary research was conducted by conducting observations and concept understanding tests on the problem of misconceptions among students on the concept of heat.  The design of LKPD, self-evaluation, and expert review of LKPD prototypes were completed throughout the development phase.  Three physics instructors' validation sheets and the researchers' own self-evaluation assessment sheets provided the data.  Preliminary research revealed that students' notions of heat material were difficult to understand.  Consequently, a LKPD based on cognitive conflict was created in order to enhance students' comprehension of concepts.  With an average score of 96%, the LKPD design's self-evaluation findings indicate that it falls into the very good category.  With an average score of 0.89, the expert evaluation results indicate that the LKPD's design falls into the very valid category.
Development of Educational Game Learning Media Supported by Wordwall to Improve Student Learning Motivation in High School Gitapramesti, Trisnandari
PILLAR OF PHYSICS EDUCATION Vol 18, No 4 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/17615171074

Abstract

Learning media is very important for the learning process, one of which is to increase students' learning motivation by using educational game media assisted by Wordwall. The lack of student learning motivation at SMA Tahuna Bangsa Palembang in physics lessons, specifically in the topics of temperature and heat. This study employs the Research and Development (R&D) method, utilizing the ADDIE development model which consists of five steps: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The effectiveness of the media was tested through pretests and posttests of learning motivation, showing an increase in the average score from 31.84 to 65.96, with an N-Gain value of 0.48 (considered moderately effective). Additionally, the results of the learning motivation questionnaire indicated an increase from 60% before the use of Wordwall, to 83% after the use of Wordwall. Thus, there is a difference in learning motivation before and after the use of the educational physics game media assisted by Wordwall.
Validity of PBL-Based E-Modules to Improve Students' Critical Thinking Skills on Global Warming in Grade X of SMA Negeri 9 Padang Philothra, Evan
PILLAR OF PHYSICS EDUCATION Vol 18, No 4 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/17737171074

Abstract

The rapid progress of science and technology (IPTEK) in the twenty-first century, which has profound effects on many facets of life, including education, served as the impetus for this study. In the field of education, technology is crucial to maintaining the flow of educational activities. The use of electronic-based teaching resources, such e-modules, is one way that technology is applied in the educational process. The objective of this study is to develop an e-module based on Problem-Based Learning (PBL) to enhance the critical thinking skills of Grade X students at SMA Negeri 9 Padang on the topic of global warming. The e-module In addition to being sound in terms of content and structure, it is expected to provide students with a more meaningful and engaging learning experience.The development model used in this inquiry was based on Plomp's (2013) model. The validation process was conducted by three physics professors from the University of Padang (UNP). Taking into account the results of the validation instrument analysis, the developed e-module obtained a validation score of 0.93, which falls into the valid category. Therefore, this PBL-based e-module is deemed valid and suitable for use as an innovative teaching material to support the enhancement of students' critical thinking skills in understanding the topic of global warming.

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