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Jurnal Materi dan Pembelajaran Fisika
Published by Universitas Sebelas Maret
ISSN : 20896158     EISSN : 26203944     DOI : -
Core Subject : Science, Education,
Education Physics
The scope of the articles published in Jurnal Materi dan Pembelajaran Fisika (JMPF) deal with a broad range of topics in the fields of physics learning education, learning technologies, assesment of physics education and another section related method of learning in physics education. Physics Learning and Education : an area of pedagogical research that seeks to improve those methods. Significant innovative findings related to physics education, with related research objects: the application of learning innovations with the latest learning models, methods and technologies, analysis of misconceptions, analysis of learning tools, and analysis of the implementation of school programs related to learning physics in high school environments Learning Technologies : Innovative development with research objects: teaching materials/media, teaching aids and learning tools based on technological pedagogical content knowledge (TPACK) for physics learning or extracurricular activities in high school environments. Assessment of Physics Education : Development of assessment instruments and analysis of the results of their application in physics learning in secondary schools, assessment for learning using classical test theory (CTT), and item response theory (IRT) and multidimensional item response theory (MIRT).
Arjuna Subject : Fisika dan Astronomi - Fisika dan Astronomi (Lain-Lain)
Articles 56 Documents
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Scientific Approach in Cognitive Conflict Strategy: Effects on Cognitive Learning Outcomes Based on the Assertive Attitude of High School Students Khoeriah, Salbiatun; Sunarno, Widha; Pujayanto, Pujayanto
Jurnal Materi dan Pembelajaran Fisika Vol 14, No 1 (2024): Jurnal Materi dan Pembelajaran Fisika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmpf.v14i1.63264

Abstract

Distance learning requires teachers to determine and use appropriate learning methods, models, and strategies. However, the lack of variety in these three things makes students less active. The research objectives include finding out whether or not there are: 1) difference the influence of the application of cognitive conflict learning strategies and mind mapping with a scientific approach on students' cognitive learning outcomes, 2) the difference in the influence of high and low category students' assertive attitudes on students' cognitive learning outcomes, and 3) the interaction of the influence between the use of learning strategies and assertive attitudes on the results Cognitive learning for class The research method applies experiments through a 2x2 factorial design. The population includes all class XI MIPA students, comprising five classes and totals 166 students. Samples were taken from 2 classes from 5 classes. The sampling technique refers to Cluster Random Sampling. Data collection techniques are done through documentation, tests, and questionnaires. The data analysis technique uses prerequisite tests, namely the normality and homogeneity tests. Next, a hypothesis test was carried out using a two-way ANOVA with unequal cell contents. The results of the research are that there are differences in the influence of the use of cognitive conflict learning strategies and mind mapping using a scientific approach on students' cognitive learning outcomes (F observation = 4.227 > F table = F 0.05; 1; 53 = 4.02); t there is a difference in the influence of assertive attitudes of students in the high and low categories on students' cognitive learning outcomes (F observation = 7.265 > F table = F 0.05;1;53 = 4.02); and there is no interaction effect of the use of learning strategies with an assertive attitude on students' cognitive learning outcomes (F observation = 0.809 < F table = F 0.05; 1; 53 = 4.02). This study’s contribution the effectiveness of applying cognitive conflict learning strategies and mind mapping through a scientific approach to Cognitive learning outcomes on Elasticity and Hooke's Law material.
Performance Assessment in STEM Projects: Publication Trends Salsabila, Annisa; Sulaeman, Nurul Fitriyah; Zulkarnaen, Zulkarnaen; Hakim, Abdul
Jurnal Materi dan Pembelajaran Fisika Vol 15, No 2 (2025): Jurnal Materi dan Pembelajaran Fisika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmpf.v15i2.102633

Abstract

In line with the global spread of Science-Technology-Engineering-Mathematics (STEM) education, increasing attention has been given to appropriate forms of assessment. Among various approaches, performance assessment is argued to be particularly suitable for evaluating STEM learning processes. This study aims to analyze publication trends and assessment approaches in performance assessment within STEM projects between 2015 and 2025. Using a Systematic Literature Review (SLR) method, 50 peer-reviewed articles retrieved from Scopus and Google Scholar were examined through thematic analysis, based on defined inclusion and exclusion criteria. The review identified key themes, methodologies, geographic distributions, and gaps in the literature. The findings reveal a significant increase in publications in 2021, reflecting growing academic interest in authentic evaluations of 21st-century skills. Authentic assessment approaches such as performance rubrics, digital portfolios, and direct observation dominate the field. Geographically, South Asia shows the highest number of publications on this topic. However, explicit theoretical integration, validation and reliability of instruments, and teacher involvement in assessment design remain limited. These findings highlight the need to strengthen theoretical foundations, participatory approaches, and methodological rigor in developing contextual and sustainable performance assessments for STEM education. By addressing these gaps, this study contributes to guiding educators, policymakers, and researchers in designing assessment practices that effectively align with the planning, implementation, and evaluation stages of STEM learning.
Physics Learning Innovation: Revealing the Potential of Lectora Inspire-Based Media with a Scientific Approach Melinda, Elsa; Budiharti, Rini; Ekawati, Elvin Yusliana
Jurnal Materi dan Pembelajaran Fisika Vol 14, No 1 (2024): Jurnal Materi dan Pembelajaran Fisika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmpf.v14i1.86254

Abstract

The purpose of this research is to (1) Summarize the procedure for developing Lectora Insprire-based learning media with a scientific approach for learning high school physics on Dynamic Fluid material that meets good criteria, (2) Summarize the specifications of Lectora Insprire-based learning media with a scientific approach for learning high school physics on Dynamic Fluid material that has been developed, (3) Summarize the results of expert assessment of Lectora Insprire-based learning media with a scientific approach for learning high school physics on Dynamic Fluid material in terms of material, design, and language aspects. The research method used is Research and Development, which uses the ADDIE development model. The stages passed in this study are limited to the analysis stage, design stage, and development stage. Research data sources from supervisors, peers, high school physics teachers, and students of SMA Negeri 2 Magelang and SMA Negeri 4 Magelang. The data collection technique used in this research is distributing needs and assessment questionnaires. The analysis techniques used are qualitative analysis and quantitative analysis. The specifications of the developed media are published in .exe format, and there are features in the form of menus to go to specific pages. They are equipped with simulations and interactive questions and can be run offline. The results of the media assessment developed meet the criteria of excellent assessment given by the supervisor, peers, high school physics teachers, and high school students in class XI. This research can be the basis for developing Lectora Inspire-based learning media with a scientific approach to Dynamic Fluid material.
Enhancing Technology Literacy and Creative Thinking through STEAM-Based Learning: A Comparative Study of Junior High School Anandita, Aulia Silvina; Negoro, Ridho Adi; Astuti, Linda Dwi
Jurnal Materi dan Pembelajaran Fisika Vol 15, No 1 (2025): Jurnal Materi dan Pembelajaran Fisika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmpf.v15i1.101905

Abstract

This study aims to compare the effectiveness of conventional learning and STEAM-based learning in improving technology literacy and creative thinking skills among junior high school students. The STEAM (Science, Technology, Engineering, Art, and Mathematics) approach, integrated through a Project-Based Learning (PjBL) model, offers an interdisciplinary learning experience that directly supports students' critical thinking and technological literacy in line with 21st-century competencies. Using the Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the research involved 155 eighth- grade students from SMP N 3 Banguntapan. Two classes were randomly selected: one as the experimental group applying the STEAM-based learning device, and the other as the control group with conventional methods. Quantitative data from pretests and posttests showed a significant improvement in the experimental group’s technology literacy (M = 83.96) and creative thinking (M = 73.44) compared to the control group (M = 72.93 and M = 68.62, respectively). These results indicate that the STEAM approach not only enhances conceptual understanding but also fosters active, collaborative, and innovative learning environments. This research supports the integration of STEAM in science education as a strategic response to educational challenges in the digital era
Penerapan Modul Elektronik Sigil pada Materi Fluida Statis untuk Meningkatkan Kompetensi Pengetahuan dan Kedisiplinan Peserta Didik Pujiyanto, Febri Cahyo; Budiharti, Rini; Ekawati, Elvin Yusliana
Jurnal Materi dan Pembelajaran Fisika Vol 13, No 2 (2023): Jurnal Materi dan Pembelajaran Fisika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmpf.v13i2.80396

Abstract

This action research has the aim of (1) Improving students' knowledge ability through the application of scientific-based sigil electronic modules on Static Fluid material, (2) Increasing student discipline through the application of scientific-based sigil electronic modules on Static Fluid material. The research design is classroom action research (PTK) model Kemmis and Mc. Taggart model through two cycles. Data collection techniques used include observation techniques, tests, checklists, interviews and document reviews. Then the data analysis technique consists of qualitative and quantitative analysis. To test the validity of the data using triangulation techniques. The results showed that the application of Sigil electronic modules based on scientific material on Static Fluid was able to improve the knowledge and discipline skills of XI MIPA 3 SMA Negeri 1 Kartasura students. The percentage of knowledge ability completeness increased from 41.67% during the pre-cycle stage, to 61.11% in cycle I, and reached 91.67% in cycle II. The percentage of students' discipline achievement also increased. In the pre-cycle of 36 students, there were no students with good and very good discipline categories, increasing to 26 students with good and very good discipline and to 33 students in cycle II.
The Effect of Liquid Density on Fluid Flow Velocity in Bernoulli's Principle Mukrimatin, Laili; Hayati, Iik; Adistiana, Fibri
Jurnal Materi dan Pembelajaran Fisika Vol 15, No 2 (2025): Jurnal Materi dan Pembelajaran Fisika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmpf.v15i2.110989

Abstract

This study aims to determine the effect of density on fluid flow velocity based on Bernoulli's principle and Torricelli's law. Density was varied by adding cornstarch to water with different concentrations, namely 0 kg, 0.03 kg, 0.06 kg, 0.09 kg, 0.12 kg, and 0.15 kg, at a fixed solution volume (1.5 liters). The experimental method used was a tool in the form of a perforated bottle placed at a fixed height, then the horizontal distance (x) of the first flow of the liquid was measured to calculate the velocity using the parabolic motion formula. Density was calculated from the ratio of mass to volume (ρ=). The results showed that the higher the cornstarch content, the fluid density increased, while the flow distance and velocity tended to decrease. The increase in density was caused by the increase in solid particles in the solution which caused the flow to become slower because the driving force did not change. These findings indicate that density has a significant influence on fluid flow velocity, so it can be concluded that the greater the density of a fluid, the lower the flow velocity. This research supports the understanding that physical factors such as density need to be considered in real flow systems, both in education and engineering applications.
Development of an Enrichment Book with Hematite as a Battery Electrode in Renewable Energy Learning Rosyidi, Farisa Ramadhani; Suharno, Suharno; Harjunowibowo, Dewanto
Jurnal Materi dan Pembelajaran Fisika Vol 14, No 1 (2024): Jurnal Materi dan Pembelajaran Fisika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmpf.v14i1.86702

Abstract

Learning innovation is needed to maximize interaction between teachers and students so that learning is much more effective and efficient, one of which is through enrichment books so that students learn not only theory but also its application. Enrichment books were developed to enrich students' knowledge. In this research, an enrichment book will be created using hematite as a battery electrode in renewable energy learning. The aim of this research is to determine the development and feasibility of enrichment books using hematite as battery electrodes in renewable energy learning. Enrichment books are an innovation in education that was developed to enrich information that is not obtained from textbooks. The method used in this research is R&D. The research was carried out using the ADDIE model, but this research was limited to the development stage. The enrichment book was developed using the Canva application. The data collection technique was carried out using a purposive sampling technique. The enrichment book that has been created is validated by distributing questionnaires to expert validators and practitioner validators. The research was conducted at three schools in the Greater Solo area, namely S MA N Kebakkramat, MA Al Madinah Nogosari, and SMK Batik 2 Surakarta. The results obtained show that the enrichment book with hematite as a battery electrode can be applied in physics learning on renewable energy materials with a validation score of 68.41 or perfect criteria. This research can be the basis for developing enrichment books using hematite as battery electrodes in Renewable Energy learning.
Trends in Technology Literacy Research (2021 to 2025): A Bibliometric Analysis with VOSviewer Syamsudin, Frendi Ihwan; Wiyono, Ketang; Patriot, Evelina Astra; Ismet, Ismet; Saparini, Saparini; Kamari, Azlan
Jurnal Materi dan Pembelajaran Fisika Vol 15, No 2 (2025): Jurnal Materi dan Pembelajaran Fisika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmpf.v15i2.109121

Abstract

Technology literacy is a crucial competency in addressing digital transformation and the challenges of 21st-century learning. This study aims to analyze research trends in technology literacy within the field of education, particularly in STEM learning, through a bibliometric approach using VOSviewer. Data were collected from international publication databases for the period 2021–2025 using the keywords technology literacy, digital literacy, and STEM education. The analysis identified five main research clusters: (1) effects and impacts (effect, impact, relationship), (2) learning contexts and student engagement (student engagement, experience, perception), (3) digital adoption and mechanisms (adoption, tool, competency, mechanism), (4) sustainability and management (sustainability, management, industry), and (5) emerging technological innovations (virtual reality, healthcare, engineering, artificial intelligence). The findings indicate that technology literacy is not only associated with pedagogical practices and student learning in STEM but also extends to sustainability, industry, and advanced technologies. This broader scope highlights the novelty of this study, showing how technology literacy connects education with global technological advancements. The study provides valuable insights for academics and practitioners in developing adaptive and future-oriented learning strategies aligned with educational needs and technological change.
Computational Thinking and Scientific Modules: Effectiveness on Students' Cognitive Learning Outcomes and Critical Thinking Skills Safitri, Silvia Yuni; Suharno, Suharno; Fauzi, Ahmad
Jurnal Materi dan Pembelajaran Fisika Vol 14, No 1 (2024): Jurnal Materi dan Pembelajaran Fisika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmpf.v14i1.86266

Abstract

The purpose of the research is to find out whether or not 1) there were different effects using learning modules with Computational Thinking (CT) and scientific approaches, 2) different effects on students’ critical thinking ability in the high and low categories, 3) interaction between the effects using learning modules with CT and scientific approaches in the level of students’ critical thinking ability on cognitive learning outcomes in temperature and heat subject. This research method was quasi-experimental with a quantitative approach. The design used a non-equivalent post-test-only control group design and a 2x2 factorial design pattern.  The population was students of XI MIPA SMA Negeri 1 Kartasura in the academic year of 2021/2022. The sample was chosen using a cluster random sampling technique. Two classes were used as the samples: 36 students of XI MIPA 2 as the first experiment class and 36 students of XI MIPA 4 as the second experiment class—the data collecting technique used documentation, test, and questionnaire techniques. Data were analyzed using non-parametric test statistics, and the method was the Mann-Whitney test. The conclusions of the research results are: 1) there are no effects of using learning modules with CT and scientific approaches on cognitive learning outcomes, 2) there are no effects on student’s critical thinking ability in the high and low categories towards cognitive learning outcomes, 3) there is no interaction between the effects of using learning modules and students’ critical thinking ability on cognitive learning outcomes in temperature and heat subject. This study shows the effectiveness of applying learning modules with CT and scientific approaches to students' critical thinking skills on cognitive learning outcomes on Temperature and Heat material.
Integration of Gamification in Physics Learning: A Development Study of FISIPOLY Using the Genially Platform for 10th Grade High School Students Ramadhani, Fadhila; Wahyuningsih, Daru
Jurnal Materi dan Pembelajaran Fisika Vol 15, No 1 (2025): Jurnal Materi dan Pembelajaran Fisika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmpf.v15i1.100886

Abstract

Physics is often perceived as a challenging subject due to its abstract nature and reliance on advanced mathematical skills, leading to students’ difficulties in grasping core concepts. Gamification in education has been proven to enhance motivation and engagement in learning. This study aims to develop a Genially-based learning media, FISIPOLY, focused on Global Warming for 10th-grade senior high school students. The research employed the 4D model (Define, Design, Develop, Disseminate). Validation was conducted by material and media experts, followed by product trials involving 10th-grade students. Results demonstrated that FISIPOLY met valid criteria and was deemed suitable for physics instruction. Student trials revealed very good for both content and media aspects. Thus, the gamified genially based FISIPOLY proves feasible for enhancing physics education.

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