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Jurnal Pembelajaran Fisika
Published by Universitas Jember
ISSN : 23019794     EISSN : 27211959     DOI : https://doi.org/10.19184/jpf.v11i2.31758
Core Subject : Science, Education, Social,
Earth & Planetary Sciences Education Environmental Science Physics Social Sciences
Jurnal Pembelajaran Fisika (JPF) is a national peer-review and open access journal that publishes research papers covering physics, physics education, and natural science education. Jurnal Pembelajaran Fisika (JPF) publishes 4 editions in 1 volume per year. First published, volume 1 issue 1, as of June 2012 is available electronically since 2015. Journal of Physics Learning indexed by Google Scholar since 2012. Our journals scope include : 1. Physics learning innovation 2. Physics learning media 3. Physics learning assessment 4. Physics Education Philosophy and curriculum 5. Earth and space physics 6. Materials physics 7. Theoretical and computational physics 8. Instrumentation physics
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 284 Documents
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PENGEMBANGAN MODUL FISIKA BERBASIS PROBLEM BASED LEARNING DISERTAI CONCEPT MAPPING PADA MATERI ALAT OPTIK DI SMA Dewi Rohmatul Izzati; Singgih Bektiarso; Bambang Supriadi
JURNAL PEMBELAJARAN FISIKA Vol 8 No 4 (2019): Jurnal Pembelajaran Fisika
Publisher : FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (183.444 KB) | DOI: 10.19184/jpf.v8i4.15239

Abstract

Abstrak Mata pelajaran fisika adalah Salah satu mata pelajaran di sekolah yang seringkali dianggap sulit oleh siswa. Hasil wawancara dengan guru mata pelajaran fisika di SMAN 3 Jember menunjukkan bahwa metode pembelajaran yang digunakan masih menggunakan metode konvensional dimana guru berperan lebih aktif dibandingkan siswa. Melalui modul berbasis problem based learning, siswa tidak hanya cenderung menghafal rumus, tetapi lebih ditekankan bagaimana memecahkan masalah. Tujuan dari penelitian ini adalah mengetahui validitas dan efektifitas modul berbasis problem based learning disertai concept mapping pada materi alat optik di SMA. Berdasarkan penelitian yang telah dilakukan, validasi ahli diperoleh nilai sebesar 89% dan validasi pengguna diperoleh hasil 86%. Keduanya dalam kategori sangat valid. Efektifitas modul memperoleh skor N-Gain sebesar 0,53 atau berada dalam kategori sedang. Hal ini dapat dikatakan bahwa modul efektif dan layak digunakan dalam pembelajaran fisika kelas XI SMA IPA. Kata kunci : problem based learning, concept mapping, validitas, efektifitas
ANALISIS RESPON SISWA SMA PLUS AL-AZHAR JEMBER TERHADAP MODUL FISIKA DIGITAL BERBASIS ARTICULATE STORYLINE 3 POKOK BAHASAN HUKUM NEWTON TENTANG GRAVITASI Jihan Ni'ami Midroro; Sri Handono Budi Prastowo; Lailatul Nuraini
JURNAL PEMBELAJARAN FISIKA Vol 10 No 1 (2021): Jurnal Pembelajaran Fisika (JPF) Universitas Jember
Publisher : Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (439.348 KB) | DOI: 10.19184/jpf.v10i1.23762

Abstract

Abstract: The Covid-19 pandemic has an impact on many things, one of which is education. Changes that occur in the field of education are a learning system that is used as a distance learning system. Physics is a subject that is considered less attractive and tends to be boring. One of the reasons physics is considered boring is the lack of learning media to support physics material, especially digital ones. The purpose of this study was to analyze the responses of Al-Azhar Jember Senior High School students after using physics learning media in the form of an interactive digital physics module based on Articulate Storyline3, the subject of Newton's law about gravity. This research method is a quantitative research method using an instrument in the form of a response questionnaire given to class X MIPA SMA Plus Al-Azhar Jember via the google form page. Based on the research that has been done, it shows that digital physics moul gets a very positive response from respondents. The digital physics module obtained a score of 81, 60% on a limited scale trial and a score of 83.86% on a wide-scale trial. Keywords: digital module, physics learning, students response
EFEKTIFITAS PEMBELAJARAN SUHU DAN KALOR MENGGUNAKAN MODEL INKUIRI TERBIMBING DISERTAI MIND MAPPING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA SMA Ilvi Maulida Nurdiana; Alex Harijanto; Sri Handono Budi
JURNAL PEMBELAJARAN FISIKA Vol 8 No 1 (2019): jurnal pembelajaran fisika
Publisher : FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (198.264 KB) | DOI: 10.19184/jpf.v8i1.11137

Abstract

This study aims to (1) determine the level of students’ critical thinking skill after learning using guided inquiry model with Mind Mapping techniques; (2) to assess the effectiveness of learning temperature and heat using guided inquiry learning model with Mind Mapping techniques towards students’ critical thinking skill. The type of this study was descriptive along with one group Pre-test Post-test research design. This research was conducted in one of Senior High Schools in Jember. The population of this study was all students from grade XI IPA and class XI IPA 3 consists of 33 students was the sample of this study. The data collection technique was test, interview, and documentation. The data analysis technique of critical thinking skill used the percentage of post-test score which was gotten, and the analysis of learning effectiveness used normalized N-Gain test to determine the improvement of students’ critical thinking skill. The result showed that the improvement of students’ critical thinking skill increased after the learning with average score 82, 73 which was categorized as high. And the data analysis of learning effectiveness showed N-gain score was 0, 7453 and was categorized as high level as well. It can be concluded that after the learning was done using guided inquiry learning model with Mind Mapping techniques, the level of students’ critical thinking skill is high and this model is effective to be applied to increase critical thinking skill of Senior High School students.Keyword: learning effectiveness, guided inquiry model, critical thinking skill
PENERAPAN MODEL INKUIRI TERBIMBING (GUIDED INQUIRY) PADA PEMBELAJARAN FISIKA MATERI LISTRIK DINAMIS DI SMK Qurroti A’yunin; Indrawati Indrawati; Subiki Subiki
JURNAL PEMBELAJARAN FISIKA Vol 5 No 2 (2016)
Publisher : FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research related to the implementation of Guided Inquiry LearningModel of dynamic electric of physics material at SMK. The purpose of this researchwere: 1) to describe the learning activities in the experimental class; 2) to analysethe effect of Guided Inquiry Learning Model on the students’ learning result; and 3)to describe the relationship between the activity and the achievement ofexperimental class. The type of this research was experimental research. Thesamples of this research were the students’ of 11th TKJ.1 as control class and 11thIL.2 as experimental class at SMKN 2 Jember.The Design of this research wasposttest-only control design. Moreover the data collection methods were; test,observation, documentation, and interviews. Additionally, the data analysed were;Independent-sample T-test (parametric test) or the Mann-Whitney test (nonparametrictest) as the comparison test, while Test-Product-Moment Correlation-Pearson as the correlation test. The first research result showed that the average oflearning activities in experimental class based on observation and documentationduring the learning process was 82.31%, active criteria. The largest percentage ofmotor-activities was 90.95% but the lowest oral-activities was 76.34%. Meanwhile,the second research result showed that there was a significant difference ofcognitive, psychomotor, and affective of the control and experimental class students’achievement. The Sig.(1-tailed) value gain was lower than α=0,05, that was 0.000(cognitive-Independent-Sample-T- test), 0.000 (psychomotor-Mann-Whitney-Test)and 0.012 (affective-Independent-Sample-T-test). So that the model of GuidedInquiry Learning had a significant effect on the students’ achievement in dynamicelectric of physics material at SMK (H0 rejected, Ha accepted ). Moreover the thirdresearch result showed the correlation coefficient value between the activity andachievement as 0.520, so there was a correlation between them. The criteria ofcorrelation was medium with positive direction. Sig.(2-tailed) value was 0.003 or <0.05, so there was a significant relationship between the activity and theachievement on the experimental class.
MODEL LEARNING CYCLE 5E DALAM PEMBELAJARAN FLUIDA DINAMIS DI SMA (KAJIAN PADA KETERAMPILAN PROSES SAINS DAN HASIL BELAJAR) Habibah Zilul Isnani; Indrawati Indrawati; Subiki Subiki
JURNAL PEMBELAJARAN FISIKA Vol 7 No 1 (2018)
Publisher : FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/jpf.v7i1.7223

Abstract

AbstractThis research focused on the implementation of Learning Cycle 5E model indynamic fluid learning to students in grade XI. This research aimed to describe thescience process skills during use Learning Cycle 5E model and to determine theeffects of it to students’ cognitive achievement. The type of the research wasexperimental using post-test only control group design. Population were students ofclass XI MIPA in SMAN 2 Jember. Sample based on homogeneity test were class XIMIPA 1 as experiment class and XI MIPA 2 as control class. Data of science processskills was collected by using observation and students worksheet documentation.Science process skills was analyzed as descriptive with percentage analysis. Data ofstudents cognitive achievements were collected by using score of post-test. Theinfluence of Learning Cycle 5E model to students achievement was analyzed with ttest using SPSS 24. The results showed that the percentage of science process skillsin class XI MIPA 1 was 94,5%. There was a significant difference of students’cognitive achievement in experiment class and control class. This research can beconcluded: (1) students’ science process skill during learning process was very good;(2) the model significantly influenced to students’ cognitive achievement of dynamicfluid at grade XI MIPA 1 in SMAN 2 Jember .Key word: Learning Cycle 5E model, science process skills, student achievement.
IDENTIFIKASI KEMAMPUAN PEMECAHAN MASALAH SISWA SMA MATERI FLUIDA STATIS BERDASARKAN TAXONOMY OF INTRODUCTORY PHYSICS PROBLEMS Prasasti Nur Indahsari; Trapsilo Prihandono; Sri Astutik
JURNAL PEMBELAJARAN FISIKA Vol 7 No 3 (2018): jurnal pembelajaran fisika
Publisher : FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/jpf.v7i3.8600

Abstract

Problem-solving ability were the abilities that students needed because problems always existed in everyday life. In physics study, static fluid material was one of the materials related to everyday life that could make students think to solve the problem. The purpose of this research was identified the problem solving ability of high school students of static fluid materials based on the Taxonomy of Introductory Physics Problems. This research was included in qualitative descriptive research. The research methods used tests, interviews, and documentation. The test instrument used test description of problem solving abilities based on the Taxonomy of Introductory Physics Problems as many as 11 units. Research was conducted in three state schools in the suburbs of Jember disctrict with one class per school. The result of the research showed that students' problem solving ability of static fluid materials based on Taxonomy of Introductory Physics Problems at SMAN A at most levels with less categories while in SMAN B and SMAN C at most levels with very less categories.Key Word: Problem Solving Ability, Static Fluid, Taxonomy of Introductory Physics Problems
PENGARUH MODEL PEMBELAJARAN GUIDED DISCOVERY DISERTAI LKS BERBASIS MULTIREPRESENTASI TERHADAP KEMAMPUAN REPRESENTASI VERBAL, DAN GAMBAR (VG) SISWA DALAM PEMBELAJARAN FISIKA DI SMA Susiana Susiana; I Ketut Mahardika; Rayendra Wahyu Bachtiar
JURNAL PEMBELAJARAN FISIKA Vol 6 No 1 (2017)
Publisher : FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The purposes of this study are assessing the effect of guided discovery learning model with LKS based on multirepresentation to the Senior High School student’s ability of physics verbal, images (VG) representations, and describing student learning activities. The type of this research is an experimental research. Population of the research was all student’s at SMA Negeri 1 Tapen Bondowoso. Physics VG representation is collected through test, and student learning activities is collected through observations and portofolio. The test results of experimental class and control class are analysed by independent sample t-test using SPSS version 22. The results of the analysis of independent sample t-test for the ability of verbal representations show the Sig. (One-tailed) was 0.000. The results of the analysis of independent sample t-test for the ability of pictorial representations show the Sig. (One-tailed) was 0.000. It can be concluded that guided discovery learning model based LKS based on multirepresentation significantly affect the SMA Negeri 1 Tapen Bondowoso student’s ability of physics VG. The score of student learning activities during learning process are using guided discovery learning model with LKS based on multirepresentation is 88%, it is included very active category.
PENGARUH MODEL PEMBELAJARAN COOPERATIVE INTEGRATED READING ANDCOMPOSITION (CIRC)DISERTAI PERMASALAHAN APLIKATIF TERHADAP MOTIVASI DAN HASIL BELAJAR SISWA DALAM PEMBELAJARAN FISIKA DI SMAN 2 TANGGUL (Studi Pada Materi Kinematika Gerak) Uvi Sugianti; Albertus Djoko Lesmono; Subiki Subiki
JURNAL PEMBELAJARAN FISIKA Vol 6 No 3 (2017)
Publisher : FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/jpf.v6i3.5317

Abstract

The aim of this research is to study the effect of Cooperative Integreted Reading And Composition (CIRC) learning model with application problems through the motivation and the student result in learning physics. In learning, motivation is the most basic things, the absence of motivation mean students do not have a goal in the learning process. This resulted in students will not learn and can not accept and understand the subject matter provided. In the end, success in learning will not be achieved. This experimental researchwas conducted at SMAN 2 Tanggul-Jember. The data are collected through test,questionnaire, interview, and documentation. The examination the hypothesisof this research used independent t-test sample with SPSS 22 version. According to t-test analysis for the motivation of student’s, show that the motivation experiment class is better than the control class. The result of t-test analysis for the student result in learning physics show that the student result of experiment class is better than the control class. The conclusion,the learning model of Cooperative Integreted Reading And Composition (CIRC) with application problems has an significance influential to the motivation and learningresult of physics of student the X-Class in SMAN 2 Tanggul-Jember. Keywords:Cooperative Integreted Reading And Composition (CIRC)Models,Application Problems,Student result, Motivation
MODEL PEMBELAJARAN GUIDED DISCOVERY (GD) DISERTAI MEDIA AUDIOVISUAL DALAM PEMBELAJARAN IPA (FISIKA) DI SMP Rahmi Dwi Ariyani; Indrawati Indrawati; I Ketut Mahardika
JURNAL PEMBELAJARAN FISIKA Vol 6 No 4 (2017)
Publisher : FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/jpf.v6i4.6233

Abstract

This research focuses on the application of Guided Discovery learning modelwith Audiovisual media.The purpose of this research were: (1) to describe studentsscience process skill using guided discovery learning model with audiovisual mediain teaching science physics in junior high school and (2) to assess the influence ofguided discovery learning model with audiovisual media to the student’s sciencephysic achievement in junior high school. This type of research is an experimentalresearch by post test only control group design that held in SMPN 1 Sumbersuko,Lumajang in the odd semester of the 2016/2017 academic year. The technique ofdata collection were observation, documentation, interview and test. The data wereanalyzed by using descriptif technique and independent sample t-test from SPSS 26.The findings of this research were: (1) students science process skills by usingguided discovery model along with audiovisual media in science-physics study isclassified in good criteria; (2) guided discovery learning model with audiovisualmedia significantly influences to the student’s science-physic achievement in juniorhigh school.Key words: guided discovery learning model, audiovisual media, science processskill, achievement.
ANALYSIS OF HIGH SCHOOL STUDENTS’ MISCONCEPTION IN ENERGY USING ORDERED AND REASONING MULTIPLE CHOICE Nurul F. Sulaeman; Laili Komariyah; Siska Fitri Yani
JURNAL PEMBELAJARAN FISIKA Vol 7 No 2 (2018)
Publisher : FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/jpf.v7i2.7932

Abstract

Abstract While some misconceptions already believed by students, it will resist changing. Therefore,the earlier diagnosis of students’ misconceptions becomes crucial. This study determinedthe misconceptions experienced by students in energy and evaluated the use of OrderedMultiple Choice (OMC) and Reasoning Multiple Choice (RMC) test to measure it. Thesample in this study was two classes at SMA N 1 Samarinda that was taken by purposivesampling technique. The samples were had relatively similar capability in physics, taughtby the same teacher with same teaching method. From the result, it is found that there aresome misconceptions experienced by the students. In the first class, percentagemisconception measured by OMC are level 1 "Naive concept" of 10%, level 2 "Hybridconcept" as much as 36%. In the second class, percentage of misconception measured byRMC is 22%. The OMC test was able to detect misconceptions on students generally andclassified two common types of misconceptions: naive and hybrid. While the RMC testwas able to show the misconception that occurred in each student in-depth because studentswrote their reasons independently.Keywords: ordered multiple choice, reasoninng multiple choice, misconception, energy

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