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Inovasi Pendidikan Fisika
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Published by Universitas Negeri Surabaya
ISSN : 23024496     EISSN : 28303881     DOI : -
Core Subject : Science, Education, Social,
Education Physics Social Sciences
Jurnal Inovasi Pendidikan Fisika menerbitkan artikel hasil penelitian di bidang pendidikan fisika meliputi bidang Filsafat dan Kurikulum, Inovasi Pembelajaran, Media Pembelajaran dan Evaluasi Pembelajaran. Jurnal Inovasi Pendidikan Fisika diterbitkan secara berkala oleh Program Studi Pendidikan Fisika, Jurusan Fisika, FMIPA, Universitas Negeri Surabaya sebanyak tiga kali dalam setahun, yaitu pada bulan Februari, Juli, dan September.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 241 Documents
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Validitas LKPD Berbasis Collaborative Argumentation Learning Model (CALM) untuk Meningkatkan Kemampuan Literasi Sains Peserta Didik Pramesti, Ardhia; Admoko, Setyo
IPF: Inovasi Pendidikan Fisika Vol. 13 No. 2 (2024): Volume 13 Nomor 2 Tahun 2024
Publisher : Universitas Negeri Surabaya

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Abstract

The purpose of this study was to evaluate the validity of worksheets based on the Collaborative Argumentation Learning Model (CALM) in order to improve students' science literacy level on alternative energy materials. An R&D approach combined with the ADDIE development model was the methodology used in this study. The three stages used in this research are: analysis, which involves identifying students' needs related to student worksheets on alternative energy materials; design, which involves organizing the worksheets created; and development, which involves collecting and validating the worksheets. The construction and content components of the LKPD can be used to evaluate its validation. One high school teacher and two knowledgeable lecturers became the three validators whose results were calculated as part of the data analysis technique. The advantages of the worksheets include being able to train science literacy indicators, using the argumentation-based CALM learning approach, and including real-world situations. The first recommendation from the validators was to pay close attention to the elements of scientific argumentation used as well as the signs of science literacy. The findings showed that the average validity score from the three validators was 96.21% for the content aspect and 97.22% for the construction aspect. This finding shows that the average value of the overall validity of the worksheet, with very valid criteria, is 96.72%. Thus, it can be said that the use of CALM-based worksheets to improve science literacy related to alternative energy content is appropriate for use during the educational process. This study shows that students benefit from using the argumentation component in physics learning, and this can be one way to help students become more savvy in science literacy.
Literature Review How Social Media Affects Student’s Learning and Education: Bibliometric Analysis Prawidyaningrum, Sekar Ayu; Suprapto, Nadi
IPF: Inovasi Pendidikan Fisika Vol. 13 No. 2 (2024): Volume 13 Nomor 2 Tahun 2024
Publisher : Universitas Negeri Surabaya

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This research uses bibliometric analysis to fill in the gaps and present an overview of how social media influences students' learning and education from 2014 to 2024. The precise goals of this study are to examine the kind of publication, contributing nation, top authors cited, and top source title, map research patterns, and determine which social media platform was utilized the most for the research.  The metadata is from the Scopus database, while the mapping is from the VOSviewer database, which contains 108 research. The results suggest that the publishing of the influence of social media on students' learning and education has risen over time, with the most common kind of publication being an article, and the United States is the most prolific.  Y.R. Chassiakos is the most referenced author, with Computers and Education being the most popular source titles. Mapping of research trends are: 1) social medium effect for motivation, behavior, and attitude; 2) Type of learning models such as e-learning, and blended learning; 3) assessment for education; 4) Social media platform; 5) access to internet; 6) Online learning performances; 7) Teaching strategy because pandemic. The top 3 social media platforms from media that the studies used were YouTube, Twitter, and Facebook.
Analisis Efektivitas dan Respon Peserta Didik terhadap Penerapan Model Problem Based Learning (PBL) pada Materi Usaha dan Energi Dewi, Sri; Dwikoranto; Setiani, Rahyu
IPF: Inovasi Pendidikan Fisika Vol. 13 No. 2 (2024): Volume 13 Nomor 2 Tahun 2024
Publisher : Universitas Negeri Surabaya

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Abstract

Penelitian ini bertujuan untuk menganalisis efektivitas penerapan model Problem Based Learning dalam meningkatkan kemampuan pemecahan masalah peserta didik pada materi energi dan usaha, serta menganalisis respon peserta didik terhadap model tersebut. Penelitian menggunakan metode kuantitatif dengan desain quasi experimental pre-test post-test control group. Sampel terdiri dari dua kelas XI di SMA Negeri 1 Bluluk yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui observasi, tes, dan angket respon. Data dianalisis dengan uji-t berpasangan. Hasil penelitian menunjukkan: (1) Keterlaksanaan pembelajaran PBL mencapai rata-rata 93,2% dengan kategori sangat baik. (2) Analisis uji-t berpasangan, N-Gain, dan effect size menunjukkan model PBL lebih efektif meningkatkan kemampuan pemecahan masalah dibandingkan pembelajaran konvensional. (3) Respon peserta didik terhadap penerapan PBL sangat positif dengan persentase rata-rata di atas 85% untuk semua aspek yang dinilai. Jadi, model PBL terbukti efektif dalam meningkatkan kemampuan pemecahan masalah dan mendapat respon sangat baik dari peserta didik pada pembelajaran materi energi dan usaha.
ANALISIS KEMAMPUAN LITERASI MEMBACA DAN LITERASI NUMERASI PESERTA DIDIK KELAS XI SMA PADA MATERI SUHU DAN KALOR DALAM PENGEMBANGAN SOAL ASESMEN KOMPETENSI MINIMUM (AKM) Niza, Alvin Khoirun; Zainuddin, Abu
IPF: Inovasi Pendidikan Fisika Vol. 13 No. 2 (2024): Volume 13 Nomor 2 Tahun 2024
Publisher : Universitas Negeri Surabaya

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Abstract

The Minimum Competency Assessment (AKM) is part of the national assessment to measure minimum competency in reading literacy and numeracy. AKM questions consist of several cognitive levels. This quantitative descriptive research aims to analyze students' reading literacy and numeracy literacy skills in solving AKM questions in a scientific context in the field of physics regarding temperature and heat. The research was conducted in May 2024 at one of the state high schools in Sidoarjo Regency. The population in this study were 2 classes, namely XI 1 and XI 2, totaling 70 students. Data collection used interviews, questionnaires and AKM test instruments. The instrument used is the AKM test developed with a valid category and a reliability value of 0.701. The results of this research show that the minimum competency of most students is at the basic level at 31.43%, meaning that students have basic concepts, but have difficulty applying these concepts in real situations. The percentage of students in the proficient category is 28.57%, each in the proficient and need special intervention categories is 20%. Achievement of the greatest cognitive level of reading literacy at the level of evaluating and reflecting (evaluate and reflect) because the stimulus phenomena in the questions are often encountered by students. Achievement of the highest cognitive level of numeracy literacy at the application level (applying) because students are able to determine appropriate strategies and formulas in solving the problems presented in the questions. Keywords: Minimum Competency Assessment (AKM), Reading Literacy, Numeracy Literacy, Temperature and Heat
Analisis Kebutuhan Media Pembelajaran Fisika SMA Berbasis Teknologi dan Non Teknologi Pada Era Revolusi Indsutri 4.0 Fitriyah, Lailatul; Kholiq, Abd
IPF: Inovasi Pendidikan Fisika Vol. 13 No. 3 (2024): Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

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Abstract

Technological developments in the era of the increasingly rapid industrial revolution 4.0 have a major influence on all areas of life, both social, religious and educational. In the field of education, increasingly rapid technological developments influence the learning media applied in learning. The aim of this research is to analyze learning media needs in the application of physics learning using quantitative descriptive analysis, so that by analyzing media needs more varied and innovative learning media can be developed so that physics learning will be more meaningful and in line with current developments. This research was conducted at one of the MA in Gresik. The population in this study was 310 students and three physics teachers. Analysis of learning media needs based on the results of questionnaires given to students and interviewa with physics teachers. Based on the results of research that has been carried out, the learning media applied in physics learning based on Technology Information (IT) media which is most often applied in the learning process, namely the use of Power Point Text (PPT) obtained a percentage of 59,46%, PhET Simulation 8,11%, e-Book PDF 8,11% and quizizz usage 24,32%. Physics learning media apllying Non Technology Information (Non IT) whiteboard media obtained a percentage of 80,58%, printed textbooks 16,68% and the use of experimental KITs 2,74%. Based on the research conducted, it can be said that IT and Non-IT based learnng media applied in physics learning are still less varied and interactive and monotonous, so they are less varied and interesting in learning. Keywords: Instructional media, industrial revolution, education
Validitas Instrumen Penilaian Berbasis Kelas untuk Mengukur Kompetensi Literasi Sains Peserta Didik pada Materi Pemanasan Global Sherliyanti, Yeni; Jauhariyah, Mukhayyarotin Niswati Rodliyatul
IPF: Inovasi Pendidikan Fisika Vol. 13 No. 3 (2024): Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

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Abstract

Penelitian ini bertujuan untuk mendeskripsikan kualitas dari instrumen penilaian berbasis kelas yang dikembangkan. Kualitas ini berupa validitas teoritis dan validitas empiris instrumen penilaian berbasis kelas pada materi pemanasan global. Instrumen yang dikembangkan yaitu instrumen penilaian kelas pada aspek pengetahuan, keterampilan serta sikap dengan indikator literasi sains. Instrumen ini diharapkan dapat digunakan untuk mengukur kompetensi literasi sains pada peserta didik. Tahap penelitian ini mengacu pada model pengembangan ADDIE terbatas yaitu hanya pada tahap Analysis, Design dan Development. Teknik pengumpulan data pada penelitian ini yaitu menggunakan metode angket untuk mengetahui validitas teoritis dan metode tes untuk mengetahui validitas empiris. Validitas teoritis dilakukan oleh 3 validator ahli, sedangkan validitas empiris dlakukan melalui uji coba terbatas kepada mahasiswa. Instrumen penilaian yang dikembangkan yaitu berupa soal pilihan ganda yang berjumlah 30 butir soal. Hasil validitas teoritis instrumen pada aspek pengetahuan, keterampilan dan sikap dinyatakan layak digunakan dengan kriteria sangat valid. Validitas empiris yang meliputi validitas empiris butir soal, reliabilitas, tingkat kesukaran, dan daya pembeda didapatkan hasil yaitu 9 butir soal dari 30 soal dinyatakan tidak alid dan tidak digunakan. Sedangkan sisa soal yaitu 21 butir soal dinyatakan valid dan dapat digunakan. Butir soal tersebut nantinya dapat digunakan untuk mengukur profil literasi sains pada peserta didik.
Pengembangan Media IV-GLOW untuk Meningkatkan Motivasi Belajar Pemanasan Global Peserta Didik SMA di Kabupaten Jombang Ilmi, Rosikhotul; Anggaryani, Mita
IPF: Inovasi Pendidikan Fisika Vol. 13 No. 3 (2024): Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

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Abstract

Technology is increasingly developing and becoming a support in the field of education, one of which is in the development of learning media. The development of increasingly superior learning media can support the delivery of material to students. Learning media is divided into several types, one of which is audio-visual learning media in the form of interactive learning videos. Interactive learning is able to provide a more effective learning experience because it combines several senses, so that students will find it easier to remember the learning material. This research aims to develop interactive video learning media on global warming materials. In this study, the next learning media called Interactive Video of Global Warming (IV-GLOW) was piloted to increase students' learning motivation. This research uses the Research and Development method. Data is collected through validation and questionnaires. The results of this study show that IV-GLOW media has a validity percentage of 97.78% with very valid criteria. The practicality of IV-GLOW media obtained an average percentage of 90.53%. In its implementation, IV-GLOW media can be used .The increase in motivation occurs in all aspects with the highest increase in relevance and satisfaction indicators.
Analisis Profil Kompetensi Literasi Sains Peserta Didik yang Diukur Menggunakan Instrumen Berbasis Kelas pada Materi Energi Terbarukan Masithoh, Nadia Dewi; Jauhariyah, Mukhayyarotin Niswati Rodliyatul
IPF: Inovasi Pendidikan Fisika Vol. 13 No. 3 (2024): Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

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The following research aims to describe the analysis of students' scientific literacy profiles that have been developed. This scientific literacy profile analysis is in the form of scientific literacy levels based on scientific literacy competencies as well as a one-way ANOVA test in assessing scientific literacy based on renewable energy materials. This assessment instrument is used to measure students' competency abilities towards scientific literacy. The data analysis technique used uses quantitative descriptive analysis with score calculations at the level of scientific literacy. The scientific literacy profile of students as measured using the instrument developed resulted in a percentage of 13% categorized as very high, 54% categorized as high and 33% categorized as sufficient. The development of students' abilities was measured using the one way ANOVA test with a significant result (P Value) of 0.128 resulting in the criteria having no significant differences in the 3 classes regarding learning.
Identifikasi Miskonsepsi Siswa Materi Usaha dan Energi Menggunakan Five Tier Diagnostic Test Mufti, Mohammad Bakhit; Sunarti, Titin
IPF: Inovasi Pendidikan Fisika Vol. 13 No. 3 (2024): Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

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Studying physics requires a good understanding of concepts. However, each student has a different ability to understand physics. The difference in students' understanding ability makes students vulnerable to misconceptions. Misconceptions can occur in all physics materials, such as effort and energy materials. One of the misconceptions of work and energy material is that students assume that when applying force to objects shows work, even though no displacement occurs. Misconceptions can hinder the process of acceptance by students of new knowledge or materials that are interrelated with other materials. Therefore, it is necessary to identify misconceptions and their causes as an initial effort in overcoming student misconceptions. The purpose of this study was to identify students' misconceptions and their causes using the five tier diagnostic test instrument. This research is a quantitative descriptive research by starting with a literature study through research articles, making test instruments, then validating the instrument to state the feasibility of the instrument, then collecting data from class XI students of SMA Negeri 1 Cerme. Student test results were analyzed descriptively and the results showed that the misconceptions of work and energy as a whole showed a percentage of 43%. The most misconceptions occur in question number 11 regarding the concept of work by spring force, while the question items with the least misconceptions are questions number 1, 12, and 15 regarding the concepts of work, power, and potential energy. Identification of the cause of the biggest misconception of effort and energy is due to preconceptions with a percentage of 38%. Based on the results of the study, it can be concluded that the material of work and energy has misconceptions with the most identified causes of misconceptions due to preconceptions.Studying physics requires a good understanding of concepts. However, each student has a different ability to understand physics. The difference in students' understanding ability makes students vulnerable to misconceptions. Misconceptions can occur in all physics materials, such as effort and energy materials. One of the misconceptions of work and energy material is that students assume that when applying force to objects shows work, even though no displacement occurs. Misconceptions can hinder the process of acceptance by students of new knowledge or materials that are interrelated with other materials. Therefore, it is necessary to identify misconceptions and their causes as an initial effort in overcoming student misconceptions. The purpose of this study was to identify students' misconceptions and their causes using the five tier diagnostic test instrument. This research is a quantitative descriptive research by starting with a literature study through research articles, making test instruments, then validating the instrument to state the feasibility of the instrument, then collecting data from class XI students of SMA Negeri 1 Cerme. Student test results were analyzed descriptively and the results showed that the misconceptions of work and energy as a whole showed a percentage of 43%. The most misconceptions occur in question number 11 regarding the concept of work by spring force, while the question items with the least misconceptions are questions number 1, 12, and 15 regarding the concepts of work, power, and potential energy. Identification of the cause of the biggest misconception of effort and energy is due to preconceptions with a percentage of 38%. Based on the results of the study, it can be concluded that the material of work and energy has misconceptions with the most identified causes of misconceptions due to preconceptions.
Penerapan LKPD Berbasis Pictorial Riddle dengan Model Pembelajaran Inkuiri Terbimbing untuk Meningkatkan Kemampuan Representasi Siswa Febriyanto, M. Aflah Rizqi; Sunarti, Titin
IPF: Inovasi Pendidikan Fisika Vol. 13 No. 3 (2024): Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

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Abstract

In the current era, the ability to represent is one of the most important abilities for a person to have. Representation skills are very necessary because they are the basis for thinking and building concepts, and can be applied for problem solving. Even though it is very important, several studies show the low ability of students. Therefore, this research was carried out with the aim of describing the implementation of learning, increasing representation abilities, and student responses after implementing pictorial riddle-based LKPD with a guided inquiry learning model. This research uses a quasi-experimental type with a nonequivalent control group design. This research was carried out at SMAN 1 Sukodadi with subjects in class XI A1 as the experimental class and XI A2 as the control class. Both classes were given the same pretest-posttest questions with different treatments. Next, the student test results were analyzed using the T-Independent test with the condition that a normality test and homogeneity test were carried out, then the N-gain calculation was carried out. The results of this research were that the percentage of learning implementation in the three consecutive meetings was 96.67%, 99.24%, and 100%, the N-gain score for the experimental class was 0.76 while the control class was 0.60, and the percentage of student responses was 85.21%. So it can be concluded that the implementation of learning has very good criteria, the application of pictorial riddle-based LKPD with a guided inquiry learning model is able to produce an increase in representation skills that are more effective than just applying guided inquiry, and student responses have very good criteria.

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