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Muhammad Asy'ari
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Lensa: Jurnal Kependidikan Fisika
Published by Universitas Pendidikan Mandalika
ISSN : 23384417     EISSN : 26860937     DOI : https://doi.org/10.33394/j-lkf
Core Subject : Science, Education, Social, Engineering,
Astronomy Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Physics
Lensa: Jurnal Kependidikan Fisika (J-LKF) published by the Physics Education Study Program UNDIKMA. J-LKF publishes every 6 months including the study of science and education in the field of physics specifically and natural and applied sciences in general.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 17 Documents
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Search results for , issue "Vol 13, No 1: June 2025" : 17 Documents clear
Enhancing Scientific Creativity of Prospective Physics Teachers through Guided-Inquiry-Based Electricity and Magnetism Materials with Blended Learning Nisrina, Nina; Verawati, Ni Nyoman Sri Putu; Hikmawati, Hikmawati
Lensa: Jurnal Kependidikan Fisika Vol 13, No 1: June 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i1.16125

Abstract

Scientific creativity is an essential competence that must be possessed by prospective physics teachers to face the challenges of 21st-century learning. To foster this ability, innovation in learning strategies and the development of relevant and contextual teaching materials are required. This study aims to develop thematic teaching materials on electricity and magnetism based on Guided Inquiry, integrated with a Blended Learning approach to enhance the scientific creativity of physics education students. The designed learning model combines the advantages of the guided inquiry approach in exploring physics concepts with the flexibility of an online learning environment. This study uses a quasi-experimental design with a one-group pretest-posttest approach. The scientific creativity measurement instrument includes eight main indicators: originality, fluency, flexibility, elaboration, problem sensitivity, scientific imagination, hypothesis formulation, and experiment design. The analysis results show that the normalized gain (N-gain) scores for all indicators fall within the moderate to high categories, indicating a significant improvement after the implementation of the teaching materials. The novelty of this study lies in the integration of the Guided Inquiry strategy with the Blended Learning approach in developing electricity-magnet teaching materials, which has been proven effective in promoting the growth of scientific creativity among prospective physics teachers.
Implementasi Perangkat Pembelajaran PBL Terintegrasi STEM Berbasis Kearifan Lokal Kelintang Jolo untuk Meningkatkan Motivasi Belajar Siswa Tarigan, Susantri Br; Pathoni, Haerul; Nurhatmi, Jules
Lensa: Jurnal Kependidikan Fisika Vol 13, No 1: June 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i1.15514

Abstract

Penelitian ini bertujuan untuk menguji efektivitas perangkat pembelajaran Problem Based Learning (PBL) terintegrasi STEM berbasis kearifan lokal Kelintang Jolo untuk meningkatkan motivasi belajar siswa pada materi gelombang bunyi. Menggunakan desain quasi experiment nonequivalent control group pada siswa kelas XI SMAN 6 Kota Jambi, data dikumpulkan melalui angket motivasi belajar awal dan akhir dari kelas eksperimen dan kontrol. Hasil uji normalitas menunjukkan seluruh data terdistribusi normal dengan nilai signifikansi >0,05. Uji homogenitas menunjukkan data angket awal dan akhir homogen dengan nilai signifikansi masing-masing 0,319 dan 0,087. Hasil uji t berpasangan pada kelas eksperimen menunjukkan nilai signifikansi 0,000 dengan perbedaan rata-rata -14,286 antara pengukuran awal dan akhir, sementara kelas kontrol juga menunjukkan nilai signifikansi 0,000 dengan perbedaan rata-rata -11,47. Perbandingan peningkatan motivasi belajar antara kelas eksperimen membuktikan bahwa implementasi perangkat pembelajaran PBL terintegrasi STEM berbasis kearifan lokal lebih efektif dalam meningkatkan motivasi belajar siswa.
A Critical Literature Review of Indonesian Senior High School Students’ Interest in Physics Learning Nurjannah, Anggi; Purba, Cindy Picelia Alvoni; Panjaitan, Ida Roasih; Sinaga, Karina Angely; Ritonga, Karyn Arme Septia Br; Sinaga, Maria Putri; Panggabean, Deo Demonta
Lensa: Jurnal Kependidikan Fisika Vol 13, No 1: June 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i1.15878

Abstract

Student interest in physics at the Indonesian senior-high-school (SMA) level remains a pivotal yet uneven driver of science achievement. This study offers a critical narrative review of 15 peer-reviewed national articles published between 2018 and 2024 to identify the factors that foster—or inhibit—students’ engagement with physics. Systematic searches of Garuda, SINTA, Google Scholar, and ERIC yielded empirical studies that met five inclusion criteria; data were extracted, quality-appraised with a CASP-based checklist, and thematically coded. Results indicate that a majority of learners report good to very good interest, but this enthusiasm is fragile, undermined by persistent perceptions of physics as abstract, difficult, and only loosely connected to everyday life. Influences cluster into internal factors—motivation, self-efficacy, prior knowledge—and external factors—pedagogical design, facility availability, and learning climate. Evidence converges on three high-leverage practices: blended-learning models that combine face-to-face inquiry with digital simulations; context-rich tasks linking concepts to household technologies and socio-scientific issues; and explicit scaffolding of critical-thinking routines. Conversely, lecture-dominated instruction and limited laboratory access correlate with lower interest and higher difficulty indices. The review recommends that teachers embed interactive digital media and real-world problem contexts, while policy-makers invest in virtual-laboratory infrastructure, equitable internet connectivity, and ongoing professional development targeting inquiry facilitation and formative assessment of reasoning. Future research employing large-scale quantitative designs across diverse regions is needed to validate these recommendations and refine a national strategy for sustaining students’ curiosity and achievement in physics.
Analisis Perbandingan Akun Belajar Fisika di Instagram sebagai Media Pembelajaran Uskenat, Kristina; Putra, Don Jaya; Reski, Andi; Yuliatun, Tutik
Lensa: Jurnal Kependidikan Fisika Vol 13, No 1: June 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i1.16278

Abstract

Pendidikan mengalami perubahan seiring perkembangan teknologi dan informasi. Perubahan tersebut terjadi dalam pemanfaatan media sosial sebagai media pembelajaran. Instagram merupakan salah satu platform media sosial yang paling banyak digunakan dalam pembelajaran, dilihat dari banyaknya akun edukasi yang muncul. Fisika merupakan salah satu subjek pembelajaran yang dipelajari di Pendidikan menengah dan Pendidikan tinggi. Penggunaan akun edukasi instagram dalam pembelajaran memberikan pengaruh positif dan membantu pembelajar lebih mudah memahami materi. Meskipun demikian, belum terdapat penelitian yang mengkaji tentang tentang efektivitas akun edukasi fisika yang tersedia. Masing-masing akun belajar fisika di Instagram memiliki bentuk edukasi, visualisasi, gaya Bahasa yang berbeda-beda. Oleh karena itu perlu dilakukan analisis perbandingan terhadap  akun edukasi fisika di Instagram untuk melihat potensi pemanfaatannya sebagai media pembelajarannya. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan teknik dokumentasi metode analisis Miles dan Huberman. Hasil penelitian menunjukkan terdapat akun memiliki engagement rate (ER) tertinggi dengan nilai ER 53.2. Temuan ini merekomendasikan akun edukasi fisika tertentu untuk pembelajaran fisika berbasis teori atau aplikasi.
Worksheet for Ethnoscience-Based Practicum Learning Supported by Simulation Tools: Design and Validation Results Verawati, Ni Nyoman Sri Putu; Rokhmat, Joni; Harjono, Ahmad; Makhrus, Muh
Lensa: Jurnal Kependidikan Fisika Vol 13, No 1: June 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i1.15783

Abstract

This study aims to develop and validate an ethnoscience-based practicum worksheet supported by virtual simulation tools to enhance culturally contextualized science learning. The integration of ethnoscience into science education responds to the need for pedagogical models that connect scientific concepts with students' local cultural knowledge, particularly in educational institution facing limited access to laboratory resources. Utilizing a research and development approach, the study was conducted through three main phases: preliminary investigation, design and construction, and evaluation and revision. The worksheet was structured to include scientific inquiry stages such as observation, hypothesis formulation, virtual experimentation, data analysis, and reflection. Expert validation was conducted using the Delphi method involving six experts in science education, ethnoscience, and educational technology. A Likert scale (1–5) instrument was used to assess content and construct validity, yielding average scores of 4.738 and 4.792 respectively, with a 95.83% agreement rate, indicating high validity and reliability. Suggestions from validators led to improvements in instructional clarity and contextual integration. The results confirm that the developed worksheet is pedagogically sound, technically feasible, and culturally relevant, aligning with 21st-century learning objectives that emphasize critical thinking, inclusivity, and digital literacy. This research offers a practical model for integrating ethnoscientific content with educational technology and contributes to the ongoing development of innovative, inclusive, and adaptive science education practices in Indonesia. Future applications may extend to diverse local contexts, supporting a more holistic and culturally grounded approach to science instruction.
Implementation of STEM-Integrated Project-Based Learning Tools Based on Local Content (Jambi Coffee) to Improve Student Learning Outcomes Amanda, Putri; Pathoni, Haerul; Amnie, Erlida
Lensa: Jurnal Kependidikan Fisika Vol 13, No 1: June 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i1.16052

Abstract

This study aimed to investigate the effectiveness of Project-Based Learning (PjBL) tools integrated with STEM and local content—specifically the cultural practice of Jambi coffee brewing—in enhancing students’ learning outcomes in the physics topic of temperature and heat. The research employed a quasi-experimental method using a non-equivalent control group design. The participants were 11th-grade students from SMA Negeri 11 Muaro Jambi in the 2024/2025 academic year, selected through purposive sampling. A total of 54 students participated, divided evenly into two classes: the experimental class, which was taught using STEM-integrated PjBL tools incorporating local content, and the control class, which was taught using conventional PjBL tools without STEM or local context integration. Both groups underwent pretest and posttest assessments. Data were analyzed using paired sample t-tests and independent sample t-tests with a significance level of 0.05. The paired t-test results indicated a statistically significant improvement in both classes (p = 0.000). However, the independent sample t-test revealed a significant difference in posttest scores between the two groups (p = 0.011), with the experimental class showing greater gains. These results suggest that the integration of STEM and local cultural context into PjBL can deepen students’ conceptual understanding, enhance engagement, and improve learning outcomes more effectively than PjBL alone. The contextualization of physics content using familiar real-world practices, such as coffee brewing, provides meaningful learning experiences that connect abstract scientific concepts to students' daily lives.
Implementation of Android-Based Interactive Learning Media on Students' Critical Thinking Skills in Physics Learning Rahmawati, Silpia; Warliani, Resti; Mulvia, Rahmadhani
Lensa: Jurnal Kependidikan Fisika Vol 13, No 1: June 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i1.15040

Abstract

This study aims to determine the average improvement in high school students' critical thinking skills in physics learning by using Android-based interactive learning media. This research is quantitative in nature and employs a quasi-experimental pretest-posttest control group design. The research population consisted of all grade XI students at one school in the Garut District during the even semester of the 2024/2025 academic year. The study involved two classes: XI-J (the experimental group, n = 34 students) using Android-based learning media, and XI-I (the control group, n = 34 students) using Google Sites. The research instruments included student response questionnaires and pretest-posttest questions based on the critical thinking aspects defined by Ennis. Data were analyzed using tests for homogeneity, normality, a t-test, and the N-gain test, with the aid of SPSS. The questionnaire results showed an 81.24% acceptance level for the Android-based media, categorized as very good, while observations indicated that the implementation of the learning process reached an average of 90%. Pretest-posttest analysis revealed a significant improvement in students' critical thinking skills. The experimental group’s average score increased to 77.74 (categorized as good), while the control group achieved 65.59 (categorized as sufficient). The t-test yielded a significance value of 0.01 < 0.05; hence, H₀ was rejected and Hₐ was accepted, confirming a significant difference between the two groups. Based on these results, it can be concluded that the use of Android-based interactive media is proven to be more effective in improving students' critical thinking skills in the topic of static fluids compared to the use of Google Sites.

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