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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 15 Documents
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Search results for , issue "Vol. 12 No. 2: December 2024" : 15 Documents clear
Pengembangan Video Animasi Powtoon pada Pembelajaran Fisika Terintegrasi STEM terhadap Hasil Belajar Peserta Didik Tresiadi, Revika; Jumini, Sri; Fatiatun, Fatiatun
Lensa: Jurnal Kependidikan Fisika Vol. 12 No. 2: December 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v12i2.11764

Abstract

This study aimed to develop Powtoon animated videos for STEM-integrated physics learning and assess their impact on student learning outcomes. The Research and Development (R&D) method, using the ADDIE model, was employed to systematically develop and evaluate the instructional media. The study involved five phases: analysis, design, development, implementation, and evaluation. During the analysis phase, needs were identified based on observations of students' difficulties in understanding abstract physics concepts and their disengagement from traditional teaching methods. The videos were developed to integrate scientific, technological, engineering, and mathematical (STEM) concepts, focusing on simple machines such as levers and pulleys. Expert validation was conducted to assess the quality of the videos, and revisions were made accordingly. The implementation phase involved a pretest-posttest control group design with eighth-grade students from SMP Negeri 2 Watumalang. The experimental group used the STEM-integrated Powtoon videos, while the control group received traditional instruction. Data were analyzed using a t-test and N-Gain to measure the improvement in student learning outcomes. Results showed a significant improvement in the experimental group’s post-test scores, with an average N-Gain of 66.95%, categorized as moderately effective. The control group had a lower average N-Gain of 49.22%, categorized as less effective. The findings demonstrate that the Powtoon videos not only enhanced students' conceptual understanding but also increased their motivation and engagement in physics learning. These results suggest that integrating STEM principles into instructional media, such as animated videos, is an effective strategy for improving learning outcomes in physics. The study recommends expanding the use of such multimedia approaches across other STEM-related subjects to foster critical thinking and problem-solving skills in students.
The Impact of the Problem-Based Learning Model with a Scientific Approach on Students' Creative Thinking and Design Thinking Azizah, Lathifatul Muwafiq; Prayogi, Saiful; Gummah, Syifa’ul; Herayanti, Lovy; Habibi, Habibi
Lensa: Jurnal Kependidikan Fisika Vol. 12 No. 2: December 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v12i2.11933

Abstract

This study investigates the impact of integrating the scientific approach within the problem-based learning (PBL) model on students' creative thinking and design thinking skills, specifically in the context of physics education. The primary objective is to evaluate whether this combined approach significantly enhances these higher-order thinking skills compared to conventional teaching methods. A quasi-experimental design was employed with non-equivalent control groups, comprising two eighth-grade classes: an experimental group receiving the PBL model with a scientific approach, and a control group taught using traditional methods. Pretests and posttests were administered to assess the students’ creative and design thinking abilities. Data were analyzed using parametric statistical methods, including normality and homogeneity tests, followed by a paired t-test to evaluate the hypothesis. The results indicated that students in the experimental group showed significantly higher improvements in both creative and design thinking skills compared to the control group. Key dimensions such as comfort with uncertainty, attention to process, and confidence in creativity were notably enhanced in the experimental group. The findings suggest that integrating the scientific approach within PBL fosters an engaging and effective learning environment, promoting not only cognitive development but also collaboration, communication, and problem-solving skills. These results have important implications for educational practices, highlighting the value of adopting student-centered learning models to equip students with the critical skills needed for future challenges.
Effect of Base Material Variations on the Characteristics of Briquettes from Coconut Shell Charcoal and Corncob Mixtures Melenia, Melenia; Ahzan, Sukainil; Pangga, Dwi
Lensa: Jurnal Kependidikan Fisika Vol. 12 No. 2: December 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v12i2.13305

Abstract

This study investigates the effects of varying base materials, specifically coconut shell charcoal (ATK) and corncob charcoal (ABJ), on the characteristics of biobriquettes. The research employs an experimental method, analyzing the impact of different ATK and ABJ proportions on calorific value, ash content, moisture content, density, and combustion rate. The biobriquettes were produced by mixing coconut shell and corncob charcoal with 10% tapioca starch adhesive, molded into cubes, and dried. The results show that increasing the ATK proportion improves the calorific value, with the highest value of 10,640 calories in briquettes with 90% ATK. In contrast, higher ABJ content results in faster combustion rates but lower energy efficiency, with the lowest calorific value of 6,424 calories in briquettes containing 90% ABJ. The study also highlights that all biobriquettes meet Indonesian National Standards (SNI) for moisture content and calorific value, although only the 90% ATK sample meets the ash content standard. These findings suggest that coconut shell charcoal is a superior biomass material for producing high-performance biobriquettes, with a 90% ATK and 10% adhesive combination yielding the best overall results for sustainable energy applications.
The Effect of Contextual Teaching and Learning Model Assisted by Video on Students' Learning Outcomes and Motivation Sari, Ayu Ratna; Gummah, Syifa'ul; Syukroyanti, Baiq Azmi; Habibi, Habibi
Lensa: Jurnal Kependidikan Fisika Vol. 12 No. 2: December 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v12i2.13313

Abstract

This study explores the effectiveness of the Contextual Teaching and Learning (CTL) model, enhanced by video, in improving students' learning outcomes and motivation, specifically in understanding complex physics topics like sound waves. Traditional teaching methods often struggle to engage students with abstract content, creating a need for innovative approaches that bridge theory with practical applications. The CTL model aims to make learning more meaningful by connecting academic material with real-world contexts. A quasi-experimental design with a pretest-posttest control group was employed, involving two randomly selected groups from 50 students at SMAN 1 Masbagik. The experimental group was taught using the CTL model with video assistance, while the control group followed conventional methods. Data collection included learning outcome tests and motivation questionnaires, analyzed using normality, homogeneity, and t-tests to evaluate differences between groups. Results showed that the experimental group achieved a significantly higher posttest average score (78.92) than the control group (74.20), indicating improved comprehension. Additionally, motivation scores in the experimental group averaged 83.5, categorized as "motivated," suggesting increased engagement. The t-test confirmed a statistically significant difference in learning outcomes, underscoring the effectiveness of video-assisted CTL in enhancing both comprehension and motivation. These findings support the integration of video within the CTL model as a valuable educational strategy to create a more interactive, engaging, and effective learning environment. This study offers insights into how technology-enhanced teaching models can address the challenges of modern education and better prepare students for real-world problem-solving.
Optimization of Binder Percentage in Organic Waste-Based Briquettes: Impact on Calorific Value and Combustion Rate Muliani, Muliani; Pangga, Dwi; Ahzan, Sukainil
Lensa: Jurnal Kependidikan Fisika Vol. 12 No. 2: December 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v12i2.13314

Abstract

This research focuses on optimizing the binder percentage in organic waste-based briquettes to improve their calorific value and combustion rate. Conducted through experimental methods, organic waste such as sawdust, dry leaves, and branches were processed into briquettes using varying concentrations of tapioca starch as a binder (10%, 12.5%, 15%, and 17.5%). The experiment evaluated key performance metrics, including calorific value, combustion rate, moisture content, ash content, and briquette density. Results showed that the optimal calorific value (9,234 cal/g) was achieved with 10% binder, while the highest combustion rate (0.586 g/min) occurred at 15% binder concentration. These findings suggest that lower binder percentages result in higher energy efficiency, while higher binder content prolongs combustion. However, increased binder content also led to higher ash production, with the highest ash content recorded at 17.5% binder. The research highlights that balancing the binder ratio is essential for creating briquettes that are both energy-efficient and environmentally sustainable, offering a viable alternative to traditional fuels in Indonesia's pursuit of renewable energy solutions.
The Impact of Case-Based Learning on Students’ Critical Thinking: Insights from an Experimental Study Amelia, Ria; Sukroyanti, Baiq Azmi; Prayogi, Saiful
Lensa: Jurnal Kependidikan Fisika Vol. 12 No. 2: December 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v12i2.13371

Abstract

The persistent issue of low critical thinking skills among students in physics education highlights the limitations of traditional teaching methods, which often emphasize memorization over analytical and evaluative thinking. This study investigates the impact of Case-Based Learning (CBL) on improving critical thinking skills, focusing on six indicators: interpretation, analysis, evaluation, inference, explanation, and self-regulation. Conducted at SMA Negeri 1 Kediri, Lombok, Indonesia, the study employed a quasi-experimental pretest-posttest control group design. The experimental group received CBL instruction, while the control group was taught using conventional methods. Data collection involved written essay tests scored using a rubric adapted from the Ennis-Weir Critical Thinking Essay Test, with results analyzed through both descriptive and inferential statistics. Descriptive analysis calculated means, standard deviations, and normalized gains (n-gain), revealing significant improvements in the experimental group across all critical thinking indicators, with n-gain scores categorized as high. Inferential statistical analysis using paired and independent sample t-tests confirmed significant differences in critical thinking skill development between the experimental and control groups. The findings demonstrate that CBL fosters critical thinking by engaging students in real-world scenarios, promoting collaboration, and encouraging reflective reasoning. This study concludes that CBL is an effective pedagogical strategy for addressing critical thinking deficiencies in physics education, bridging the gap between theoretical understanding and practical application. The implications suggest integrating CBL into curricula to enhance students’ cognitive skills, equipping them for academic and professional challenges. Future research should explore CBL’s long-term impacts and adaptability to various subjects and educational contexts, ensuring its broader implementation as a transformative teaching approach.
The Role of Artificial Intelligence (AI) in Transforming Physics Education: A Narrative Review Verawati, Ni Nyoman Sri Putu; Nisrina, Nina
Lensa: Jurnal Kependidikan Fisika Vol. 12 No. 2: December 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v12i2.13523

Abstract

Artificial Intelligence (AI) has brought transformative changes to education, particularly in the field of physics, where complex concepts often pose significant challenges for students. This narrative review explores the role of AI in physics education by analyzing various tools and methods currently applied in learning environments, including intelligent tutoring systems, adaptive learning platforms, and interactive simulations. The study aims to assess the benefits and limitations of these technologies, as well as their potential to enhance learning outcomes through personalized, adaptive, and interactive experiences. Utilizing the SCOPUS database, a wide-ranging literature search was conducted with relevant keywords to capture studies that contribute to understanding AI’s impact on physics education. Results indicate that AI-driven tools significantly improve student engagement, accessibility, and understanding of abstract concepts by offering tailored learning pathways, real-time feedback, and immersive simulations. Additionally, AI provides alternative access to learning for students from diverse backgrounds, fostering inclusivity in physics education. However, challenges such as dependency on AI, ethical issues related to data security, and the potential digital divide are noted as barriers to effective implementation. To address these issues, the review recommends a balanced approach where AI complements traditional teaching methods, ensuring that it enhances rather than replaces human instruction. This review highlights the transformative potential of AI in physics education, advocating for further research to develop structured, ethical, and inclusive integration strategies that maximize the educational benefits of AI while addressing its limitations.
Improvement of High School Students' Physics Problem Solving Skills Through Problem Based Learning Assisted by LKPD (Student Worksheets) Simangunsong, Ika Trisni; Uskenat, Kristina; Damanik, Dede Parsaoran; Simangunsong, Ita Pratiwi; Purba, Andre Agachi
Lensa: Jurnal Kependidikan Fisika Vol. 12 No. 2: December 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v12i2.13544

Abstract

This study employed classroom action research with the aim of enhancing students' physics problem-solving skills using Problem-Based Learning (PBL) supported by student worksheets (Lembar Kerja Peserta Didik/LKPD). The research targeted 10th-grade high school students focusing on the topic of Measurement. The methodology followed a cycle comprising four stages: planning, action, observation, and reflection. At the end of each cycle, evaluations were conducted using a validated test instrument consisting of four essay questions. The success criterion was set at a minimum of 70% of students achieving a mastery level, defined by a score of at least 65. During the pre-cycle phase, before applying PBL, the initial test results revealed no students achieved mastery, with an average problem-solving score of 54.67. Subsequently, two cycles of PBL implementation were carried out. In the first cycle, 15 students reached the mastery criterion, representing 41.17% improvement in problem-solving skills, with an average score of 63.75. Building on this progress, the second cycle was implemented, resulting in 29 students achieving mastery. This represented 80.05% of the class, categorized as a moderate improvement, with an average problem-solving score of 70.05. These findings indicate a significant enhancement in students' physics problem-solving abilities through the integration of PBL and LKPD. This approach effectively facilitated active student engagement and critical thinking, demonstrating its potential as an impactful instructional strategy in high school physics education.
Digital Technology to Support Sustainable Development Goals (SDGs): Literature Review Ariansyah, Ariansyah; Prayogi, Saiful; Kurnia, Nova; Bilad, Muhammad Roil; Sutarto, Sutarto
Lensa: Jurnal Kependidikan Fisika Vol. 12 No. 2: December 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v12i2.13557

Abstract

Digital technology is a critical enabler in achieving Sustainable Development Goals (SDGs) by enhancing efficiency, transparency, and inclusivity across sectors such as education, health, economy, and the environment. This study employs a Narrative Literature Review (NLR) approach to explore the role of technologies like artificial intelligence (AI), the Internet of Things (IoT), and blockchain in advancing SDG targets. The research identifies opportunities for these technologies to improve service delivery, foster innovation, and mitigate challenges like unequal access, cybersecurity risks, and ethical concerns. The literature search covered journal articles, books, and reports from academic databases, focusing on keywords related to digital technologies and the SDGs. An analysis framework was applied to synthesize findings across diverse sectors. Results indicate that AI and IoT drive efficiency in education and healthcare, while blockchain enhances financial inclusivity and sustainable urban planning. However, disparities in digital access and ethical issues, such as data privacy, remain substantial obstacles. This review provides actionable insights for policymakers and stakeholders to leverage digital tools effectively for inclusive and sustainable development. Emphasizing multisectoral collaboration, the study underscores the importance of ethical frameworks and inclusive digital infrastructure to maximize technological benefits. These findings contribute to the broader understanding of digital technology’s integrative impact on sustainable development, offering strategic recommendations for future research and implementation.
Identifikasi Miskonsepsi Peserta Didik SMA Melalui Tes Diagnostik Four-Tier pada Hukum Newton Silaban, Bajongga; Surbakti, Mariana Br; Silaban, Irving Josafat Alexander; Purba, Jusbinaraya
Lensa: Jurnal Kependidikan Fisika Vol. 12 No. 2: December 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v12i2.13688

Abstract

Penelitian ini bertujuan untuk: 1) mengembangkan tes diagnostik Four-Tier, 2) mengidentifikasi tingkat miskonsepsi peserta didik, dan 3) menjelaskan faktor-faktor penyebab miskonsepsi pada hukum hukum Newton. Jenis penelitian yang digunakan adalah penelitian pengembangan model Tessmer, dengan terlebih dahulu memvalidasi tes diagnostik Four-Tier tersebut kepada expert review (dosen dan guru ) fisika. Selanjutnya dilakukan uji coba skala kecil pada peserta didik kelas 10 fase-E SMA Batara School Medan sebanyak 13 orang. Setelah dilakukan revisi terhadap hasil uji coba tersebut, selanjutnya dilaksanakan ujicoba skala besar pada peserta didik kelas X fase-E SMA Nasrani 1 Medan sebanyak 23 orang yang tersebar secara heterogen dan penarikan sampel dilakukan  dengan purposive sampling. Hasil tes diagnostik peserta didik dikelompokkan pada 3 kategori, yaitu paham konsep, miskonsepsi, dan tidak paham konsep. Berdasarkan hasil penelitian, rata-rata miskonsepsi peserta didik yang diperoleh sebesar 61,10%. Miskonsepsi paling tinggi terdapat pada konsep gaya berat yakni sebesar 86,36% di mana peserta didik sulit membedakan kosep massa dengan berat. Rata-rata miskonsepsi dalam memahami konsep hukum-hukum Newton dan penerapannya masing-masing 62,98% dan 52,35% tergolong cukup tinggi. Disimpulkan bahwa dengan menggunakan tes diagnostik Four-Tier dapat digunakan untuk mengukur tingkat miskonsepsi peserta didik lebih akurat. 

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