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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 20 Documents
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Search results for , issue "Vol. 13 No. 1: June 2025" : 20 Documents clear
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.
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.
Development of Guided Inquiry-Based Student Worksheet Assisted by Assemblr Edu to Enhance Conceptual Understanding in Electronics Course Selviandri, Indah; Nehru, Nehru; Riantoni, Cicyn
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.v13i1.16069

Abstract

This study aims to develop a Guided Inquiry-Based Student Worksheet (LKPD) assisted by Assemblr Edu to improve students’ conceptual understanding in an Electronics course. The LKPD is designed to engage students in structured investigative learning through the guided inquiry approach, while Assemblr Edu serves as a visualization tool for displaying 3D representations of equipment, materials, and electronic circuits used in learning activities. The study follows the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation), but is limited to the development phase. Data were collected through expert validation sheets and student perception questionnaires. The content and media experts each provided a validation score of 95%, categorizing the LKPD as “highly valid” for field testing. Furthermore, the student perception analysis yielded a favorable score of 92.3%, indicating strong acceptance of the product in terms of design, content clarity, and learning motivation. These results confirm that the developed LKPD is both pedagogically and technologically suitable for use in higher education, particularly in supporting students’ conceptual understanding of complex topics such as RC and RLC series circuits in alternating current (AC). The integration of guided inquiry with augmented reality enhances student engagement and allows for better conceptual visualization, making it a promising tool for improving the quality of Electronics instruction.
Pengembangan LKPD Berbasis Project Based Learning Berbantuan Assemblr Edu pada Mata Kuliah Rangkaian Elektronika Reni, Rema Pusfita; Nehru, Nehru; Riantoni, Cicyn
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.v13i1.16071

Abstract

Penelitian ini bertujuan mengembangkan bahan ajar berupa Lembar Kerja Peserta Didik (LKPD) berbasis model Project Based Learning (PjBL) dengan dukungan aplikasi Assemblr Edu pada mata kuliah Rangkaian Elektronika. Penelitian ini didasarkan pada kesulitan mahasiswa dalam memahami konsep abstrak elektronika dan keterbatasan bahan ajar yang tersedia. Penelitian menggunakan metode pengembangan ADDIE hingga tahap development. Subjek uji coba mahasiswa Pendidikan Fisika angkatan 2022. Data dikumpulkan melalui validasi ahli dan angket persepsi mahasiswa. Hasil validasi menunjukkan bahwa LKPD tergolong sangat layak, dengan nilai rata-rata dari ahli media dan materi sebesar 95%. Mahasiswa juga memberikan tanggapan sangat baik dengan nilai aspek tampilan 94%, kemenarikan 89%, dan isi 91%. Temuan ini menunjukkan bahwa LKPD PjBL dengan visualisasi 3D melalui Assemblr Edu efektif digunakan sebagai alat bantu belajar dalam perkuliahan rangkaian elektronika.
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.
Ethnophysical Analysis of Sigale-Gale Statue Performance as Physics Learning Resources Wilujeng, Sri; Andari, Ruri; Irawan, Aprita; Sibarani, Vanni Intan Medika; Panjaitan, Maya Sari; Manurung, Nadila Anugraini Br; 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.v13i1.16129

Abstract

Physics learning is often perceived as challenging by students due to the abundance of formulas and abstract theories, as well as the lack of contextual learning resources. One approach that can be implemented to enhance students' interest and understanding is integrating local wisdom into physics learning through ethnophysics. This study aims to identify physics concepts in the Sigale-Gale puppet performance in North Sumatra and to analyze how the ethnophysical approach can be utilized to create more contextual and meaningful learning experiences. This research serves as an initial study of North Sumatran cultural performances in the context of physics. The method used is qualitative, in the form of a literature review. The results indicate that the Sigale-Gale performance encompasses various physics concepts, such as sound waves produced by gondang musical instruments, and the principles of motion, levers, balance, and acceleration embedded in the puppet’s mechanism. By applying the ethnophysical approach, students can gain a more tangible understanding of physics while also helping to preserve local culture. These findings can serve as a foundation for developing lesson plans (RPP) based on local culture, making physics learning more enjoyable, interactive, and meaningful.
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.
Pengembangan Media Pembelajaran Respiratory Card menggunakan Model Pembelajaran Project Based Learning pada Materi Sistem Pernapasan Manusia Silitonga, Aida Natalia; Muchtar, Zainuddin
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.v13i1.16298

Abstract

Active learning should involve students directly in the learning process through interaction with peers and teachers. However, classroom instruction often fails to engage students effectively, with limited use of varied instructional media and models. This study aims to develop a Respiratory Card learning medium using the Project-Based Learning (PjBL) model to improve learning outcomes of fifth-grade elementary school students on the topic of the human respiratory system. This research employed a Research and Development (R&D) approach using the 4D development model, which includes the stages of Define, Design, Develop, and Disseminate. Data collection techniques included interviews, observations, questionnaires, and tests, while data were analyzed qualitatively and quantitatively. The results showed that: (1) the Respiratory Card learning media was declared valid with average scores of 88% from content experts and 90.6% from media experts, categorized as “highly feasible” using a Likert scale; (2) the media was considered practical based on a 92% average score from teacher responses, categorized as “very practical”; and (3) the media was effective, as indicated by an improvement in students’ test scores to an average of 84.2% at SDS Attaufiq Medan, and significant differences were found in learning outcomes between the experimental and control classes at UPT SDN Percobaan (sig. value = 0.000 < 0.05). The use of the Respiratory Card media enhanced student engagement and improved learning outcomes.
Contextual Science Learning Based on Local Wisdom: An Effort to Improve Science Process Skills in Primary Schools Rapsanjani, Hafsemi; Yohanes, Rizki Adri; Fredy, Fredy
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.v13i1.16514

Abstract

This study aims to examine the effect of contextual science learning based on local wisdom on improving the science process skills of primary school students. The local context used in this study is the cultural practice of the Malind community in processing sagu sep using the stone-burning technique, which correlates with the subject matter of heat transfer. The research was conducted at SD YPK Tanas, involving 20 fifth-grade students as participants. A pre-experimental approach with a one-group pre-test and post-test design was employed. The research instrument consisted of essay-based tests covering five indicators of science process skills: problem formulation, hypothesis development, variable identification, data analysis, and drawing conclusions. Data analysis revealed a significant improvement across all indicators, with an average N-Gain of 0.82, categorized as high. The highest increase was observed in data analysis (N-Gain 0.88), followed by variable identification (0.85) and problem formulation (0.81). These findings indicate that science learning integrated with local cultural practices can enhance students’ understanding of heat transfer concepts and foster meaningful mastery of science process skills. Contextual learning based on local wisdom not only reinforces scientific concepts but also bridges science with students’ real-life experiences.
Analisis Keterampilan Berpikir Kritis Siswa di Sekolah Menengah Kejuruan (SMK) Menggunakan Metode Ekspositori dalam mata Pelajaran Sanitasi, Hygiene, dan Keselamatan Kerja (SHKK) Sukriyadi, Sukriyadi; Burhanuddin, Burhanuddin; Mustofa, Hisbulloh Als; Bilad, Muhammad Roil
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.v13i1.16946

Abstract

This study aims to analyze the critical thinking skills of vocational high school (SMK) students and to identify the factors influencing their development within the context of expository teaching in the subject of Sanitation, Hygiene, and Work Safety (SHWS). The research employed a one-shot case study design using both quantitative and qualitative approaches. A total of 20 tenth-grade students from a public vocational high school in Central Lombok were selected as research participants. Quantitative data were collected through open-ended tests designed to measure critical thinking skills across five key indicators, while qualitative data were obtained from open-ended interviews with subject teachers. The results showed that students' critical thinking skills fell into the "moderately critical" category, with an average score of 2.380 on a 5-point scale. The data also revealed significant variation among students, with no participants achieving the “critical” or “highly critical” categories. Thematic analysis of teacher interviews identified four main factors affecting the development of critical thinking: student learning readiness, the effectiveness of the expository method, limited practical facilities, and structural challenges in instructional implementation. The study concludes that the expository method is not fully effective in fostering students’ critical thinking skills, particularly in practice-based subjects such as SHWS. These findings highlight the importance of implementing more participatory and contextual learning strategies, improving access to practical resources, and strengthening teacher capacity in critical thinking pedagogy to produce vocational graduates who are cognitively competent and adaptive.

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