cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Asy'ari
Contact Email
muhammadasyari@undikma.ac.id
Phone
-
Journal Mail Official
lensafisika@gmail.com
Editorial Address
Program Studi Pendidikan Fisika, FSTT Universitas Pendidikan Mandalika Jl. Pemuda No. 59A Mataram, 83125
Location
Kota mataram,
Nusa tenggara barat
INDONESIA
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
 1   2 
Search results for , issue "Vol. 13 No. 2: December 2025" : 15 Documents clear
PENGEMBANGAN PERANGKAT AJAR P5 TERINTEGRASI ETNOSAINS PADA PROSES PEMBUATAN KERUPUK PANGGANG MENGGUNAKAN ANYFLIP Marbun, Forteen Kristina; Jufrida, Jufrida; Furqon, Muhamad
Lensa: Jurnal Kependidikan Fisika Vol. 13 No. 2: December 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i2.16229

Abstract

The Merdeka Curriculum’s Pancasila Student Profile Project (P5) seeks to integrate 21st-century competencies (collaboration, problem-solving, and digital literacy) within Indonesia’s pluralistic values. This study develops P5 teaching materials (a teacher’s companion book and a student module) that integrate ethnoscience by using Jambi’s kerupuk panggang production as a cultural context for heat and temperature. Using the ADDIE model, we conducted the development phase and produced a digital flipbook version via AnyFlip, then evaluated feasibility with qualitative and quantitative evidence from expert validators, teachers, and students. Expert reviews yielded mean feasibility scores of 81% for the companion book and 82% for the module (very good category). At the needs and perception stage, 42% of students reported understanding of local wisdom and its linkage to science concepts, and 63.3% indicated good motivation when learning was connected to P5. Teacher and student responses characterized the materials as practical and engaging for P5 activities. These findings support the feasibility and practicality of the materials for subsequent classroom implementation studies; effectiveness on learning outcomes was not tested in this phase.
Implementation of PBL-Based Experimental Method Improves Students' Physics Learning Outcomes Simangunsong, Ika Trisni; Simbolon, Merta; Rezeki, Nani Sri; Damanik, Dede Parsaoran
Lensa: Jurnal Kependidikan Fisika Vol. 13 No. 2: December 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i2.16475

Abstract

Education plays a role in improving student understanding. Improving learning outcomes is influenced by a supportive learning environment. This class action research aims to see the improvement of students' physics learning outcomes through the application of the experimental method based on Problem Based Learning in the odd semester of the 2024/2025 school year. Students of class XII-6 of one of the high schools in Merauke became the sample of this study, there were 35 students.  The form of research used in classroom action research. Instruments used in teacher validation, to be adjusted to the expected learning outcomes, consisting of 5 essay questions. The indicators of the success of the study are, (1) The criteria for classical completeness of all students ≥ 85%. (2) the minimum criteria of the class is ≥70. The application of the PBL-based experimental method was completed after applying cycle II. The final results found 28 students experienced learning completeness. The achievement of 80% of students who were classically complete, and also reached the minimum criteria. There is an increase in student learning outcomes through the application of PBL-based experimental methods.
Pengaruh Media Pembelajaran Pembangkit Listrik Tenaga Air Mini Terhadap Kemampuan Argumentasi Siswa Wajdi, Moh Nasrul; Sukroyanti, Baiq Azmi; Gummah, Syifa'ul; Zuhdi, Iskandar
Lensa: Jurnal Kependidikan Fisika Vol. 13 No. 2: December 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i2.16706

Abstract

Low argumentation skills in physics classrooms motivate practice-based instruction. This quasi-experimental study tested whether a mini hydropower instructional medium improves students’ argumentation skills. Using a Non-Equivalent Control Group Design, two Grade 10 science classes at SMA TI NWDI Wanasaba participated (n = 21 per class). Class X IPA 1 used the mini hydropower medium, while Class X IPA 2 received regular instruction. Instruments comprised a teaching module, observation sheets, and an argumentation pre-test and post-test aligned with the Toulmin Argument Pattern. Normality and homogeneity assumptions were met. Pre-test means were 34.05 (experimental) and 31.00 (control). Post-test means were 78.05 and 76.57, respectively. A one-tailed independent-samples t test showed a statistically significant difference at α = .05, with t = 4.23 exceeding the critical value of 1.72. The findings indicate that integrating a mini hydropower instructional medium can enhance students’ argumentation skills in high-school physics. For interpretive caution, future studies should analyze gain scores or apply ANCOVA to adjust for baseline differences, report effect sizes and confidence intervals, and document instrument validity and reliability. The study suggests that authentic, hands-on energy contexts can provide a productive platform for students to formulate claims, marshal evidence, and articulate warrants in physics reasoning.
Pengembangan Media Pembelajaran Pemanfaatan Limbah Sabut Kelapa Untuk Meningkatkan Hasil Belajar Siswa Pada Materi IPAS Hasibuan, Nurul Fadillah; Muchtar, Zainuddin
Lensa: Jurnal Kependidikan Fisika Vol. 13 No. 2: December 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i2.16792

Abstract

Suboptimal classroom instruction can make content difficult to grasp and reduce students’ focus and interest, a problem compounded by the limited use of a learning medium. This study aimed to develop a coconut coir waste–based learning medium (Ecowaste) to improve students’ learning outcomes in Integrated Science and Social Studies (IPAS). We evaluated the feasibility, practicality, and effectiveness of the Ecowaste learning medium in Grade V at SDN 200206 Padangsidimpuan using a Research and Development approach with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Content expert validation reached 92% (“very feasible”), and media expert validation reached 91.4% (“very feasible”). Teacher practicality was 90% (“very practical”), and student responses averaged 86.35% (“very good”). The mean pretest score was 58.25%, increasing to 86.5% on the posttest after using the learning medium, which falls into the “Effective” category. These results indicate that the coconut coir waste–based learning medium (Ecowaste) is feasible, practical, and effective for improving students’ learning outcomes.
From Development to Impact: A Guided-Inquiry and Blended Learning Electricity–Magnetism Module to Foster Pre-Service Physics Teachers’ Scientific Creativity Nisrina, Nina; Wahyudi, Wahyudi; Gunada, I Wayan; Verawati, Ni Nyoman Sri Putu; Busyairi, Ahmad; Isnaini, Ahmad Hardyan; Rizqy, Muhammad
Lensa: Jurnal Kependidikan Fisika Vol. 13 No. 2: December 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i2.17573

Abstract

In the era of technological advancement and modern education, delivering effective and innovative physics instruction is essential. A critical aspect in teaching electricity and magnetism is the provision of learning materials that integrate guided inquiry and blended learning approaches to create more interactive, in-depth, and relevant experiences for learners. This study aimed to develop a three-chapter guided-inquiry and blended learning module on electricity–magnetism to foster pre-service physics teachers’ scientific creativity. Using a 4D model (define, design, develop, and disseminate), the research was conducted over six months. The module was first designed and validated by experts in content, pedagogy, language, and technical aspects, followed by limited-scale trials to refine its quality. Furthermore, a large-scale implementation was carried out to evaluate the effectiveness of the developed teaching materials on each sub-indicator of scientific creativity. The large-scale implementation employed a quasi-experimental method with third-semester students of the Physics Education Study Program at the University of Mataram as the sample. Using a pre-test–post-test control group design, the data obtained indicated a significant difference between the two groups. In addition, the research findings revealed that the developed teaching materials demonstrated a high level of validity across all assessment aspects. Based on the N-gain analysis in the large-scale testing phase, the results indicated that the teaching materials significantly enhanced the scientific creativity of prospective physics teachers, particularly in the aspect of Scientific Knowledge within the Thinking component, with a score of 65% in the medium category, and in Flexibility with a score of 60%. It is concluded that the guided-inquiry and blended learning electricity–magnetism module is valid and effective in fostering scientific creativity and can serve as a model for innovative physics instruction in teacher education programs.  
Pengembangan Media Nearpod Berbasis Problem Based Learning pada Materi Energi Terbarukan Hadi, Wulandari; Buhungo, Trisnawaty Junus; Samatowa , Lukman
Lensa: Jurnal Kependidikan Fisika Vol. 13 No. 2: December 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i2.17694

Abstract

Physics learning requires active student engagement and strong conceptual understanding, particularly for topics related to real-life phenomena such as renewable energy. However, classroom instruction remains largely conventional and has yet to fully utilize interactive technologies. To address this issue, a Nearpod-based learning medium integrated with the Problem-Based Learning (PBL) model was developed as a solution to enhance student engagement, activeness, and conceptual comprehension. This study employed a Research and Development (R&D) approach using the ASSURE instructional design model, which includes six stages: analyzing learner characteristics, stating learning objectives, selecting methods and media, utilizing media and materials, requiring learner participation, and conducting evaluation and revision. The participants were tenth-grade students from SMA Negeri 1 Kabila. Research instruments included expert validation sheets for content and media, student activity observation sheets, student response questionnaires, and learning outcome tests (pre-test and post-test). The results showed that the Nearpod media was categorized as highly feasible, with validation scores from content and media experts exceeding the established eligibility standards. Regarding practicality, all indicators of instructional implementation during both sessions reached 100%, indicating that every step of the PBL learning syntax was executed effectively. Student activity observations revealed high engagement levels, ranging from 64% to 100%, while student responses were highly positive in terms of visual design, ease of use, and interactivity. In terms of effectiveness, all students achieved post-test scores above the school’s Minimum Mastery Criteria (KKTP), showing a significant improvement compared to the pre-test results. These findings demonstrate that the Nearpod media successfully increases student engagement, facilitates interactive learning, and supports better understanding of renewable energy concepts through a problem-based approach.
Penerapan LKPD Berbasis Project Based Learning (PjBL) Pada Materi Fluida Dinamis Pandiangan, Jelita Anggriani; Hakim , Abd
Lensa: Jurnal Kependidikan Fisika Vol. 13 No. 2: December 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i2.17833

Abstract

The background of this study stems from the unavailability of Project-Based Learning (PjBL) model-based Student Worksheets (LKPD) used in high school physics instruction. The objective of this research was to develop a PjBL-based LKPD for the Dynamic Fluids topic at SMA Negeri 14 Medan. This study employed a Research and Development (R&D) approach using the ADDIE development model. The research subjects included material experts, media experts, learning experts, and 36 students from class XI-1 of SMA Negeri 14 Medan. The instruments used consisted of validation questionnaires completed by experts, observation sheets, interviews, and pretest-posttest assessments. The findings revealed that the developed LKPD met the criteria of validity, with validation scores of 78% from material experts, 75% from media experts, and 79.1% from learning experts. In terms of practicality, the LKPD was rated very practical, with student assessments scoring 92.3% and teacher assessments scoring 90.2%. The effectiveness test, measured using normalized gain (N-gain), yielded a score of 0.77, categorized as high. Thus, it can be concluded that the Project-Based Learning (PjBL)-based LKPD developed in this study is valid, highly practical, and effective for use in physics education.
Pengembangan E-Modul Fisika Berbasis 5E Learning Cycle pada Materi Pengukuran Terhadap Pemahaman Konsep Siswa Ramadhani, Nur Aisyah; Lubis, Rajo Hasim
Lensa: Jurnal Kependidikan Fisika Vol. 13 No. 2: December 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i2.17834

Abstract

Penelitian didasari oleh rendahnya pemahaman konsep fisika siswa yang masih di bawah Kriteria Ketercapaian Tujuan Pembelajaran (KKTP). Penelitian bertujuan untuk mengembangkan E-Modul berbasis 5E Learning Cycle yang valid, praktis, dan efektif sehingga mampu meningkatkan pemahaman konsep siswa. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan menggunakan model 4-D yang terdiri dari: Define, Design, Develop, Disseminate. Subjek penelitian yaitu ahli materi dan ahli desain untuk validasi E-Modul, serta respon guru dan respon siswa untuk kepraktisan. Respon siswa terbagi menjadi dua, yaitu kelompok kecil berjumlah 6 siswa kelas X-7 dan kelompok besar berjumlah 35 siswa kelas X-4, serta tes untuk melihat peningkatan pemahaman konsep siswa kelas X-4 sehingga diketahui keefektifan E-Modul. Hasil penelitian uji validasi yang dikembangkan dikategorikan “sangat valid”. E-Modul dikategorikan “sangat praktis” melalui hasil respon guru, uji kelas kecil, dan uji kelas besar. E-Modul dikategorikan “sangat efektif” melalui hasil tes pemahaman konsep dengan N-Gain sebesar 0,73. Dengan demikian disimpulkan bahwa E-Modul berbasis 5E Learning Cycle valid, praktis, dan efektif sehingga mampu meningkatkan pemahaman konsep siswa pada materi pengukuran. Penelitian ini menawarkan kontribusi melalui integrasi E-Modul dan pendekatan 5E Learning Cycle yang belum pernah diaplikasikan pada materi pengukuran secara spesifik.
Analisis Kemampuan Literasi Numerasi Siswa pada Materi Usaha dan Energi Menggunakan Instrumen Tes Asesmen Kompetensi Minimum berbantuan Aplikasi Quizizz Isnaini, Imay; Sani, Ridwan Abdullah
Lensa: Jurnal Kependidikan Fisika Vol. 13 No. 2: December 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i2.17897

Abstract

Penelitian ini bertujuan untuk menganalisis kemampuan literasi numerasi siswa kelas XI MIA 2 pada materi usaha dan energi menggunakan instrumen tes Asesmen Kompetensi Minimum (AKM) literasi numerasi dengan bantuan aplikasi quizizz. Instrumen ini dikembangkan secara digital menggunakan Quizizz, yang belum banyak diterapkan dalam asesmen AKM fisika di Indonesia. Metode yang digunakan dalam penelitian ini adalah Research and Development (R&D) dengan model pengembangan ADDIE yang terdiri dari lima tahapan yaitu analisis, perancangan, pengembangan,  implementasi, dan evaluasi. Subjek penelitian sebanyak 36 siswa kelas XI MIA 2 SMA Islam Al- Ulum Terpadu Medan. Instrumen yang dikembangkan terdiri dari 20 soal. Instrumen diuji dari segi validasi ahli, validitas, reliabilitas, tingkat kesukaran, daya pembeda dan kemampuan literasi numerasi. Hasil uji validitas isi Aiken’s V memperoleh nilai 0,74 berada pada kategori validitas sedang. Hasil penelitian menunjukkan bahwa 14 soal dinyatakan valid. Uji reliabilitas sebesar 0,793 tergolong tinggi. Namun, reliabilitas pada soal esai masih tergolong sedang dengan 0,660. Dari hasil tingkat kesukaran, dengan 9 soal dikategorikan sebagai "sukar", dan 11 soal dikategorikan sebagai "sedang". Daya pembeda soal juga menunjukkan hasil yang bervariasi dengan 7 soal dengan kriteria baik sekali, 4 soal dengan kategori baik, 4 soal kategori cukup, dan 5 soal dengan  kategori jelek. Adapun hasil kemampuan literasi numerasi siswa yakni 4 siswa kategori mahir, 18 siswa kategori cakap, 11 siswa kategori dasar, dan 4 siswa kategori perlu intervensi khusus.
KAJIAN FENOMENA VULKANISME DAN DAMPAKNYA PADA KEHIDUPAN SOSIAL MASYARAKAT Sinaga, Yulistri; Lubis, Aidil Azhary; Ginting, Geby Theresa; Batubara, Mahdiyana Aisyah; Silaban, Marchiana Ivo; Silitonga , Mela Yanna
Lensa: Jurnal Kependidikan Fisika Vol. 13 No. 2: December 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i2.17899

Abstract

This study explores the multifaceted impacts of volcanic phenomena on the social life of communities in Indonesia, a country situated at the convergence of three major tectonic plates and home to numerous active volcanoes. Utilizing a narrative literature review method, 30 peer-reviewed national and international journal articles published between 2014 and 2024 were analyzed to identify recurring themes and knowledge gaps regarding the socio-economic consequences of volcanic activity. Findings indicate that volcanic eruptions in Indonesia have caused significant disruption to livelihoods, especially in agriculture and tourism, exacerbating economic vulnerability in regions reliant on single-sector economies. Social consequences include mass displacement, forced relocation, and the erosion of communal identity. Health impacts—both physical, such as respiratory illnesses, and psychological, including trauma—are prevalent. Nevertheless, the literature also highlights local resilience through adaptive strategies, strong social capital, and community-based recovery initiatives. Effective disaster mitigation is found to require a combination of scientific early warning systems and the integration of local knowledge. This review underscores the need for participatory policy approaches and continued academic engagement to strengthen disaster preparedness and recovery in vulnerable regions.

Page 1 of 2 | Total Record : 15

 1   2 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 13 No. 2: December 2025 Vol. 13 No. 1: June 2025 Vol 13, No 1: June 2025 Vol. 12 No. 2: December 2024 Vol 12, No 2: December 2024 Vol 12, No 1: June 2024 Vol. 12 No. 1: June 2024 Vol 11, No 2: December 2023 Vol. 11 No. 2: December 2023 Vol 11, No 1: June 2023 Vol. 11 No. 1: June 2023 Vol 10, No 2: December 2022 Vol 10, No 1: June 2022 Vol 9, No 2: December 2021 Vol 9, No 1: June 2021 Vol 8, No 2: December 2020 Vol 8, No 1: June 2020 Vol 7, No 2: December 2019 Vol 7, No 1: June 2019 Vol 6, No 2: December 2018 Vol 6, No 1: June 2018 Vol 5, No 2: December 2017 Vol 5, No 1: June 2017 Vol 4, No 2: December 2016 Vol 4, No 1: June 2016 Vol 3, No 2: December 2015 Vol 3, No 1: June 2015 Vol 2, No 2: December 2014 Vol 2, No 1: June 2014 Vol 1, No 2: December 2013 Vol 1, No 1: June 2013 More Issue