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
D Pengaruh Model Pembelajaran Discovery Learning Terhadap Reduksi Miskonsepsi Siswa Pada Materi Energi Terbarukan Siregar, Ermila Sari; Hutahaean, Juniar; Napitupulu, Nurasyah Dewi
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.v13i2.17925

Abstract

This study aims to determine the effect of the discovery learning model on reducing students' misconceptions about renewable energy. The research design is a quasi-experimental design with two sample classes selected using cluster random sampling, namely class X-2 as the experimental class and X-3 as the control class. The instrument used was a five-tier diagnostic test consisting of 20 questions that had been validated by validators and pilot-tested on students. The results showed that the average misconception rate among students in the experimental class before the intervention was 44.33%, and after the intervention, the average misconception rate was 24.53%. Thus, there was a 19.8% decrease in misconceptions in the experimental class. Meanwhile, in the control class, the average misconception rate of students before the treatment was 42.33%, and after the treatment, the average misconception rate of students was 31.17%, resulting in an 11.6% decrease in misconceptions. Based on the results of the one-tailed t-test on the posttest data, the tvalue was 12.0196, which was far greater than the ttable value of 2.000, so Ha was accepted. This shows that the discovery learning model has a significant effect in reducing misconceptions in renewable energy material compared to conventional learning.
Efektivitas Model Guided Inquiry terhadap Higher Order Thinking Skills: Systematic Review Pembelajaran Sains Indonesia Tarigan, Calvin Mahaga; Gultom, Esmeralda; Harisi, Fitria Fadila; Simanjuntak, Mariati Purnama
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.v13i2.17967

Abstract

The Guided Inquiry (GI) model has been extensively applied in science education to foster Higher Order Thinking Skills (HOTS), yet systematic evidence of its effectiveness across educational levels in Indonesia remains limited. This study conducted a narrative systematic literature review (SLR) of 20 studies (11 experimental/quasi-experimental, 4 meta-analyses, and 5 systematic reviews) published between 2019 and 2025, aiming to evaluate the effectiveness of GI in improving HOTS—critical thinking, creative thinking, and problem solving—as well as Science Process Skills (SPS) in Indonesian elementary, junior high, and senior high school science contexts. The review followed PRISMA guidelines and involved database searches in Portal Garuda, SINTA, Google Scholar, Scopus, ERIC, and Web of Science, using relevant keywords. Inclusion criteria required studies to focus on GI in science learning, report HOTS or SPS outcomes, and be published in reputable Indonesian or international journals. Study quality was assessed using adapted JBI Critical Appraisal Tools. Meta-analytic findings revealed very large effect sizes for critical thinking (g = 1.33), creative thinking (g = 1.10), and problem solving (g = 1.31), while experimental studies showed high-category SPS gains (N-Gain = 0.7) and improved scientific literacy. GI effectiveness was consistently high at the junior and senior high school levels (effect size 0.8–1.3), but varied at the elementary level (0.4–1.10), depending on scaffolding intensity and implementation duration. Integration with technology and STEM contexts led to superior outcomes. The review concludes that GI is highly effective in enhancing HOTS and SPS across levels, though effectiveness depends on adaptive scaffolding and learning conditions. Limitations include study heterogeneity and potential publication bias.
Pengaruh Model Pembelajaran Discovery Learning Terhadap Hasil Belajar Siswa Pada Materi Hukum Newton di SMA Abas, Senti; Supartin, Supartin; Demulawa , Meilan
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.v13i2.18154

Abstract

Physics learning at the senior high school level often encounters problems related to low student motivation and weak conceptual understanding, especially in abstract topics such as Newton’s Laws. Teacher-centered instructional practices tend to limit students’ active involvement, resulting in unsatisfactory learning outcomes. Therefore, the application of student-centered learning models is required to improve students’ engagement and conceptual mastery. This study aimed to examine the effect of the Discovery Learning model on students’ learning outcomes in Newton’s Laws. The research employed a quantitative experimental approach using a One Group Pretest–Posttest Design involving one experimental class and two replication classes at SMA Negeri 1 Kabila during the 2024/2025 academic year. A total of 75 eleventh-grade students participated in the study. Students’ learning outcomes were measured using an essay test assessing cognitive levels of understanding (C2), application (C3), analysis (C4), and evaluation (C5). Data analysis included descriptive statistics, the Liliefors normality test, a one-tailed t-test, and N-Gain analysis. The results showed a significant improvement in students’ learning outcomes after the implementation of the Discovery Learning model. The mean posttest scores in all classes exceeded the Minimum Mastery Criterion of 75, with N-Gain values ranging from 0.72 to 0.78, which fall into the high category. The t-test results indicated that the calculated t-values were greater than the critical values, confirming a significant effect of the Discovery Learning model. These findings indicate that Discovery Learning is effective in enhancing students’ conceptual understanding and learning outcomes in physics. The study implies that Discovery Learning can be adopted as an effective instructional approach to promote active learning and improve the quality of physics education at the senior high school level.
Pengembangan Lab Virtual sebagai Media Interaktif dalam Mengatasi Miskonsepsi Fisika pada Materi Efek Doppler Thalib, Nurinda; Mursalin, Mursalin; Irsan , Irsan
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.v13i2.18239

Abstract

This study aimed to develop a virtual laboratory as an interactive learning medium to address students’ misconceptions in physics, particularly on the Doppler Effect topic. Conducted at SMA Negeri 1 Telaga during the 2024/2025 academic year, the research employed a Research and Development (R&D) approach using a 4D model (Define, Design, Develop, Disseminate), which was implemented up to the Develop stage. The developed media was created using Lectora Inspire 18 and included simulations, theoretical content, and interactive components. Validation involved media experts, content experts, and instructional tool assessment, resulting in high validity scores (average 3.75 for media and 3.50 for content). Practicality was evaluated through classroom implementation and student feedback, both yielding very positive results, with 100% implementation and strong student approval across five evaluation aspects. Effectiveness was measured through student activity observation, misconception analysis, and N-Gain testing, which revealed medium to high improvement in conceptual understanding. The findings demonstrate that the virtual laboratory is valid, practical, and effective in enhancing learning and reducing misconceptions. This study supports the integration of virtual laboratories in physics education to improve conceptual mastery and student engagement in abstract scientific topics.
When Teaching Factories Meet Project-Based Learning: Rethinking Evidence of Impact on Students’ Soft Skills and Entrepreneurial Intention Verawati, Ni Nyoman Sri Putu; Prayogi, Saiful; Mustofa, Hisbulloh Als
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.v13i2.19052

Abstract

This commentary examines Hulyadi et al. (2025), which reports that a project-based teaching factory (PbTF) model in a chemical cleaning industry context improved students’ soft skills and entrepreneurial intention over a short intervention. The article’s key contribution is practical: it operationalizes “teaching factory” as a sequenced learning design with validated tools and measurable outcomes. However, the strength of causal claims is limited by the one-group pretest–posttest design, a small cohort, and outcomes closely aligned with course activities. The observed gains may reflect increased opportunities to collaborate, assessment familiarity, or short-term motivational uplift rather than durable competence and entrepreneurial behavior. This commentary offers a cautious reading of the evidence, proposes alternative interpretations consistent with the reported data, and suggests evaluation steps that would clarify mechanisms, durability, and generalizability. PbTF-PjBL appears promising as an applied learning package, but stronger comparative and longitudinal evidence is needed before treating it as a robust impact model.

Page 2 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