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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 269 Documents
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The Essential Competencies in Education: An Article Content Review Prayogi, Saiful; Asy'ari, Muhammad
Lensa: Jurnal Kependidikan Fisika Vol. 11 No. 2: December 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v11i2.10456

Abstract

This article conducts a comprehensive content review of 20 scholarly articles published in the International Journal of Essential Competencies in Education (IJECE) between June 2022 and December 2023, focusing on the evolving landscape of essential competencies in education. Grounded in the context of Agenda 2030 and Sustainable Development Goal 4, emphasizing inclusive and equitable quality education, the study investigates the temporal evolution, emerging themes, key findings, and global perspectives within the realm of essential competencies. The content analysis reveals a dynamic shift in research themes, marked by transitioning from traditional pedagogies to innovative, technology-integrated teaching models. Authors from diverse geographical backgrounds collaborate to contribute to the discourse, emphasizing the universal relevance of essential competencies in diverse educational contexts. The emergent themes from article titles showcase a multidimensional understanding of competencies, with a particular focus on STEM disciplines and the integration of advanced teaching methodologies. Study highlights consistently underscore the positive impact of technology integration on competency development, emphasizing the transformative potential of active, student-centered approaches. The findings and implications presented contribute to the ongoing dialogue on preparing individuals for success in the 21st century, providing educators, policymakers, and researchers with valuable insights into the multifaceted nature of essential competencies in education. The collaborative and global nature of research in this field highlights the need for adaptable frameworks and strategies encompassing diverse educational landscapes.
Analysis of Students' Design Thinking in Information Technology Innovation Indriaturrahmi, Indriaturrahmi; Prayogi, Saiful; Asy'ari, Muhammad; Samsuri, Taufik
Lensa: Jurnal Kependidikan Fisika Vol. 11 No. 2: December 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v11i2.10493

Abstract

This study delves into the design thinking characteristics among students in the field of information technology innovation, examining their competencies within the context of the Information Technology Education program at Mandalika University of Education - Indonesia. Employing an exploratory descriptive research design, the research focuses on 30 students, utilizing the Design Thinking Scale to assess six crucial dimensions: comfort with uncertainty and risks, human-centeredness, mindfulness of the process and impacts on others, collaborative work with diversity, orientation to learning by making and testing, and confidence and optimism to use creativity. The findings reveal a comprehensive understanding of the nuanced aspects of students' design thinking capabilities, indicating areas for improvement. Notably, students exhibit discomfort with uncertainty and risks, signaling a need for interventions to enhance resilience and adaptability. Human-centeredness, collaborative work with diversity, and mindfulness to the process receive "Poor" and "Fair" ratings, emphasizing the importance of fostering user-centric approaches and enhancing collaborative competencies. While students demonstrate a moderate level of competency in practical learning and creative application, there is room for improvement in orientation to learning by making and testing and confidence and optimism to use creativity. The overall "Poor" rating for the average design thinking score suggests a collective need for targeted interventions and educational strategies. This study contributes to the ongoing discourse on design thinking in IT education. It offers insights that can inform tailored pedagogical approaches and interventions to enhance students' design thinking capabilities in preparation for the dynamic challenges of the evolving information technology landscape.
Integration of Ethnoscience in Science Learning: An Ethnoscience Study on the Palm Sugar Production Process Rayis, Widuri Permata Anggarbini; Herayanti, Lovy; Prayogi, Saiful; Kurnia, Nova
Lensa: Jurnal Kependidikan Fisika Vol. 11 No. 2: December 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v11i2.14455

Abstract

This study explores the integration of ethnoscience into science education through the traditional process of palm sugar production in Mekarsari Village, Lombok, West Nusa Tenggara. Utilizing an exploratory research design, qualitative data were collected, and document analysis to examine the intersection between indigenous knowledge and scientific principles. The findings reveal that palm sugar production embodies fundamental scientific concepts. The study highlights how local farmers' expertise in tree selection, sap extraction, and sustainable processing methods aligns with modern scientific understanding. Furthermore, integrating palm sugar production into science curricula enhances students' competencies by fostering critical thinking, problem-solving, collaboration, and environmental awareness. Ethnoscience-based education also promotes character development, reinforcing values such as teamwork, responsibility, and respect for cultural heritage. Additionally, the study underscores the potential of this approach in equipping students with essential 21st-century skills, bridging traditional wisdom with contemporary scientific inquiry. By incorporating ethnoscience into formal education, this study demonstrates its effectiveness in creating a contextualized, interdisciplinary learning environment that respects both indigenous knowledge and modern scientific principles. The research concludes that integrating local wisdom into science education fosters sustainability, scientific literacy, and cultural appreciation, preparing students to navigate complex global challenges while preserving traditional knowledge systems.
Problem-Based Learning (PBL) in Science Education: A Literature Review Study Rizal, Saipul; Prayogi, Saiful; Muhali, Muhali; Kurnia, Nova
Lensa: Jurnal Kependidikan Fisika Vol. 11 No. 2: December 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v11i2.14671

Abstract

Problem-Based Learning (PBL) has emerged as a transformative pedagogical approach in science education, fostering student-centered learning through real-world problem-solving, critical thinking, and interdisciplinary inquiry. Unlike traditional lecture-based methods, PBL encourages active engagement, collaboration, and the application of scientific knowledge in meaningful contexts. Despite its benefits, challenges such as resource limitations, curriculum misalignment, inadequate teacher training, and ineffective assessment strategies hinder its widespread adoption. This study aims to conduct a comprehensive literature review on the implementation of PBL in science education, evaluating its impact on student learning, identifying key challenges, and exploring strategies to enhance its effectiveness. A systematic literature review methodology was employed, drawing from peer-reviewed journal articles, conference proceedings, and scholarly books published over the past two decades. Thematic analysis was used to categorize findings, focusing on areas such as student engagement, critical thinking, interdisciplinary learning, and instructional barriers. The review highlights that PBL significantly improves students’ comprehension and retention of scientific concepts while fostering scientific literacy and collaborative problem-solving skills. However, successful implementation requires institutional support, well-trained educators, and innovative assessment methods aligned with PBL’s inquiry-based nature. Key strategies for enhancing PBL include increased resource allocation, better curriculum integration, professional development for teachers, and the use of technology-driven tools to facilitate interactive learning. Future research should investigate long-term impacts of PBL, its adaptability in digital and hybrid learning environments, and its effectiveness across different STEM disciplines. By addressing these challenges and refining implementation strategies, PBL can continue to serve as a powerful approach for preparing students with the scientific competencies and problem-solving abilities needed in the 21st century. This study contributes to the growing body of knowledge on PBL and offers valuable insights for educators, policymakers, and researchers seeking to optimize science education through inquiry-driven, student-centered learning methodologies.
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.

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