JRFES
JRFES scopes are the result of research on physics research and physics education. JRFES is focused on publishing original research results that have not been published anywhere. Issues published by JRFES cover the areas of education namely planning, implementation, and evaluation of Education and the field of physics. This journal publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy, and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. Moreover, this journal also covers the issues concerned with environmental education & environmental science. JRFES is dedicated to all physics education practitioners. The coverage of JRFES includes: experimental research, action research, qualitative research, quantitative research, and development research (model, media, and learning evaluation) aimed to improving the quality and building innovation in Physics Education, includes: Experimental Research Class Action Research Qualitative Research Quantitative Research Model Learning Development Media Learning Development Additional Learning Materials Development Learning Evaluation Literature Study The articles in JRFES also include developments and researches in Classical Physics, and Modern Physics (theoretical studies, experiments, and its applications). Subject areas suitable for publication include, but are not limited tothe following fields: Nuclear and Radiation Physics Electronics and Instrumentation Physics Materials Physics Theoretical and Computational Physics
Articles
125 Documents
<![CDATA[DEVELOPMENT OF GENERAL PHYSICS MODULE INTEGRATED OF QURANIC VERSES TO DEVELOP THE RELIGIOUS CHARACTER OF STUDENTS AT ADZKIA UNIVERSITY ]]>
<![CDATA[ JRFES (Jurnal Riset Fisika Edukasi dan Sains) Vol 9, No 2 (2022): Jurnal Riset Fisika Edukasi dan Sains ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
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DOI: 10.22202/jrfes.2022.v9i2.6421
<![CDATA[Teaching materials in the form of general physics modules integrated with quran verses developed by lecturers can improve students' religious character. Type of research is development research with Four-D Model consisting of four main stages, namely: defining, designing, developing, and disseminating. The instruments used to collect data were expert validation sheets, module implementation observation sheets, student response questionnaires, and student character assessments. The results of this study showed that the developed module met the very valid criteria with a validity of 94. The average activity implementation was 1.57, which means that all activities were carried out properly. Response of student about the module is known that the average practicality of the module is 91, which means the module is very practical. student character has an average core of 79 in the good category. Thus, the general physics module has been developed were valid and practical.]]>
<![CDATA[PENGARUH PENGGUNAAN LKS BERBASIS GUIDED INQUIRY TERHADAP HASIL BELAJAR FISIKA SISWA KELAS X MIPA SMA ]]>
<![CDATA[ JRFES (Jurnal Riset Fisika Edukasi dan Sains) Vol 2, No 2 (2016): Jurnal Riset Fisika Edukasi dan Sains ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
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DOI: 10.22202/jrfes.2016.v2i2.2441
<![CDATA[Penelitian ini dilatar belakangi oleh kurang terlibatkannya siswa dalam menemukan fakta, konsep, dan prinsip fisika dalam LKS konvensional, yang membuat siswa mendapatkan hasil belajar yang rendah. Peneliti berinovasi menggunakan LKS berdasarkan tuntunan membimbing yang memecahkan masalah yang diberikan oleh guru. Jenis penelitian ini adalah percobaan kuasi dengan desain kelompok kontrol posttest saja. Pengambilan sampel dilakukan dengan teknik cluster random sampling dan uji hipotesis menggunakan uji t. Kelas eksperimen diperoleh nilai rata-rata tes akhir yaitu 80,57 dan persentase aktivitas siswa tersebut 72,38% dan kelas kontrol adalah 72,32 dan 59,11%. Penelitian ini menunjukkan hasil belajar fisika siswa yang bagus dengan menggunakan LKS pada materi kerja dan energi di kelas X MIPA SMA Negeri 1 Pasaman. Kata kunci : LKS, Inkuiri terbimbing, Hasil Belajar siswa]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN GUIDED INQUIRY DAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH FISIKA SISWA SMA NEGERI 7 KUPANG ]]>
<![CDATA[ JRFES (Jurnal Riset Fisika Edukasi dan Sains) Vol 6, No 2 (2019): Jurnal Riset Fisika Edukasi dan Sains ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
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DOI: 10.22202/jrfes.2019.v6i2.3675
<![CDATA[AbstractThis research is an experimental research with Pretest-Posstest Comparison Group Design. Research conducted at SMA Negeri 7 Kupang for class XI MIA. The purpose of this research was (1) to determine the differences of student’s physics problem solving abilities between those who taught using Guided Inquiry learning model with those who taught using problem based learning model. This research also (2) aim to find out whether the physics problem solving abilities of students taught using the Guided Inquiry learning model are higher than those students who taught using problem based learning model. Population of this research is all class XI MIA of SMA Negeri 7 Kupang, with simple random technique as sampling method. Student’s problem solving abilities datas obtained from the instrument use essay questions pre-test and post-test.The results showed that: 1) There are significant differences in students' physics problem solving abilities between students taught using the Guided Inquiry learning model 2) Physics problem solving abilities of students taught using the Guided Inquiry learning model were higher than students who were taught using Problem Based Learning learning models Keywords: Guided Inquiry Model, Problem Based Learning Model, Problem Solving Ability ABSTRAK Penelitian ini merupakan jenis penelitian eksperimen dengan desain penelitian Pretest-Posttest Comparison Group Design yang dilakukan di kelas XI MIA SMA Negeri 7 Kupang pada tahun ajaran 2019/2020. Tujuan dari penelitian ini adalah (1) untuk mengetahui adanya perbedaan kemampuan pemecahan masalah fisika siswa yang diajar menggunakan model pembelajaran Guided Inquiry dengan siswa yang diajar menggunakan model pembelajaran Problem Based Learning, serta (2) untuk mengetahui apakah kemampuan pemecahan masalah fisika siswa yang diajar menggunakan model pembelajaran Guided Inquiry lebih tinggi daripada siswa yang diajar menggunakan model pembelajaran Problem Based Learning. Populasi dalam penelitian ini adalah seluruh kelas XI MIA SMA Negeri 7 Kupang, dengan pengambilan sampel yang dilakukan menggunakan teknik simple random sampling. Data kemampuan pemecahan masalah diperoleh dari instrumen soal essay pre-test dan post-test. Hasil penelitian menunjukan bahwa; 1) Terdapat perbedaan kemampuan pemecahan masalah fisika siswa yang signifikan antara siswa yang diajar menggunakan model pembelajaran Guided Inquiry dengan siswa yang diajar menggunakan model pembelajaran Problem Based Learning 2) kemampuan pemecahan masalah fisika siswa yang diajar menggunakan model pembelajaran Guided Inquiry lebih tinggi daripada siswa yang diajar menggunakan model pembelajaran Problem Based Learning yang. Kata Kunci: Model Pembelajaran Guided Inquiry, Model Pembelajaran Problem Based Learning, Kemampuan Pemecahan Masalah]]>
<![CDATA[TEOREMA SEGITIGA SIKU – SIKU DALAM PERBANDINGAN ENERGI RELATIVISTIK ]]>
<![CDATA[ JRFES (Jurnal Riset Fisika Edukasi dan Sains) Vol 9, No 1 (2022): Jurnal Riset Fisika Edukasi dan Sains ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
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DOI: 10.22202/jrfes.2022.v9i1.5751
<![CDATA[Physics is a branch of scientific knowledge that requires understanding other disciplines, such as mathematical concepts. As for the development of increasingly advanced technology, it affects the world of education such as the implementation of CBT (Computer Based Test). Based on this, of course, innovation is needed to solve physics problems in a short and easy time. One example of material taught in physics that can be done in an easier way is material on special relativity. The solution to the problem of Einstein's special relativity, especially the comparison of relativistic energy, can use a right triangle by fulfilling the Pythagorean equation. This study describes the analysis of the right triangle theorem with the relativistic energy comparison equation.]]>
<![CDATA[PENERAPAN PENDEKATAN SCIENTIFIC MENGGUNAKAN MEDIA POWER POINT UNTUK HASIL BELAJAR FISIKA SISWA KELAS XI ]]>
<![CDATA[ JRFES (Jurnal Riset Fisika Edukasi dan Sains) Vol 5, No 1 (2018): Jurnal Riset Fisika Edukasi dan Sains ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
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DOI: 10.22202/jrfes.2018.v5i1.2772
<![CDATA[Hasil belajar Fisika Siswa di SMA N 1 Danau Kembar masih dibawah Kriteria Penguasaan Minimal (KKM), hal ini disebabkan oleh pembelajaran yang monoton, siswa kurang aktif, kurang perhatian kepada guru, dan kurang konsentrasi dalam belajar. Alternatifnya adalah dengan menerapkan pendekatan Ilmiah dan media power point. Rata-rata hasil belajar fisika siswa dalam domain kognitif untuk kelas eksperimen adalah 47,78 dan kelas kontrol 46,49. Rata-rata hasil belajar dalam domain afektif untuk kelas eksperimen adalah 67,88 dan kelas kontrol adalah 54,96. Berdasarkan uji hipotesis yang telah dilakukan, kesimpulan dari penelitian ini adalah tidak ada pengaruh menggunakan pendekatan Ilmiah melalui media power point pada hasil Belajar Fisika Kelas XI MIA di SMA N 1 Danau Kembar Kabupaten Solok.]]>
<![CDATA[ANALISIS PENGUASAAN KONSEP EFEK RUMAH KACA PADA MAHASISWA PENDIDIKAN FISIKA ANGKATAN 2016 UNIVERSITAS JEMBER ]]>
<![CDATA[ JRFES (Jurnal Riset Fisika Edukasi dan Sains) Vol 8, No 2 (2021): Jurnal Riset Fisika Edukasi dan Sains ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
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DOI: 10.22202/jrfes.2021.v8i2.5243
<![CDATA[The greenhouse effect is the process by which radiation from a planet's atmosphere warms a planet's surface to a temperature higher than what it would be if there were no atmosphere. Catherine Gautier (2006) in a class shows that students are often unaware of their misunderstanding of their representations when compared to scientific representations. One of the factors that can influence misconceptions in students is an error in interpreting the meaning conveyed. This study aims to test the mastery of the concept of the greenhouse effect on students. The sample used in this study was 50 students of Physics Education class of 2016 at the University of Jember who were taking their fourth semester. Methods The research is carried out with quantitative methods. The method of collecting data is a questionnaire obtained from open questions (in the form of essays) posed to students of Physics Education class 2016 at the University of Jember, totaling 10 questions. Based on the results of data analysis, it can be concluded that there are students who have misconceptions about the greenhouse effect.Keywords: Atmosphere, Greenhouse Effect, Misconception, Temperature.]]>
<![CDATA[PENGARUH PENERAPAN STRATEGI PEMBELAJARAN AKTIF EVERYONE IS A TEACHER HERE TERHADAP HASIL BELAJAR FISIKA SISWA KELAS VIII SMPN 5 LINGGO SARI BAGANTI ]]>
<![CDATA[ JRFES (Jurnal Riset Fisika Edukasi dan Sains) Vol 4, No 1 (2017): Jurnal Riset Fisika Edukasi dan Sains ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
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DOI: 10.22202/jrfes.2017.v4i1.2601
<![CDATA[Penelitian ini dilatarbelakangi oleh kurangnya owareness mengeluarkan pendapat dan rendahnya hasil belajar. Salah satu cara untuk meningkatkan hasil belajar siswa yaitu menerapkan strategi pembelajaran ETH. Jenis penelitian ini adalah quasi experiment dengan desain penelitian posttest only control group design dan terdiri dari dua kelas. Mereka adalah kelas eksperimen dan kelas kontrol. Instrumen penelitian berupa tes akhir dan lembar observasi aktivitas siswa. Berdasarkan analisis data, diketahui bahwa kelas sampel secara normal. Didistribusikan dan memiliki variasi yang homogen, hasil uji hipotesis diperoledengan menggunakan uji t. satu partai dianugerahi thitung = 2,04 dan ttabel = 1,68. Jadi diproses thitung> ttabel = 2,04> 1,68 maka hipotesis diterima. Sehingga dapat dikondisikan hasil belajar fisika siswa dengan menerapkan pembelajaran ETH lebih baik di sini daripada hasil belajar dengan menerapkan cara konvensional di SMPN 5 Linggo Sari Baganti. Keywords: Pembelajaran Aktif , ETH, Result of Physics learning]]>
