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Research in Physics Education
Published by Institut Pendidikan Indonesia Garut
ISSN : 2964948X     EISSN : 29640075     DOI : -
Core Subject : Science,
Physics
he Research in Phyiscs Education (RiPE) is firmly established as an authoritative voice in the world of phyiscs education. RiPE publishes scholarly papers that focus on the teaching and learning of physics in school settings ranging from primary education to university education. It bridges the gap between research and practice, providing information, ideas and opinion. As a truly international journal, RiPE welcomes contributions from any country provided that the authors explain their local contexts and demonstrate the significance of their work for a global readership. RiPE is concerned with physics education but also welcomes manuscripts on the integration of physics education with other disciplines, in particular, STEM (Science, Technology, Engineering, Mathematics) or, and the arts. Submissions that are concerned with physics (as distinct with physics education) or with general educational matters will not be considered for publication.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol 1, No 1 (2022)" : 5 Documents clear
Physics teachers’ difficulties in teaching introduction to quantum physics in senior high school Putri Paransucia; Irma Fitria Amalia
Research in Physics Education Vol 1, No 1 (2022)
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (462.426 KB) | DOI: 10.31980/ripe.v1i1.2095

Abstract

The High School Physics curriculum would not be complete without some basic concepts of Quantum Physics. The basic concepts of Quantum Physics are attractive to students, but the material is challenging to teach. This is because the phenomenon of Quantum Physics experienced by students is different from the real world and many principles of Quantum Physics may not be in accordance with the ideas that students know. Although the results of previous studies revealed a lot of research on the context of students' understanding of the concepts of Quantum Physics. However, limited empirical data regarding the difficulties of high school teachers in teaching quantum physics are still rarely encountered in physics education research. This study aims to explore data on the difficulties of high school physics teachers in teaching quantum physics concepts. This research design uses quantitative and qualitative case study methods. To get three participants, namely 3 twelfth grade high school physics teachers, the researcher used a purposive sampling technique. The age range of participants is between 45-55 years while the teaching experience of teachers ranges from 10 to 30 years. The instruments used in this study were a questionnaire and a semi-structured interview protocol. In this study, the questionnaire analysis used descriptive statistical analysis, while the interview data analysis used thematic analysis. The results of the study revealed that high school physics teachers had difficulty understanding the concept of quantum physics, and had little difficulty in determining the right pedagogical approach, conducting laboratory activities, and building an evaluation system.
Implementing STAD cooperative learning model integrated interactive PhET simulation to enhance high school students’ learning outcomes: a case of momentum-impulse concepts Zikry Aulia Ghiffary
Research in Physics Education Vol 1, No 1 (2022)
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (474.546 KB) | DOI: 10.31980/ripe.v1i1.2157

Abstract

This study aims to determine the effectiveness of STAD with the help of PhET interactive simulations in increasing student activity and learning outcomes and to find out the difference in improving student learning outcomes before and after the implementation of Student Team Achievement Division (STAD) cooperative learning with the help of PhET interactive simulations about momentum and impulse. This research was conducted because there are still many students who get unsatisfactory learning outcomes in physics subjects because students think that physics subjects are difficult to understand. One of the reasons is that learning is dominated by the teacher so students do not have the opportunity to exchange ideas. In addition, students need tools to get an overview of the material presented by the teacher. So that STAD learning with the help of interactive PhET simulation can help students to improve student learning outcomes. The research method used is a quasi-experimental design with a non-equivalent control group. Based on the Wilcoxon test, the Z value was obtained (Z=-2.532; p=0.11), and the hypothesis was that there was a difference in the improvement of student learning outcomes between those using STAD learning with the help of PhET interactive simulation and conventional learning methods.
Analysing science teachers’ difficulties in teaching the concept of electricity in junior high school Tina Hermawati
Research in Physics Education Vol 1, No 1 (2022)
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (400.251 KB) | DOI: 10.31980/ripe.v1i1.2154

Abstract

Electricity is a material that is considered difficult for science teachers to provide understanding to students so as to encourage researchers to find out what are the obstacles for science teachers in teaching the concept of electricity in junior high schools. The focus of this research is trying to uncover what obstacles are experienced by science teachers in teaching electricity in terms of facilities and infrastructure, preparation of lesson plans, learning processes, and assessment of learning outcomes. This study uses a case study research design with quantitative and qualitative approaches with the subject being a science teacher who is a member of the science teacher community in Garut Regency. Based on the results of the study, it can be concluded that: (1) teachers experience obstacles in terms of facilities because of inadequate teaching aids and also the absence of laboratory personnel so that activities in the laboratory are limited, (2) teachers also experience obstacles in terms of lesson planning, the obstacles experienced are the teachers are not yet creative in developing learning media for dynamic electricity, there is also no development of modules and worksheet, (3) in the implementation of electricity learning the teacher has difficulty in delivering electricity material related to equations/formulas because the teacher’s understanding of dynamic electric formulas is limited and students’ mathematical abilities are low, (4) in the assessment and evaluation of learning teachers experience obstacles in developing affective and psychomotor assessments, the ability of teachers to develop tests is low, and the use of various forms of assessment instruments.
Representation of Nature of Science (NoS) in Indonesian Physics Textbooks: a case of heat and temperature concepts Rahmah Salamah Nur Azizah
Research in Physics Education Vol 1, No 1 (2022)
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (499.158 KB) | DOI: 10.31980/ripe.v1i1.2109

Abstract

Learning science including physics cannot be separated from the nature of science or Nature of Sciencen (NoS). Understanding of NoS is very important in the world of education in schools because by understanding NoS students will find it easier to understand the concept of physics in learning at school. For this reason, this study aims to determine the representation of NoS in eleventh grade high school physics textbooks for the concepts of temperature and heat using the content analysis method. The research sample was taken using a purposive sampling technique. Of all the physics textbooks for eleventh grade of high school, only 5 physics textbooks with different publishers analyzed 10 aspects of NoS. The results showed that the frequency of the appearance of the ten aspects of NoS in the five physics textbooks for eleventh grade was different. Book 1 (Erlangga) has 36.64 percent, book 2 (Mediatama) has 18.32 percent, book 3 (Grafindo Media Pratama) and book 4 (Yrama Widya) has the same percentage, namely 14.50 percent. Meanwhile, book 5 (Yudhistira) has an appearance frequency of 16.03 percent. The number of NoS aspects of the five books mostly raises aspects of social and cultural cultivation in science. On the other hand, the aspect that is not raised at all in the five textbooks above is the creative aspect. In general, the five physics textbooks that were analyzed had explicit aspects of NoS, but some were conveyed implicitly. Based on the results of this study it can be concluded that the five physics textbooks have not conveyed aspects of NoS explicitly, correctly and completely.
Perceptions of physics teachers and students in Indonesian senior high schools toward the changes of National Examination to Minimum Competency Assessment Dalfa Darul Wasilah; Ali Ismail
Research in Physics Education Vol 1, No 1 (2022)
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (501.009 KB) | DOI: 10.31980/ripe.v1i1.2113

Abstract

The National Exam is a refinement of learning evaluation carried out by elementary school to high school students, and is held every year, the implementation of this exam aims to improve the quality of education in Indonesia. Although the implementation is held regularly, the facts show that the quality of education in Indonesia is still low. In accordance with the results of PISA and TIMSS which show that Indonesia is in the bottom 10, it means that Indonesian students are still low in terms of literacy and science. This fact changed the evaluation of education which originally used the National Examination, was changed to a Minimum Competency Assessment. The rolling out of this new assessment since 2021 will certainly change the views of teachers and students on the learning they are doing. Therefore, this study aims to investigate the perceptions of high school students and teachers regarding various aspects of changes in classroom learning, especially physics subjects since the drinking competency assessment was lacked. This study uses non-experimental quantitative methods with questionnaires and interviews data collection methods. The questionnaire data analysis used descriptive statistics while the interview data analysis used thematic analysis. By using purposive sampling technique, the participants in this study were 6 high school physics teachers and 172 high school students. The results of the study revealed that most of the students and teachers agreed with the change of the National Examination to the Minimum Competency Assessment in terms of juridical, pedagogical, and psychological aspects.

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