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Surya Gumilar
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Gedung G, Lantai 2, Program Studi Pendidikan Fisika Institut Pendidikan Indonesia Garut Jl. Terusan Pahlawan No. 32, Garut.
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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 6 Documents
 1 
Search results for , issue "Vol. 3 No. 2 (2024)" : 6 Documents clear
Physics teaching, climate change issues, and generative artificial intelligence Gumilar, Surya; Nopharipaldi, Slamet
Research in Physics Education Vol. 3 No. 2 (2024)
Publisher : Insitut Pendidikan Indonesia

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Abstract

Physics education has traditionally focused on conceptual understanding and real-world applications. However, integrating climate change issues into physics teaching is crucial for fostering environmental awareness. Climate change significantly impacts global sustainability, yet it remains inadequately addressed in formal education due to the absence of dedicated courses and interdisciplinary challenges. Many fundamental physics concepts, such as thermodynamics and measurement, are directly applicable to understanding climate change. By embedding climate-related discussions into physics instruction, educators can enhance students' scientific literacy and moral responsibility toward environmental issues. Meanwhile, the rapid development of Generative Artificial Intelligence (GenAI) presents new opportunities for education, including physics instruction. GenAI can serve as a personalized learning assistant, helping students engage with complex topics such as climate change while improving their critical thinking skills. Thus, leveraging GenAI to address climate change within physics education offers a promising pathway to enhance students’ learning experiences and environmental consciousness.
Physics teachers’ perspectives of roles of mathematics in physics learning in senior high schools Fitria Amalia, Irma; Andriani, Dini; Adimayuda, Rizal
Research in Physics Education Vol. 3 No. 2 (2024)
Publisher : Insitut Pendidikan Indonesia

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Abstract

This study explores senior high school physics teachers’ perspectives on the role of mathematics in physics education. Through qualitative interviews with five experienced teachers, this research investigates how mathematics supports students’ understanding of physics concepts, as well as the challenges teachers face in integrating it effectively. Findings reveal that teachers view mathematics as essential for deepening comprehension, enabling students to analyze, predict, and quantify physical phenomena. However, they also acknowledge the difficulties that students, especially those with weaker math skills, encounter, which can lead to disengagement. To address this, teachers employ adaptive strategies, such as starting with conceptual explanations and using visual aids and real-world examples to make mathematics more accessible. These insights underscore the need for a balanced approach that integrates mathematics in ways that align with students’ cognitive readiness, thereby enhancing engagement and comprehension. This study contributes to understanding effective instructional practices in physics education, supporting more accessible and meaningful learning.
Stories of physics teachers teaching special relativity concepts in senior high school Nurahman, Arip; Kaniawati, Ida; Cahya Prima, Eka; Suhendi, Endi
Research in Physics Education Vol. 3 No. 2 (2024)
Publisher : Insitut Pendidikan Indonesia

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Abstract

Teaching Special Relativity in senior high school presents significant challenges due to its abstract and counterintuitive concepts, which often contradict students’ everyday experiences. This study employs a narrative research approach to explore the experiences of three physics teachers in teaching Special Relativity. The findings reveal that teachers struggle with explaining relativistic effects such as time dilation, length contraction, and simultaneity, as students frequently hold persistent misconceptions influenced by classical mechanics and popular media. Furthermore, curriculum constraints and the lack of appropriate instructional resources hinder effective teaching. The study identifies key pedagogical strategies, including the use of interactive simulations, thought experiments, and historical contexts, to make relativity more accessible. Teachers emphasize the need for conceptual scaffolding before introducing mathematical derivations to ensure students grasp the fundamental principles. Despite the challenges, teachers express passion and excitement when students experience conceptual breakthroughs, highlighting the transformative power of physics education. This study underscores the importance of professional development programs and curriculum adjustments to better support teachers in delivering relativity concepts effectively. Future research should explore additional instructional interventions to enhance relativity education in high schools.
The implementation of the problem-based learning model to improve learning outcomes in static electricity Sopiatunisa
Research in Physics Education Vol. 3 No. 2 (2024)
Publisher : Insitut Pendidikan Indonesia

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Abstract

Low student learning activity impacts their academic achievement, which tends to be low or results in poor learning outcomes. To address this issue, the researcher examined one instructional model, namely Problem-Based Learning. This study implemented PBL in the context of physics learning to improve students' learning outcomes on the topic of static electricity. The research employed a quantitative method with a Control Group Pretest-Post-test Design. The participants were ninth-grade high school students, where the control class received a lecture-based method, while the experimental class used the Problem-Based Learning model. The average pretest and post-test scores in the experimental class increased from 6.32 to 10.72, reflecting a 70% improvement, with significant changes observed in the learning process. Similarly, students’ learning outcomes in the conventional lecture-based learning model also improved. The average pretest and post-test scores increased from 6.32 to 7.60, showing a 20% improvement. The percentage comparison of the average post-test scores between the experimental and control classes was 41%. The experimental group was categorized as having a moderate improvement, indicating that the Problem-Based Learning model had a moderate effect on learning outcomes. Meanwhile, the control group was categorized as having a low improvement, showing that the lecture method had a low effect on students’ learning outcomes.
Learning circular motion with the demonstration method using the problem-based learning model to improve physics learning outcomes Az-Zahra, Lumenia; Ismail, Ali
Research in Physics Education Vol. 3 No. 2 (2024)
Publisher : Insitut Pendidikan Indonesia

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Abstract

This study aims to improve students’ learning outcomes on the topic of circular motion through the application of the demonstration method using the Problem-Based Learning (PBL) model. The research was conducted at a public high school in Garut. The research method used was an experimental approach with a Pretest-Post test Control Group design. The sample was selected using purposive sampling, consisting of one experimental class that applied the demonstration method with the PBL model and one control class that used conventional methods. The instrument used was an essay test comprising six questions. The results showed that the demonstration method with the PBL model led to a significant improvement in students’ learning outcomes compared to conventional methods. The average pretest score of the experimental class increased from 26.34 to 70.51 in the post-test, while the control class increased from 26.54 to 58.54. Based on the t-test results, the implementation of the demonstration method with PBL was more effective in enhancing students’ learning outcomes on the topic of circular motion.
Exciting science learning in elementary schools with the STREM model: innovative integration for students. Pribadi, Pandu; Jamali, Arif; Nurahman, Arip; Jufriansah, Adi; Kartika , Ika
Research in Physics Education Vol. 3 No. 2 (2024)
Publisher : Insitut Pendidikan Indonesia

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Abstract

Science learning in elementary schools often faces challenges in student engagement and conventional teaching methods. The STREM model offers an interdisciplinary approach that not only improves science understanding but also integrates Islamic values. Therefore, this study aims to analyse the effectiveness of applying the STREM model in improving students' understanding and engagement in science learning at one private elementary school in the West Java province. This study used the Kemmis and McTaggart CAR model with 2-3 cycles, consisting of the stages of planning, implementation, observation, and reflection. Data were collected through observation, interviews, learning outcome tests (pre-test and post-test), and student response questionnaires, then analysed descriptively quantitatively and qualitatively. The results showed that the application of the STREM model improved student learning outcomes, with the average score increasing from 68 to 87, and a decrease in students in the "Needs Guidance" category from 45% to 10%. In addition, students' involvement in exploration increased from 55% to 92%, indicating that project-based learning and experimentation in the STREM model can increase students' interest and understanding of science. Thus, the STREM model proved effective in improving students' understanding of science, strengthening the integration between science and Islamic values, and increasing engagement in scientific exploration. However, teacher adaptation to exploratory methods and project time management are challenges that need to be refined. Therefore, additional training for teachers and flexibility in managing learning time are needed to optimize the implementation of the STREM model.

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