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Surya Gumilar
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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 44 Documents
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The role of culture-based learning on primary school students’ interest and understanding of Material Form concepts Ali Topan, Rexsa; Kurnia Jayadinata, Asep; Ismail, Ali
Research in Physics Education Vol. 3 No. 1 (2024)
Publisher : Insitut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/ripe.v3i1.71

Abstract

This research was conducted to emphasize the significance of positive learning interest and deep understanding of concepts among students. Culture-based learning serves as an alternative pedagogical approach aimed at enhancing students’ interest and comprehension of concepts. Quantitative descriptive methodology was employed, utilizing a pre-experimental one-group pretest-posttest design. The research sample comprised fifth-grade students from a public elementary school in Indonesia. The research instruments included observation guidelines, questionnaires, and test questions. The findings revealed that the implementation of culture-based learning yielded an average score of 94%, indicating a very good outcome. Students’ interest in learning significantly improved following culture-based instruction, with an average score of 85.92%. Moreover, students’ understanding of concepts showed notable enhancement post-treatment, with average scores rising from 59% in the pretest to 81% in the posttest.
The implementation Project-Based Learning in lower secondary school: a critical review Darmilah, Siti; Rochintaniawati, Diana; Rafikah Agustin, Rika
Research in Physics Education Vol. 2 No. 2 (2023)
Publisher : Insitut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/ripe.v2i2.74

Abstract

The learning that is widely recommended to improve science skills is project-based learning. Several studies show that the application of project-based learning models or methods or learning strategies increases motivation, achievement, problem-solving abilities, and so on. However, in reality, in the field, teachers have difficulty adopting project-based learning in schools, because several supporting factors are inadequate. Supporting factors for the success of project-based learning include a comprehensive curriculum, learning environment, appropriate assessment, student self-efficacy and support from stakeholders, especially parents. This critical review study reviews how research on project-based learning produces learning outcomes according to Project-based learning standards. In the initial stage, the author looked for as many articles as possible regarding project-based learning, especially in the science field, provided the articles were reputable. Then, reputable articles are selected that are appropriate to the implementation of project-based learning. The results of the critical review study show three important points in implementing Project-based learning to be more successful, namely: comprehensive curriculum support; the approach widely used in Project-based learning is STEM; and the implementation of Project-based learning must be adapted to suit the characteristics of students.
Inquiry ability of students to develop cognitive ability in learning hydrostatic pressure Sylvia Dewi, Pramita; Cahya Prima, Eka; Widodo, Ari; Rochintaniawati, Diana
Research in Physics Education Vol. 2 No. 2 (2023)
Publisher : Insitut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/ripe.v2i2.75

Abstract

This research aims to implement questions through problem stimuli regarding hydro static pressure based on inquiry investigations. This research is limited to conducting experiments because the focus of the study is analyzing the cognitive abilities of the questions tested on 106 junior high school students. This study uses a quantitative exploratory method that aims to improve the understanding that students go through for their initial inquiry and perspective abilities during the science learning process. Data collection was carried out using a test instrument in the form of description questions whose inquiry indicators had been developed referring to the National Research Council (NRC) indicators, plus a questionnaire to identify students’ perceptions as a secondary data source. The results showed that all stages of inquiry activities had a low percentage of 50.0%. The involvement of students has yet to be able to ask investigative questions in formulating problems to be a significant start, as well as predicting in hypothesising. So it affects the activities of designing experiments and analysing data. This causes scientific reasoning to be challenging to communicate. In comparison, student interest in science learning is only around 51.2%. This proves that the inquiry process aspects are tied to one another, and the role of students must be maximally fully involved in every stage. Teacher and technology support needs to be harmonised to optimise further research.
Analysis of the implementation of the Kurikulum Merdeka in high school physics learning activities Badriah, Iklimah; Adimayuda, Rizal
Research in Physics Education Vol. 3 No. 1 (2024)
Publisher : Insitut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/ripe.v3i1.100

Abstract

The implementation of the Kurikulum Merdeka presents challenges for educational units that adopt it. In physics learning, students often engage in projects that start with problem-solving. Therefore, this study aims to understand the implementation of the Kurikulum Merdeka in high school physics learning activities. This research uses a qualitative descriptive method with a case study approach, utilizing questionnaires and interviews for data collection, and data analysis through questionnaires. Interview data is analyzed using thematic analysis. The sample is selected using purposive sampling with participants spread across 4 schools, 4 physics teachers, and 160 students offline. The results of the questionnaire data show that students agree with the Kurikulum Merdeka from the aspect of using teaching tools, with 92% agreeing and 8% strongly agreeing; however, textbooks and worksheets are rarely used. From the aspect of project strengthening of the Pancasila student profile, 87% agree and 13% strongly agree. Interview results reveal that students do not fully understand the physics concepts within the projects. From the aspect of learning outcomes, 91% agree and 9% strongly agree. In contrast, interview results with teachers indicate that teaching tools are created according to the school’s conditions. Furthermore, the implementation of Pancasila student profile in the context of physics learning is not directly related to the physics subject but is mandatory for educational units. Learning outcomes in physics involve spirituality, independence, teamwork, global diversity, and critical thinking.
High school students’ preconceptions about the concept of climate change considered from the perspective of visual representation Yani, Sindi; Sari, Lasmita; Fitria Amalia, Irma; Nurahman, Arip
Research in Physics Education Vol. 3 No. 1 (2024)
Publisher : Insitut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/ripe.v3i1.123

Abstract

Preconceptions are an essential foundation for students, serving as a basis for more effective learning. In the context of climate change concepts, many students harbor misconceptions. One method to uncover students’ preconceptions is through the use of visual representations. Visual representations can elucidate students’ understanding of abstract and complex concepts. This study aims to examine and analyze the extent of high school students’ comprehension of climate change. The research employs a descriptive qualitative approach, with a population and sample comprising 63 tenth-grade science students from a high school in Indonesia. Data collection techniques included observation and interviews, with semi-structured interviews being utilized in this study. The results reveal that students have varied understandings of the concept of climate change, with many exhibiting misconceptions. The study identifies three categories of climate change concepts: (1) correct concepts of climate change, representing 37%; (2) climate change concepts based on objects, as depicted in the visualizations provided by the respondents; and (3) incorrect concepts of climate change, representing 63%. Based on empirical evidence, the students’ preconceptions of climate change are predominantly at the macroscopic level.
Implementing cooperative learning model with peer tutoring to enhance understanding of Wave concepts in high school Kartikasari, Hanifah
Research in Physics Education Vol. 3 No. 1 (2024)
Publisher : Insitut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/ripe.v3i1.124

Abstract

The difficulty of presenting teaching aids in the classroom makes it challenging for students to understand the material on sound waves, as sound waves are difficult to observe with the naked eye. Therefore, a learning model that facilitates student comprehension of sound waves is needed. This study aims to investigate the impact of a cooperative learning model using peer tutoring on students' understanding of sound wave concepts. The research method employed is quantitative, utilizing a quasi-experimental design with a nonequivalent control group. The study involved 76 students divided into experimental and control classes. The instrument used was a multiple-choice test consisting of 15 questions. The study was conducted over three sessions, starting with a pre-test in the first session and concluding with a post-test in the final session to determine the effect of the tested variable. The results indicate that the cooperative learning model with peer tutoring significantly affects students' conceptual understanding, with an average score of 64.04 in the experimental class compared to 53.86 in the control class. Additionally, the N-Gain test results show 41% improvement, categorized as moderate. Analysis of concept comprehension revealed an increase in understanding, with approximately 88.16% of students mastering the interpretation aspect of the concept.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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.

Page 4 of 5 | Total Record : 44

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