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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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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.
Analysis of misconceptions in static fluids using four-tier diagnostic test among high school students Farida Alia, Nenden; Fitria Amalia, Irma; Adimayuda, Rizal
Research in Physics Education Vol. 4 No. 1 (2025)
Publisher : Insitut Pendidikan Indonesia

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Abstract

This study aims to analyze students’ misconceptions in static fluid concepts using the Four-Tier Diagnostic Test instrument. Static fluid material was chosen because of its complex characteristics and its potential to generate misconceptions, particularly in the sub-concepts of hydrostatic pressure, Pascal’s law, and Archimedes’ principle. This research employed a descriptive method with a quantitative approach. The subjects of this study were 68 eleventh-grade students from a public high school in Garut Regency. The research instrument was a four-tier diagnostic test consisting of 15 items. Data were analyzed based on the combination of students’ answers at each tier to identify categories of conceptual understanding, misconception, lack of understanding, and partial understanding. The results show that, overall, 37.74% of students experienced misconceptions, 37.65% understood the concept, 14.31% did not understand the concept, and 10.30% demonstrated partial understanding. At the sub-concept level, the highest misconceptions were found in Pascal’s Law (52.20%), followed by Archimedes' Principle (41.47%), and hydrostatic pressure (25%). The highest item-level misconception occurred in question number 7 regarding the lifting force on a piston, with a percentage of 73.53%. These findings highlight the urgent need to identify and remediate students’ misconceptions, as well as the importance of implementing in-depth diagnostic instruments, such as the Four-Tier Diagnostic Test, in physics learning.
The influence of Jigsaw-based Cooperative learning model on students’ critical thinking skills of light wave concepts Sugiyanto, Lina Alysa; Andriani, Dini; Adimayuda, Rizal
Research in Physics Education Vol. 4 No. 1 (2025)
Publisher : Insitut Pendidikan Indonesia

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Abstract

This study aims to examine the influence of the Jigsaw-based cooperative learning model on students’ critical thinking skills in the concept of light waves. The background of this study is based on the low levels of students’ active participation and the underdeveloped critical thinking skills in physics learning, which have been traditionally dominated by conventional approaches. The Jigsaw model was chosen because it can promote active student engagement in group learning, enhance scientific communication, and foster a deeper conceptual understanding. This study employed a quantitative approach with a quasi-experimental method using a one-group pretest-posttest design. The research sample consisted of 20 students from Grade XI-1 at one public school in Indonesia. The instrument used was a written test of critical thinking skills based on Ennis’s indicators. Data analysis using the paired sample t-test revealed a significant difference between pretest and posttest scores, with a significance value of 0.000 < 0.05. Additionally, the N-Gain calculation showed an average improvement categorized as medium (0.35). Therefore, it can be concluded that the Jigsaw-type cooperative learning model has a positive effect on enhancing students’ critical thinking skills in the topic of light waves.

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