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Physics and Science Education Journal (PSEJ)
Published by Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
ISSN : 27765903     EISSN : 27768163     DOI : https://doi.org/10.30631/psej
Core Subject : Science, Education,
Education Physics
Focus and scope of PSEJ is Physics, Physics Education, and science Education, including: Physisc Instrumentation and electronic Materials Science Theoretical and Computational Physics Earth Sciences Physics Education Innovation of Physics Learning Assessment and Evaluation in Physics Education Media of Physics Conception and Misconceptions in Physics Curriculum Of Physics Education Ethnophysics Science Education Innovation of Science Learning Assessment and Evaluation in Science Education Media of Science Curriculum Of Science Education Ethnoscience
Arjuna Subject : Fisika dan Astronomi - Fisika dan Astronomi (Lain-Lain)
Articles 85 Documents
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Pengaruh Model Pembelajaran Guided Inquiry Terhadap Peningkatan Pemahaman Konsep Fisika Siswa Kelas VIII Delia, Sapitri; Nova, Kafrita; Susy, Pransiska
Physics and Science Education Journal (PSEJ) Physics and Science Education Journal (PSEJ), Volume 5 Nomor 3, Desember 2025
Publisher : Physics Education Departement, Islamic State University Sulthan Thaha Saifuddin Jambi - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/ew9egr71

Abstract

Effective learning in physics requires not only memorization but also deep conceptual understanding. Guided inquiry is an active learning approach that encourages students to explore, question, and construct knowledge through structured investigations. This study aimed to investigate the effect of the guided inquiry learning model on eighth-grade students’ conceptual understanding of physics, specifically on vibrations and waves. A quasi-experimental design with a pretest-posttest control group was employed at SMPN 5 Merangin. The study involved 50 students, with 25 in the experimental group and 25 in the control group. Data were collected using a fifteen-item descriptive test designed to measure conceptual understanding. The collected data were analyzed using SPSS Statistics 20, including normality and homogeneity tests, independent and paired t-tests, N-Gain scores, and effect size calculations. The experimental group achieved an N-Gain of 0.66, compared to 0.51 in the control group. Independent t-test results indicated a statistically significant difference between groups (p < 0.05). The effect size was 1.88, suggesting a strong and substantial impact of guided inquiry on students’ understanding. The guided inquiry learning model significantly enhances students’ conceptual comprehension of vibrations and waves, highlighting its effectiveness as an active, student-centered pedagogical strategy in physics education and its potential to improve learning outcomes.
PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN PENGUASAAN KONSEP IPA PADA MATERI TEKANAN ZAT DI MTs NUR MA'ARIF KOTA JAMBI Juvi, Padmi Adika; Sukarno, Sukarno; Purnama, Boby Yasman
Physics and Science Education Journal (PSEJ) Physics and Science Education Journal (PSEJ), Volume 5 Nomor 3, Desember 2025
Publisher : Physics Education Departement, Islamic State University Sulthan Thaha Saifuddin Jambi - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/63tnkw54

Abstract

Observation Results Show that student learning outcomes in science lessons on substance pressure material are still low. Many teachers use conventional methods. Students only listen and take notes. Therefore, the use of appropriate and varied learning models is expected to help students in lessons. The purpose of this study was to determine the extent to which the Problem Based Learning (PBL) learning model influences critical thinking skills and mastery of Science concepts on substance pressure material for class VIII C students, odd semester at MTs Nur Ma'arif, Jambi City, 2024/2025 academic year. Sampling was carried out using the Cluster Random Sapling technique. The study population was all class VIII students of MTs Nur Ma'arif, Jambi City. The sample used was class VIII C students, The variables in this study were critical thinking and student concept mastery in science learning on substance pressure material, design (one group pretest-posttest) taking through pretest before treatment and posttest after treatment was given based on the comparison, there was an increase as evidenced by the Ngain test obtaining a value (0) then it was stated that there was a high increase. and the "T" test has been carried out with a significance of less than 0.05%, then the independent variable has a significant effect on the dependent variable, then it obtains a value of 0/03. Finally, the correlation obtains a value (0) which states that there is a significant difference. So it can be stated that there is an influence of the Problem Based Learning (PBL) learning model on critical thinking skills and mastery of science on the material of substance pressure at MTs Nur Ma'arif, Jambi City.
DEVELOPMENT OF COMIC MEDIA BASED ON PROJECT-BASED LEARNING (PJBL) TO IMPROVE SCIENCE LITERACY IN JUNIOR HIGH SCHOOL Achmad, Naza Meilani; Sari, Mella Mutika; Hafizah, Ellyna
Physics and Science Education Journal (PSEJ) Physics and Science Education Journal (PSEJ), Volume 5 Nomor 2, Agustus 2025
Publisher : Physics Education Departement, Islamic State University Sulthan Thaha Saifuddin Jambi - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/mbn8q172

Abstract

This research is a development of comic media based on Project Based Learning (PjBL) which is motivated by the lack of variation of learning media in improving students' scientific literacy. This study aims to determine the validity, practicality, and effectiveness of comic learning media based on Project Based Learning (PjBL) on the digestive system sub-material. This research and development uses the R & D development model with ADDIE research procedures. Data analysis techniques in this study include analysis of the validity of comic media before the media is used in learning with a validity sheet instrument from an expert validator's assessment, analysis of the practicality of comic media related to students' views on comic media used in learning through student response questionnaire instruments, and analysis of the effectiveness of comic media related to improving students' scientific literacy results from the scientific literacy test instrument conducted at the beginning and at the end of learning (pretest and posttest). The results of the study indicate that the learning media is categorized as very feasible, very practical, and effective with n-gain scores that show high criteria. Based on the results of this study, the development of comic learning media based on Project Based Learning (PjBL) can be an alternative innovative media in improving the scientific literacy of eighth grade junior high school students
ENHANCING STUDENTS’ LEARNING OUTCOMES USING PROJECT-BASED LEARNING IN DYNAMIC ELECTRICITY Adha, Al Fajri; Syefrinando, Boby; Sulman, Fauzan
Physics and Science Education Journal (PSEJ) Physics and Science Education Journal (PSEJ), Volume 5 Nomor 2, Agustus 2025
Publisher : Physics Education Departement, Islamic State University Sulthan Thaha Saifuddin Jambi - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/8m910110

Abstract

This study aims to improve students’ learning outcomes through the implementation of the Project-Based Learning (PjBL) model in Dynamic Electricity for Grade XII MIPA students at SMAN 13 Bungo. The research employed a classroom action research design conducted in two cycles, with each cycle consisting of two meetings and encompassing four stages: planning, action implementation, observation and evaluation, and reflection. The research subjects were 33 students of Grade XII MIPA at SMAN 13 Bungo, comprising 19 male and 14 female students. Data were analyzed using both qualitative and quantitative techniques. The results indicate that the Project-Based Learning (PjBL) model is effective in improving students’ learning outcomes in Dynamic Electricity. Based on observation data and end-of-cycle assessments in the form of essay tests, Cycle I resulted in an average score of 69.2, with 10 students achieving mastery, representing a mastery percentage of 30.3%. In Cycle II, the average score increased to 82.2, with 29 students achieving mastery, corresponding to a mastery percentage of 87.9%. In addition, both student activity and teacher performance showed noticeable improvement throughout the learning process. Therefore, it can be concluded that the Project-Based Learning model is effective and successful in enhancing students’ learning outcomes in Dynamic Electricity
META-ANALYSIS OF THE EFFECT OF THE PROJECT-BASED LEARNING MODEL ON SCIENCE LEARNING OUTCOMES AND CREATIVE THINKING SKILLS Bahari, Syamsul
Physics and Science Education Journal (PSEJ) Physics and Science Education Journal (PSEJ), Volume 5 Nomor 3, Desember 2025
Publisher : Physics Education Departement, Islamic State University Sulthan Thaha Saifuddin Jambi - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/32dtfw90

Abstract

This study aims to analyze the effect of the Project-Based Learning (PjBL) model on students’ science learning outcomes. The research employed a literature review method using a meta-analysis approach to synthesize findings from previous empirical studies. A total of 21 journal articles relevant to the implementation of PjBL in science learning were selected as data sources. Data analysis was conducted by calculating effect sizes to determine the magnitude of the impact of the Project-Based Learning model on science learning outcomes. The results of the meta-analysis indicate that the Project-Based Learning model has a significant positive effect on science learning outcomes, with an average effect size of 2.31, which falls into the high-effect category. These findings suggest that PjBL effectively enhances students’ understanding of science concepts by promoting active learning, collaboration, and meaningful engagement with learning materials. Furthermore, the use of project-based activities encourages students to develop creative thinking skills and apply scientific concepts in real-world contexts. In conclusion, the Project-Based Learning model has a strong and significant influence on science learning outcomes and can be recommended as an effective instructional strategy for improving students’ academic achievement and higher-order thinking skills in science education.

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