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Physics Learning and Education
Published by Universitas Negeri Padang
ISSN : -     EISSN : 29874270     DOI : https://doi.org/10.24036/ple.v1i2
Core Subject : Science, Education,
Education Physics
Physics Learning and Education (PLE): International Journal on Physics Education is an open-access and peer-reviewed journal, published by Universitas Negeri Padang, which is dedicated to intercharge for the results of high-quality in all aspect of physics education. The editors welcome submissions of papers describing recent theoretical and experimental research related to: (1) learning outcome of physics, (2) Learning materials of physics, (3) Learning and teaching theories and models of physics, (4) Learning and teaching strategies and methods of physics, (5) Learning assessment and evaluation of physics, (6) The use of ict and media in learning of physics, (7) Learning management of physics, (8) Research and development in learning of physics, (9) Experimental methods in learning of physics, (10) Action research of learning of physics. The Physics Learning and Education follows the open access policy that allows the published articles freely available online without any subscription. Submitted papers must written in English.
Arjuna Subject : Umum - Umum
Articles 89 Documents
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ANALYSIS OF THE NEEDS OF COGNITIVE CONFLICT-BASED TEACHING MATERIALS INTEGRATED WITH AUGMENTED REALITY ON LIGHT WAVE Tika, Luth Fiyyah Atiqah; Mufit, Fatni
Physics Learning and Education Vol. 2 No. 1 (2024): March Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v2i1.101

Abstract

21st century learning demands student centered learning and requires integration of technology in learning including augmented reality (AR) technology. This study aims to determine the needs of teachers and students for cognitive conflict-based teaching materials that are integrated with augmented reality (AR) so as to increase student understanding and reduce misconceptions that occur in light wave material. This type of research is preliminary research. The instrument used was a questionnaire regarding the needs of learning devices and the implementation of physics learning as well as journal analysis of students' conceptual understanding of the material of light waves. This test was conducted at several schools in the city of Padang with a total of 130 students and 3 teachers. The results of the study stated that learning was still centered on the teacher and there was no learning model to overcome misconceptions and there was no teaching material integrated with augmented reality (AR). The results of the journal analysis concluded that students' understanding of the concept of light waves was still low. Therefore, it is necessary to develop cognitive conflict-based teaching materials integrated with augmented reality (AR) on light waves in accordance with 21st century learning.
THE INFLUENCE OF THE DISCOVERY LEARNING MODEL ON STUDENTS' COLLABORATION ABILITY AT SMAN 2 PADANG Hastuti, Shinta Fuji
Physics Learning and Education Vol. 2 No. 3 (2024): September Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v2i3.113

Abstract

This research aims to see whether there is an influence of the discovery learning model on the collaboration abilities of students at SMAN 2 Padang. The research method used was quasi-experimental with a posttest control design. Sampling in this study used purposive sampling and class XI phase F (physics 5) was obtained as the experimental class and class XI phase F (physics 2) was the control class. Data on students' collaboration abilities was taken using an observation sheet assessing students' collaboration abilities which was analyzed descriptively. To see the magnitude of the influence of the discovery learning model on students' collaboration abilities, effect size calculations are used. The results of the research showed that the average value of collaboration ability of students in the experimental class was (68.19 ± 2.49) with good criteria, whereas the average value of collaboration ability of students in the control class was (63.43 ± 2.45) with good criteria. The magnitude of the influence of the discover learning model on students' collaboration abilities is obtained from an effect size index of 1.9 and has a high category in improving students' collaboration abilities. The discovery learning model can be concluded to have an influence on students' collaboration abilities.
ANALISIS MISKONSEPSI SISWA KELAS X SMA DI KOTA PADANG TENTANG MATERI HUKUM NEWTON DENGAN MENGGUNAKAN TES DIAGNOSTIK FOUR-TIER MULTIPLE CHOICE Bawamenewi, Amisa
Physics Learning and Education Vol. 2 No. 2 (2024): June Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v2i2.120

Abstract

The importance of students' understanding of concepts is to enhance the learning process and achieve good learning outcomes. However, what often happens is that students struggle to understand the material, make mistakes in applying concepts, and even become frustrated or lose interest in certain subjects. This research aims to describe students' misconceptions through a four-tier multiple-choice diagnostic test on Newton's laws. This study is a qualitative descriptive research using a four-tier multiple-choice test instrument. The research sample includes three public high schools in the city of Padang in the academic year 2023/2024. The sampling technique used is simple random sampling, with 25% of the total number of students in each school participating in the study, totaling 80 students. Based on the analysis, the highest level of understanding of concepts experienced by students is in the subtopic of Newton's Third Law, with an average percentage of 57.3%. Meanwhile, the highest misconceptions experienced by students are in the subtopics of the applications of Newton's Laws I, II, III, with average percentages of 84.6%, 76.3%, and 85%, respectively. Additionally, the highest lack of understanding of concepts is in the subtopic of forces on inclined planes, with a percentage of 40%. Therefore, it can be concluded that in Newton's laws, there are more misconceptions experienced by students.
THE INFLUENCE OF A GENERATIVE LEARNING MODEL BASED ON WAVE MATERIAL COGNITIVE CONFLICT ON STUDENT LEARNING OUTCOMES AT SMAN 5 PAYAKUMBUH Agustin, Novia; akmam, akmam
Physics Learning and Education Vol. 2 No. 2 (2024): June Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v2i2.127

Abstract

Student learning outcomes in Physics subjects, especially in Wave material, are still low. This is caused by the learning model used in the Wave material not being being the process standards and characteristics of wave learning objectives. A generative learning model based on cognitive conflict is one approach to solving the aforementioned issue. The purpose of this study is to ascertain how student learning outcomes at SMAN 5 Payakumbuh are affected by the use of a generative learning model based on cognitive conflict in Wave content. The type of research is quasi-experimental research with a pretest-posttest Control Group Design. The participants in this study were all SMAN 5 Payakumbuh science class XI students. The information gathered reflects the attitudes, knowledge, and abilities of the pupils toward learning. Two averages are tested for equality as a data analysis technique. The study's findings demonstrate the notable distinctions between classrooms that employ the Problem-Based Learning model and those that employ the Generative learning model based on cognitive conflict. The average student learning outcome in classes that apply the Generative learning model is 83.14 and in classes that apply the Problem-Based Learning model is 77.26. The influence of the generative learning model based on cognitive conflict can be seen in the learning outcomes of students who have been analyzed and hypothesis tested. Based on the hypothesis test, the ttable is 2.006 and the tcount is 2.1. The condition for H0 to be rejected is if ttable < tcount. The tcount value is within the rejection of H0, so HI is accepted. Because all variables are controlled, except the learning model, it can be said that the application of the Generative learning model based on cognitive conflict in Wave material has a positive effect on student learning outcomes.
Validity of IntegratedE-Modules Contextual Teaching and Learning Approaches SubjectMatterElasticity to ImproveCritical Thinking Abilityof Students Senior High School Utami, Nesia Nindri
Physics Learning and Education Vol. 2 No. 3 (2024): September Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v2i3.130

Abstract

Students need to develop their critical thinking skills, which include the 4Cs of the 21st century: creativity, collaboration, communication, and critical thinking. These 4Cs are qualities that are essential for success in the modern world. So it's important to acquire knowledge that can sharpen critical thinking abilities. In three high schools in Sungai Punuh City, the pupils' critical thinking abilities were not as good as anticipated. The first research revealed that the lack of connections between the teaching materials and the usage of physics in daily life was the root of the students' poor critical thinking skills. 77% of students said that the professors' teaching resources did not incorporate real-world applications of physics. Textbooks predominate in the instructional resorces utilized, however they do not promote critical thinking or self-learning. Therefore, in order to develop students' critical thinking abilities, autonomous learning tools are required that meet their demands. In order to enhance critical thinking abilities, research was done on the construction of integrated e-modules using the CTL technique on material elasticity. The findings of expert validity tests are especially communicated in this study. Three experts from the Faculty of mathematics and natural sciences UNP Physics Department conducted the validity test, which had an average validity score of 85.7% in the extremely valid category. According to the validity test results, the e-module is combined with the CTL method to resources elasticity to improve critical thinking abilities that are prepared to be evaluated for applicability and efficacy in the actual world.
Meta Analysis of the Effect of Applying the Problem Based Learning Model in Physics Learning to Improve Students' Ability to Solve Problems Janna, Fadhillah; Ulfa, Aulia; Adinda, Ismi Gustia; Desnita, Desnita
Physics Learning and Education Vol. 2 No. 3 (2024): September Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v2i3.140

Abstract

The meta-analysis method in this research was used to determine how problem-based learning activities influence problem-solving abilities. Analysis is carried out based on material units and levels/classes. Based on the results of the analysis, it was found that the mechanical material unit had an effect size of 0.83 in the high category, for the electric magnetic material unit it had an effect size value of 1.12 in the very high category, for the optical wave material unit it had an effect size of 1.66 with very high category, for thermodynamic material units it has an effect size of 1.41 in the very high category, and for fluid material units it has an effect size of 1.56 in the very high category. Then for class X it has an effect size of 1.19 in the very high category, for class XI it has an effect size of 1.35 in the very high category and for class In conclusion, for the optical wave material unit, it has an effect size of 1.81 which has a very high influence on students' ability to solve problems and for class XI level it has an effect size of 1.35 which has a very high influence on students' ability to solve problems.
The Effect of Implementing a Case Study-Based Problem Based Learning Model on Student Learning Outcomes at SMAN 2 Pulau Punjung Samsul Anuar, Zafira Anuar
Physics Learning and Education Vol. 2 No. 2 (2024): June Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v2i2.146

Abstract

This research was motivated by the low physics learning outcomes of students at SMA Negeri 2 Pulau Punjung. This is because in the learning process the teacher has not used a learning model that suits the characteristics of the material so that students are passive in following the learning process. The solution used to motivate and activate student learning in a pleasant learning atmosphere is to apply a case study-based problem based learning model. The type of research carried out was a quasi-experiment using a Randomized Possttest Only Control Group Design with sampling carried out using a census sampling technique (saturated sampling). Based on the results of the research and discussions that have been carried out, it can be concluded that there are differences in good physics learning outcomes for students in class done. From the conclusions above, we can obtain a significant difference in the use of a problem based learning model based on case studies on the physics learning outcomes of class XI Phase F students at SMA Negeri 2 Pulau Punjung for the 2023/2024 academic year.
Analysis of the Needs of Cognitive Conflict-Based Teaching Materials Integrated with Augmented Reality on Heat muttasyabiha, muttasyabiha
Physics Learning and Education Vol. 2 No. 3 (2024): September Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v2i3.151

Abstract

In the 21st century, the increasing development of technology and informatics has brought significant changes in the world of education. The independent curriculum is a response to the demands of education in the era of evolving technology. The main goal is to deepen concept understanding and strengthen student skills. Concept understanding is one of the basic competencies in the independent curriculum that students must have. But in fact, based on research of preliminary, it was got that the problem of concepts understanding from students was still low and tended to occur misconceptions, the use of cognitive conflict learning could contribute to improving understanding of concepts in the independent curriculum. The research purposes was to analyze the characteristics, validity, and practicality of teaching materials based on cognitive conflict. This research type is preliminary research. Three Padang City High School teachers were given a questionnaire to complete in order to assess how physics is being taught in classrooms. Subsequently, the survey was distributed to 130 students in class XI F across two distinct high schools in Padang City, with the objective of examining the requirements for physics educational resources in the classroom. Journal analysis was done in addition to the questionnaire to examine high school students' conceptual grasp of heat topic. Both quantitative and qualitative analyses were done on the data. Misconceptions about hot content and low concept understanding among students are the outcome of an analysis of multiple published papers. Furthermore, there are still few teaching resources available, less technology-integrated learning media, and a teacher-centered approach to education. Consequently, based on the findings of preliminary research, physics instructional materials integrating augmented reality technology and cognitive conflict must be developed
THE EFFECT OF THE SEARCH, SOLVE, CREATE, AND SHARE (SSCS) LEARNING MODEL ON THE LEARNING OUTCOMES OF STUDENTS Amanda, Tiara Citra
Physics Learning and Education Vol. 2 No. 3 (2024): September Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v2i3.152

Abstract

This research is motivated by the low learning outcomes from physics of students caused by the models of learning utilized by teachers in schools that are less varied in related to demands of Curriculum 2013. The research purpose is to analyze the model of SSCS learning impact on learning outcomes of students'. The model of SSCS learning is a variation of a methodology that emphasizes problem-solving and has the ability to raise student achievement levels. The Randomized Posttest Only Control Group Design is a quasi-experimental methodology utilized in this research. The sample in this study consisted of 68 students through two classes for sample, known as classes for experimental and control was got by technique of purposive sampling. The instruments used in this research were valid and reliable tests. Based on the research results obtained that the price of t is outside of H0's acceptance region, allowing H1 to be accepted at a real level of 0.05. This indicates that students receiving treatment have different learning results in physics. Thus the conclussion that there is an impact of SSCS learning model on physics learning outcomes of students who are given treatment.
INITIAL ANALYSIS OF STUDENTS SCIENCE LITERACY ON ALTERNATIVE ENERGY MATERIAL rahmadani, anisya
Physics Learning and Education Vol. 2 No. 4 (2024): December Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v2i4.166

Abstract

Scientific literacy is one of the skills that symbolizes expanding knowledge and resolving issues. PISA 2018 findings, however, show that scientific literacy in Indonesia is still very poor. Aspects of students' scientific literacy, including their capacity to evaluate and plan scientific research, interpret data and scientific evidence, and explain occurrences scientifically, will be examined in this study. Analyzing students' scientific literacy in alternative energy content was the aim of this study.. The method used is quantitative descriptive using a scientific literacy test instrument in the form of questions for students and questionnaires for teachers on alternative energy material used to collect data. Twenty-five students and two physics professors made up the research sample. The findings of the examination of two instructors' learning implementation were 60.48%. The average overall competency domain indicator was 47.80% with a very low category, based on students' mastery of scientific literacy in the competency domain indicator explaining scientific phenomena (51.42% with a low category), evaluating and designing scientific investigations (68% with a moderate category), and interpreting data and scientific evidence (24% with a very low category). Thus, it can be said that pupils' scientific literacy regarding alternative energy content is still rather low.

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