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Impulse: Journal of Research and Innovation in Physics Education
Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta
ISSN : 27981762     EISSN : 27981754     DOI : https://doi.org/10.14421/impulse
Core Subject : Science, Education, Social,
Education Physics Social Sciences Other
The journal focuses its scope on the issues of Physics education. We invite scientists, scholars, researchers, as well as professionals in the field of physics education to publish your researches in our Journal. The journal publishes high quality empirical and theoretical research covering all aspects of Physics education. Physics Education: Development and Implementation of Instructional, Media, Models, Methods and Strategies, Assessment in Physics Learning Curriculum design and content Physics and Islamic Education Ethnoscience in Physics Discourse on Physics/ Science and Islam Innovation in Physics Education Philosophy of Physics Education History of Physics Education Inclusivity and Diversity in Physics Education
Arjuna Subject : Fisika dan Astronomi - Fisika dan Astronomi (Lain-Lain)
Articles 66 Documents
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Pathways to Scientific Literacy: A Preliminary Study on Developing Physics E-Modules to Foster Students’ Critical Thinking Skills Saleh, Zulfadly; Malago, Jasruddin Daud; Abdullah, Helmi
Impulse: Journal of Research and Innovation in Physics Education Vol. 6 No. 1 (2026): Vol. 6 No. 1 (2026): Impulse: Journal of Research and Innovation in Physics Edu
Publisher : Pendidikan Fisika FITK UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/impulse.2026.61-01

Abstract

The integration of scientific literacy in physics learning is increasingly important to support students’ critical thinking skills, particularly in abstract topics such as renewable energy. However, the availability of instructional materials that align with curriculum demands and students’ characteristics remains limited. This study aims to conduct a comprehensive needs analysis as the initial stage in developing a scientific literacy-based physics e-module on renewable energy. The research employed a Research and Development (R&D) approach using the 4D model, focusing on the Define stage, which includes curriculum analysis, student analysis, concept analysis, and the formulation of instructional objectives. The study was conducted at SMAS Buqatun Mubaraqah, involving 25 tenth-grade students and one physics teacher. Data were collected through questionnaires, semi-structured interviews, and classroom observations, and analyzed using a descriptive mixed-methods approach. The results indicate a gap between curriculum expectations and existing instructional practices in supporting scientific literacy and critical thinking. Student analysis shows that visual (36%) and kinesthetic (32%) learning styles are dominant, while most students demonstrate moderate technology readiness (68%). In addition, concept analysis reveals that renewable energy topics involve abstract and dynamic processes that require visualization and interactive learning support. These findings provide a strong foundation for developing a scientific literacy-based physics e-module that aligns curriculum demands, student characteristics, and conceptual complexity to support meaningful learning and foster critical thinking skills.
Rasch Model Analysis of Senior High School Physics Test Items in an Academic Competition in North Sulawesi Tumanggor, Awal Mulia Rejeki; Mahulae, Parno Sumanro; Sekeon, Cristi Ascika; Silaban, Yohansen Frando Hadinata; Ahmad, Liza Septia; Pujianti, Isna
Impulse: Journal of Research and Innovation in Physics Education Vol. 6 No. 1 (2026): Vol. 6 No. 1 (2026): Impulse: Journal of Research and Innovation in Physics Edu
Publisher : Pendidikan Fisika FITK UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/impulse.2026.61-03

Abstract

Evaluating the quality of test items is crucial for accurately assessing student competence in academic competitions such as physics olympiads. This study aims to analyze the quality of physics olympiad test items used in the Temu Fisika 2024 competition for senior high school students across North Sulawesi. A total of 40 multiple-choice items from the preliminary round of the Temu Fisika 2024 physics olympiad were analyzed. The responses of 35 high school students who participated in the competition were examined using the Rasch model through the QUEST program. The analysis covered item fit, reliability (item and person), difficulty level, and distractor effectiveness as complementary CTT analysis. The results showed that 33 items (82.5%) fit the Rasch model, while seven items showed misfit. The Rasch reliability indices were good (Item Reliability = 0.82, Person Reliability = 0.84). The difficulty levels were appropriately distributed, with 50% of items categorized as moderate, 22.5% easy, 20% difficult, 2.5% very easy, and 5% very difficult. However, distractor analysis revealed a significant shortcoming: only 15% of items had all distractors functioning effectively. This study is the first Rasch analysis of the Temu Fisika olympiad, providing empirical evidence that while the test is generally reliable, specific improvements are needed. The findings highlight the importance of revising misfitting items and non-functional distractors to improve the discriminating power of the test, particularly among high-ability participants. This study also provides a practical reference for improving item development and validation processes in academic competitions.
A Physics-Based Analysis of Barrier Removal on the Yogyakarta Ring Road Using the LWR Traffic Flow Model Miyaqi, Iqlides Ahmad; Barokah, Najilul
Impulse: Journal of Research and Innovation in Physics Education Vol. 6 No. 1 (2026): Vol. 6 No. 1 (2026): Impulse: Journal of Research and Innovation in Physics Edu
Publisher : Pendidikan Fisika FITK UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/impulse.2026.61-04

Abstract

Road separators are used to divide traffic flow so that vehicle movement becomes orderly and minimizes the possibility of accidents. Recently, proposals to remove road separators have been discussed as a strategy to address traffic violations. However, the implications of such measures on traffic-flow characteristics remain unclear and require further investigation. Traffic flow on the Yogyakarta Ring Road is analyzed using a macroscopic traffic flow approach. This study is a simulation-based quantitative investigation that employs the LWR (Lighthill–Whitham–Richards) model to examine the influence of road width, vehicle speed, and traffic flux on traffic dynamics. The concept of fluid flow is used as a qualitative analogy to support the physical interpretation of traffic behavior. This study aims to assess the impact of removing separators on traffic flow characteristics. Literature review and numerical simulations implemented in the Spyder IDE were conducted to model traffic-flow patterns by varying lane width, vehicle speed, and traffic density parameters within the LWR framework. Through three traffic flow engineering simulations, Simulation results show that different vehicle categories exhibit distinct speed and traffic-flux characteristics under varying lane-width conditions. Simulation results indicate that the removal of separators may alter traffic-flow characteristics, leading to changes in vehicle speed and traffic flux that could reduce traffic-flow efficiency under the modeled conditions.
The Effect of the Predict-Discuss-Explain-Observe-Discuss-Explain (PDEODE) Learning Model on Students' Understanding of Physics Concepts in Temperature and Heat Material for Grade XI at SMAN 10 Bone Jamal, A. Noorshafira Safitri; Sudirman; Ikbal, Muh. Syihab; Tiara
Impulse: Journal of Research and Innovation in Physics Education Vol. 6 No. 1 (2026): Vol. 6 No. 1 (2026): Impulse: Journal of Research and Innovation in Physics Edu
Publisher : Pendidikan Fisika FITK UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/impulse.2026.61-02

Abstract

This research was motivated by the persistent gap in assessing students’ conceptual understanding, particularly on the topic of temperature and heat. Although the PDEODE learning model has been widely reported to improve learning outcomes, many previous studies have not examined indicators of conceptual understanding in depth or compared them comprehensively with conventional learning approaches. Therefore, this study aims to determine the differences in students’ understanding of physics concepts between those taught using the PDEODE model and those taught using conventional methods in grade XI at SMAN 10 Bone. This research employed a quasi-experimental design with a quantitative approach, specifically the Matching Only Posttest Control Group Design. The sample consisted of two classes selected through a two-step matching sampling technique, namely the experimental class and the control class. The research instrument was a multiple-choice test consisting of 20 validated items. Data were analyzed using both descriptive and inferential statistics, including normality tests, homogeneity tests, and hypothesis testing. The hypothesis test used was the Mann-Whitney test, which resulted in an Asymp Sig. (2-tailed) value of 0.049, indicating that the p-value is smaller than the significance level of 0.05. The findings revealed that the average conceptual understanding score of students in the experimental class was 68.12 (good category), while the control class scored 59.79 (moderate category). These results indicate that students taught using the PDEODE model demonstrated higher conceptual understanding. Therefore, it can be concluded that the PDEODE learning model positively influences students’ understanding of physics concepts.
Challenges in Teaching Physics in Inclusive Classrooms: Insights from Secondary Physics Teachers Atika, Iva Nandya; Wulandary, Verra; Vivialina, Adhelia Dwi
Impulse: Journal of Research and Innovation in Physics Education Vol. 6 No. 1 (2026): Vol. 6 No. 1 (2026): Impulse: Journal of Research and Innovation in Physics Edu
Publisher : Pendidikan Fisika FITK UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/impulse.2026.61-05

Abstract

The universal right to science education aims to provide equal opportunities for all students, including those with special educational needs (SEN). However, implementing inclusive practices in physics classrooms remains challenging due to the abstract and cognitively demanding nature of physics concepts. This study explores how inclusive physics teaching is implemented in secondary schools and examines the challenges faced by teachers in inclusive classroom settings. A qualitative phenomenological design was employed to explore the lived experiences of five secondary physics teachers from public and private inclusive schools in the Special Region of Yogyakarta, Indonesia. Data were collected through semi-structured interviews and analyzed thematically within a phenomenological framework to explore recurring meanings and experiences related to inclusive physics teaching. The findings reveal that inclusive physics teaching is implemented through three interconnected dimensions: conceptual accessibility, instructional flexibility, and assessment adaptation. Teachers support diverse learners by contextualizing abstract concepts, using multimodal and collaborative strategies, and applying flexible assessment practices. These approaches reflect alignment with the principles of Universal Design for Learning (UDL) and inclusive pedagogy. However, the implementation remains largely intuitive and context-dependent. The study also identifies significant challenges, including limited professional training, time constraints, insufficient instructional resources, lack of support personnel, and socio-cultural factors such as peer acceptance and parental involvement. Additional issues, such as classroom complexity and inconsistent student attendance, further affect teaching effectiveness. These findings highlight the need for stronger systemic support, including teacher professional development, accessible learning resources, and collaborative partnerships, to enhance inclusive physics teaching practices.
Needs Analysis of STEM-PBL E-Modules Integrating Papuan Local Wisdom to Support Critical Thinking and Creativity in Sound Wave Learning Aminnudin, Ergianto; Suharno; Sukarmin
Impulse: Journal of Research and Innovation in Physics Education Vol. 6 No. 1 (2026): Vol. 6 No. 1 (2026): Impulse: Journal of Research and Innovation in Physics Edu
Publisher : Pendidikan Fisika FITK UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/impulse.2026.61-06

Abstract

Physics learning in secondary schools still faces obstacles in developing students' critical thinking skills and creativity, especially due to the limitations of digital teaching materials that are contextual and integrated with local wisdom. This study aims to analyze the needs, implementation constraints, and perceptions of physics teachers towards the development of STEM-PBL e-modules based on Papuan local wisdom on sound wave materials. This study is a needs analysis study at the Analyze stage in the ADDIE model with a mixed method approach through a descriptive survey. The subjects of the study were 11 high school physics teachers in Merauke Regency who were selected purposively. Data were collected through Likert scale questionnaires and interviews, then analyzed quantitatively-descriptively and qualitative-thematic. The results of the study showed that as many as 81.82% of teachers were interested in developing modules containing local wisdom, 84.09% had used experimental methods, and 75.00% had implemented PBL. However, there is a gap between interest and implementation capacity, where 63.64% of teachers have difficulty developing modules with local wisdom, only 52.27% apply STEM-PBL in an integrated manner, and the integration of local wisdom is still partial even though 93.18% of teachers consider sound wave material as an essential topic. Based on the teacher's perspective, the need for STEM-PBL e-modules based on Papuan local wisdom arises from the gap between the learning practices that have taken place and the demands of integrated contextual learning implementation. These findings show the need to develop e-modules that provide systematic STEM-PBL integration, relevant Papuan cultural contexts, and pedagogical guidance that can support teachers in implementing sound wave learning in a more structured and meaningful way.

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