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Jurnal Penelitian Pembelajaran Fisika
Published by Universitas PGRI Semarang
ISSN : -     EISSN : 2549886X     DOI : 10.26877
Core Subject : Science, Education,
Education Physics
Jurnal Penelitian Pembelajaran Fisika (JP2F), with a registered number ISSN 2086-2407 (Print), ISSN 2549-886X (online) is a scientific journal published by the Physics Education Study Program Universitas PGRI Semarang. The purpose of the publication of this journal is to disseminate conceptual thoughts or ideas and learning Physics research results that have been achieved, both at school and in college.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 41 Documents
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Increasing Scientific Literacy using a Guided Inquiry Approach assisted by PhET Simulations in Wave Material Marwanti, Kissi; Marina, Dewi; Astra, I Made
Jurnal Penelitian Pembelajaran Fisika Vol. 15 No. 4 (2024): OCTOBER 2024
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v15i4.715

Abstract

This research was conducted to assess the growth of students' scientific literacy skills using the Guided Inquiry learning model assisted by PhET Simulation on Wave material. The method used in this research is Penelitian Tindakan Kelas (PTK) or Action Research with the research subjects were 39 students of SMA Negeri 6 Kabupaten Tangerang class XI MIPA 3. This research design consists of three cycles with each cycle consisting of four stages: planning (plan), implementation (action), observation (observe), and reflection (reflect). The results of the research show that the application of the Guided Inquiry learning model assisted by PhET Simulation can improve students' scientific literacy abilities with the average percentage value of scientific literacy abilities in the "good" category, this can be seen in the greatest increase that occurred in cycle III, which was found The average percentage increase in the science content indicator was 68.7%, the science context indicator was 63.7%, and the science process indicator was 65.5%. From the results of observations from this research, it can be seen that through the Guided Inquiry learning model assisted by PhET Simulation, students are more active in the learning process.
Improving Critical Thinking Skills Using the Guided Inquiry Learning Model Assisted by Interactive Modules on Elasticity Material Nursabrina, Fakhira; Hasanah, Halimah Al; Astra, I Made
Jurnal Penelitian Pembelajaran Fisika Vol. 15 No. 4 (2024): OCTOBER 2024
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v15i4.716

Abstract

This research aims to evaluate the effectiveness of the guided inquiry learning model with the help of interactive modules in improving students' critical thinking skills on elasticity material. This research was conducted involving 39 students of class XI MIPA 5 at a high school in Tangerang Regency. The research model used is Classroom Action Research Action Research using the Kemmis & McTaggart model . The research results showed a significant increase in the critical thinking abilities of students who used the guided inquiry learning model with interactive modules with results obtained in interpretation of 88%, analysis of 63%, evaluation of 93%, and inference of 89%. So it can be concluded that improving critical thinking skills using the guided inquiry learning model assisted by interactive modules on elasticity material results in an increase in the high category.
Improving Critical Thinking using a Guided Inquiry Approach assisted by PhET Simulations in Wave Material Marina, Dewi; Marwanti, Kissi; Astra, I Made
Jurnal Penelitian Pembelajaran Fisika Vol. 15 No. 4 (2024): OCTOBER 2024
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v15i4.717

Abstract

This research shows that using guided inquiry with PhET simulations significantly improves students' critical thinking skills. In this study, Classroom Action Research (Penelitian Tndakan Kelas) method was used with the participation of 39 students of Class XI IPA 3 SMAN 6 Tangerang Regency. Data collection spanned three learning cycles comprising planning, action implementation, observation, and reflection. outcomes consistently showed progress across cycles, with the average score on critical thinking tests rising from 65 pre-intervention to 80 by the third cycle. Moreover, the percentage of students achieving a "Very Good" rating increased significantly from 10% to 20% in cycle III. Observations highlighted heightened student engagement and underscored the pivotal roles of teacher and peer feedback in advancing critical thinking skills. Consequently, the guided inquiry method complemented by PhET simulations effectively cultivated a vibrant and efficacious learning atmosphere that fostered students' critical thinking capabilities.
The Influence of ISLE-based STEM Physics Learning on Students' Understanding of Physics Concepts Sari, Novianti Puspita; Gaa, Fatimah; Sene, Marieta Tiara; Liu, An Nisaa Al Mu'min
Jurnal Penelitian Pembelajaran Fisika Vol. 15 No. 4 (2024): OCTOBER 2024
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v15i4.854

Abstract

This research aims to provide an overview and determine the influence of ISLE (Investigative Science Learning Environment) based STEM (Science Technology Engineering and Mathematics) physics learning on students' understanding of physics concepts. This research is a quantitative descriptive study using the one group pretest-posttest method. The population in this study were students of class XI Science at MAN Ende for the 2024/2025 academic year and the sample was students of class. Sampling in this research used purposive sampling technique. The data collection method consists of administering tests and LKPD. The data obtained from the research sample was in the form of test scores on students' understanding of physics concepts on global warming materials. Normality test and t-test are the data analysis techniques used. From the results of data analysis, it is known that ISLE based STEM physics learning has an effect on students' ability to understand physics concepts according to the One-Sample Test carried out with sig. (One-Sided p) is 0.001 < 0.05. Students' ability to understand physics concepts increased after implementing ISLE-based STEM physics learning with an average pretest score of 57.119 and an average posttest of 89.381 with the difference between the posttest and pretest scores being 32.252 points. While working on the LKPD students are more active in working with their team in solving problems and students are trained to understand the procedures for working on them. Apart from that, by implementing this learning, it can encourage students to hone their own thinking patterns so that they are able to explain the students' own understanding of physics concepts based on what they have observed and understood.
Analysis of Students' Questioning Skills During Discovery Learning: A Descriptive Study Based on The Revised Bloom's Taxonomy Framework Safitri, Salsya Diva; Liliawati, Winny; Suyana, Iyon
Jurnal Penelitian Pembelajaran Fisika Vol. 15 No. 4 (2024): OCTOBER 2024
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v15i4.874

Abstract

The problem in this study is the lack of questioning skills based on cognitive process dimensions and knowledge dimensions. This research aims to analyze questioning skills through students' written work using the revised Bloom's Taxonomy framework, specifically the cognitive process and knowledge dimensions. The participants were 32 students (15 males and 17 females) from class XI MIPA 3 at a high school in Bandung. This descriptive study employed documentation analysis using Google Forms for individual questions and worksheets for group questions. The results depict students' cognitive processes at the levels of remembering, understanding, applying, analyzing, evaluating, and creating as 18.25%, 47.44%, 9.49%, 18.25%, 2.92%, and 3.65%, respectively. In terms of knowledge dimensions, the percentages for factual, conceptual, procedural, and metacognitive knowledge were 24.82%, 72.99%, 2.19%, and 0%, respectively. It can be concluded that questioning based on cognitive processes is distributed across all levels from remembering to creating, while questions based on knowledge dimensions are predominantly conceptual.
The Effectiveness of the Games Based Learning Model Using LUAK Game Media (Physics Kid’s Ludo) on Understanding Concepts in the Material on Climate Change and Global Warming Gunawan, Selma Dwi Utami; Karim, Saeful; Aviyanti, Lina
Jurnal Penelitian Pembelajaran Fisika Vol. 15 No. 4 (2024): OCTOBER 2024
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v15i4.884

Abstract

This study aims to improve students' conceptual understanding by implementing a game based learning model using the LUAK (Ludonya Anak Fisika) game media on climate change and global warming material. Concept understanding data were collected through a test using a pre-experimental method with a One Group Pretest-Posttest design involving one class in class X with a total of 36 students, but the researcher only used 32 students because 4 students had other roles to help researchers in conducting treatment in class. Then the data analysis techniques used were N-Gain analysis and effect size analysis. Hypothesis testing used normality test, homogeneity test, and Wilcoxon test (non-parametric test). The results showed that the class that applied the game based learning model using the LUAK (Ludonya Anak Fisika) game media had an N-Gain value of understanding ability of <g> = 0.54 which was included in the moderate category. Meanwhile, the calculation result of Effect Size of understanding ability with a value of 2.22 which is included in the very high category. Thus, the application of game based learning model is considered effective for understanding ability in climate change and global warming material. Additionally, students provided positive feedback after using this game-based learning model.
Improving Students' Problem Solving Skills in Learning Problem Based Learning Integrated with Predict, Observe, Explain Model on Global Warming Material Ismiandini, Rifa; Karim, Saeful; Saepuzaman, Duden
Jurnal Penelitian Pembelajaran Fisika Vol. 15 No. 4 (2024): OCTOBER 2024
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v15i4.928

Abstract

In the following study, the aim is to analyze the improvement of students' problem solving skills in learning activities with problem-based learning models integrated with predict, observe, explain models, especially for global warming material. The study was conducted using quantitative methods with 33 participants of class X students at one of the SMAN Cimahi City which was determined based on convenience sampling technique. The data collected in the following study was conducted through a problem solving skills test instrument in the form of pretest and posttest questions. To analyze the data obtained, using N-Gain testing on the data from the pretest and posttest scores. The results showed that each aspect of problem solving skills experienced a moderate increase. In addition, the acquisition of hypothesis testing proves that there is a difference in the application of the PBL-POE model in improving students' problem solving skills.
Implementation of a STEM-Based Project-Based Learning Model to Improve Students' Science Process Skills on Alternative Energy Material Batrisyia, Saskia Quraruaini; Suwarna, Irma Rahma; Liliawati, Winny
Jurnal Penelitian Pembelajaran Fisika Vol. 15 No. 4 (2024): OCTOBER 2024
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v15i4.955

Abstract

Science process skills are skills that students must have in learning Physics because students are required to be able to apply scientific methods and knowledge and develop the knowledge skills they already have, so that science process skills are needed by students to face the real world which is dominated by technology and science. The purpose of this study is to ascertain how students' science process abilities in studying physics are affected by a STEM (science, technology, engineering, and mathematics) project-based learning approach. The study's sample was selected through the use of purposeful sampling. The sample consisted of thirty-four X grade students from a public high school in Bandung City. Formative pretest-posttest testing was used in this study as part of a quantitative pre-experiment methodology. Twelve multiple-choice questions were utilized in a formative evaluation of the abilities of the science process to collect research data. The results revealed that the moderate group had an N-Gain score of 0.61. A high category for observing and classifying indicators and a medium category for forecasting, measuring, drawing conclusions, and presenting indicators are used to categorize the improvement in science process skills indicators. Thus, the STEM-based learning model can improve students' science process skills.
Development of E-Modules Assisted By Augmented Reality on Alternative Energy Material Izdihar, Diva; Liliawati, Winny; Danawan, Agus; Sasmita, Dedi
Jurnal Penelitian Pembelajaran Fisika Vol. 15 No. 4 (2024): OCTOBER 2024
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v15i4.961

Abstract

The ability to interpret, use, and create visual media to improve processes, decision-making, communication, and learning is known as visual literacy. Learning that trains visual literacy is needed to prepare students' abilities in the future. The purpose of this research is to develop and identify the feasibility of Augmented Reality-assisted E-Module on alternative energy materials in training literacy. The research method used is Research and Development (R&D) with the ADDIE development model. This research only carried out three stages of the ADDIE development model, namely: Analysis, Design, and Development. To identify the feasibility of the E-Module, validation and testing are carried out. Validation was carried out by 3 physics lecturers and 2 physics teachers with a result of 91% (very feasible category). Then in the rumpang test, it showed a readability level of 96.2% (independent category). So it can be concluded that the E-Module is easy to understand and can be used independently by each student.
Effectiveness of STEAM Differentiated Learning in Physics Learning of Measurement Concepts to Embody the Pancasila Student Profile Dimensions of Critical Reasoning Rosady Putri, Belinda Chintya; Hayat, Muhammad Syaipul; Khoiri, Nur
Jurnal Penelitian Pembelajaran Fisika Vol. 16 No. 1 (2025): JANUARY 2025
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v16i1.1087

Abstract

This study aims to evaluate the effectiveness of differentiated STEAM learning in physics learning that focuses on the measurement aspect. The application of this learning model is directed to realize the Pancasila profile of students in the critical reasoning dimension. The research method used was a quasi-experimental with a pretest-posttest control group design, namely the experimental class was given an intervention with a differentiated STEAM approach, while the control class was given conventional learning. Based on the results of the N-gain score test calculation, the average N-gain score of the experimental class (differentiated STEAM learning approach) is 63.51%, which is included in the fairly effective category. With a minimum N-Gain value of 22.22% and a maximum of 90%. While the average N-Gain score of the control class (conventional learning) of 55.77% is included in the less effective category, with a minimum N-gain score of -12.50% and a maximum of 100%. So it can be concluded that the use of the differentiated STEAM learning approach is quite effective in instilling the Pancasila student profile in the critical reasoning dimension.

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