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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 69 Documents
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Development of an Earth Nullschool-Assisted Learning E-Module on Climate Change Topic Puan Cahyani Gusmer; Tugiyo Aminoto; Erlida Amnie
Jurnal Penelitian Pembelajaran Fisika Vol. 17 No. 1 (2026): JANUARY 2026
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v17i1.3133

Abstract

Climate change is a global issue requiring a strong scientific understanding, particularly of atmospheric dynamics and the factors driving rising global temperatures. However, physics learning on this topic remains dominated by theoretical approaches, limiting students’ opportunities to analyze real-time data. This study aims to develop an Earth Nullschool-assisted learning e-module on climate change materials as an interactive, contextual digital learning medium that supports 21st-century skill enhancement. This research employed a research and development (R&D) method using the 4D development model, comprising define, design, develop, and disseminate stages. The study was limited to the development stage, as the main objective was to produce a valid and feasible model. The research subjects were grade X students of SMAN 10 Kota Jambi, selected using random sampling. The instruments included validation questionnaires from material, media, and pedagogical experts, as well as student response questionnaires. Quantitative data were analyzed using a Likert scale, while qualitative analysis was obtained from comments, critiques, and suggestions from validators and teachers. The results show that the e-module received a “very feasible” rating from the three experts and a positive response from the teacher and students. Thus, the Earth Nullschool- assisted e-module meets feasibility criteria as learning medium for climate change topic.
Profile of Students’ Critical Thinking Skills in the Sub-Concept of Environmentally Friendly Technology in the Energy Sector Evi Heri Kustanti; Nur Khoiri; Joko Siswanto
Jurnal Penelitian Pembelajaran Fisika Vol. 17 No. 1 (2026): JANUARY 2026
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v17i1.3150

Abstract

This research aims to determine the critical thinking skills of class IX students of SMP Negeri 2 Selopampang, Temanggung Regency on the sub-concept of environmentally friendly technology in the energy sector. Sampling for this research used a convenience sampling technique where the sample was chosen freely according to the wishes of the researcher. The research subjects were 24 students in class IX C of SMP Negeri 2 Selopampang for the 2022/2023 academic year. The instrument used in the form of a written test refers to the critical thinking indicators developed by Ennis. The indicators of critical thinking skills measured are: 1) providing a simple explanation (elementary clarification); 2) build basic skills (basic support); 3) drawing conclusions (inference); and 4) provide further explanation (advanced clarification); and 5) organize strategies and tactics (strategies and tactics). The results of the research show that the overall profile of students' critical thinking skills in the environmentally friendly technology sub-concept in the energy sector is in the low category. The implications of this research can provide information about critical thinking skills.
Validity of MABESTA: A 3D Visualization-Based Interactive Learning Media for Junior High School Students Mochammad Ricky Rifa'i; Wachju Subchan; Trapsilo Prihandono
Jurnal Penelitian Pembelajaran Fisika Vol. 17 No. 1 (2026): JANUARY 2026
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v17i1.3210

Abstract

The development of information and communication technology encourages educational innovation, especially science learning in junior high schools which is still dominated by lecture methods and conventional media, which causes low student activity and learning outcomes in the material of the earth and the solar system. Interactive learning media "MABESTA" based on 3D visualization is proposed as a solution to this problem. The purpose of this study is to analyze the level of validity of interactive learning media "MABESTA" based on 3D visualization. The research method used is the development research method with the ASSURE model which includes 6 stages, namely analyzing students, setting goals, selecting methods, media, and materials, utilizing media and materials, asking for student participation, and evaluating and revising. The subjects of this research and development are validators and audiences. The objects of this study are grade VII students of SMP Islam Kunir and SMP Islam Tempeh. Data analysis techniques used are quantitative descriptive analysis and qualitative descriptive analysis. The results of the study indicate that interactive learning media "MABESTA" based on 3D visualization is suitable for use in learning solar system material based on the final results of expert validators of 92%, practitioners of 91%, and student response tests of 97%. This means that in terms of the suitability of the content, appearance, presentation, and language used, this media is very valid and very interesting, so that it can be used as a supporting media in understanding material about the earth and the solar system.
Development of Case-Based Learning Modules on Wave Topics to Improve Students' Cognitive Abilities Nihayatu Zein; Dwi Nanto; Kinkin Suartini
Jurnal Penelitian Pembelajaran Fisika Vol. 17 No. 1 (2026): JANUARY 2026
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v17i1.3283

Abstract

Students' cognitive abilities in physics learning, particularly on wave topics, still need to be improved through more contextual and innovative instructional materials. Therefore, this research aims to develop a physics learning module on wave material in accordance with Case-Based Learning (CBL). In addition, it also examines its feasibility, experience and effectiveness in improving students' cognitive abilities. This research uses the Research and Development (R&D) method using 3D models, limited to the definition, design, and development stage where 12th grade students are the subject of learning. The feasibility of the developed modules was evaluated using the Learning Object Review Instrument (LORI), while the practicality was assessed through the User Experience Questionnaire (UEQ). The effectiveness of the module was measured using N-Gain analysis based on pretest and posttest results. The results show that the developed CBL-based modules are categorized as very feasible and provide a positive user experience. In addition, the N-Gain analysis showed an improvement in the cognitive abilities of the learners, with most of the learners achieving scores in the medium category. These findings suggest that CBL-based physics learning modules on wave materials are quite effective and suitable for use as an alternative instructional resource to improve the quality of physics learning in high school.
Development of a Renewable Energy Model Based on Discovery Learning to Improve Students’ Critical Thinking Skills Syifa Fauzia; Erina Hertanti; Fuji Hernawati Kusumah
Jurnal Penelitian Pembelajaran Fisika Vol. 17 No. 1 (2026): JANUARY 2026
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v17i1.3336

Abstract

The low critical thinking skills of students in renewable energy learning and the limited availability of teaching aids that integrate various renewable energy sources are the background of this research. This research aims to develop a renewable energy model based on discovery learning to improve students' critical thinking skills. This research uses a development research model consisting of four stages: preliminary research, prototyping stage, formative evaluation and summative evaluation. This research was conducted at MA Al-Khairiyah North Jakarta involving experts, teachers, and grade 10 students. The model integrates two renewable energy sources (solar and wind) in one system equipped with student worksheets based on discovery learning. Data were collected through expert validation questionnaires, student and teacher response questionnaires, and critical thinking ability tests. The results showed that the model met the criteria of feasibility, practicality, and effectiveness. Based on validation by media experts and subject matter experts, the model obtained percentage scores of 83.24% and 86%, respectively, with an average of 84.62%, included in the very feasible category. The practicality assessment showed a score of 93.75% from students and 87.5% from teachers, both categorized as very practical. The effectiveness aspect received a score of 90.6% from teachers, categorized as very effective. Students' critical thinking skills showed consistent improvement across all stages of the evaluation with n-gain values ​​ranging from 0.30 to 0.46, included in the moderate category. In conclusion, the renewable energy model based on discovery learning has proven effective in helping students understand the concept of renewable energy and improve their critical thinking skills through active learning experiences and observations.
The Implementation Of STEM-Based Learning to Enhance Students’ Creative Thinking Skills Salma Fauziyyah; Dwi Sulisworo
Jurnal Penelitian Pembelajaran Fisika Vol. 17 No. 2 (2026): In progress
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v17i2.2951

Abstract

Creative thinking skills are a crucial competency required in 21st century education, where innovation and problem solving abilities are increasingly emphasized. STEM based learning (Science, Technology, Engineering, and Mathematics) is considered a potential approach to develop these cognitive capacities; however, a comprehensive synthesis of empirical evidence is needed to validate its effectiveness in secondary school contexts. Therefore, this study aims to analyze the implementation of STEM based learning in enhancing students’ creative thinking skills. This study employs a systematic review approach by analyzing and synthesizing data from various quasi experimental studies that examine STEM learning interventions. The findings indicate that STEM based learning consistently leads to significant improvements in creative thinking skills, particularly in fluency and originality. Project based, inquiry based, and Ethno STEM models are identified as the most effective approaches compared to conventional learning. However, improvements in flexibility and elaboration tend to be more limited, influenced by factors such as implementation duration, teacher readiness, and insufficient scaffolding. Overall, the findings confirm that STEM based learning is an effective approach for fostering students’ creative thinking skills and provides practical implications for educators in designing more optimal instructional strategies to support comprehensive creativity development.
Profile of Students’ Misconception Levels on Newton’s Laws Using a Six-Tier Diagnostic Test Hafsah Huwaida Az Zahra Yahya; Fuji Hernawati Kusumah; Erina Hertanti
Jurnal Penelitian Pembelajaran Fisika Vol. 17 No. 2 (2026): In progress
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v17i2.3419

Abstract

Conceptual understanding is a fundamental foundation in physics learning; however, numerous studies have reported that students continue to hold misconceptions that are resistant to formal instruction. One topic that is particularly prone to misconceptions is Newton’s Laws, which serve as a basis for understanding more advanced physics concepts. This study aims to profile students’ levels of misconceptions on Newton’s Laws based on diagnostic results obtained using a six-tier diagnostic test. This research employed a quantitative descriptive approach with a survey design. The participants were 132 eleventh-grade students from SMAN 2 Cikampek, selected through purposive sampling. The instrument used was a six-tier diagnostic test covering three sub-concepts of Newton’s Laws and analyzed based on combinations of students’ answers, conceptual reasoning, confidence levels, and sources of reasoning. The results indicate that although the sound understanding category showed the highest percentage (43.99%), more than half of the students were still classified as having problematic understanding, particularly misconceptions and negative errors. Misconceptions were consistently identified across all three sub-concepts of Newton’s Laws with a cumulative pattern, where the highest level of misconception occurred in Newton’s Third Law, especially in understanding action–reaction force pairs. From the perspective of misconception sources, students’ misconceptions were predominantly derived from internal cognitive constructions based on intuition and everyday experiences. These findings emphasize that instruction on Newton’s Laws should focus on eliciting and reconstructing students’ prior conceptual understanding in an integrated manner, so that persistent misconceptions can be reduced and students’ conceptual understanding can be improved.
Integrating Problem-Based Learning into Science Education at the Secondary Level: Bibliometric Insights into Development and Future Research Lintang Auliya Kurdiati; Sabar Nurohman
Jurnal Penelitian Pembelajaran Fisika Vol. 17 No. 2 (2026): In progress
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v17i2.3443

Abstract

Low student engagement and learning outcomes in physics education are often caused by monotonous teaching methods, highlighting the need for a more innovative approach. This study aims to implement Game-Based Learning (GBL) assisted by Kahoot and examine its influence on student activity and learning outcomes in the physics topic of Substances and Their Changes. A quantitative approach with a Classroom Action Research design was employed, conducted in two cycles consisting of planning, implementation, observation, and reflection stages. The research subjects were 22 seventh-grade students. Data on learning activity were collected through observation sheets covering visual, oral, listening, writing, and mental activities, while learning outcome data were gathered through cognitive tests administered at pre-cycle, cycle I, and cycle II. Data were analyzed using descriptive analysis, paired sample t-test, Friedman test, and effect size calculations. The results showed that GBL significantly improved student learning activity across all indicators, and learning outcomes also increased significantly. Thus, Game-Based Learning assisted by Kahoot is proven effective in enhancing student activity and learning outcomes. These findings imply that a game-based learning approach can serve as a practical alternative for educators to create more interactive and student-centered physics instruction.
The Implementation of Game-Based Learning to Improve Student Engagement and Learning Outcomes in the Topic of Matter and Its Changes Putri Rahma; M. Hidayat; Erlida Amnie
Jurnal Penelitian Pembelajaran Fisika Vol. 17 No. 2 (2026): In progress
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v17i2.3499

Abstract

Low student engagement and learning outcomes in physics education are often caused by monotonous teaching methods, highlighting the need for a more innovative approach. This study aims to implement Game-Based Learning (GBL) assisted by Kahoot and examine its influence on student activity and learning outcomes in the physics topic of Substances and Their Changes. A quantitative approach with a Classroom Action Research design was employed, conducted in two cycles consisting of planning, implementation, observation, and reflection stages. The research subjects were 22 seventh-grade students. Data on learning activity were collected through observation sheets covering visual, oral, listening, writing, and mental activities, while learning outcome data were gathered through cognitive tests administered at pre-cycle, cycle I, and cycle II. Data were analyzed using descriptive analysis, paired sample t-test, Friedman test, and effect size calculations. The results showed that GBL significantly improved student learning activity across all indicators, and learning outcomes also increased significantly. Thus, Game-Based Learning assisted by Kahoot is proven effective in enhancing student activity and learning outcomes. These findings imply that a game-based learning approach can serve as a practical alternative for educators to create more interactive and student-centered physics instruction.

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