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UPEJ : Unnes Physics Education Journal
Published by Universitas Negeri Semarang
ISSN : -     EISSN : 25032313     DOI : https://doi.org/10.15294/upej
Core Subject : Science,
Physics
Unnes Physics Education Journal aims to publish results of empirical studies, theoretical studies, and conceptual analysis in the fields of education phylosophy and theory, physics education, development of physics learning instruments, physics learning media, experiments activity development in the physics learning, and physics learning evaluation.
Arjuna Subject : Fisika dan Astronomi - Fisika dan Astronomi (Lain-Lain)
Articles 72 Documents
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Instrumen Diagnostik dalam Pembelajaran Fisika: Tinjauan Literatur Sistematis berbasis Scopus Menggunakan Kerangka PRISMA (2010-2025) Gilang Ramadhan; Supahar; Heru Kuswanto
Unnes Physics Education Journal Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v14i3.38319

Abstract

Research on diagnostic instruments in physics education has grown significantly in recent years; however, a comprehensive mapping of research trends, methodological characteristics, and research gaps based on international databases is still limited. Therefore, this study aims to analyze the development and application of diagnostic instruments in physics education in the range of 2010 to 2025 using publications indexed by Scopus. A total of 36 articles that met the criteria were analyzed following the PRISMA framework to identify trends, methodological characteristics, and research gaps. The findings show that four-tier diagnostic tests dominate this field (50%), followed by three-tier instruments (22%), reflecting a shift toward more comprehensive assessments that evaluate students’ answers, reasoning, and confidence levels simultaneously. Research topics mostly focus on mechanics, heat, and electricity, while modern physics and advanced concepts are still rarely explored. Most studies used analysis based on Classical Test Theory (91.6%) for validation, with limited adoption of Rasch modeling and Item Response Theory. Study participants were dominated by college students (50%) and high school students (44%), who showed minimal attention to vocational students and active teachers. Furthermore, paper-based formats still dominate despite increasing interest in digital and adaptive assessments. In conclusion, these findings provide a comprehensive overview of research trends in diagnostic instruments within physics education and highlight several research gaps that may inform the development of technology-based diagnostic assessments and the adoption of modern psychometric approaches in future studies.
Children Learning in Science, Direct Instruction, Virtual Laboratory Experiment, Phyphox, Literasi Sains, Digital Sulman; Suarti; Suharti
Unnes Physics Education Journal Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v14i3.43712

Abstract

This study aims to analyze the effectiveness of the Children Learning in Science (CLIS) model based on virtual laboratory experiments using the Phyphox application and the digital-based Direct Instruction model on students’ science literacy, as well as to compare the differences in effectiveness between the two. This study is a quasi-experimental study using a randomized pretest-posttest control group design. The study population included all seventh-grade students at MTsN 1 Makassar, with a sample of 64 students selected through multistage random sampling. Descriptive analysis results showed that the average science literacy score in the CLIS-Phyphox class was 62.23, while that of the digital-based Direct Instruction class was 53.15. The N-Gain test showed that the CLIS-Phyphox model fell into the “moderately effective” category (61.83%), while the digital-based Direct Instruction model fell into the “less effective” category (53.15%). Hypothesis testing using the Independent Sample T-Test yielded a Sig. (2-tailed) value of 0.026 (< 0.05), indicating a significant difference in effectiveness between the two models. It was concluded that the use of the CLIS model based on the Phyphox application is more effective in improving students’ science literacy compared to the digital-based Direct Instruction model.

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