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Jurnal Pendidikan Fisika Indonesia
Published by Universitas Negeri Semarang
ISSN : -     EISSN : 23553812     DOI : https://doi.org/10.15294/jpfi
Core Subject : Education,
Education
Jurnal Pendidikan Fisika Indonesia is a peer-reviewed journal published twice a year by Department of Physics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang. Jurnal Pendidikan Fisika Indonesia is an integrated forum for communicating scientific advances in the field of physics and education physics. The journal reports significant new findings related to physics and education physics, including: learning media development, learning methods development, learning methods implementation and several application of physics.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 9 Documents
 1 
Search results for , issue "Vol. 21 No. 1 (2025)" : 9 Documents clear
Tracker Software Assisted Guided Inquiry Learning Model to Improve High School Students' Graphical Representation Ability Aprilia, Ananda; Wijayanti, Pipit; Wilujeng, Insih; Aryono, Ichwan; Dwandaru, Wipsar
Jurnal Pendidikan Fisika Indonesia Vol. 21 No. 1 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v21i1.3364

Abstract

This research aimed to improve students' graphical representation using the guided inquiry learning model assisted by the Tracker software. The method used in this research was a pre-experimental study with a one-group pretest-posttest design. The data collection techniques used were observation, interview, and tests. The sample for this research was students of science class X at Public Senior High School. The analysis techniques were carried out using Wilcoxon and N-Gain test calculations. The results of the research showed that the Wilcoxon test produced a significance, which means that there were differences in the guided inquiry learning model assisted by Tracker software to improve the graphical representation abilities of high school students on the Work and Energy topic. The N-Gain test indicated that more than half of the students achieved a high category, while only a small number obtained the low category. Moreover, the N-Gain results for the two-question item indicators showed that most students were in the medium and high categories. Thus, students' graphical representation abilities can be improved using the guided inquiry learning model assisted by the Tracker software.
Perceptions of Students Towards The Scientist-Teacher-Student Partnership (STSP) in Medical Physics Subjects Efwinda, Shelly; Nuryadin, Atin; Sulaeman, Nurul Fitriyah; Dzulfikar, Ahmad Zaki; Syafi’i, Ahmad
Jurnal Pendidikan Fisika Indonesia Vol. 21 No. 1 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v21i1.3588

Abstract

Medical Physics is a branch of physics application that is developing very rapidly. Therefore, the contextualization of Medical Physics is crucial for future physics teachers. This research aims to implement Student-Teacher-Scientist Partnerships (STSP) in Medical Physics and explore students' perceptions of the learning experience through this program. STSP in this research involved prospective physics teachers as students, lecturers in medical physics courses as teachers, and medical physicists as scientists. The benefits of this research are to provide a learning experience of medical physics directly from experts (medical physicists) as a provision for prospective physics teachers to strengthen their knowledge of medical physics content and how to teach it, and to be a recommendation for learning strategies that support contextual physics learning. Implementing STSP in medical physics courses includes planning, implementation, and evaluation activities for one semester of lectures; lectures by the foremost scientists were held in 7 meetings (1 meeting = 2 x 60 minutes). The planning stage includes activities to equalize perceptions between scientists and related lecturers. The course was primarily student-centred, with case study discussions conducted online via Zoom meetings. The scientists were located in East Java Province, Indonesia, while the teachers and students were in East Kalimantan Province, Indonesia. The evaluation stage was carried out by exploring students' perceptions of the program implementation, the results of which can later be used as a reference for the continuation of the program implementation. Results indicated that STSP activities facilitated easier comprehension of medical physics, increased interest in further study, and highlighted connections between course topics and secondary school curriculum.   
The Profile of Alternative Electrical Energy Literacy (AEEL) among High School Students in West Java and East Java Irsalina, Fian Rifqi; Amelia, Riski; Suhandi, Andi; Wibowo, Firmanul Catur
Jurnal Pendidikan Fisika Indonesia Vol. 21 No. 1 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v21i1.8381

Abstract

This study aims to describe the profile of alternative electrical energy literacy (AEEL) among West Java and East Java high school students, covering cognitive, affective, and behavioral aspects. The research procedure employed a descriptive survey method with a random sample of 237 students, consisting of 130 students from East Java and 107 students from West Java. The instruments used included a knowledge test and a questionnaire on attitudes and behaviors related to alternative electricity energy. The results show that students' affective and behavioral abilities are above average, while their cognitive skills remain below average, with significant differences between the two provinces. Students in West Java understand alternative electricity energy concepts better than students in East Java. Based on these findings, this study is a foundation for schools and policymakers to develop a curriculum focused on alternative electrical energy literacy, aiming to enhance students' understanding of renewable energy sources and prepare the younger generation to face future energy challenges.
A Differentiated Instruction-Oriented Physics e-Module: Development and Its Impact on Conceptual Understanding Lubis, Rajo Hasim; Br Manurung, Siska Yulianti; Tampubolon , Togi; Wahyuni , Ida; Panggabean, Deo Demonta; Sinaga , Johana Theresia
Jurnal Pendidikan Fisika Indonesia Vol. 21 No. 1 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v21i1.9495

Abstract

Based on observations conducted at a senior high school in Medan, the previously utilized e-module proved to be underexploited, primarily due to its limited format, comprising static text, images, and video links, which failed to accommodate the varied learning preferences of students. This misalignment contributed to low impact on learning outcomes, particularly in Work and Energy. The present study sought to design a differentiated-instruction-based e-module that is pedagogically valid, practically feasible, and demonstrably effective in fostering conceptual understanding. Employing a Research and Development (R&D) framework grounded in the 4-D model (Define, Design, Develop, Disseminate), data were gathered through expert validation instruments, response questionnaires, and achievement tests. Subject matter experts rated the module highly valid, while media specialists deemed it moderately valid. Teacher feedback and field trials affirmed its practical applicability. N-gain analysis of pretest–posttest results indicated substantial learning gains. The findings underscore the module’s efficacy and pedagogical value in delivering structured, engaging, and accessible instruction.
Transforming Physics Education in Boarding Schools: Development of STEM-Q-Based E-Modules to Improve Science Literacy Prihatiningtyas, Suci; Shofiyah, Noly; Yunus, Sitti Rahma; Ma’arif, Iin Baroroh; Putra, Ino Angga; Haryono, Heny Ekawati
Jurnal Pendidikan Fisika Indonesia Vol. 21 No. 1 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v21i1.14228

Abstract

Digital transformation in education is a key effort by the Indonesian government to enhance the quality of national education. This study aims to develop and implement a STEM-Q (Science, Technology, Engineering, Mathematics, and Qur'an) e-Module as an innovative solution to improve science literacy in Islamic boarding schools (pesantren) The e-Module integrates scientific concepts with Qur'anic values, providing students with a contextual and relevant learning experience. The research employs a Research and Development (R&D) approach with the 4D model (Define, Design, Develop, Disseminate). Data analysis techniques involve media validity/feasibility tests using quantitative (Likert scale) and qualitative analyses based on expert assessments, calculated by percentage. A practicality test was conducted through student response questionnaires, which were analyzed with quantitative descriptive methods to evaluate material, benefits, and media suitability. An implementation test with a one-group pretest-posttest design was analyzed using descriptive statistics and the N-Gain test. Evaluation procedures include expert validation, practicality testing, and analysis of science literacy outcomes using pretest and posttest data. Expert validation results indicate that the e-module is highly quality regarding content, usefulness, ease of use, and media suitability. Practicality tests show positive reception in the field, varying scores across participating schools. Data analysis showed a significant increase in students' science literacy after applying the electronic module, with an N-Gain value in the medium category. Developing and implementing the STEM-Q e-module effectively enhances science literacy in pesantren-based schools.
Teacher Support Adaptivity in Physics Classroom for Gifted Students Ayık, Zekai; Gül, Muhammet Davut
Jurnal Pendidikan Fisika Indonesia Vol. 21 No. 1 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v21i1.14437

Abstract

Gifted students have varying learning characteristics and learning needs. In this respect, adapted support to their skills and learning characteristics during academic activities plays a key role in engaging in learning activities and achieving learning goals. Accordingly, this study focuses on teachers' support of adaptivity competencies during microteaching from the perspective of both gifted and nongifted students. To this end, a descriptive comparative method was adopted, and gifted (n=124) and non-gifted (n=205) students joined the study. An adapted version of the Questionnaire on Teachers’ Support Adaptivity was employed for collecting data. Data were quantitatively analysed including MANOVA and ANOVA. The results revealed that both groups perceived the support they received from teachers as slightly above and below average, meaning that teachers were not competent. In deep analysis, results indicated a significant difference between the two groups, but no difference between girls and boys. That is, gifted students are more disadvantaged than nongifted students since their teachers lack strategies in adapting their support to meet the different academic needs of their students. This study recommends that teachers need pre-service or in-service training to offer quality and appropriate support for gifted students, which is crucial in achieving learning goals.                                                                                                 
Rasch Model Application: Identification of Students’ Conceptual Understanding of Static Fluid Khusaini, Khusaini; Azizah, Nur; Suwasono, Purbo; Yogihati, Chusnana Insjaf; Andriani, Aries Dewi
Jurnal Pendidikan Fisika Indonesia Vol. 21 No. 1 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v21i1.15023

Abstract

This research aimed to determine the level of student conceptual understanding of Static Fluid material using the Rasch Model. The study used a cross-sectional survey with a quantitative descriptive approach. The sample was invited using simple random sampling of as many as 50 students of class XI Science in Malang Regency. The research used 15 multiple-choice questions on the conceptual understanding of static fluids. Research data analysis used the Rasch Model, assisted by Ministep software version 4.8.2.0. Based on the results of data analysis, it was concluded that the average distribution of the ability to understand static fluid concepts was above the standard average difficulty of the questions. This is indicated by 34 out of 50 students falling into the high and medium ability categories, meaning that students' conceptual understanding of static fluid material is quite good. The results of this research also found that students' conceptual understanding in the sub-chapter of Archimedes' principle was relatively low, as evidenced by 13 students answering correctly the question of conceptual understanding in this sub-chapter. Meanwhile, students' conceptual understanding of the hydrostatic pressure sub-chapter is relatively high, as indicated by 47 students answering correctly the question of conceptual understanding in this sub-chapter. This research is beneficial in providing a clear picture of students' conceptual understanding of static fluid material, highlighting areas where students still face difficulties. Teachers can use this information to design appropriate teaching strategies. Additionally, applying the Rasch model in evaluating conceptual understanding can enrich the literature in physics education.
Comparing The Acceleration Due to Gravity using Traditional Method Versus Tracker Video Analysis: Experiments in A Simple Pendulum Pacala, Frank Angelo; Mendaño, Rezy
Jurnal Pendidikan Fisika Indonesia Vol. 21 No. 1 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v21i1.16717

Abstract

This study used a simple pendulum to compare the accuracy and precision of the traditional method and Tracker video analysis in determining the acceleration due to gravity (g). The experiment involved two groups of participants: science teachers in the Philippines, who used the traditional method, and high school students in Uzbekistan, who employed video analysis. Both groups conducted multiple trials by measuring the period of the swinging pendulum. Data were collected by manually recording the pendulum’s motion with a stopwatch or through video analysis software, and the resulting periods were used to calculate g. The data were analyzed by comparing the measured values of g from both methods and assessing the precision and accuracy of each. The results indicated that the traditional method provided more accurate g measurements than the video analysis method, though both methods yielded results close to the accepted average value of 9.81 ms−2. The study suggests that both methods are feasible, but user experience and familiarity with the tools significantly impact the results.
Revolutionizing Ripple Tank Experiments: Innovative Tools to Enhance the Wave Phenomena and Characteristics Learning Md Hairi, Muhammad Fauzi; Yap Wing Fen; Khairul Adib Yusof; Ismail, Muhammad Faiz Iqbal; Samuri, Muhammad Nazreen; Kamarudin, Nurzatulshima; Khusaini, Khusaini
Jurnal Pendidikan Fisika Indonesia Vol. 21 No. 1 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v21i1.22203

Abstract

The ripple tank is one of the important experimental tools for teachers and students in the teaching and learning of wave physics. It is necessary for teachers to demonstrate various phenomena related to water waves for better students' understanding. However, it is often less ideal to carry out the experiment using a conventional setup outside the laboratory setting due to its lack of portability. This study develops a portable ripple tank to enhance the teaching experience in wave phenomena and characteristics. Traditional ripple tanks face limitations in terms of size, portability, and observation clarity, prompting the need for innovation. The proposed portable ripple tank addresses these challenges by integrating low-cost materials and electronic components to improve accessibility and functionality. This study aimed to design and evaluate a portable ripple tank integrated with digital components to enhance classroom usability and learning outcomes. Through the adoption of the ADDIE instructional design model, the study systematically analyzes the needs of 20 physics teachers through semi-structured interviews and direct observations, which enables the key issues with existing ripple tanks in school laboratories to be identified. Subsequently, the portable ripple tank was designed and developed, incorporating features such as a digital stroboscope and an alternative power supply for enhanced usability. In the implementation, five-wave experiments were conducted using the tool to evaluate its effectiveness in teaching key wave concepts such as reflection, refraction, diffraction, and interference. In evaluation phases, the effectiveness of the portable ripple tank is assessed by three expert teachers, who assess the tool’s usability and effectiveness in classroom settings, confirming its practicality, affordability, and impact on students’ understanding. This research contributes to the advancement of wave physics education by providing educators with a versatile and user-friendly experimental tool, enabling students to visualize and understand complex wave concepts with ease.

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