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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 17 Documents
 1   2 
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.
Resolution of Light Transmission via Arduino-Based STEM Education Material Erol, Mustafa; Demir, Yasemen
Jurnal Pendidikan Fisika Indonesia Vol. 20 No. 2 (2024)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v20i2.17564

Abstract

This study reports a basic experimental procedure to measure light transmission through some transparent materials through Arduino microprocessors. The basic experimental material is made up of materials used daily by elementary students, and the procedure is very simple and can surely be employed for teaching activities as STEM education material. The STEM material particularly focuses on transmission rates as a function of the thickness of the material. The absorption rates are experimentally measured using a specially designed box with two separated parts with a small window and an Arduino Uno microprocessor connected to an appropriate light detector structured as STEM education material. The experimental resolutions are managed for two materials, namely blue acetate and red acetate, with different thicknesses. The absorption coefficients are found to be 2.89 mm-1 for blue acetate and 1.54 mm-1 for red acetate. This work offers inexpensive teaching material that can create an education environment where students can feel dynamic and encompass the acquisitions of Science, Technology, Engineering, and Mathematics.
Development of Problem-Based Learning with A Variety of Media to Improve Problem-Solving Skills in Mechanical Wave Material Odja, Abdul Haris; Dikum, Jepri; Payu, Citron Supu; Supartin, Supartin; Fadly, Wirawan
Jurnal Pendidikan Fisika Indonesia Vol. 20 No. 2 (2024)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v20i2.17573

Abstract

This research aims to produce learning tools that use a problem-based learning model with various media to improve valid, practical, and effective problem-solving skills. This research is a type of research and development (R&D). This research uses the ADDIE model, which stands for Analysis, Design, Development, Implementation, and Evaluation. The research results show that the learning tools are valid, practical, and effective and can be applied in the learning process. The learning tools' validation results are very valid and suitable for use. Practical learning tools with learning implementation results that reach very good criteria and the response given by teachers and students to positive learning tools. Effective learning tools are used to observe student activities, obtain good criteria, and test the results of problem-solving skills for data normality and normal distribution. The completeness of students' problem-solving ability scores is seen from the t-test results, which concludes the students' scores. Learning tools are very influential, as indicated by the value of the effect size test with high criteria. The results of problem-solving skills were increased by increasing the N-gain test in the medium category. Based on the research results, it can be concluded that the learning tools are valid, practical, and effective.
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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