cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
jpfi@mail.unnes.ac.id
Phone
-
Journal Mail Official
jpfi@mail.unnes.ac.id
Editorial Address
Sekaran, Kec. Gn. Pati, Kota Semarang, Jawa Tengah 50229
Location
Kota semarang,
Jawa tengah
INDONESIA
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 35 Documents
 1   2   3   4 
STEM Trends in Physics Education Research at The Secondary School Level In Indonesia: A Bibliometric Perspective (2010–2024) Barus, Carolina Sri Athena; Ringo, Sariaman Siringo; Sitepu, Junita Elviani; Siallagan, Zen Ladestam
Jurnal Pendidikan Fisika Indonesia Vol. 21 No. 2 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v21i2.21496

Abstract

Science, Technology, Engineering, and Mathematics (STEM) education has attracted growing global attention, yet its development within physics learning in Indonesia remains unevenly mapped. This study conducts a bibliometric analysis of STEM-oriented physics education in Indonesian secondary schools (2010–2024). Articles were retrieved using Publish or Perish (Google Scholar), curated in Mendeley, and analyzed with VOSviewer. Fifty-four eligible journal articles were identified. The findings indicate that research on STEM-oriented physics learning expanded rapidly, peaking in 2020, and subsequently fluctuated at levels above those observed before 2018. East Java was identified as the most productive province in STEM education research related to physics learning. Furthermore, the University of Jember and the State University of Malang are the two most active institutions in publishing articles in this field. Based on keyword analysis, STEM research in physics learning predominantly focuses on the development of teaching materials, instructional models, learning outcomes, and physics subject content. Among the ten most-cited articles, four discuss STEM project-based learning. This study maps the national research landscape, providing an empirical foundation for researchers, educators, and policymakers to identify gaps, refine STEM strategies, and promote evidence-based practices. Practically, the field would benefit from broader multi-site collaborations (including regions beyond Java), more rigorous methodological reporting, and the systematic adoption of technology-enhanced resources.                                                                                  
Nanotoxicity in Physics Education: Electrochemical Synthesis of Carbon Dots and Their Effects on Mung Beans Bao Nguyen Quach Nguyen; Quang Ngo Khoa; Hai Phung Viet; Siti Zulaikha Ngah Demon
Jurnal Pendidikan Fisika Indonesia Vol. 21 No. 2 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v21i2.22283

Abstract

This study introduces the toxicity of nanomaterials through a practical and accessible experiment. An electrochemical approach was employed to synthesize carbon dots (CDs) from graphite rods extracted from recycled batteries. The impact of CDs solutions on the growth of mung bean sprouts was then investigated as a representative model for nanotoxicity assessment. The results revealed significant differences in growth and development between control samples and those exposed to CDs. To evaluate the educational impact, an experiment was carried out with 25 undergraduate students divided into five groups. The activity helped students better understand the properties and risks of nanomaterials, while also developing their skills in data analysis and teamwork. Three surveys conducted before and after the lecture and experiment showed that students improved their knowledge of nanotechnology and their practical skills. This interdisciplinary experiment, integrating physics, chemistry, and biology, aligns with the Vietnamese Grade 10 Specialized Physics Study Module and undergraduate nanomaterial courses. Using recycled materials promotes sustainable practices and helps students connect theoretical knowledge with real-world applications, making learning more engaging and meaningful. It also provides a hands-on model for integrating nanoscience into STEM education in an accessible and practical way.
Teaching and Learning Hooke’s Law Using Physical, Interactive Software and Blended Approach: An Overview Lee Sin Ang; Mohd Hafiz Yaakob; Siti Nurlia Ali; Zalina Zainal Abidin; Mohamad Hafiz Ismail; Nurul Ain Mohd Zaki
Jurnal Pendidikan Fisika Indonesia Vol. 21 No. 2 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v21i2.23447

Abstract

At present, with technological advancement and changes in students’ preferences, there are both challenges and opportunities to enhance the teaching and learning of subjects in science, technology, engineering, and mathematics (STEM). In this article, we explore reported works in established databases on the topic of Hooke’s Law, to see the approaches used in teaching and learning of the topic. Searches were performed in Web of Science, Scopus and Google Scholar databases, after which manual filtering for relevant articles was carried out by reading and browsing through the abstracts. Based on the types of works, the articles were separated into three parts: physical, interactive software, and blended. In total, 21 relevant articles were reviewed. The data obtained can be separated into three categories: physical, interactive software, and blended. Of the three, blended approaches were used the least. To further explore the topics discussed in the articles related to Hooke’s Law, a bibliometric study was performed. From the results, we found that, with the advantages offered by the blended approach, and none using artificial intelligence, there is still room for improvement to enhance the teaching of Hooke’s Law, specifically, and generally, on introductory physics subjects.
A Systematic Review of Trend STEM Education Research on Physics Learning in Indonesia Yulianti, Dwi; Faiz Fajar Shafira; Putut Marwoto; Siti Noviyatun
Jurnal Pendidikan Fisika Indonesia Vol. 21 No. 2 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v21i2.23548

Abstract

STEM education can contribute to the achievement of students' thinking skills, such as 21st-century learning skills (critical thinking, creative thinking, collaboration, communication), literacy, and numeracy, which are crucial to develop in every school learning activity, especially in physics learning. These skills are essential for students to prepare a resilient generation to face global challenges related to rapid technological advances, the Industrial Revolution 4.0, socio-cultural shifts, environmental changes, and future world differences. This research study aimed to systematically analyze trends of STEM Education research on physics learning in Indonesia based on articles published in national journals (SINTA). Fifty-four articles were collected from Physics Education journals in Indonesia between 2019 and 2024, with STEM Physics learning as the main point of this research. The current study revealed that STEM Physics research publications had improved annually for the past 5 years. The types and designs mostly used are Research and Development (RnD). Senior High School is the most researched subject. The physics topics mainly researched are Wave and Heat & Temperature. The most dominant treatments in STEM Physics research are Project-Based Learning (PjBL). The most dominant part of skill aspects researched is creative thinking. In addition, the most common data analysis used in STEM Physics research is N-Gain. Several recommendations have been made for future research, including increasing the diversity of research types, choosing more appropriate physics learning techniques, and aiming for relevant skills for the students. By mapping trends in research focus, methods, and skills targeted, this study helps identify gaps and opportunities for innovation in teaching practices. Teachers can use the findings to design learning models that are more diverse, relevant, and engaging, while policymakers can use the evidence to formulate educational policies that strengthen 21st-century competencies. This study's findings should be a reference for the development of innovative and inclusive educational regulations and teaching approaches for a better future generation.
Development of Socio-Scientific Issues (SSI) Based Digital Teaching Materials with A Flipped Classroom Model to Increase Students' Interest and Cognitive Learning Outcomes Ahmad Azan Akbari; Akhlis, Isa; Masfuah, Siti
Jurnal Pendidikan Fisika Indonesia Vol. 21 No. 2 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v21i2.24712

Abstract

This study aims to develop Socio-Scientific Issues (SSI)- based digital teaching materials on impulse and momentum, and to determine whether they are suitable and effective in enhancing students' interest and learning outcomes. The research employed the Research and Development (R&D) method, utilizing the ADDIE development model, which comprises the stages of analysis, design, development, implementation, and evaluation. Data collection techniques include observation, interviews, learning interest questionnaires, and learning outcomes tests. The data were analyzed through a feasibility test and an effectiveness test. The results showed that SSI-based digital teaching materials were feasible to use and had a positive effect on increasing students' interest and cognitive learning outcomes. This research offers benefits by providing alternative teaching materials that are contextual, interesting, and relevant, thereby improving the quality of physics learning in schools.
Development of Flipped Classroom-Based Interactive Multimedia to Enhance Learning Independence in Physics Education Wahyuni, Ida; Megalina, Yeni; Tanjung, Ratna; Sihombing, Rizky Agassy
Jurnal Pendidikan Fisika Indonesia Vol. 21 No. 2 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v21i2.30343

Abstract

Many prospective physics teachers struggle with innovative instructional strategies, as seen in their inability to answer examiners’ questions during thesis defences. This study focuses on the course Development of Physics Teaching Programs and aims to develop interactive multimedia based on the flipped classroom model using I-Spring Suite 10 to enhance students’ learning independence. The research was conducted in the Physics Department of Universitas Negeri Medan using the ADDIE model. The developed multimedia combines theoretical materials, interactive features, and classroom simulation videos to support an engaging learning experience. Expert validation showed that the product is appropriate for instructional use. After implementation, students demonstrated improved independence and confidence in applying teaching strategies. The effectiveness test using the N-Gain formula showed a medium level of improvement. These results indicate that the multimedia is reasonably effective in helping prospective physics teachers understand and apply instructional strategies in both theoretical and practical teaching contexts.
Development of Case Method-Based Learning Tools to Enhance Learning Outcomes in Engineering Physics Course Erniwati Erniwati; Wa Ode Nirwana Sari Halidun; Kasman Kasman; Abdin Abdin; Muhammad Sirih
Jurnal Pendidikan Fisika Indonesia Vol. 22 No. 1 (2026)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v22i1.6341

Abstract

This study aims to develop a learning tool using the case method in an engineering physics course. The 4D (define, design, develop, disseminate) development model is used as the methodology. The development model is used to determine the feasibility and effectiveness of learning tools in improving the learning outcome. The validation sheet, questionnaire, and written test sheet were used as the data collection techniques. The validation sheet consists of construction and content validation. The questionnaire is used to collect descriptive data on the practical teaching materials test, and the written test sheet consists of a pretest and a post-test, which are used to determine learning outcomes improvement. The validation test results showed that the case-based learning tools in the engineering physics course were categorized as very valid. The practicality of case-based learning tools is evaluated through an analysis of lecturer and student responses. The results showed that the practical case-based learning tools were rated as very practical. Effectiveness can be determined from the N-gain score from the pretest and posttest. The result showed that the N-gain score was in the medium range, indicating improvement in the learning outcome. According to the results above, the development of learning tools using the case method has been declared feasible and effective for application in the engineering physics course.
Effective Teaching and Assessment Tools According to Gen-Z Learners: A Survey Based Study in Physics Education in Nagpur India Bhakti Rajvaidya; Arsala Zamir Khan
Jurnal Pendidikan Fisika Indonesia Vol. 22 No. 1 (2026)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v22i1.12108

Abstract

This paper presents methodologies derived from a comprehensive survey of students studying at different levels of the education system, as well as of educators in Physics. The survey aimed to understand Generation Z's expectations from education systems and integrate their perspectives into effective teaching and assessment strategies. Key findings reveal the need for innovative approaches to enhance cognitive learning. The paper also aims to offer a list of pedagogies in accordance with Bloom’s taxonomy levels. These strategies prioritize student-centered learning, interactive engagement, and personalized feedback. By incorporating Generation Z's perceptions, educators can foster a more inclusive and effective learning environment, ultimately enriching the educational experience for the next generation of students. The survey highlights a strong shift toward competency-based, skill-oriented learning in line with the National Education Policy and global trends. Students increasingly value application and problem-solving over rote memorization, resonating with Bloom’s revised taxonomy. This underscores the need for formative, competency-based assessments aligned with real-world skills. While traditional classroom note-taking remains important, diverse and flexible learning resources are equally essential to meet varied learning preferences. The findings discussed in the paper offer valuable insights for educators seeking to modernize teaching practices and improve student outcomes.                                                                                       
The Development of The Cartoon-Assisted Practicum Guideline To Enhance Students’ Science Process Skills in Physics Learning Fianti Fianti; Eka Nurhidayah; Bambang Subali; Putut Marwoto; Husna Arifah
Jurnal Pendidikan Fisika Indonesia Vol. 22 No. 1 (2026)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v22i1.26513

Abstract

A practicum guideline is a learning medium designed to support laboratory activities. This study aimed to develop a cartoon-assisted practicum guideline and to evaluate its feasibility, characteristics, and effectiveness in enhancing students’ science process skills (SPS). The research used a Research and Development (R&D) approach with a modified 4D model (define-design-development, without dissemination). The developed practicum guideline focuses on a thin lens laboratory activity for high school students and is intended to support the teaching and learning of optics. The inclusion of cartoon characters was specifically designed to increase students’ motivation, provide visual representations of key concepts, clarify content and procedural steps, guide and maintain students’ focus, and facilitate overall comprehension. The feasibility test result showed that the developed product was very feasible, with overall feasibility indices of 83.15% and 84.84% as evaluated by practitioners and experts, respectively. The assessment covered four aspects: (i) content, (ii) presentation, (iii) language, and (iv) graphics. The product was classified as a good practicum guideline, as it applied the "visual principle", was coherently arranged to guide students through the practicum activity, and developed their SPS through appropriate supplementary features. Students’ responses to the implementation of the cartoon-assisted practicum guideline were in good categories, as they reported feeling happy, enthusiastic, and interested in conducting laboratory activities. Therefore, it can be concluded that the cartoon-assisted practicum guideline was successfully developed and was partially effective in improving students’ SPS.
Development and Qualitative Evaluation of A Biomimicry-Enriched Engineering Design-Based Teaching Module on The Sound and Its Properties Unit Derya Kaltakci-Gurel; Esra Gokce
Jurnal Pendidikan Fisika Indonesia Vol. 22 No. 1 (2026)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v22i1.35596

Abstract

This study proposes and investigates a biomimicry-enriched, engineering design-based teaching approach for physics. Grounded in situated learning theory, the approach aims to enhance student comprehension and interest by connecting abstract concepts to real-world problem-solving and daily life, a crucial mandate in physics education research. The focus of this research is on the “sound and its properties” unit. The implementation was conducted over 22 class hours, during which students participated in nature-inspired engineering design cycles comprising stages such as problem definition, imagining solutions, identifying sources of inspiration, and modelling. Using a qualitative research design, the study analyzed data from 57 sixth-grade students in Ankara, Türkiye. Qualitative data, collected via students’ cooperative group activity sheets, required students to identify biological sources and map similarities between nature and their designs. These data were analyzed through inductive document and content analysis to categorize typical designs and the specific levels of biomimetic mimicry achieved by the groups. The findings provide detailed insights into the students’ application of physics principles to design nature-inspired engineering solutions related to sound and its properties.

Page 3 of 4 | Total Record : 35

 1   2   3   4 

Filter by Year

2024 2026


Reset
Filter By Issues
All Issue Vol. 22 No. 1 (2026) Vol. 21 No. 2 (2025) Vol. 21 No. 1 (2025) Vol. 20 No. 2 (2024)