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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 35 Documents
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Development of A STEM-Integrated Guided Inquiry E-Module on Global Warming to Enhance Students’ Conceptual Understanding Lailatul Rahmi; Ratnawulan Ratnawulan; Ardian Fachreza
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.v22i1.37124

Abstract

This study developed a Guided Inquiry-Based Electronic Module (E-Module) on Global Warming integrated with STEM to enhance students' conceptual understanding. This is a design-based research with three stages: introduction, prototyping, and assessment. The Plomp model was used for development. The third stage involved high school students in Indonesia. The E-Module was rated Highly Valid with an overall Aiken score of V, indicating excellent content and construct validity. The practicality test was rated highly practical by both teachers and students, meaning it was easy to use and understand. The quasi-experimental findings demonstrated significant improvements in conceptual understanding with large effect sizes. This reduced misunderstandings and promoted correct understanding. Results showed that the experimental group performed significantly better than the control group, indicating that the intervention was effective in promoting conceptual change. This study offers an empirical foundation for the synergistic integration of guided inquiry-based learning and STEM education through a digital platform. Once validated, this framework allows for the use of this approach to address complex scientific concepts and demonstrates its utility in educational contexts.
Correlation Between AI Usage and Students' Perceptions  in Learning Kirchhoff's Law at Senior High School in South Jakarta Rahma Amelia Oktapiani; Dwi Nanto
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.v22i1.37428

Abstract

The Artificial Intelligence (AI) in Physics learning is growing. However, the correlation between AI usage and supporting students' understanding of basic electrical concepts, such as Kirchhoff's Law, still requires further investigation. The correlation between the level of AI usage and students’ perceptions of its benefits in learning Kirchhoff’s Law at several senior high schools was investigated in this study. Using an exploratory sequential mixed methods design, this study involved 250 students as quantitative respondents. They were divided into two groups based on their physics exam scores. One respondent represents the group that has a minimum of 80 points. Certainly, one respondent represents above or equal to more than 80 points. The questionnaire instrument was verified by two experts in the subject matter and educational technology. Quantitative results indicate that students' assessment of AI usage falls into the excellent category with an average indicator score of four. The groups with scores less than or equal to 80 tend to use AI more frequently and experience its benefits directly. Meanwhile, the groups with scores greater than 80 appear to have more experience in AI usage. Spearman's correlation analysis indicated a significant relationship between the frequency of AI usage and its preferences for the students. Qualitative results show that AI usage accelerates students' conceptual understanding of physics material, but they still have limitations in explaining complex Physics formulas. Overall, this research concludes that AI usage shows good potential in assisting the learning process of Kirchhoff's Law.
The Effectiveness of Special Relativity Student Worksheet Assisted by The Pythagorean Theorem in Physics Learning Bambang Supriadi; Sakti Kalisa Sefanda; Badriyah Badriyah; Fidia Alhikmah Putri; Ummi Zahrotul Ainiyah; Habibah Khusna Baihaq; Muhammad Najih Hamdi
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.v22i1.37661

Abstract

In the 21st-century education era, integrating innovative learning media is essential to develop mathematical thinking skills and improve overall student learning outcomes, especially when addressing highly abstract physics topics such as Einstein’s special theory of relativity. This research aims to implement a specifically designed Student Worksheet (SW) assisted by the Pythagoras theorem to develop mathematical thinking indicators, enhance student learning performance, and evaluate student responses toward the media. The research employed a pre-experimental method with a one-group pretest-posttest design conducted at SMAN Mumbulsari during the 2024/2025 academic year. Using convenience sampling, 72 eleventh-grade students from two physics elective classes were selected as research subjects. Data collection was carried out using validated pretest-posttest essay questions, Student Worksheets focused on four key mathematical thinking elements: specializing, generalizing, conjecturing, and convincing, and response questionnaires based on a Likert scale. Data analysis utilized the Normalized Gain (N-gain) score to measure the improvement in learning outcomes and descriptive statistics to determine the percentage of student responses. The results indicated that students' mathematical thinking skills fell into the good to very good range across all indicators. Furthermore, learning outcomes showed an average N-gain of 0.57, placing the improvement in the moderate category, complemented by a positive student response rate of 68.20%. These findings demonstrate that the Pythagoras-assisted SW effectively improves learning performance in physics. This research provides significant practical benefits as an innovative instructional alternative for physics teachers, simplifying complex, abstract concepts through a geometric approach, thereby helping students overcome mathematical barriers and fostering a deeper understanding of physics.
Infusing Argumentation Activity on The Anticipation Guides Strategy to Improve The Reading Literacy: A Study on The Topic of Heat and Temperature Siswanto Siswanto; Nuryunita Dewantari; Bambang Subali; Muhammad Daniel Fahmi R; Surya Gumilar
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.v22i1.38425

Abstract

Reading literacy is a basic ability to master conceptual understanding and high-order thinking skills. The latest PISA results show that Indonesians are at a low level of reading literacy achievement. This research was conducted to test the effectiveness of implementing the anticipation guides strategy, which is integrated with argumentation activities in improving students' reading literacy (literal, inferential, and critical indicators). A non-equivalent pre-test post-test control group was carried out. In the experimental class, the anticipation guide is implemented by inserting argumentation activities. The traditional reading strategy used in the control class was where students were asked to read the textbook directly. The findings show that reading literacy was increased significantly in the experimental class. Students who learned through Anticipation Guides integrated with argumentation activities demonstrated a greater improvement in reading literacy compared to those who experienced traditional reading activities. The integration of argumentation activities in Anticipation Guides proved to be effective in stimulating the activation of prior knowledge, strengthening inferential abilities, and fostering critical evaluation of reading texts. This research is useful in providing both practical and theoretical contributions in the development of science learning that trains students' reading literacy by inserting an argumentation activity on reading.
Enhancing Students’ Conceptual Understanding of Elasticity Through IoT Based Real Time Multiple Representations: A Quasi Experimental Study Ahmad Syarif Hidayatuloh; Sulhadi Sulhadi; Ani Rusilowati; Andi Fadllan
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.v22i1.42033

Abstract

The students have had problems in forming a proper understanding of the concept of elasticity in terms of integrating numbers, graphs, and mathematics in understanding the relationship between force and deformation. This study was designed to investigate the effect of IoT-based real-time representation on the conceptual understanding of elasticity. A quasi-experimental design was used by taking a non-equivalent control group from eleventh graders. While the experimental group went through an IoT-based practicum in which they were able to visualize real-time numerical and graphical representations, the control group followed the standard practice in the laboratory. The test of conceptual understanding of the students involved the use of a diagnostic reasoning instrument, and the analysis of covariance was applied in analyzing the gathered data. The results showed that the use of IoT-based representation improved students’ conceptual understanding of elasticity more than traditional classroom learning.

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