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Dirgah Kaso Sanusi
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Journal of Physics Education: Review and Research (JPERR)
Published by Universitas Negeri Makassar
ISSN : 30899133     EISSN : 30899133     DOI : Journal of Physics Education: Review and Research
Core Subject : Education,
Education
JPERR is providing a platform that welcomes and acknowledges high quality empirical original research papers about education written by researchers, academicians, professionals, and practitioners from all over the world. Our journal aims to bridge the gap between theoretical research and practical application, fostering a community of educators, researchers, and practitioners who are passionate about improving the quality of physics education and integrating cutting-edge technology in the classroom. With a commitment to high standards of academic excellence and rigorous peer review, JPERR serves as a valuable resource for the latest insights and trends in physics education review and research. Scope of the jurnal is Physics Education: Model, Methods, and Strategies of Learning in physics education Literature Review of physics education
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 14 Documents
 1   2 
Analysis of Difficulties in Applying Polya’s Problem-Solving Method in Solving Physics Problems at SMAN 10 Makassar A. Rana Aqilah Anwar; Helmi; Usman
Journal of Physics Education : Review and Research Vol. 2 No. 2 (2025): Journal of Physics Education: Review and Research (JPERR)
Publisher : Physics Education

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Abstract

This study aims to analyze students' difficulties in solving physics problems at SMA Negeri 10 Makassar using Polya's method. Using a descriptive quantitative approach, this research involved 248 twelfth-grade science students, who completed essay tests to assess their abilities in the four stages of Polya’s problem-solving process: understanding the problem, devising a plan, carrying out the plan, and looking back. The results show that in the understanding the problem stage, 28% of students faced high difficulty, mainly in identifying key information. In the devising a plan stage, 44% struggled, especially in selecting appropriate strategies and formulas. In the carrying out the plan stage, 10% encountered difficulties, particularly in calculations. The greatest challenge was in the looking back stage, where 75% of students failed to review their answers, due to a lack of habit in verifying solutions. Overall, the devising a plan and looking back stages were the most challenging. Therefore, more effective learning strategies, such as intensive practice, problem-based learning, and fostering answer verification habits, are needed to enhance students' problem-solving skills in physics.
Analysis of Science Literacy Difficulties of Students at Madrasah Al-Urwatul Wutsqaa Islamic Boarding School Hikman, Mawar; Helmi; Usman
Journal of Physics Education : Review and Research Vol. 2 No. 2 (2025): Journal of Physics Education: Review and Research (JPERR)
Publisher : Physics Education

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Abstract

This research aims to analyze the scientific literacy difficulties of class The method used was ex post facto research with a sample of 77 students. Data was collected through multiple choice tests that have been validated using the Gregory test. This research focuses on three aspects of scientific literacy, namely the scientific competency aspect, the content aspect, and the scientific context aspect. The research results show that the overall scientific literacy score of students is in the high category with an average value of (19,96). Distribution of average scores for each aspect, the scientific competency aspect is in the high category with an average score (6,49), the content aspect is also in the high category with an average score (6,68), while the context aspect is in the sufficient category with an average score (4,19). Based on these results, the aspect of scientific competence which is in the high category shows that the majority of students do not experience difficulty in identifying scientific issues and explaining phenomena scientifically. The content aspect which is also in the high category shows that students are able to understand and do not experience difficulties in understanding problems in terms of content and procedural aspects. However, the context aspect which is in the sufficient category shows that there are still difficulties in connecting scientific concepts with real phenomena.  
Development of Project-Based Critical Thinking Process Instruments in the Physics Learning Assessment Course Agustini, Sri; Arafah , Kaharuddin; Helmi; Rezki Hamzah, Ria
Journal of Physics Education : Review and Research Vol. 2 No. 2 (2025): Journal of Physics Education: Review and Research (JPERR)
Publisher : Physics Education

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Abstract

This research aims to develop a project-based assessment instrument to measure students' critical thinking processes in the Physics Learning Assessment course. The development of this instrument uses the ADDIE learning design model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The Analysis stage is carried out to identify assessment needs, while the Design and Development stage is used to design and develop a valid project-based assessment instrument with a validity coefficient of 1.00 using Gregory analysis. The critical thinking instrument uses 6 aspects, namely Verbal Reasoning, Argument Analysis, Hypothesis Testing, Uncertainty Analysis, Problem Solving and Decision Making Furthermore, the Implementation stage is carried out through instrument trials on students obtained results that students are in high category with a range of total score between 15-19. Furthermore, The students perceptions has the best in terms of verbal ability and at least in the aspect of uncertainty analysis, and the Evaluation stage is used to analyze and improve the instrument at each step based on the results of the implementation.
Descriptive Analysis of Physics Learning Outcomes of Geography Department Students in the Basic Physics Course Using a Contextual Approach Sanusi, Dirgah Kaso; Sri Agustini; Ihfa Indira Nurnaifah; Riskawati; Ahmad Yani
Journal of Physics Education : Review and Research Vol. 2 No. 2 (2025): Journal of Physics Education: Review and Research (JPERR)
Publisher : Physics Education

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Abstract

This study aims to describe the learning outcomes of students in the Basic Physics course implemented through a contextual approach. This approach was applied to connect physics concepts with real-world situations in order to enhance students’ conceptual understanding. The research employed a quantitative descriptive method involving 62 students from the Geography Department, Faculty of Mathematics and Natural Sciences, State University of Makassar, as research subjects. Data were collected through an essay-type achievement test that assessed conceptual mastery and the ability to apply physics principles. The results showed that 11.29% of students were in the “very good” category, 32.26% in the “good” category, 24.19% in the “fair” category, 19.35% in the “poor” category, and 12.90% in the “very poor” category. These findings indicate that the majority of students achieved results ranging from good to fair, demonstrating the effectiveness of the contextual approach in improving learning outcomes. The contextual approach helps non-physics students bridge the gap between theory and reality while shifting their learning paradigm from passive to active and reflective. Through direct experiences and analysis of environmental phenomena, students are better able to construct knowledge and develop interdisciplinary scientific thinking skills. Keywords: contextual approach, learning outcomes, basic physics, descriptive analysis

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