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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 18 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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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
Analysis of Physics Learning Outcomes of Class XI Students of SMAN 1 Maros in the Implementation of the Merdeka Curriculum Fathur Rakhman Lukman; Usman; Mutahharah Hasyim
Journal of Physics Education : Review and Research Vol. 3 No. 1 (2026): Journal of Physics Education: Review and Research (JPERR)
Publisher : Physics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/3wmccr46

Abstract

This study aims to determine the physics learning outcomes of class XI students at  senior high school 1 Maros on the topic of momentum and impulse. This study used descriptive quantitative method with a sample of 92 students in class XI with an interest in physics subjects. The instrument used was cognitive test instrument in the form of multiple choice questions. The results of data analysis classified learning outcomes in five categories, with 15.22% of learners reaching the very high category, 56.52% of participants in the high category, 18.48% in the medium category, 9.78% in the low category, and 0% in the very low category, with an average score of 16.17. Based on the results of research and data analysis, it can be concluded that the physics learning outcomes of class XI students at senior high school 1 Maros are in the high category.
Students’ Self-Assessment on Fluid Statics Concept Understanding in Physics Learning Sri Agustini
Journal of Physics Education : Review and Research Vol. 3 No. 1 (2026): Journal of Physics Education: Review and Research (JPERR)
Publisher : Physics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/vy54pb10

Abstract

This study investigates students’ self-assessment of their understanding of fluid statics concepts in physics education. Using a descriptive survey approach, data were collected from 63 respondents using a 25-item self-assessment instrument based on a 4-point Likert scale ranging from 1 (unable) to 4 (very able). The instrument covered conceptual understanding, computational skills, and practical application of fluid statics topics, including hydrostatic pressure, Archimedes’ law, Pascal’s law, viscosity, and real-world applications. Results revealed that the majority of students rated themselves at level 3 (sufficiently able), indicating adequate theoretical understanding but limited confidence in practical applications. The most challenging areas were vacuum pump applications (38.1% at level 2), connections to natural phenomena (34.9% at level 2), and hydraulic machine pressure (34.9% at level 2). The highest self-assessed competencies were found in fluid density analysis and experimental density calculations, each with 68.3% at level 3. These findings indicate that while students possess adequate conceptual knowledge of fluid statics, targeted instructional interventions emphasizing practical applications and hands-on laboratory activities are needed to bridge the theory-practice gap in physics learning.
A Review of Coconut Shell-Based Activated Carbon as a Context for Teaching Material and Thermal Physics Wahyuna Nur
Journal of Physics Education : Review and Research Vol. 3 No. 1 (2026): Journal of Physics Education: Review and Research (JPERR)
Publisher : Physics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/r9jsga92

Abstract

The study of physics is often considered abstract because it is not sufficiently linked to real-world phenomena in everyday life. Therefore, contextual learning resources are needed that can connect physics concepts to the surrounding environment. One topic with potential for development in physics education is the production of biomass-based activated carbon through physical activation methods. This article aims to review various studies on the production of activated carbon using physical activation and to analyze its relationship with physics concepts. The research method employed was a literature review of national and international articles on carbonization, activation using steam, CO₂, and microwaves, as well as the characterization of activated carbon. The results of the study indicate that the activated carbon production process involves concepts of heat, thermodynamics, gas diffusion, material structure, and adsorption. Physical activation using steam or CO₂ at temperatures of 750–800°C results in better pore development and adsorption capacity. Additionally, characterization using SEM, BET, FTIR, and XRD can serve as an introduction to modern physics instrumentation. This study indicates that the production of biomass-based activated carbon has the potential to serve as a contextual learning resource in physics education through project-based learning and the STEM approach.
Analysis of Basic Physics Laboratory Competency Attainment Among Biology Students Based on Laboratory Assessment Results Laode Manarfah; Ahmad Dahlan; Dirgah Kaso Sanusi; Ahmad Yani; Trisno Setiawan
Journal of Physics Education : Review and Research Vol. 3 No. 1 (2026): Journal of Physics Education: Review and Research (JPERR)
Publisher : Physics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/cvdznr66

Abstract

This study aimed to analyze the attainment of Basic Physics laboratory competencies among Biology students based on laboratory assessment results. A descriptive quantitative approach was employed using secondary data obtained from laboratory assessment records. The data included students’ scores for each laboratory unit, total scores, average scores, final laboratory grades, and laboratory completion status. Data were analyzed using descriptive statistical techniques, including mean, standard deviation, percentage, and competency achievement categories. The results showed that students generally demonstrated good laboratory performance. A total of 73.69% of the students were classified in the High and Very High competency categories, indicating satisfactory competency attainment. The analysis of laboratory units revealed that all experimental units achieved either High or Very High categories. Unit 5 obtained the highest average achievement (93.61%), while Unit 3 recorded the lowest average score (79.73%). The findings also indicated that students who did not complete the minimum required laboratory units tended to obtain lower final grades. The study concludes that the Basic Physics laboratory program contributed positively to the development of students’ practical competencies. Laboratory assessment data can be utilized as an important source of information for evaluating competency attainment and improving laboratory learning practices.

Page 2 of 2 | Total Record : 18

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