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Fatkhur Rohman
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Journal of Advances in Physics Education
Published by Universitas Lampung
ISSN : _     EISSN : 31090702     DOI : https://doi.org/10.23960/jape
Core Subject : Science, Education,
Education Physics Other
Journal of Advances in Physics Education (JAPE) is a scientific journal that publishes research articles, theoretical studies, and innovative practices in physics education. (JAPE) is published by the Master of Physics Education Study Programme, Department of MIPA Education, FKIP, University of Lampung (UNILA). The focus of this journal is to provide a platform for physics education researchers, educators, and practitioners to share empirical findings, practical experiences, and innovative ideas.
Arjuna Subject : Umum - Umum
Articles 15 Documents
 1   2 
Preliminary Study of Genially Educational Games for Collaboration on Business and Energy Materials Aprilia Wulandari; M. Hidayat; Erlida Amnie
Journal of Advances in Physics Education Vol. 2 No. 1 (2026): Journal of Advances in Physics Education
Publisher : Master of Physics Education Study Programme

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jape.v2i1.1312

Abstract

This preliminary study explores the potential of Genially-based educational games to enhance students’ collaboration skills in physics, specifically in the work-and-energy unit. A mixed-methods approach was used, collecting data through teacher interviews and a Likert-scale questionnaire administered to 27 ninth-grade students at SMP Adhyaksa 1 Jambi. Results show students' conceptual understanding is good (mean 3.67), although 85.2% still find abstract concepts challenging. Teachers' media use remains limited, while students view educational games as beneficial, especially when accompanied by brief explanations and practice questions. Collaboration skills are rated good to very good (mean 3.95), particularly in respecting opinions and accepting suggestions. These findings suggest Genially-based educational games have significant potential as innovative learning media that support conceptual understanding and foster collaboration skills aligned with 21st-century educational goals.
Needs Analysis for Game-Based Learning Integration: Developing Blooket Media for Teaching Matter and Its Changes in Junior High School Putri Rahma; M. Hidayat; Erlida Amnie
Journal of Advances in Physics Education Vol. 2 No. 1 (2026): Journal of Advances in Physics Education
Publisher : Master of Physics Education Study Programme

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jape.v2i1.1313

Abstract

Background: Junior high school students often struggle with the abstract concepts of physics, particularly in the topic of Matter and Its Changes. This study aims to analyze the need for integrating Blooket, a game-based learning platform, to address these learning difficulties. Methods: A mixed-methods approach was employed, combining semi-structured interviews with two science teachers and a needs assessment questionnaire administered to 26 eighth-grade students at Adhyaksa 1 Junior High School in Jambi. Qualitative data were analyzed thematically, while quantitative data were processed descriptively. Results: The findings indicate that 88.5% of students experience difficulties in learning physics, with 61.5% identifying Matter and Its Changes as the most challenging topic. Key contributing factors included abstract material (30.8%), unclear explanations (38.5%), and lack of real-life examples (26.9%). Conversely, student interest in game-based learning was very high: 92.3% expressed interest in using Blooket, and 57.7% believed educational games enhance learning activity. Teacher support and high digital device accessibility (96.2%) further support its feasibility. Conclusion: There is a strong need for interactive, game-based media like Blooket to bridge the gap between students' learning difficulties and their high interest in engaging methods. This media is proposed as a potential solution to visualize abstract concepts and increase motivation in physics education.
Design of an Axle Wheel Laboratory Tool Assisted by Phyphox to Enhance Students’ Critical Thinking Skills Nurul Faizah; Anwaril Huda
Journal of Advances in Physics Education Vol. 2 No. 1 (2026): Journal of Advances in Physics Education
Publisher : Master of Physics Education Study Programme

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jape.v2i1.1598

Abstract

This research aims to develop a wheel-and-axle practicum apparatus assisted by the Phyphox sensor application to support the verification of mechanical advantage concepts and strengthen students’ critical thinking skills in rotational dynamics learning. The study employed the Research and Development (R&D) method with the 4D model, limited to the development stage due to time constraints. Product validation involved four expert validators, consisting of a physics content expert, a learning media expert, a sensor technology expert, and a pedagogical expert. Validation data were analyzed using Aiken’s V formula. The results indicate that the developed practicum tool meets the criteria of content accuracy, technical feasibility, safety, and pedagogical appropriateness. The overall Aiken’s V coefficient was 0.91, categorized as highly valid. Experts noted that the integration of magnetic sensors with the Phyphox application enables real-time measurement of angular velocity, providing more precise experimental data compared with manual stopwatch-based methods. The tool effectively visualizes rotational dynamics concepts—such as torque, moment of inertia, and angular acceleration—making it a suitable medium for inquiry-based physics learning. Thus, the Phyphox-assisted wheel-and-axle apparatus is feasible for implementation in physics practicum activities and has the potential to enhance students’ critical thinking skills.
An Experimental Trial of an Infrared Sensor-Based Simple Pendulum Apparatus to Foster Senior High School Students’ Critical Thinking Skills on Simple Harmonic Motion Nong Astriyana; Lutfia Maulidina
Journal of Advances in Physics Education Vol. 2 No. 1 (2026): Journal of Advances in Physics Education
Publisher : Master of Physics Education Study Programme

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jape.v2i1.1605

Abstract

Critical thinking is a fundamental 21st-century skill, yet its development in physics education remains challenging, especially in abstract topics such as Simple Harmonic Motion (SHM). Traditional pendulum experiments often rely on manual procedures, limiting students’ engagement in higher-order thinking. Objective: This study investigates the effectiveness of a low-cost infrared sensor-based simple pendulum apparatus in fostering senior high school students’ critical thinking skills on SHM. Methods: A pre-experimental one-group pretest–posttest design was implemented involving 97 eleventh-grade science students. The intervention consisted of guided-inquiry learning sessions using the custom-built apparatus integrating an infrared sensor and an Arduino microcontroller. Critical thinking skills were measured using a validated Likert-scale questionnaire encompassing four dimensions: Conceptual Understanding, Data Analysis & Interpretation, Reflection & Evaluation, and Collaboration & Interest. Descriptive statistics and normalized gain values were employed to assess improvement. Results: Findings revealed consistent improvement across all dimensions, with the highest gains observed in Collaboration & Interest (+2.07) and Conceptual Understanding (+2.01), followed by Data Analysis & Interpretation (+2.00) and Reflection & Evaluation (+1.79). Conclusion: The integration of the infrared sensor-based pendulum apparatus effectively enhanced students’ critical thinking skills. Automating data collection reduced cognitive load associated with procedural tasks, enabling students to focus on analysis, evaluation, and collaborative inquiry. This study concludes that the apparatus is a viable pedagogical innovation capable of transforming traditional physics laboratories into inquiry-oriented learning environments that support the development of essential higher-order thinking skills.
Comparative Analysis of Neo-Mabims and KHGT Criteria in Determining the Beginning of Rabiul Awal 1447 H (Study: Bandar Lampung) Anggarini, Nistiyani; Perawironegoro , Djamaluddin
Journal of Advances in Physics Education Vol. 2 No. 1 (2026): Journal of Advances in Physics Education
Publisher : Master of Physics Education Study Programme

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jape.v2i1.1612

Abstract

This study aims to analyze differences in determining the beginning of the month of Rabiulawal 1447 H using Neo-MABIMS criteria and the Single Global Hijri Calendar (KHGT). It applies a descriptive-comparative approach by integrating astronomical data from BMKG and Stellarium simulations conducted at the coordinates of Bandar Lampung. The parameters examined include the conjunction time (ijtima'), crescent altitude, elongation, and the equatorial coordinates of the Moon and the Sun. The results show that the conjunction occurred on August 23, 2025, at 13:06:22 WIB. However, the crescent altitude and elongation observed in Indonesia on that date do not satisfy the Neo-MABIMS criteria, and only meet the required threshold on August 24, 2025. In contrast, the KHGT criteria allow the beginning of the month globally on August 23, 2025, due to meeting visibility conditions in other regions. These findings indicate that differences arise mainly from variations in criteria thresholds and approaches (regional versus global), rather than discrepancies in astronomical data, contributing to a more objective and scientific understanding of Hijri calendar determination.

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