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Rudi Purwanto
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Jurnal Inovasi Fisika dan Edukasi
Published by Institut of Educational, Research, and Community Service
ISSN : -     EISSN : 31092608     DOI : -
Core Subject : Science, Education,
Education Physics
Jurnal Inovasi Fisika dan Edukasi (Journal of Physics Innovation and Education) is a scientific journal published by the Institute of Educational, Research, and Community Service (inercys). This journal aims to serve as an academic platform for the publication of research articles, literature reviews, theoretical studies, and innovative developments in the fields of physics and physics education. Its primary focus includes the advancement of concepts, approaches, and technologies in physics learning, as well as other scientific contributions intended to improve the quality of physics education at various educational levels. The journal welcomes submissions from researchers, lecturers, teachers, students, and education practitioners who are interested in innovations in physics and physics education. Jurnal Inovasi Fisika dan Edukasi is published twice a year, in June and December, and has been in publication since 2025. All submitted articles undergo a rigorous peer-review process to ensure their scientific quality and academic contribution.
Arjuna Subject : Fisika dan Astronomi - Fisika dan Astronomi (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 1 (2025): June" : 5 Documents clear
ANALYSIS OF STUDENTS' MISCONCEPTIONS USING A THREE-TIER DIAGNOSTIC TEST ON GEOMETRIC OPTICS MATERIAL AT THE JUNIOR HIGH SCHOOL LEVEL Alwan Hadi; Rudi Purwanto
Jurnal Inovasi Fisika dan Edukasi Vol. 1 No. 1 (2025): June
Publisher : INERCYS: Institute of Educational, Research, and Community Service

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Abstract

Geometric optics is an important topic in junior high school physics education, but it often causes conceptual difficulties for students. Many students experience misconceptions due to limitations in understanding abstract physical phenomena such as reflection, refraction, and image formation. This study aims to analyze the form and level of students' misconceptions in geometric optics using the Three-Tier Diagnostic Test instrument. This study is a quantitative descriptive study using a survey approach. The instrument used is a three-tier diagnostic test specifically designed to identify students' conceptual understanding, consisting of 15 questions covering three aspects: multiple-choice answers, conceptual reasoning, and confidence level. Data were collected by distributing the test to 120 eighth-grade students from three junior high schools who had studied optical concepts. Data analysis techniques used classification based on the Treagust model, which distinguishes between students who understand the concept, have misconceptions, guess, have limited understanding, and do not understand. The results of the study show that 46% of students have misconceptions, 31% understand the concept correctly, 12% guess, 7% do not understand, and 4% have limited understanding. The highest misconceptions were found in the sub-topic of light refraction (62%), followed by shadows on lenses (55%) and curved mirrors (51%). Additionally, 67% of students answered with high confidence despite their incorrect answers, indicating that misconceptions are deeply rooted. It can be concluded that misconceptions remain a serious issue in geometric optics learning, and the use of the Three-Tier Diagnostic Test has proven effective in comprehensively identifying and mapping misconceptions. These findings provide a foundation for developing more targeted diagnostic-based learning strategies to enhance students' conceptual understanding.
THE EFFECTIVENESS OF STEM-BASED LEARNING IN IMPROVING STUDENTS' SCIENCE LITERACY IN TEMPERATURE AND HEAT Nistilawati; M. Agus Satriawan
Jurnal Inovasi Fisika dan Edukasi Vol. 1 No. 1 (2025): June
Publisher : INERCYS: Institute of Educational, Research, and Community Service

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Abstract

Improving science literacy is one of the main focuses in 21st-century learning, especially in the context of physics learning, which requires conceptual understanding and scientific thinking skills. However, various studies show that Indonesian students' science literacy is still relatively low, particularly in the abstract subject matter of temperature and heat, which requires a contextual approach. Therefore, this study aims to determine the effectiveness of STEM-based learning (Science, Technology, Engineering, and Mathematics) in improving students' science literacy in the subject matter of temperature and heat. This study uses a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The research sample consisted of two 11th grade high school classes, namely the experimental group that received STEM-based learning and the control group that received conventional learning. The instruments used were multiple-choice science literacy tests based on PISA science literacy indicators and learning implementation observation sheets. Data collection was conducted through pre-tests and post-tests on both groups. Data were analyzed descriptively and inferentially. Normality and homogeneity tests were conducted before proceeding with the independent two-sample t-test. The analysis results showed that there was a significant difference between the science literacy scores of the experimental group and the control group with a significance value (p) of 0.000 (< 0.05). The average posttest score of the experimental group was higher than that of the control group. The conclusion of this study indicates that STEM-based learning is effective in improving students' science literacy on the topic of temperature and heat. This approach integrates conceptual understanding with scientific skills through contextual and problem-solving oriented learning activities.
APPLICATION OF GUIDED INQUIRY LEARNING MODEL TO IMPROVE STUDENTS' CRITICAL THINKING SKILLS ON NEWTON'S LAW MATERIAL IN SENIOR HIGH SCHOOL Sadam Husen; Zohratul Amni
Jurnal Inovasi Fisika dan Edukasi Vol. 1 No. 1 (2025): June
Publisher : INERCYS: Institute of Educational, Research, and Community Service

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Abstract

Critical thinking skills are essential competencies in 21st century physics learning, but in practice, students often have difficulty in understanding the concept of Newton's Law in depth due to teacher-centered learning methods. This study aims to analyze the effectiveness of the guided inquiry learning model in improving students' critical thinking skills on Newton's Law material at the Senior High School level. The type of research used is quantitative with a quasi-experimental approach using a nonequivalent control group design. The research subjects consisted of two classes, namely the experimental class taught using the guided inquiry model and the control class taught with a conventional approach. Data were collected through critical thinking skills tests in the form of open-ended descriptions given before and after treatment (pretest and posttest). The instrument was validated by experts and tested for reliability using Cronbach's Alpha. Data were analyzed descriptively and inferentially using t-test of two independent samples after going through normality and homogeneity tests. The results showed that there was a significant difference between the posttest scores of the experimental group and the control group (p < 0.05), with the average score of the experimental group higher. This shows that the guided inquiry learning model is effective in improving students' critical thinking skills. Conclusion.
THE EFFECT OF USING PhET MEDIA ON UNDERSTANDING THE CONCEPT OF STRAIGHT MOTION OF HIGH SCHOOL STUDENTS Sri Astuti; Linda Febriana
Jurnal Inovasi Fisika dan Edukasi Vol. 1 No. 1 (2025): June
Publisher : INERCYS: Institute of Educational, Research, and Community Service

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Abstract

This study aims to analyze the effect of using PhET interactive simulation media on understanding the concept of straight motion of high school students. The background of this study is based on the low understanding of students of the basic concepts of physics that are abstract, especially in the topic of straight motion. The research method used is quantitative with a quasi-experimental design using the Nonequivalent Control Group Design model. The research subjects consisted of 60 grade X students who were divided into two groups, namely the experimental group using PhET media and the control group using conventional learning methods. The main instrument used was a concept understanding test in the form of validated multiple choice. Data were analyzed using N-Gain test and independent sample t-test. The results showed that the increase in concept understanding in the experimental group was in the high category with an average N-Gain of 0.72, while the control group only reached the medium category with an average N-Gain of 0.47. The t-test showed a significance value of 0.000 (p < 0.05) indicating that there was a significant difference between the two groups. This finding shows that the use of PhET media can significantly improve students' understanding of the concept of straight motion. Interactive simulations in PhET provide visual and contextual learning experiences that support students' knowledge construction of the concept of motion. This study recommends the use of PhET media as an alternative in physics learning to improve the quality of students' concept understanding, and opens up opportunities for the development of similar media on other physics materials.
DEVELOPMENT OF ANDROID-BASED INTERACTIVE E-MODULES FOR PHYSICS LEARNING ON MECHANICAL WAVE MATERIAL Zohri Ratna
Jurnal Inovasi Fisika dan Edukasi Vol. 1 No. 1 (2025): June
Publisher : INERCYS: Institute of Educational, Research, and Community Service

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Abstract

The development of digital technology drives transformation in the world of education, including in the use of mobile-based learning media. Physics learning, especially in mechanical wave material, often faces obstacles in terms of understanding concepts due to limited visualization media that support the learning process. This study was conducted to develop and test the feasibility of an Android-based interactive e-module as a physics learning media that can improve the effectiveness and quality of student learning in mechanical wave material. This study is a development research (Research and Development) using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. The subjects in this study consisted of material experts, media experts, physics teachers, and grade XI students at one of the state high schools in Indonesia. Data collection techniques were carried out through expert validation, user response questionnaires (teachers and students), and learning outcome tests before and after using the e-module. The data collected were analyzed using quantitative descriptive analysis techniques, including validity, practicality, and effectiveness. The results showed that the interactive e-module developed was declared very valid with an average validation score of 91.25%. Teacher and student responses showed a high level of practicality with an average percentage of 89.7%. The effectiveness test produced an N-gain value of 0.72 which is included in the high category, indicating that the use of e-modules can significantly improve student understanding. It can be concluded that the Android-based interactive e-module developed in this study is suitable for use as a learning medium for mechanical wave material, and provides a positive contribution to improving the quality of physics learning in the digital era.

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