cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rudi Purwanto
Contact Email
rudismilee@gmail.com
Phone
+62895340459920
Journal Mail Official
jife@inercys.id
Editorial Address
JL. Soekarno Hatta No. 16, Moyot, Sakra District, East Lombok Regency, NTB Province
Location
Kab. lombok timur,
Nusa tenggara barat
INDONESIA
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 10 Documents
 1 
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

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

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

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

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

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

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

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

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

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

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.
EXPLORATION OF PHYSICS LEARNING USING ADAPTIVE ARTIFICIAL INTELLIGENCE-BASED VIRTUAL UNIVERSE SIMULATION MODELS FOR SCHOOL STUDENTS Herman Tino; Baik Anita Febriana
Jurnal Inovasi Fisika dan Edukasi Vol. 1 No. 2 (2025): December
Publisher : INERCYS: Institute of Educational, Research, and Community Service

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

Abstract

The exploration of physics learning using an adaptive artificial intelligence–based virtual universe simulation model represents an important aspect of physics education due to the limitations of conventional instruction in visualizing abstract and multiscale physical phenomena. This challenge highlights the need for experimental research that empirically examines the effectiveness of adaptive virtual simulation models in improving students’ conceptual understanding of physics. This study aims to analyze the impact of implementing an adaptive artificial intelligence–based virtual universe simulation on students’ conceptual understanding and learning engagement in school physics. The research employed an experimental method with a quasi-experimental design involving an experimental group and a control group. Data were collected through conceptual understanding tests, learning activity observation sheets, and student engagement questionnaires. The collected data were analyzed using descriptive statistics and independent samples t-tests. The results indicate that students who learned through adaptive virtual simulations achieved a statistically significant improvement in conceptual understanding scores (p < 0.05), with an average increase of more than 20% compared to the control group. These findings suggest that adaptive virtual universe simulation–based physics learning is effective in enhancing the quality of physics instruction. This study contributes to the development of intelligent technology-based physics learning models and provides empirical evidence supporting the integration of artificial intelligence in science education.
PHYSICS LEARNING BASED ON CONCEPTUAL ERROR PREDICTION USING LARGE LANGUAGE MODEL AS A COGNITIVE ASSISTANT FOR SCHOOL STUDENTS Saepudin
Jurnal Inovasi Fisika dan Edukasi Vol. 1 No. 2 (2025): December
Publisher : INERCYS: Institute of Educational, Research, and Community Service

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

Abstract

Physics learning based on the prediction of conceptual errors is a critical aspect of physics education, as persistent student misconceptions often hinder the development of deep conceptual understanding. This challenge highlights the need for adaptive learning approaches capable of identifying and anticipating students’ conceptual errors at an early stage. This study aims to examine the effectiveness of implementing a Large Language Model as a cognitive assistant in predicting conceptual errors and enhancing students’ conceptual understanding and learning engagement. The research employed an experimental method with a quasi-experimental design. Data were collected through conceptual understanding tests, learning engagement observation sheets, and instructional documentation, and were analyzed using descriptive statistics and inferential analysis through an independent samples t-test. The results indicate that the experimental group achieved a higher mean post-test score in conceptual understanding than the control group (M = 81.9; SD = 6.7 vs. M = 68.1; SD = 7.4), with a statistically significant difference (t(58) = 6.05, p < 0.001) and a strong effect size (Cohen’s d = 0.93). In addition, the level of conceptual errors among students in the experimental group decreased significantly, while learning engagement was classified as high (M = 4.18) compared to the control group (M = 3.34). These findings demonstrate that a Large Language Model can function effectively as a cognitive assistant by predicting patterns of conceptual errors and providing adaptive scaffolding in real time. This study makes a significant contribution to the development of artificial intelligence–based physics learning models, extends the application of constructivist theory and cognitive load theory within intelligent digital learning environments, and enriches the international literature on the use of Large Language Models in science education. Furthermore, the findings are expected to serve as a reference for the development of adaptive physics learning and for future research on integrating Large Language Models as pedagogical agents at the school level.
A PRELIMINARY STUDY OF PHYSICS LEARNING THROUGH THE INTEGRATION OF MULTIVERSE NARRATIVE AND HYPOTHETICAL PHYSICS MODELING IN ENHANCING STUDENTS' SCIENTIFIC IMAGINATION Pathurrahman; Rudi Purwanto
Jurnal Inovasi Fisika dan Edukasi Vol. 1 No. 2 (2025): December
Publisher : INERCYS: Institute of Educational, Research, and Community Service

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

Abstract

Physics learning through the integration of multiverse narrative and hypothetical physics modeling constitutes an important aspect of physics education because conventional instructional approaches often limit students’ scientific imagination and their ability to explore abstract, speculative, and frontier concepts in modern physics. This limitation highlights the need for further research focusing on instructional strategies that explicitly promote imaginative reasoning while preserving scientific rigor. This preliminary study aims to examine the effectiveness of integrating multiverse narratives with hypothetical physics modeling in enhancing students’ scientific imagination and learning engagement in physics. The study employed an experimental method with a quasi-experimental design involving an experimental group and a control group. Data were collected using scientific imagination assessment tests, learning engagement observation sheets, and instructional documentation, and were analyzed through descriptive statistics and inferential analysis using an independent samples t-test. The results reveal that students in the experimental group demonstrated significantly higher scientific imagination scores (M = 84.2; SD = 6.5) compared to the control group (M = 71.6; SD = 7.3), with a statistically significant difference (t(58) = 5.72, p < 0.001) and a strong effect size (Cohen’s d = 0.88). In addition, learning engagement in the experimental group was categorized as high (M = 4.21) relative to the control group (M = 3.36), indicating more active participation in exploratory discussion, conceptual speculation, and reflective reasoning. These findings illustrate that the integration of multiverse narratives with hypothetical physics modeling effectively fosters scientific imagination and cognitive engagement by providing a structured space for speculative yet theory-informed thinking. This study contributes significantly to the advancement of physics education at both national and international levels by proposing an innovative pedagogical framework that bridges narrative-based learning, theoretical modeling, and imaginative science education. Furthermore, the findings are expected to serve as a reference for future research on creative physics instruction, speculative science learning, and interdisciplinary approaches that support the development of higher-order thinking skills in 21st-century physics education.
QUANTUM STORYTELLING ARTIFICIAL INTELLIGENCE (AI) BASED PHYSICS LEARNING TO ENHANCE STUDENTS' CONCEPTUAL INTUITION ON NON-CLASSICAL PHENOMENA Zohri Ratna
Jurnal Inovasi Fisika dan Edukasi Vol. 1 No. 2 (2025): December
Publisher : INERCYS: Institute of Educational, Research, and Community Service

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

Abstract

Quantum storytelling artificial intelligence–based physics learning is an important aspect of physics education because conventional instructional approaches often fail to support students in developing strong conceptual intuition toward non-classical phenomena that are abstract, probabilistic, and counterintuitive, such as superposition, entanglement, and the quantum uncertainty principle. This limitation highlights the need for further research focusing on innovative instructional strategies that integrate artificial intelligence–driven narrative approaches to bridge students’ conceptual understanding of quantum phenomena. This study aims to examine the effectiveness of quantum storytelling–based physics learning supported by artificial intelligence in enhancing students’ conceptual intuition of non-classical phenomena. The research employed an experimental method with a quasi-experimental design involving an experimental group and a control group. Data were collected through quantum conceptual intuition tests, learning engagement observation sheets, and instructional documentation. The collected data were analyzed using descriptive statistics and inferential analysis through an independent samples t-test. The results indicate that students in the experimental group achieved significantly higher conceptual intuition scores (M = 83.7; SD = 6.4) than those in the control group (M = 70.9; SD = 7.6), with a statistically significant difference (t(58) = 5.61, p < 0.001) and a strong effect size (Cohen’s d = 0.86). These findings demonstrate that the integration of quantum storytelling supported by artificial intelligence effectively strengthens students’ conceptual intuition through narrative, visual, and reflective representations aligned with quantum physics principles. This study provides a significant contribution to the advancement of physics education at both national and international levels by proposing an innovative artificial intelligence–based narrative learning model for non-classical physics instruction. Furthermore, the findings are expected to serve as a reference for future research in quantum physics education, artificial intelligence–supported science learning, and studies on conceptual intuition in abstract physics domains.
THE EFFECT OF PHYSICS LEARNING USING FUTURE SELF DIGITAL AVATARS ON STUDENTS' MOTIVATION AND LEARNING RESILIENCE Laelatul Munawaraha; Muhammad Aminuddin
Jurnal Inovasi Fisika dan Edukasi Vol. 1 No. 2 (2025): December
Publisher : INERCYS: Institute of Educational, Research, and Community Service

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

Abstract

Physics learning using future self digital avatars constitutes an important aspect of physics education because traditional instructional approaches often fail to sustain students’ motivation and resilience in facing challenging concepts and problem-solving tasks. This limitation highlights the need for further research focusing on innovative digital strategies that leverage self-representative avatars to enhance learning engagement and perseverance. This study aims to examine the effect of physics learning mediated by future self digital avatars on students’ motivation and learning resilience. The research employed a quantitative approach with an experimental method and a quasi-experimental design involving an experimental group and a control group. Data were collected using standardized motivation questionnaires, learning resilience scales, and instructional documentation. The collected data were analyzed using descriptive statistics and inferential analysis through independent samples t-tests. The results indicate that students who participated in physics learning using future self digital avatars demonstrated significantly higher motivation scores (M = 82.4; SD = 5.9) and learning resilience (M = 79.6; SD = 6.3) compared to the control group (motivation: M = 70.2; SD = 7.1; resilience: M = 68.5; SD = 7.8), with statistically significant differences (motivation: t(58) = 6.12, p < 0.001; resilience: t(58) = 5.87, p < 0.001) and strong effect sizes (Cohen’s d = 0.90 and 0.88, respectively). These findings suggest that integrating future self digital avatars into physics learning effectively strengthens students’ intrinsic motivation and their capacity to persist through challenging learning tasks. The study provides significant contributions to the advancement of physics education at both national and international levels by offering an innovative pedagogical model that combines digital self-representation, motivational scaffolding, and resilience-building strategies. Furthermore, the findings are expected to serve as a reference for future research on digital avatar–mediated learning, student motivation, and resilience in science education, as well as to encourage further development of immersive and personalized instructional approaches.

Page 1 of 1 | Total Record : 10

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 1 No. 2 (2025): December Vol. 1 No. 1 (2025): June