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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 16 Documents
 1   2 
THE IMPACT OF THE STEM LEARNING MODEL ON STUDENTS’ SCIENCE PROCESS SKILLS AND CRITICAL THINKING SKILLS IN PHYSICS EDUCATION Putri Dewi
Jurnal Inovasi Fisika dan Edukasi Vol. 2 No. 1 (2026): June
Publisher : INERCYS: Institute of Educational, Research, and Community Service

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Abstract

The development of science process skills and critical thinking skills is a crucial aspect of physics education, as these competencies are essential for preparing students to face the challenges of 21st-century learning and to solve scientific problems effectively. This issue highlights the need for further research on the effectiveness of implementing STEM-based learning models in enhancing students’ higher-order thinking skills. This study aims to analyze the effect of the STEM learning model on students’ science process skills and critical thinking skills in physics learning. The research employed a quantitative approach using a quasi-experimental method with a pretest–posttest control group design. Data were collected through tests and observation sheets designed to measure science process skills and critical thinking skills based on higher-order thinking indicators. The collected data were analyzed using descriptive statistics, independent samples t-test, and normalized gain (N-gain) analysis. The results indicate that the implementation of the STEM learning model significantly improves students’ science process skills and critical thinking skills, as evidenced by the differences in posttest mean scores between the experimental and control groups and N-gain values in the medium to high categories. These findings suggest that STEM-based learning is effective in fostering higher-order thinking skills. This study provides a significant contribution to the development of physics education at both national and international levels through the implementation of innovative, student-centered, and interdisciplinary learning models that support the development of 21st-century skills. Furthermore, the findings are expected to serve as a reference for future research, particularly in the development of STEM-based learning models and the enhancement of higher-order thinking skills, as well as to encourage more in-depth and applicable subsequent studies.
THE EFFECT OF PHET SIMULATION-BASED LEARNING ON STUDENTS’ CONCEPTUAL UNDERSTANDING IN PHYSICS Ririn Arianti; Linda Sekar Utami; M. Isnaini
Jurnal Inovasi Fisika dan Edukasi Vol. 2 No. 1 (2026): June
Publisher : INERCYS: Institute of Educational, Research, and Community Service

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Abstract

PhET simulation-based learning represents an important aspect of physics education because it addresses persistent challenges related to students’ low conceptual understanding and the abstract nature of many physics topics. This issue highlights the need for further investigation into the effectiveness of interactive digital media in improving students’ conceptual mastery. This study aims to analyze the effect of PhET simulation-based learning on students’ conceptual understanding in physics. The research employed a quantitative approach with a quasi-experimental method, using a non-equivalent control group design. Data were collected through pre-test and post-test instruments to measure students’ conceptual understanding. The collected data were analyzed using descriptive statistics, N-gain analysis, and an independent sample t-test. The results indicate that students in the experimental class experienced a significant improvement, with mean scores increasing from 61.20 to 83.45 and an N-gain value of 0.70 (high category), while the control class showed an increase from 60.75 to 71.30 with an N-gain value of 0.35 (medium category). Furthermore, the independent sample t-test yielded a significance value of 0.000 < 0.05, confirming a statistically significant difference between the two groups. These findings demonstrate that PhET simulation-based learning effectively enhances students’ conceptual understanding by facilitating interactive visualization and promoting active learning. This study contributes significantly to the advancement of physics education at both national and international levels by offering an innovative instructional strategy grounded in digital technology integration. Additionally, the findings are expected to serve as a valuable reference for future research, particularly in the areas of technology-enhanced learning and conceptual understanding in physics, and to encourage more in-depth and applied studies in related fields.
THE INFLUENCE OF STORY-BASED INSTRUCTIONAL VIDEOS ON STUDENTS' UNDERSTANDING OF PHYSICS CONCEPTS Syamsul Fahmi
Jurnal Inovasi Fisika dan Edukasi Vol. 2 No. 1 (2026): June
Publisher : INERCYS: Institute of Educational, Research, and Community Service

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Abstract

Story-based learning videos constitute an important aspect of physics education, as many students still perceive physics as a difficult and abstract subject, leading to low levels of conceptual understanding and learning motivation. This condition highlights the need for further research focusing on the use of innovative and engaging instructional media to enhance students’ comprehension of physics concepts. This study aims to examine the effect of story-based learning videos on students’ conceptual understanding in physics. The research employed a quantitative method with an experimental approach, using a quasi-experimental design in the form of a pretest–posttest control group design. Data were collected through conceptual understanding tests, observation sheets, and documentation, and were analyzed using descriptive statistics, an independent samples t-test, and N-gain analysis. The findings reveal that students in the experimental group showed a significant improvement in conceptual understanding, with the mean score increasing from 63.20 to 84.10 and an N-gain value of 0.72 (high category), while the control group achieved an N-gain of 0.41 (medium category). Furthermore, the t-test result yielded a significance value of 0.001 < 0.05, indicating a statistically significant difference between the two groups, thereby demonstrating that story-based learning videos are effective in improving students’ conceptual understanding in physics. This study provides a significant contribution to the advancement of physics education at both national and international levels through the integration of innovative multimedia-based learning approaches that enhance student engagement, conceptual understanding, and learning outcomes. In addition, the findings offer valuable insights into the application of storytelling techniques in science education as an effective pedagogical strategy and are expected to serve as a reference for future research, particularly in the areas of technology-enhanced learning and concept mastery, while encouraging more in-depth and applied studies in related fields.
THE EFFECT OF USING INTERACTIVE LEARNING VIDEOS ON MOTIVATION AND PHYSICS LEARNING OUTCOMES Hardianti Dian; Linda Sekar Utami; Johri Sabaryati
Jurnal Inovasi Fisika dan Edukasi Vol. 2 No. 1 (2026): June
Publisher : INERCYS: Institute of Educational, Research, and Community Service

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Abstract

The use of story-based instructional video represents a crucial aspect of physics education because students often encounter difficulties in understanding abstract concepts, leading to low conceptual comprehension and suboptimal learning outcomes. This issue necessitates further investigation into the effectiveness of integrating storytelling elements within video-based learning to enhance students’ conceptual understanding. This study aims to examine the effect of story-based learning videos on students’ conceptual understanding in physics. The research employed a quantitative approach using a quasi-experimental method with a pretest–posttest control group design. Data were collected through conceptual understanding tests, supported by observation and documentation. The obtained data were analyzed using descriptive statistics and inferential analysis, including the t-test and N-gain calculation. The findings reveal that students taught using story-based instructional videos demonstrated a significant improvement in conceptual understanding, as evidenced by an increase in the mean score from 63.20 to 84.10 and an N-gain value of 0.72, categorized as high, along with a statistically significant difference between the experimental and control groups. These results indicate that the integration of storytelling in video-based learning effectively enhances students’ comprehension of abstract physics concepts and promotes more meaningful learning experiences. This study contributes significantly to the advancement of physics education at both national and international levels by providing an innovative, technology-enhanced pedagogical approach that supports interactive and engaging learning environments. Furthermore, the findings are expected to serve as a valuable reference for future research, particularly in the development of multimedia-based instructional strategies and the exploration of their long-term impact on conceptual understanding and higher-order thinking skills.
THE EFFECT OF STEM-BASED PHYSICS LEARNING ON STUDENT CREATIVITY AND PROBLEM SOLVING Erik Mulandas; Linda Sekar Utami; M. Isnaini
Jurnal Inovasi Fisika dan Edukasi Vol. 2 No. 1 (2026): June
Publisher : INERCYS: Institute of Educational, Research, and Community Service

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Abstract

STEM (Science, Technology, Engineering, and Mathematics)-based learning constitutes a critical aspect of physics education as it enables the holistic integration of multiple disciplines to foster 21st-century competencies. However, the low levels of students’ creativity and problem-solving skills in physics learning remain fundamental issues that require immediate attention. This challenge underscores the need for further investigation into the effectiveness of STEM-based learning in enhancing students’ creativity and problem-solving abilities. This study aims to analyze the effect of STEM-based physics learning on the creativity and problem-solving skills of senior high school students. The research employed a quasi-experimental method with a pretest–posttest control group design. Data were collected using a creativity assessment rubric and problem-solving ability tests validated by two expert lecturers. The collected data were analyzed using the Independent t-test and N-Gain test. The findings reveal a significant difference between the experimental and control groups in terms of creativity (sig. = 0.001; t = 5.41) and problem-solving skills (sig. = 0.002; t = 4.87). The N-Gain scores in the experimental group reached 0.54 for creativity and 0.49 for problem-solving skills, both categorized as moderate, whereas the control group only achieved low categories. These results indicate that STEM-based learning is effective in enhancing students’ competencies. This study provides a significant contribution to the advancement of physics education at both national and international levels through the reinforcement of innovative STEM-based instructional models. Furthermore, the findings are expected to serve as a reference for future research, particularly in the development of instructional strategies aimed at improving creativity and problem-solving skills, as well as to encourage more in-depth and applicable follow-up studies.
EXPLORATION OF AN ANDROID-BASED MYOPIA DETECTION AND PREVENTION SYSTEM IN CHILDREN USING THE EXTREME LEARNING MACHINE METHOD WITH A RISK FACTOR ANALYSIS AND EYE EXERCISE THERAPY APPROACH M. Fajar Akbar; Rudi Purwanto
Jurnal Inovasi Fisika dan Edukasi Vol. 2 No. 1 (2026): June
Publisher : INERCYS: Institute of Educational, Research, and Community Service

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Abstract

Myopia, or nearsightedness, is a visual impairment whose prevalence continues to increase, particularly among children. This condition is influenced by both genetic and environmental factors, such as excessive use of digital devices and insufficient outdoor activities. These challenges highlight the need for solutions that not only enable early detection but also provide effective preventive measures. This study aims to explore an Android-based system for the detection and prevention of myopia in children using the Extreme Learning Machine (ELM) method, combined with a risk factor analysis approach and eye exercise therapy. The research employs a qualitative method with a library research approach, utilizing various relevant scientific sources, including journals, books, and conference proceedings. Data were collected through systematic searches in academic databases using keywords aligned with the research variables, followed by a selection process based on relevance and source credibility. Data analysis was conducted using content analysis techniques, which involved stages of data reduction, categorization, synthesis, and inductive conclusion drawing. The findings indicate that the Extreme Learning Machine method demonstrates high accuracy and efficient processing speed in detecting myopia, while the Android platform offers accessibility and ease of use for users. The primary risk factors identified include excessive screen time and limited outdoor activity. Furthermore, eye exercise therapy has been shown to improve visual acuity and reduce eye strain. The integration of these components results in a comprehensive system that functions not only as a detection tool but also as an educational and preventive medium. This study contributes to the field of education by providing a technology-based health education tool and to the scientific community through the advancement of artificial intelligence applications in healthcare. Future research is recommended to extend this study through experimental approaches or direct system implementation to empirically evaluate its effectiveness in real-world settings.

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