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Jurnal Penelitian Pembelajaran Fisika
Published by Universitas Negeri Padang
ISSN : 22523014     EISSN : 27468445     DOI : https://doi.org/10.24036/jppf.v12i1.35
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JPPF focuses on publishing the scientific articles in the fields of learning Physics and learning science. Scientific articles in learning Physics and learning science are written from the results of research activities including experimental research, descriptive research, correlation research, classroom action research, research and development, literature review, meta-analysis, and relevant research methods. The scope of scientific articles includes learning planning such as learning materials, learning media, and experimental tools; implementation of learning such as learning models, learning approaches, learning strategies, and learning methods; learning assessments such as authentic assessments and assessment based on ICT; learning management and policy; and the current developments in physics learning and science learning.
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Articles 36 Documents
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Improvement Ability Students' Science Literacy in Aspects Knowledge and Competence Using the PBL Model Ramadi Ramadi; Wahyuni Satria Dewi; Yenni Darvina Yenni; Fuja Novitra Fuja
Jurnal Penelitian Pembelajaran Fisika Vol. 11 No. 1 (2025): JPPF (Jurnal Penelitian Pembelajaran Fisika)
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v11i1.1

Abstract

Scientific Literacy is important in improving physics learning outcomes. looking at the situation in the field, student scientific literacy abbilities are still very low. The learningcarried out by students has mot simulated aspects of scientific literacy. the solutions given is to apply the PBL model. This research aims to find out whether there is an increase in students scientific literacy skill before and after carrying out learning using the PBL model. This research is a quantitative research with a pretest-posttest control group design. The population of this study was class X SMAN 1 Sungai Limau. The sampel is class X.3. the research Instruments used are teaching modules and stientific literacy tests. The data analysis techniques used are descriptive analisis techniques, normality tests, and hypothesis test. Based on the result of research hypothesis testing on students’ scientific literacy abilities, a significance value of 0.000000004 was obtained at a significance value at significance 0.05. Therefore, is accepted and is rejected. This means that there is an increase in scientific literacy abilities in the knowledge aspect and competency aspect after using the PBL model in class X at SMAN 1 Sungai Limau
Cognitive Conflict-Based Learning Materials Integrated with Augmented Reality: Is It Practical in Learning Global Warming? Salsabilla Mulya Putri Salsa; Fatni Mufit Mufit; Hidayati Hidayati; Fuja Novitra Fuja
Jurnal Penelitian Pembelajaran Fisika Vol. 11 No. 1 (2025): JPPF (Jurnal Penelitian Pembelajaran Fisika)
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v11i1.2

Abstract

The low understanding of concepts in physics learning is still a common problem, including in the topic of global warming. The use of technology such as augmented reality that has the potential to improve understanding of physics concepts is still rarely applied. One way to overcome this problem is to develop physics teaching materials based on cognitive conflict integrated with augmented reality in global warming learning. This study aims to test the level of practicality of global warming teaching materials products based on cognitive conflict. This study reports the development stages in the Plomp model, especially at the small group evaluation stage. The instrument used in this study was a practicality questionnaire analysed using a percentage technique. The four aspects tested in this study were aspects of ease of use, attractiveness, efficiency and benefits with an average for each aspect in sequence of 91.66; 94.91; 92.78; and 94.99 with very practical criteria. And the average value of the results of the practicality test of the teaching material product reached 93.58 which was very practical. Global warming teaching materials based on cognitive conflict integrated with augmented reality are practical for students in terms of ease of use, attractiveness, benefits and efficiency.
Effects of Research-Based Science Learning on Students' Critical Thinking Skills: A Bibliometric Analysis Rahmadini Lasonia Putri; Andani Intan Ridha Illahi; Sylvia Muharani Ulmi; Fauziah Ulmi; Asrizal Asrizal
Jurnal Penelitian Pembelajaran Fisika Vol. 11 No. 1 (2025): JPPF (Jurnal Penelitian Pembelajaran Fisika)
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v11i1.3

Abstract

In the era of industrial revolution 4.0, 21st century skills such as critical thinking, collaboration, communication and creativity have become essential for individual success in an ever-evolving work environment. There is an urgency to conduct research on the effects of research-based learning in improving students' critical thinking skills, which can provide a strong foundation for learners to succeed in a dynamic and complex future. This study utilized bibliometric research method. Articles were searched using the keywords “Critical Thinking; Research Based Learning”. The search included patterns of trends in scholarly publications related to the exploitation and protection of river turtle populations, as well as patterns in author relationships between relevant articles. Data were analyzed and visualized using VOS viewer software. Results Visualization analysis of journals on research-based learning highlighted that topic such as “research samples” and “worksheets” dominated the literature, reflecting consistency in the development of research-based learning practices in the classroom.  
Effects of Problem-Based Learning Model with Wordwall Media on Students' Critical Thinking Skills Rana Khairunnisa; Wahyuni Satria Dewi; Yenni Darvina; Dea Stivani Suherman
Jurnal Penelitian Pembelajaran Fisika Vol. 11 No. 1 (2025): JPPF (Jurnal Penelitian Pembelajaran Fisika)
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v11i1.5

Abstract

The research aims to improve the appearance of critical thinking by using a problem-based learning model assisted by wordwall media. Method of research  is quasi-experimental with a post-test only control grup design, the research was done at SMAN 4. The phase E population was sampled using a lateral random cluster, where the control class was phase E7 and the experimental class was phase E6. The assessment is carried out in the form of test questions with cognitive data results as independent variables and skill data as bound variables. The experimental and control classes obtained average cognitive results of 68.61 and 57.22, while the skill scores were 68,5 and 60,56. The magnitude of the relationship between the PBL model with wordwall assistance media and critical thinking skills using a t-test with a calculated t result class experiment of 5.27 and class control is 3.88 with a table t of two class is 2.12. the study concluded that there was a significant relationship and linearity in the PBL model with wordwall assistance media on students' critical thinking skills.  
Students' Conceptual Understanding of Measurement Topic in Development of Digital Teaching Materials Based on the Cognitive Conflict Learning Model Using Kodular Yessi Ramadhani; Wahyuni Satria Dewi; Fatni Mufit; Emiliannur Emiliannur
Jurnal Penelitian Pembelajaran Fisika Vol. 11 No. 1 (2025): JPPF (Jurnal Penelitian Pembelajaran Fisika)
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v11i1.6

Abstract

Physics learning often challenges students due to the abstract nature of the concepts. Effective teaching methods are needed to improve students' understanding, one of which is the cognitive conflict learning model. This model helps address misconceptions and clarify difficult concepts. This study aims to analyze students' conceptual understanding in developing digital teaching materials using the cognitive conflict model with Kodular on the topic of measurement at SMA Negeri 13 Padang. A descriptive qualitative approach was used, consisting of four stages: distributing questionnaires to physics teachers, developing research instruments, collecting data through observation and the Three-Tier Diagnostic Test, and analyzing students' responses. The subjects were 36 tenth-grade students in phase E3. The results show that 73.87% of students have misconceptions, 22.78% lack a solid understanding, and only 3.35% demonstrate correct understanding. These findings highlight the need for more effective learning models to enhance students' conceptual understanding.
The Effect of Using Interactive Multimedia Based on Cognitive Conflict-Based Learning on Global Warming Material on Student Retention Nahdhah Muhdia; Fatni Mufit
Jurnal Penelitian Pembelajaran Fisika Vol. 11 No. 1 (2025): JPPF (Jurnal Penelitian Pembelajaran Fisika)
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v11i1.7

Abstract

The aim of learning physics is that students understand the learning concept before moving on to the next material. Physics learning is conditional in that concepts are mutually continuous so students must understand the material before continuing to the next material. In fact, in the field, students still experience conceptual misunderstandings in global warming material. The way out to overcome this is the use of interactive multimedia based on cognitive conflict to correct students' misconceptions and make them last longer in students' memories. The aim of this research is to see the effect of using interactive multimedia based on cognitive conflict on student retention. This research was conducted using a quasi-experimental design or quasi-experimental method. This research design uses a nonequivalent control group design, with two sample classes, namely the experimental class and the control class, each consisting of 28 students. The research instrument was 25 concept test questions about global warming material, with data collection through pretest, posttest and retest. The hypothesis analysis technique uses the Mann-Whitney test. The results indicate that students in the experimental class had higher retention compared to those in the control class. Although both groups experienced a decline in memory, the decrease was less significant in the experimental class. The hypothesis test yielded a result of 0,11 at a 0.05 significance level, confirming a significant impact of interactive multimedia based on cognitive conflict on student retention in the global warming topic. Therefore, in can be conclude that this learning approach effectively enhances student retention.
Development of Student Worksheet on Fluid Material by Integrating Guided Inquiry Model to Promote Students' Science Process Skills Chintya Larayesa Satria; Asrizal Asrizal; Yurnetti Yurnetti; Hidayati Hidayati
Jurnal Penelitian Pembelajaran Fisika Vol. 11 No. 1 (2025): JPPF (Jurnal Penelitian Pembelajaran Fisika)
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v11i1.8

Abstract

The teaching materials used by schools experience a lack of quality teaching materials or are not available at all. The standard of teaching materials that do not meet student requirements causes them to be unable to accommodate various levels of student ability, including in training student skills. In the era of competency-based curriculum, teaching materials should be capable of supporting the enhancement of student skills. The focus of this problem is a cause of weak science process skills amongs students. This study purpose to produce a Guided Inquiry Student Worksheet (SWS) Model to Develop Science Process Skills in Fluid Material for Class XI / Phase F that is valid and practical. The research approach is Research and Development (R&D) using 4D. Research is limited to the practicality stage in small group tests. The instruments used are validation questionnaires and practicality questionnaires. The data source obtained from the validation results by 3 experts. The practicality data source obtained from teachers and students of class X SMAN 16 Padang. The data analysis technique to analyze the level of validity of Students Worksheet (SWS) uses a Likert scale with the Aiken's V formula and analyzes the practicality of Students Worksheet (SWS) using a statistical analysis formula. The validation results of the Guided Inquiry model students worksheet obtained a value of 0.87 in the very valid category. The teacher's practicality score of 99% places it in the very practical category, while the student’s score of 90% also falls within this category.
Trends in Problem Based Learning Model Based on Lesson Study on Learning Outcomes: A Bibliometric Analysis Aisyah Rehan Fadhillah Fadhillah; Annisa Fadhilaturrahmi; Rofifah Widara; Asrizal Asrizal; Mutiara Nurul Fitri
Jurnal Penelitian Pembelajaran Fisika Vol. 11 No. 1 (2025): JPPF (Jurnal Penelitian Pembelajaran Fisika)
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v11i1.9

Abstract

Twenty first century education focuses on developing critical skills, creativity, collaboration, and communication, utilizing digital technology and innovative learning models. This study aims to evaluate the effectiveness of a problem-based learning (PBL) model based on lesson study in improving student learning outcomes. This research uses bibliometric analysis method, examining the literature from 2019-2024 with Publish or Perish and VOSviewer tools. The results showed that research on lesson study-based PBL in learning is still a relatively new and promising area. Network visualization and keyword density show that this topic has potential for further development. Recent trends show that the integration of PBL and lesson study can improve students' conceptual understanding and practical skills, and address low learning outcomes. This research highlights the importance of implementing innovative learning models to support the improvement of learning quality and student learning outcomes in a broader context.
Practicality of E-Modules Based on Contextual Teaching and Learning Models on Renewable Energy Material for Phase E Students Hufri Hufri; Alifa Hanazahra; Hidayati Hidayati; Rahmat Hidayat
Jurnal Penelitian Pembelajaran Fisika Vol. 11 No. 1 (2025): JPPF (Jurnal Penelitian Pembelajaran Fisika)
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v11i1.10

Abstract

This study was driven by the need for teaching materials that aligned with the Merdeka Curriculum, particularly in context-based learning that connected subject matter to real-life situations. However, the limited availability of relevant teaching materials and the inadequate use of technology in the learning process remained obstacles in enhancing students' understanding of renewable energy concepts. Therefore, this study aimed to develop a practical e-module based on a contextual learning model for Phase E students. The e-module development followed the ADDIE model, which consisted of analysis, design, development, implementation, and evaluation stages. The practicality test involved three high school physics teachers using a teacher practicality instrument questionnaire and 69 Phase E students using a student practicality instrument questionnaire. The results indicate that the developed e-module falls into the "highly practical" category, with an average score of 96% from teachers and 82% from students. Based on these findings, it is concluded that the e-module meets practicality standards and is suitable for supporting students' understanding of renewable energy concepts in school learning.
Effects of the Project-Based Learning Model on Students’ Learning Outcomes: A Meta Analysis Intan Purnama Yani; Asrizal Asrizal; Usmeldi Usmeldi
Jurnal Penelitian Pembelajaran Fisika Vol. 11 No. 1 (2025): JPPF (Jurnal Penelitian Pembelajaran Fisika)
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v11i1.11

Abstract

Twenty first century education faces a major challenge to prepare students with relevant skills in facing the rapid advancement of technology. One approach that is widely recognized as being able to answer this challenge is the project-based learning model or Project-Based Learning (PjBL). This model emphasizes contextual learning, where students are actively involved in designing, developing, and completing projects that are relevant to the real world. With this approach, students not only learn cognitively but also develop critical thinking skills, collaboration, communication, and creativity. However, although many studies show the advantages of PjBL, the results reported are often diverse and sometimes contradictory. Several studies show that PjBL significantly improves student learning outcomes, both in cognitive, affective, and psychomotor aspects. In contrast, other studies report less significant or even inconsistent impacts. This raises questions about how much influence PjBL has overall on learning outcomes, and what factors influence the effectiveness of this model. To answer this question, a synthesis of data from various studies is needed through a meta-analysis approach. This approach allows researchers to integrate quantitative data from various studies and produce more comprehensive conclusions. This study aims to evaluate the influence of the PjBL model on student learning outcomes as a whole, as well as to identify moderator variables that influence the success of its implementation. The results of the study are expected to provide significant contributions to the development of educational policies and teaching practices at various levels of education.

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