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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
Core Subject :
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 45 Documents
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Analysis of Scientific Literacy and Need to Develop POE-Based Student Worksheet in Dynamic Material for High School Salsa Kurnia Magfirah; Selma Riyasni; Asrizal Asrizal; Fauziah Ulmi
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 1 (2026): 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.v12i1.45

Abstract

This research is motivated by the importance of scientific literacy skills in physics learning, especially in dynamics material that requires students to be able to understand concepts, interpret data, and explain scientific phenomena logically. However, students' scientific literacy skills are classified as not yet optimally developed. This study aims to analyze the level of students' scientific literacy and identify the need for the development of Predict-Observe-Explain (POE)-based Student Worksheets (LKPD), especially in dynamics material. This study uses a descriptive method with quantitative and qualitative approaches. The subjects of the study were 30 students of grade XI Phase F2 of Madrasah Aliyah in Pariaman City. Data were obtained through scientific literacy tests, student needs questionnaires, document analysis, and interviews with physics teachers. The results showed that the average scientific literacy ability of students in the indicator of explaining scientific phenomena was 58.66%, the indicator of evaluating and designing scientific investigations was 46.67%, and the indicator of interpreting data and scientific evidence was 46.66%. These results indicate that students' scientific literacy abilities are still categorized as moderate and need to be improved, especially in the ability to design investigations and interpret scientific data. Therefore, it is necessary to develop LKPD based on the POE model which can facilitate prediction, observation, and scientific explanation activities so that it can support the improvement of students' scientific literacy outcomes in dynamics learning.
Needs Analysis for the Development of E-Student Worksheets for the PBL Model Based on PhET Simulations Oriented to Local Wisdom to Improve Students' Problem-Solving Skills for Fluid Material Mazra Atur Rifka; Hidayati Hidayati; Fatni Mufit; Selma Riyasni
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 1 (2026): 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.v12i1.49

Abstract

Physics plays an important role in developing problem-solving skills as a 21st-century learning demand. However, in fluid materials, this ability is still low due to difficulties in understanding abstract concepts and the limited use of interactive media. This research aims to determine the initial problem-solving ability and the need for the development of teaching materials. The study used a descriptive approach in the form of a preliminary study at MAN 3 Padang City in class XI Science 2 with 26 students. Data was collected through tests, interviews, and questionnaires, then analyzed descriptively. The results showed that 53.8% of students were in the category of failure, 3.8% lacking, 15.4% adequate, 15.4% good, and 11.5% very good, so problem-solving skills are still low. In addition, students have good technological readiness, but have not been supported by adequate learning media. Therefore, it is necessary to develop E-LKPD based on Problem-Based Learning (PBL) supported by PhET Interactive Simulations simulations and oriented to local wisdom to improve students' understanding of concepts and problem-solving skills.
Effectiveness of Augmented Reality in Enhancing Critical Thinking in Physics Learning: A Meta-Analysis Martin Albertus Silitonga; Emilinannur Emilinannur
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 1 (2026): 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.v12i1.50

Abstract

This study addresses the challenge of students’ difficulty in understanding abstract concepts in physics, which often leads to low critical thinking skills. Augmented Reality (AR) has emerged as a promising technology that can provide interactive and contextual visualization to support learning. This study aims to examine the effectiveness of AR in enhancing students’ critical thinking skills in physics learning. A meta-analysis approach was employed by analyzing 24 relevant studies that met the inclusion criteria. Data were analyzed by calculating effect size using Microsoft Excel and JASP, and the results were visualized using a forest plot. In addition, moderator analyses were conducted based on education level and learning materials. The findings reveal that AR has a high level of effectiveness, with an overall effect size of 0.765. This indicates that AR significantly improves students’ critical thinking skills in physics learning. Therefore, AR can be considered an effective and innovative learning medium to support physics education.
Needs Analysis to Develop of Project Based Learning Module Assisted by Heyzine Application to Improve Students’ Creative Thinking Skills M Ilham; Dea Stivani Suherman; Ratnawulan Ratnawulan; Fadhila Ulfa Jhora
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 1 (2026): 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.v12i1.51

Abstract

Efforts to develop 21st century skills have been carried out by changing the curriculum from the 2013 curriculum to an independent curriculum based on 21st century learning. One of the main focuses in this ability is the development of four core competencies known as 4C, including critical thinking and problem solving skills, creativity and innovation, collaboration skills, and effective communication skills. One of the four most important skills that must be developed by students is creative thinking skills. However, in reality, mastery of this ability is still relatively low. This low ability is caused by the teaching materials used in the learning process that have not been fully designed to support students' creative thinking skills and the Project Based Learning (PJBL) learning model. This study aims to analyze the need for developing E-modules based on Project Based Learning (PJBL). This study uses a development research approach with a 4-D model (Define, Design, Development, and Disseminate), which is limited to the Development stage. The results of the study revealed three main findings from the needs analysis: (1) students' creative thinking skills are still low, with a score of 36; (2) Based on teacher interviews, the teaching materials used in the learning process have not been fully designed to support students' creative thinking skills, and the Project Based Learning (PJBL) learning model is one of the learning models applied by teachers but is not yet optimal; (3) Determination of student characteristics, with scores for each indicator, student background 70.25, student learning interest 67.5, student learning motivation 66.67, student learning style 70.88, and digital learning 76.38. The research conclusion obtained from the needs analysis is that the development of an E-Module based on the Project Based Learning model assisted by the Heyzine application to facilitate students' creative thinking skills is very much needed by students.
Research Mapping of E-Assessment in Physics and Science Education: A Bibliometric Analysis Fauziah Ulmi Fauziah Ulmi; Asrizal Asrizal; Syafri Syafri
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 1 (2026): 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.v12i1.52

Abstract

Assessment is a fundamental component of physics and science education; however, the implementation of e-assessment faces unique challenges related to the complexity of abstract concepts and the limitations of comprehensively mapping research trends. This study aims to analyze publication trends, collaboration patterns, knowledge structures, and future development directions of e-assessment in physics and science education through a bibliometric approach. Data were collected from the Scopus database in March 2026 using keywords related to e-assessment and physics or science education, yielding 190 documents from 2016 to 2026. Analysis was conducted using VOSviewer for network mapping and visualization, and Microsoft Excel for preliminary analysis. The results indicate that the number of publications increased significantly following the COVID-19 pandemic, with the United States as the primary contributor and Indonesia ranking fourth. The mapping reveals that research focus has shifted from merely applying digital technology toward integrating artificial intelligence and large language models into adaptive and personalized assessment. New findings also indicate the emergence of atomized problem-solving approaches and the use of translanguaging as an inclusive and equitable assessment practice. In conclusion, e-assessment in physics and science education is evolving toward a convergence of technological innovation and robust pedagogy, with the primary benefit of providing a roadmap for researchers, educators, and policymakers in developing assessments that are adaptive, personalized, and responsive to the cognitive, linguistic, and cultural diversity of students in the digital age.
Trends and Research Opportunities of Integration ESD and STEM in Science Education: A Bibliometric Analysis Nora Fauziah Daulay; Asrizal Asrizal; Harman Amir; Fauziah Ulmi; Azifa Feziyasti
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 1 (2026): 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.v12i1.54

Abstract

Rapid changes of the 21st century require education to develop essential skills, sustainability literacy, and complex problem-solving abilities. However, many studies indicate that students’ competencies remain low, particularly in environmental awareness, critical thinking, and problem-solving. This condition highlights the need for innovation in science learning that is more relevant to global challenges. Therefore, integrating STEM (Science, Technology, Engineering, and Mathematics) with Education for Sustainable Development (ESD) has become an important approach to improving the quality of learning. This study aims to map research trends and opportunities related to ESD-STEM integration through bibliometric analysis. Data were collected from Scopus-indexed articles published between 2015 and 2025 and analyzed using VOSviewer, including publication performance, co-authorship, keyword occurrence, and thematic mapping analyses. The results show a significant increase in publications, particularly since 2020, focusing on STEM, sustainability, and pedagogical innovation. The dominant subject areas include social sciences, computer science, and engineering, with major contributions from the United States, Indonesia, and Malaysia. These findings confirm that ESD-STEM integration promotes interdisciplinary, contextual, and sustainability-oriented learning, while opening opportunities for future research.
Effectiveness of Cognitive Conflict-Based Teaching Material Integrated with Augmented Reality in Improving Students’ Conceptual Understanding and Self-Efficacy on Light Waves Intan Ayu Tresna; Fatni Mufit; Ratnawulan Ratnawulan; Selma Riyasni
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 2 (2026): JPPF (Jurnal Penelitian Pembelajaran Fisika) : In Progress
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.v13i2.56

Abstract

Effective physics learning should enable students to develop sound conceptual understanding and strong self-efficacy to solve scientific problems. Physics learning on light waves remains challenging due to students’ low conceptual understanding, misconceptions, and low self-efficacy caused by abstract concepts and teacher-centered instruction. These challenges highlight the need for innovative teaching materials. This study aimed to investigate the effectiveness of Augmented Reality (AR)-integrated cognitive conflict-based teaching materials in improving students’ conceptual understanding and self-efficacy. A quasi-experimental study employing a nonequivalent pretest–posttest control group design was conducted with 36 experimental and 33 control class students at SMA Negeri 1 Batusangkar. Data from a validated four-tier diagnostic test and self-efficacy questionnaire were analyzed using descriptive statistics, Mann–Whitney U, and Independent Sample t-tests. Results showed the experimental class's correct understanding increased from 26% to 80%, while misconceptions decreased from 40% to 8%. Statistical analysis revealed significant differences in conceptual understanding (p < .001) and self-efficacy (p < .001) between classes. These findings demonstrate that AR-integrated cognitive conflict-based materials effectively enhance both cognitive and affective outcomes, serving as an impactful instructional alternative to overcome learning difficulties in abstract physics topics.
Effects of E-Module Integrated Problem Based Learning Model of Fluid Material on Student’s Learning Outcomes Amelia Agustin; Hidayati Hidayati; Fatni Mufit; Renol Afrizon
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 2 (2026): JPPF (Jurnal Penelitian Pembelajaran Fisika) : In Progress
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.v13i2.60

Abstract

Improving students’ physics learning outcomes is one of the primary goals of implementing the Independent Curriculum, which emphasizes active, independent, and student-centered learning, However, students learning outcomes on fluid materials remain relatively low because the teaching materials commonly used in schools have not fully facilitated active learning and problem-solving activities. To address this issue, the use of Problem-Based Learning (PBL)-based E-Modules is proposed as an alternative solution to create more meaningful and independent learning experiences. This study aims to analyze the effect of the use of Problem Based Learning (PBL)-based E-Modules on physics learning outcomes of grade XI students of SMA Negeri 14 Padang on fluid materials. The research uses a quasi-experimental method with a Posttest-Only Control Design. The research sample consisted of 71 students divided into experimental classes and control classes. The experimental class uses PBL-based E-Modules, while the control class uses teaching materials commonly used in schools. The research data includes learning outcomes of cognitive, affective, and psychomotor aspects obtained through tests and observation sheets. The results showed that the average learning outcomes of students in cognitive, affective, and psychomotor aspects in the experimental class were higher than in the control class. These findings show that the use of Problem Based Learning-based E-Modules is effective in improving students' physics learning outcomes on fluid materials. The use of PBL-based E-Modules provides benefits in creating more active, meaningful learning, and supports the development of students' knowledge, attitudes, and skills in learning fluid material.
Needs Analysis to Develop Linear Motion E-Student Worksheet Based on Inquiry Learning Model and Local Wisdom to Improve Student’s Critical Thinking Skills Farah Azzahra Ramadhina; Hidayati Hidayati; Desnita Desnita; Leni Aziyus Fitri
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 2 (2026): JPPF (Jurnal Penelitian Pembelajaran Fisika) : In Progress
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.v13i2.61

Abstract

Twenty-first-century physics learning requires innovative teaching materials to improve students' critical thinking skills. Currently, physics instruction still relies on conventional printed textbooks that lack variation. This study aims to analyze the need for developing an E-Student Worksheet based on Inquiry learning and oriented to local wisdom in linear motion kinematics material to enhance high school students' critical thinking skills. The study used a descriptive approach with a preliminary study research type. The subjects consisted of one physics teacher and 34 tenth-grade students at SMA Negeri 9 Padang. Data was obtained and triangulated through a structured combination of observations, interviews, questionnaires, and critical thinking skills tests. The results showed that students' critical thinking skills were still relatively low, with an average score of 38.4%, especially in the analysis indicator. In addition, students strongly need interactive digital teaching materials that systematically support contextual, inquiry-based learning. Therefore, developing an E-Student Worksheet based on Inquiry learning oriented to local wisdom is highly important to support more active and meaningful physics learning.  
Need Analysis to Develop Alternative Energy E-Student Worksheet Integrated Inquiry Learning and Local Wisdomto Facilitate Students' Critical Thinking Skills Tiara Julia; Emiliannur Emiliannur; Hidayati Hidayati; Renol Afrizon
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 2 (2026): JPPF (Jurnal Penelitian Pembelajaran Fisika) : In Progress
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.v13i2.62

Abstract

This study aims to develop an E-Student Worksheet on alternative energy integrated with Inquiry Based Learning (IBL), local wisdom, and Canva AI to facilitate the critical thinking skills of Phase E senior high school students. This research is motivated by the low level of students' critical thinking skills, limited digital teaching materials, and difficulties in understanding physics concepts. To address these challenges, a digital E-Student Worksheet was developed by integrating inquiry-based activities, local wisdom of West Pasaman, and interactive Canva AI features. This study employed the Research and Development (R&D) method using the 4D model, consisting of Define, Design, Develop, and Disseminate stages. Research data were collected through preliminary studies, student needs questionnaires, teacher interviews, and validity and practicality assessments. The preliminary study showed that students' critical thinking skills were relatively low, with an average achievement of 49.70%. The developed E-Student Worksheet is expected to serve as a valid and practical digital learning resource that facilitates students' critical thinking skills in physics learning

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