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Lontar Physics Today
Published by Universitas PGRI Semarang
ISSN : -     EISSN : 28280970     DOI : https://doi.org/10.26877
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This journal aims to be a platform for the dissemination of research findings, conceptual studies, and innovations in Physics and Physics Education that are relevant to academic needs. This journal bridges the worlds of physics research and physics education practices, enabling the results of fundamental and applied studies to be effectively integrated into classroom and laboratory learning. The journal is expected to contribute to the improvement of physics education quality and the development of a generation of physics learners who are critical, creative, and adaptable to future challenges.
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Articles 20 Documents
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Implementation of Case-Based Learning to Improve Critical Thinking Skills in Static Fluids among High School Students Nesty Mungianty Simanullang; Muhammad Nasir; Fakhruddin Z.
Lontar Physics Today Vol. 5 No. 1: February 2026
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/csjb6m20

Abstract

This study aimed to examine the effectiveness of implementing the Case-Based Learning (CBL) model in enhancing students' critical thinking skills in static fluid learning, as well as to analyse differences in critical thinking outcomes between classes using CBL and those employing conventional teaching methods. The research adopted a quasi-experimental design with a pretest–posttest control group. Samples were selected based on simple random sampling. After the data was analysed, the average score of critical thinking skills for the experimental class was 72.74, which was classified as good, and 60.18 for the control class, which was classified as the enough category. Furthermore, the results showed that the p-value was less than 0.000, indicating a significant difference in critical thinking skills between the experimental and control groups. These results suggest that the CBL model is effective in improving students’ critical thinking skills.
The Implementation of Lumio Interactive Learning Media to Improve Students’ Conceptual Understanding of Energy and Its Transformations Alya Zahara; Zulirfan Zulirfan; Muhammad Nor
Lontar Physics Today Vol. 5 No. 1: February 2026
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/9abg4n49

Abstract

Conceptual understanding is a crucial aspect of science education in vocational schools; however, the learning process, which is still largely dominated by lecture methods and minimal use of interactive media, often renders students passive and less able to grasp the material. This study aims to describe the level of students' conceptual understanding and to evaluate the effectiveness of Lumio, a SMART interactive learning media, on the subject of energy and its transformations. The study used a quasi-experiment with a non-equivalent posttest-only control group design, involving two 10th-grade groups at SMK Dar El Hikmah Pekanbaru. The experimental group learned using Lumio by SMART, while the control group used conventional PowerPoint. Data were obtained through a concept comprehension test covering seven indicators of concept comprehension, namely interpreting, exemplifying, classifying, summarizing, concluding, comparing, and explaining. Data were analyzed descriptively and inferentially through an independent sample t-test. The descriptive analysis results showed that the average score of the experimental group was 70.11 in the Good category, higher than the control group at 59.95 in the Fair category. Inferentially, there was a significant difference between the two groups with Sig. = 0.008 < 0.05, indicating that Lumio by SMART was effective in improving students' conceptual understanding. Thus, the Lumio by SMART interactive learning media has been proven to improve the quality of Natural and Social Sciences learning, particularly in the subject of energy and its transformations.
Scientific Reasoning Skills in Physics Education: A Preliminary Analysis of High School Students’ Competence in Temperature and Heat Rifa Anjiana; Endang Surahman; Rahmat Rizal; Diana Hernawati; Liah Badriah
Lontar Physics Today Vol. 5 No. 1: February 2026
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/lpt.v5i1.220

Abstract

Scientific reasoning skills play a crucial role in understanding physics concepts through cause–effect analysis and evidence-based reasoning. However, physics learning that remains predominantly focused on problem-solving tasks has resulted in students being less accustomed to engaging in systematic scientific thinking. This study aims to analyze and describe the level of scientific reasoning skills of high school students on the topic of temperature and heat as an initial effort to map their scientific reasoning profiles. The research employed a quantitative descriptive method with 36 twelfth-grade students from a public senior high school in Tasikmalaya as participants. The research instrument consisted of a two-tier multiple-choice test developed based on Lawson’s six indicators of scientific reasoning, namely conservation reasoning, proportional reasoning, control of variables, probability reasoning, correlation reasoning, and hypothetical-deductive reasoning. The results indicate that students’ scientific reasoning skills are still within the moderate category, with an average score of 51.85, suggesting that their scientific thinking skills have not yet developed optimally. The indicator-based analysis shows the highest achievement in control of variables and the lowest in correlation reasoning and hypothetical-deductive reasoning, indicating that students are more capable of engaging in concrete reasoning than in abstract and deductive reasoning. These findings emphasize the need for physics instruction that provides a greater opportunity for scientific reasoning activities. The Creative Problem Solving (CPS) model is recommended because it has the potential to facilitate critical, creative, and evidence-based thinking in solving physics problems.
Microstructural and Carbon Phase Analysis of Water Hyacinth Derived Biochar under Particle Size Variation Dwi Amiliya Putri; Yana Taryana; Sigit Ristanto; Nur Khoiri; Affandi Faisal Kurniawan
Lontar Physics Today Vol. 5 No. 1: February 2026
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/lpt.v5i1.252

Abstract

Water hyacinth is an abundant lignocellulosic biomass with strong potential as a sustainable carbon source. This study aims to investigate the effect of particle size variation on the carbon phase and microstructural development of biomass-derived carbon from water hyacinth. The leaves of water hyacinth were used as a raw material, thoroughly washed, cut into small pieces, and sun-dried for 11 days until completely dry. The dried leaves were then ground into powder and sieved into three particle-size fractions of 60, 80, and 100 mesh, with 75 g prepared for each sample. Carbonization was conducted using a furnace at 900°C for 1 h under a limited-oxygen environment. Carbon phase characterization was performed using X-ray diffraction (XRD), while surface microstructure analysis was carried out using Scanning Electron Microscopy (SEM). The results indicate that all samples exhibit a stable amorphous carbon phase, suggesting that particle size variation does not significantly influence carbon phase formation. However, particle size plays an important role in microstructural evolution, where finer particles promote more homogeneous morphology and enhanced pore development. These findings demonstrate that particle size acts as a microstructural control parameter without altering the resulting carbon phase, and they confirm the potential of water hyacinth leaves as a promising biomass precursor for carbon-based materials.
The Effectiveness of Problem-Based Learning Supported by the PhET Virtual Laboratory Simulation in Improving Students’ Communication Skills on Temperature and Heat Mega Indira Teguh Putri; Mivtha Citraningrum; Abdul Rachman Tiro
Lontar Physics Today Vol. 5 No. 2: June 2026
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/lpt.v5i2.300

Abstract

Communication skills are among the essential competencies required in 21st-century learning and play a crucial role in science education. However, students often experience difficulties in expressing ideas, presenting arguments, and communicating scientific concepts effectively. This study aimed to investigate the effectiveness of Problem-Based Learning (PBL) supported by PhET virtual laboratory simulations in improving students’ communication skills on the topic of temperature and heat. The study employed a quantitative approach using a one-group pretest–posttest quasi-experimental design. The participants were 36 eleventh-grade students from a public senior high school in Sorong City, Indonesia. Data were collected through communication skill tests, observation sheets, expert validation instruments, and student response questionnaires. The data were analysed using the Wilcoxon Signed-Rank Test and N-Gain analysis. The results showed a significant improvement in students’ communication skills after the implementation of PBL supported by PhET simulations (Z = −5.244, p < 0.001). The average communication skill score increased from 50.7 on the pretest to 85.5 on the posttest. The N-Gain value of 0.71 indicated a high level of improvement. The greatest improvement was observed in students’ ability to explain observation results using physics concepts, while nonverbal communication showed the smallest increase. Student responses toward the learning approach were predominantly positive, particularly regarding the visualization of temperature and heat phenomena and support for scientific communication. These findings suggest that integrating Problem-Based Learning with PhET virtual laboratory simulations is an effective instructional strategy for enhancing students’ communication skills in physics learning.
Technology-Based Parabolic Motion in Physics Education: A Systematic Literature Review Diyah Ayu Kuntari; Sigit Ristanto; Joko Siswanto; Wawan Kurniawan
Lontar Physics Today Vol. 5 No. 1: February 2026
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/lpt.v5i1.318

Abstract

Parabolic motion based on technology is a major concern in physics education because this concept is fundamental but requires the integration of complex mathematical, visual, and conceptual representations. Although various learning technologies have been used, research that systematically examines the relationship between the type of technology, pedagogical approach, and learning outcomes on the topic of parabolic motion is still limited and fragmented. This systematic literature review follows the PRISMA 2020 guidelines to analyze 26 peer-reviewed studies published between 2016 and 2025, selected from the Scopus and ERIC databases. The analysis focused on three main aspects, namely learning technology categories, related pedagogical methods, and reported learning outcomes, including conceptual understanding, higher-order thinking skills (HOTS), and the possibility of computational integration. The synthesis results show that the effectiveness of technology in teaching parabolic motion does not depend on the platform used, but is largely determined by the underlying pedagogical design. Interactive simulations and computational modeling combined with inquiry, problem-solving, or project-based approaches typically have a positive effect on conceptual understanding and HOTS development, while the use of passive visual technology has a more minimal impact. In addition, several studies show the potential for developing computational skills related to artificial intelligence preparation, although these results have not been clearly implemented in many studies. This research contributes by designing a pedagogical-technological classification framework for parabolic motion learning that can serve as a conceptual map for educators and researchers in adjusting technology choices to conceptual, cognitive, and computational learning objectives in physics education.
The Implementation of Interactive Learning Media Pear Deck on Work and Energy to Improve Junior High School Students’ Critical Thinking Skills Sisilia Junisa Putri; Nur Islami; Azizahwati
Lontar Physics Today Vol. 5 No. 1: February 2026
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/lpt.v5i1.336

Abstract

This study aims to determine the effect of implementing interactive learning media based on Pear Deck on the critical thinking skills of eighth grade students on the topic of work and energy. Critical thinking skills are one of the higher-order thinking skills that are important to improve in science learning, but are still relatively low due to monotonous, non-interactive science learning. Although interactive digital learning media have been widely developed, studies on the effect of Pear Deck on the critical thinking skills of junior high school students are still limited. The study used a quantitative approach with a quasi-experimental type and a post-test only control group design. The research sample consisted of class VIII.3 as the experimental class and class VIII.4 as the control class selected using a simple random sampling technique. The research instrument was a critical thinking skills test consisting of 15 multiple-choice questions arranged based on Ennis indicators. Data were analyzed using descriptive and inferential analysis. The results of the descriptive analysis showed that the average post-test score of critical thinking skills of the experimental class was 81.43 in the high category, while the control class was 71.92 in the medium category. The Mann-Whitney U test results showed a significance value of 0.036 (p < 0.05), which means there is a significant difference in critical thinking skills between the experimental class and the control class. Thus, it can be concluded that the application of Pear Deck interactive learning media has a positive and significant effect on improving students' critical thinking skills in the material of work and energy.
Arduino-Based Automatic Water Salinity Control System Using A Gravity TDS Sensor Widya Maharani Putri; Syahrir; Kholis Nurhanafi; Devina Rayzy Perwitasari Sutaji Putri; Ahmad Zarkasi; Auliya Rahmatul Ummah
Lontar Physics Today Vol. 5 No. 1: February 2026
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/lpt.v5i1.352

Abstract

Water salinity is one of the water quality parameters that plays an important role in maintainng aquatic enviromental conditions. Instability in salinity levels can degrade water quality. Therefore, an automatic and continuous control system is required. This study aims to design and implement an Arduino-based automatic water salinity control system using a Gravity Total Dissolved Solid (TDS) sensor. The research methods include hardware and software design, sensor calibration, and system testing by comparing sensor measurements with reference values at several salinity variations expressed in ppm units. The preliminary data were analyzed using linear regression to determine the relationship between sensor reading and the reference values, as well as Root Mean Square Error (RMSE) and Mean Absolute Error (MAE) to evaluate system accuracy. The test result show that the system was able to consistently track change in salinity, with stable readings at a 20% increase corresponding to 614.4 ppm and a 40% decrease corresponding to 296.0 ppm. These findings indicate that the Arduino-based automatic system combined with the Gravity TDS sensor has strong potential to be applied as an efficient solution for monitoring and controlling water salinity.
Performance Assessment of a Solar Water Pumping System Under High-Head Conditions in Sumba, Indonesia Emerita Setyowati; Anita Yuan; Shanti Dharmawanti
Lontar Physics Today Vol. 5 No. 1: February 2026
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/lpt.v5i1.354

Abstract

A 2.4 kWp Solar Water Pumping System (SWPS) was installed in Kadaghu Tana, South West Sumba, to provide clean water from a total head of 115 m. The site receives 4.8-6.0 kWh/m2/day of solar irradiation. The system uses Photovoltaic (PV) modules connected to a Lorentz DC pump through an MPPT controller. Performance was evaluated through simulation and field monitoring. Key parameters assessed were flowrate, hydraulic energy, wire-to-water efficiency, motor efficiency, and daily pump operating hours. The pump operated 07.00–16.00 WITA, slightly earlier than the simulated 08.00 start time. The average monitored flowrate (1.07 m³/h) closely matched the simulated value (1.08 m³/h). Monthly average output was 10.75 m³ (monitoring) versus 10.83 m³ (simulation). The PV system produced 7.34 kWh/day, yielding a yield factor of 3.06 kWh/kWp/day. Hydraulic energy output was 3.31 kWh/day, resulting in overall system efficiency of 26–30%, consistent with typical Lorentz DC pump performance. System performance aligns well with simulation predictions. Operation is strongly influenced by irradiance, ambient temperature, total dynamic head, and well characteristics. The SWPS demonstrates reliable performance for remote clean-water supply in Sumba.
Development of STEM-Based Interactive Learning Media for Critical Thinking Skills in Renewable Energy: Solar Power Plants Tyse Ramadhona; Ketang Wiyono; Evelina Astra Patriot
Lontar Physics Today Vol. 5 No. 1: February 2026
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/lpt.v5i1.360

Abstract

This study aims to develop an interactive STEM-based learning media on renewable energy-Solar Power Plant, to train high school students' critical thinking skills. The development of learning media in this study is development research that focuses on the stages of media design, media development, expert validation, and implementation through limited trials. Data collection was conducted through questionnaires. The validity of the learning media was assessed by experts at the development stage and received very high scores for media (97%), material (93%), and learning design (94%), thus demonstrating high validity. The practicality of the media is evident from the positive responses of students in the one-to-one trial (90%) and the small-group trial (94%), indicating that it is highly practical. These findings indicate that interactive STEM-based learning media on renewable energy-Solar Power Plant, material is feasible and can be used in learning. Further research is recommended to assess the effectiveness of learning media.

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