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Rizki Zakwandi
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INDONESIA
WAPFI (Wahana Pendidikan Fisika)
Published by Universitas Pendidikan Indonesia
ISSN : 23381027     EISSN : 26854414     DOI : https://doi.org/10.17509/wapfi
Core Subject : Science, Education, Social,
Education Physics Social Sciences Other
The below mentioned areas are just indicative. The editorial board also welcomes innovative articles that redefine any Science, especially Physics and Technology Education field. Earth Science and Education Basic Science in Physics Education New Technologies in Physics Education Research and Development in Physics Education Globalisation in Physics Education Women in Physics Education Computers, Internet, Multimedia in Physics Education Organization of Laboratories of Physic Curriculum Development on Physics Education Teaching, Media, and Learning Physics
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 216 Documents
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Implementation of Problem-Based Learning (PBL) Model Assisted by Electronic IPA LKPD to Improve Critical Thinking Skills of 8th Grade Students Sarawati, Tia; Zebua, Ester Novi Kurnia; Wiyatmo, Yusman
WaPFi (Wahana Pendidikan Fisika) Vol 10, No 1 (2025): WaPFi (Wahana Pendidikan Fisika) February 2025
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/wapfi.v10i1.79092

Abstract

This study aims to: (1) measure the improvement in critical thinking skills of SMPN 3 Sumber students after implementing the Problem-Based Learning (PBL) model assisted by electronic LKPD; (2) determine whether there is a significant difference in the average score of critical thinking skills before and after the implementation; and (3) assess the effect size of the PBL model assisted by electronic LKPD in improving critical thinking skills. This pre-experimental study employed a One-Group Pretest-Posttest Design, with Class VIII-B students (n = 34) selected through purposive sampling. The research instrument was a critical thinking test, analyzed using descriptive and inferential statistics. The results revealed that: (1) the improvement in students’ critical thinking skills was categorized as moderate with an N-gain score of 0.54; (2) there was a significant difference in the average scores before and after implementation; and (3) the effect size of the PBL model was very large, with a value of 2.30. These findings demonstrate the effectiveness of the PBL model assisted by electronic LKPD in enhancing students' critical thinking skills.
The Implementation of the STEM PBL Approach for Students with Disabilities: A Literature Review Wulandary, Verra; Kawai, Norimune
WaPFi (Wahana Pendidikan Fisika) Vol 10, No 1 (2025): WaPFi (Wahana Pendidikan Fisika) February 2025
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/wapfi.v10i1.78865

Abstract

The present systematic literature review (SLR) investigates the successes and challenges associated with the implementation of Project-Based Learning (PBL) grounded in the Science, Technology, Engineering, and Mathematics (STEM) framework for students with disabilities. The authors meticulously analyzed nine previous studies that focus on the application of STEM PBL in both special and inclusive educational settings. The findings suggest that STEM PBL is a successful and engaging pedagogical approach that positively influences various aspects of learning for students with disabilities. While the results highlight significant improvements in learning outcomes and student conduct during the educational process, several studies concurrently report challenges inherent in implementing STEM PBL for this demographic. Consequently, further research is warranted to explore how students with disabilities engage with a STEM PBL-focused curriculum. The implications of these findings are practical for educators, providing actionable insights to develop effective STEM PBL learning designs tailored for students with disabilities.
Implementation of STEM integrated problem based learning model to improve student creativity Zakiah, Rohmiati; Novia, Hera; Suwarma, Irma Rahma; Dahsah, Chanyah; Febriani, Febriani
WaPFi (Wahana Pendidikan Fisika) Vol 10, No 1 (2025): WaPFi (Wahana Pendidikan Fisika) February 2025
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/wapfi.v10i1.55082

Abstract

The purpose of this study is to describe how the application of learning with a STEM integrated problem based learning model can improve students' creativity . This study uses a quantitative method with  a pre-experimental design in the form of a one group pre-test post-test design which was implemented in one of the high schools in Sumedang Regency. The sample in this study was 43 students in 10th grade at the school. The sampling technique used was purposive sampling. The data collection instrument used to measure students' creativity was Cognitive, Processes Associated with Creativity test ( CPAC  ) consisting of 8 statements related to the act and flow aspects were given during the pre-test and post-test , and the student creativity observation sheet to observe the emergence of student creativity during the learning process which includes aspects of flexibility, fluency, originality, elaboration, and clarification. In this study, learning was carried out using a problem-based learning model by integrating STEM elements in the momentum and impulse material  . Data analysis techniques to see the increase in student creativity using descriptive statistics, N-Gain calculations then The assessment result data was analyzed descriptively and then categorized. The results showed that the increase in student creativity based on the results of the n-gain analysis of the pre-test and post-test scores was 0.433 in the moderate criteria for the act and flow aspects, then for the flexibility, fluency, originality, elaboration, and clarification aspects it had good criteria with a percentage of 77.56%. So based on the analysis of the findings in the study, the application of the STEM integrated problem based learning model can increase student creativity
Learning Module for Electricity and Magnetism with Augmented Reality to Enhance Students' Conceptual Understanding Abdilah, Yusup; Iswanto, Bambang Heru; Sugihartono, Iwan
WaPFi (Wahana Pendidikan Fisika) Vol 10, No 1 (2025): WaPFi (Wahana Pendidikan Fisika) February 2025
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/wapfi.v10i1.80196

Abstract

This research aims to produce a learning module for Electricity and Magnetism with mobile augmented reality to Enhance Students' Conceptual Understanding. This research is a type of research design. The development model used is the ADDIE model, which consists of five development phases, namely analysis, design, development, implementation, and evaluation. The results of this study are learning modules that have been installed with QR-code and ModulAR apps that run on the Assmblr Edu Application. The developed materials received highly favorable ratings from experts, with content experts assigning an average score of 87% and media experts providing an average score of 86%. Teacher and student feedback indicated an average satisfaction rate of 88% and 87%, respectively. Then, the module and ModulAR apps were implemented at SMKN 1 Cikarang Pusat, which involved 36 students. The use of learning modules with mobile augmented reality based on the Inkuiri approach is also effective in enhancing students' Conceptual Understanding. It can be seen from the average n-gain score of 0.59, included in the moderate category. Furthermore, this research provides valuable insights into the potential of AR for enhancing physics education and offers practical recommendations for future research endeavors in this area.
Pedagogical Factors for the Development of Students' Professional Competence in the Educational Process: A Study in Uzbekistan Akmoljon, Ibroximova Shaxlo
WaPFi (Wahana Pendidikan Fisika) Vol 10, No 2 (2025): WaPFi (Wahana Pendidikan Fisika) September 2025
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/wapfi.v10i2.88991

Abstract

Professional competence has consistently been a primary focus for higher education systems aiming to equip graduates for the demands of the contemporary job market. This study examines the pedagogical factors affecting the enhancement of teacher students' professional competence in Uzbekistan, based on a comprehensive literature review. The review, utilizing the PRISMA framework, emphasized five critical components that characterize competence-based education: active learning methodologies, work-integrated learning, assessment and feedback mechanisms, teacher professional development, and institutional support systems. The research aimed to demonstrate that aligning the curriculum with industry objectives, incorporating real-world learning experiences, employing formative assessment methods, investing in teacher training, and enhancing institutional capacity are essential for attaining professional competence. Policy suggestions underscore cohesive strategies for curriculum reform, faculty enhancement, and employer engagement. The paper recommends conducting longitudinal studies to evaluate the effects of educational interventions on graduates' employment performance and employability.
Augmented Reality (AR)-Based E-Module to Improve High School Students' Understanding of Fluid Concepts and Critical Thinking Skills Soraya, Sofiyan; Purwanti, Endah; Efelina, Vita; Wibowo, Firmanul Catur; Sugihartono, Iwan
WaPFi (Wahana Pendidikan Fisika) Vol 10, No 2 (2025): WaPFi (Wahana Pendidikan Fisika) September 2025
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/wapfi.v10i2.88012

Abstract

The development of digital technology has brought significant changes in the world of education, including in the development of innovative and interactive learning media. One of the challenges in learning physics at the high school level is students' low understanding of complex fluid concepts, especially in Bernoulli's Law and Torricelli's Theorem. This study aims to develop an e-module based on Augmented Reality (AR) technology equipped with LKPD, and analyze its effectiveness in improving students' critical thinking skills. The research method used is Research and Development (RD) with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The developed e-module presents fluid material content visually and interactively through AR simulations, and integrates elements of science, technology, engineering, and mathematics in the context of physics learning. Implementation was carried out in high schools, with data collection through pre-tests, post-tests, and student and teacher response questionnaires. The results showed that the AR-based e-module equipped with LKPD was suitable for use based on validation by media experts (89%) and material experts (82%), and obtained an increase in critical thinking skills of 0.62 (moderate category) based on the gain test. In conclusion, the development of an AR-integrated e-learning module on the Bernoulli and Torricelli concepts can be an effective innovation to improve students' conceptual understanding and critical thinking skills in physics learning in the digital era.

Page 22 of 22 | Total Record : 216

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