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<![CDATA[Analysis of Creativity and Attitudes Caring The Environment of Junior High School Students: Study of Environmental Physics Learning Using Learning Modules ]]>
<![CDATA[Amelia, T.]]>;
<![CDATA[Jumini, S.]]>;
<![CDATA[Khoiri, A.]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 17, No 1 (2021) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v17i1.26301
<![CDATA[The natural and socio-cultural environment of the Wonosobo community has various potentials that can be explored and developed to support the science learning process. Pranotomongso is a form of culture used by farmers to cultivate nature. This study aims to determine the application of ethnoscience-based integrated science learning to foster environmental awareness and student creativity. This research is a quantitative study using the True Experimental method, with a Posttest Only Control Design, the sampling technique is random sampling. The instruments used for data collection were tests and questionnaires to measure creativity and environmental awareness. The data analysis technique used one-party t-test. The results showed that ethnoscience-based integrated science learning can foster environmental awareness and student creativity and can improve environmental care and student creativity in ethnoscience-based integrated science learning, in the medium category. This research is very useful in showing how science works in society, and it is more applicable.     ]]>
<![CDATA[Description of Student Response on The Implementation of Cooperative Learning Models of Jigsaw and Role Playing on The Physics Learning ]]>
<![CDATA[Astalini, A.]]>;
<![CDATA[Kurniawan, D. A.]]>;
<![CDATA[Darmaji, D.]]>;
<![CDATA[Erika, E.]]>;
<![CDATA[Hoyi, R.]]>;
<![CDATA[Sukarni, W.]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 17, No 1 (2021) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v17i1.24315
<![CDATA[Education is a conscious effort through planning that is prepared by considering various aspects that are important for developing student potential. One of the efforts can be made is implementing a cooperative learning model. This study aims to determine the differences in the results of the application of the Jigsaw cooperative learning model and role playing in physics as well as student responses to the application of the two learning models. This research procedure uses mixed methods using quantitative data obtained by questionnaires, qualitative data is obtained by conducting interviews. The results showed that there were still many students who responded well to the application of the jigsaw cooperative learning model in learning physics but in contrast to student responses to role playing learning. This study aims to determine student responses to the implementation of the Jigsaw cooperative learning model and role playing in physics subjects and to determine the differences in the application of those two models in physics subjects. The novelty of this study is to describe student learning outcomes with the physics learning process and student responses when using the jigsaw cooperative learning model and the role-playing model in physics to make it easier for students to learn and understand concepts and formulas in physics learning. The results showed that many students responded to the application of the jigsaw cooperative learning model and the role-playing learning model in physics learning well. The novelty of this research is that it can improve students' attitudes towards physics by using the jigsaw cooperative learning model and the role playing model.                                         ]]>
<![CDATA[Representations of Nature of Science in High School Physics Textbooks ]]>
<![CDATA[Ardwiyanti, D.]]>;
<![CDATA[Jumadi, J.]]>;
<![CDATA[Puspitasari, H.]]>;
<![CDATA[Rahayu, P.]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 17, No 1 (2021) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v17i1.24805
<![CDATA[Nature of science (NOS) is a vital component of scientific literacy that refers to the science's epistemology. Students must possess the NOS conception to address socio-scientific issues using the reasoning and justification patterns like scientists. This qualitative research assessed the representation of NOS quantitatively and qualitatively in the grade XII senior high school physics textbooks. The quantitative representation of NOS was described by the percentage of appearance of each element of NOS, while the delivery approach was used to describe NOS qualitatively. The analysis was conducted on two textbooks focused on electromagnetic radiation, special relativity theory, and quantum phenomena chapters. The NOS framework instrument has been conceptually and empirically valid. The results show that the empirical and scientific theories were addressed with the highest percentage of appearance, while the social and cultural embeddedness of science and scientific methods were poorly addressed. All elements of NOS were represented implicitly. The empirical findings of this study are expected to be able to stimulate the improvement of the representation of NOS in science textbooks in Indonesia.]]>
<![CDATA[E- Formative Assessment Integration in Collaborative Inquiry: A Strategy to Enhance Students' Conceptual Understanding in Static Fluid Concepts ]]>
<![CDATA[Kusairi, S.]]>;
<![CDATA[Hardiana, H. A.]]>;
<![CDATA[Swasono, P.]]>;
<![CDATA[Suryadi, A.]]>;
<![CDATA[Afrieni, Y.]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 17, No 1 (2021) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v17i1.23969
<![CDATA[This study aims to analyze students' conceptual  understanding and their difficulties in grasping the static fluid concepts after they learned throughout integrated e-formative assessments in collaborative inquiry. This mixed-method research involved 28 senior high school students. Students studied static fluid concepts with a collaborative inquiry strategy supported by the implementation of web-based formative assessment. Students' conceptual understanding and their difficulties were assessed using multiple-choice questions with the reasons (r= 0.75.). The result showed that students' conceptual understanding was improved after learning, which is indicated by the moderate normalized gain value (0.5374), and the strong effect size (2.772). However, there were still some difficulties that students have regarding factors that influence buoyancy. Providing more portion of the conceptual discussions and practising problem-solving during learning through e-formative assessment were recommended. Learning difficulties that have been found in this study can be considered and anticipated by teachers in teaching static fluid topic.                                                                          ]]>
<![CDATA[The Influence Between Self-Concept and Emotional Intelligence on The Ability of Physics Problem Solving ]]>
<![CDATA[Palloan, P.]]>;
<![CDATA[Usman, U.]]>;
<![CDATA[Hakim, A.]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 17, No 1 (2021) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v17i1.26111
<![CDATA[This research aims to know the relationship between self-concept and emotional intelligence on the ability to solve the physics problem of students. The sample used was one hundred and fifteen people determined by simple random sampling. The ability to solve physics problems is measured by test instrument. The research data were processed using simple linear regression techniques and  multiple regression. The results showed there was weak and significant positive relationship between self-concept and the ability to solve physics problems; there is very weak and insignificant positive relationship between emotional intelligence and the ability to solve physics problems; there is weak and significant positive relationship between self-concept and emotional intelligence together to the ability to solve physics problems.]]>
<![CDATA[Development of Computer Based Diagnostic Assessment Completed with Simple Harmonic Movement Material Remedial Program ]]>
<![CDATA[Kurniawan, B R]]>;
<![CDATA[Kusairi, S.]]>;
<![CDATA[Puspita, D. A.]]>;
<![CDATA[Kusumaningrum, R. W.]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 17, No 1 (2021) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v17i1.18540
<![CDATA[Research and development of computer-based assessment is carried out to overcome the shortcomings of conventional paper-based assessment. Development is carried out by focusing on the use of isomorphic questions and improvement programs. This computer-based assessment was developed with two levels of questions. At each level there are isomorphic questions that are used as a reference in providing feedback to students about their concepts understanding. At each level there is also video material that can be used as a source of student learning before students utilize the remedial program. This computer-based assessment has been tested on 31 third-year undergraduate students in Physics Education, Universitas Negeri Malang. The results of media and material validation and the results of limited trials indicate that the computer-based assessment produced is feasible to be applied in learning.]]>
<![CDATA[Developing An Achievement Test in Learning of Physics for Assessment ]]>
<![CDATA[Dhien, A.]]>;
<![CDATA[Kumaidi, K.]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 17, No 1 (2021) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v17i1.27069
<![CDATA[The aims of the study are to know the advantage of achievement test in learning physics developed by utilizing item specifications and the ability distribution of tenth grade students at senior high school in Yogyakarta. The benefits of the research are to prepare test items, provide guidelines for teachers in writing quality items and produce learning achievement test that can be used on School Exams. This research is developmental research used the model suggested by Oriondo&Dallo-Antonio. The subjects were tenth grade students. The limited test was tried out to 354 students in school with categories of high, medium and low. The wide scale test was tried out to 644 students on package A and package B. Item analysis was conducted by using qualitative and quantitative analysis. This research shows developed test in physics by utilizing item specifications had the advantage in producing more equate test the ability distributions of tenth grade students at senior high school in Yogyakarta were mostly at the average category.]]>
<![CDATA[Mapping of Potential Damages Area in Lombok Island Base on Microtremor Data ]]>
<![CDATA[Ridwan, M.]]>;
<![CDATA[Yatini, Y.]]>;
<![CDATA[Pramono, S.]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 17, No 1 (2021) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v17i1.27028
<![CDATA[Lombok Island and its surrounding is an area that has a high seismicitys level because it is located in the Eastern Sunda Arc. Tectonically, Lombok Island located between the Indo-Australia plate collision zone with Eurasia in the south and the fult of the backarc Bali-Flores in the north. This research’s purposed to determine the distribution of vulnerability index and peak ground acceleration value are used to determine the GSS value, so mapping of potential damage areas could be done. The microtremor data taken on 32 observation points distributed in Lombok Island. Microtremor data is analysed using Horizontal to Vertical Spectral Ratio (HVSR) method to get seismic vulnerability index (Kg) and dominant period. Determination of Peak Ground Acceleration (PGA) value using data from the MASE Stasion measurement results based on earthquake events on August 5, 2018. Seismic vulnerability index and peak ground acceleration value are used to determine the GSS value. Determination of potential damage area using analysis of the dominant period, seismic vulnerability indexs and Ground Shear Strain values. The results of this research showed that seismic vulneribility index value in research area is about 0,029 sekon to 1,360 sekon, seismic vulneribility index value is about 0,56 to 189,92 and GSS value is about 2,52 x 10-5 to 8,46 x 10-3. The results show that the light damage dominated in East Lombok Districts, the moderate damage is on Mataram City and it dominated in West Lombok Districts. The heavy damage present in the most parts of West Lombok Districts.]]>
<![CDATA[Analysis of The Knowledge and Understanding Level of Madrasah Tsanawiyah Science Teachers in Banda Aceh in Constructing Exam Questions ]]>
<![CDATA[Yusrizal, Y.]]>;
<![CDATA[Rahmati, R.]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 17, No 1 (2021) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v17i1.27245
<![CDATA[This study aims to (1) determine the level of knowledge and understanding of Madrasah Tsanawiyah (MTsN) science teachers in constructing exam questions, (2) describe the knowledge and understanding of MTsN science teachers in writing questions based on the cognitive level of Bloom's taxonomy. This research is descriptive quantitative type. The data collection was carried out by a survey method using a developed questionnaire instrument. The population in this study were all MTsN (Islamic Junior High School) science teachers in Banda Aceh. The data obtained were analyzed descriptively. The results showed that: (1) most of the MTsN Banda Aceh science teachers already have very high knowledge and high understanding in constructing exam questions. (2) Knowledge and understanding of constructing questions are limited to levels C1, C2, C3 and C4. For questions on cognitive levels C5 and C6, some MTsN science teachers do not know and understand how to construct them. This research can be information for various parties who hold training or question writing workshops so that they can provide material that is right on target or is still not mastered by the teacher.]]>
<![CDATA[The Influence Between Self-Concept and Emotional Intelligence on The Ability of Physics Problem Solving ]]>
<![CDATA[Palloan, P.]]>;
<![CDATA[Usman, U.]]>;
<![CDATA[Hakim, A.]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 17, No 1 (2021) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
Show Abstract
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DOI: 10.15294/jpfi.v17i1.26111
<![CDATA[This research aims to know the relationship between self-concept and emotional intelligence on the ability to solve the physics problem of students. The sample used was one hundred and fifteen people determined by simple random sampling. The ability to solve physics problems is measured by test instrument. The research data were processed using simple linear regression techniques and  multiple regression. The results showed there was weak and significant positive relationship between self-concept and the ability to solve physics problems; there is very weak and insignificant positive relationship between emotional intelligence and the ability to solve physics problems; there is weak and significant positive relationship between self-concept and emotional intelligence together to the ability to solve physics problems.]]>
