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<![CDATA[Implementation of Rasch Model for Mapping Students’ Metacognitive Awareness ]]>
<![CDATA[Sukarelawan, M I]]>;
<![CDATA[Jumadi, J]]>;
<![CDATA[Kuswanto, H]]>;
<![CDATA[Nurjannah, T]]>;
<![CDATA[Hikmah, F N]]>;
<![CDATA[Ramadhan, M F]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 17, No 2 (2021) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v17i2.27172
<![CDATA[This study aim is to map students’ metacognitive awareness in physics subjects. This research was conducted at SMAN 1 Bantarsari in 2020. A total of 112 respondents (male = 17% and female = 83%) from class XI and XII were selected using a combination of snowball techniques and convenience sampling. Students’ metacognitive physics awareness was administrated using the Physics Metacognition Inventory (PMI) and analyzed using the Rasch model. The PMI inventory consists of 26 items and uses a Likert scale of 5 ratings ranging from 1 (never) to 5 (always). Mapping students’ physics metacognitive awareness based on the Logit Value of Person. Metacognitive awareness is classified into four levels, namely: low, medium, high, and very high levels. The results showed that more than 80% of students had metacognitive awareness at moderate and high levels. Dominant female students have metacognitive awareness at a high level and male students at a moderate level. The students’ metacognitive awareness in class XI and XII were at very high and moderate levels, respectively. The 15-16 year age group was dominant at a moderate level and the 17-18 year age group at a high level.]]>
<![CDATA[Increasing Student's Hots Using Mobile Technology and Scaffolding Approach on Sound Wave Material ]]>
<![CDATA[Tuada, R N]]>;
<![CDATA[Suparno, S]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 17, No 2 (2021) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v17i2.26949
<![CDATA[The higher order thinking skills (HOTS) of students in Indonesia is still low. This study aims to determine the effectiveness of using Android-based interactive physics learning media with a scaffolding approach on Sound Wave material to increasing higher order thinking skills. This study used a Pre-Experimental with one Group Pretest-Posttest Design. The evaluation instrument developed was a higher order thinking skills test instrument in the form of reasoned multiple choice. Data were analyzed with descriptive statistics and used the Anava test. The result showed that the use of Android-based Mobile Interactive Physics Learning Media with the Scaffolding approach on Sound Waves material proved to be effective in increasing students' HOTS abilities. This can be seen from the results of the effectiveness test, size-effect, and the size of the effective contribution that has been made showing that learning with the scaffolding approach assisted by the IPMLM application has increased higher than the control class.]]>
<![CDATA[The Effect of Conceptual Change Models on Students' Conceptual Understanding in Learning Physics ]]>
<![CDATA[Adriana Sari, N P E]]>;
<![CDATA[Santyasa, I W]]>;
<![CDATA[Gunadi, I G A]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 17, No 2 (2021) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v17i2.27585
<![CDATA[This study aims at describing differences of students’ conceptual understanding in learning physics between students who learn with the conceptual change model (CCM) and direct learning model (DIM). This quasi-experimental research used the pretest-posttest one-way non-equivalent control group design. The study population were students of class XI. The sample was selected by random assignment technique. Data of students’ conceptual understanding was collected with a physics conceptual test. The test in the form of multiple choice with written justification consists of 20 items. Data were analyzed descriptively and ANACOVA. As a follow-up to ANACOVA, the Least Significant Difference (LSD) was used to test the comparison of the mean scores of the treatment groups. The results showed that there were differences in conceptual understanding between students’ studying with CCM and DIM. Need to make conceptual changes will occur optimally if physics learning uses CCM.]]>
<![CDATA[Student Responses to The Application of The Number Head Together Learning Model in Physics Subjects ]]>
<![CDATA[Jufrida, J]]>;
<![CDATA[Astalini, A]]>;
<![CDATA[Darmaji, D]]>;
<![CDATA[Tanti, T]]>;
<![CDATA[Kurniawan, D A]]>;
<![CDATA[Erika, E]]>;
<![CDATA[Hayi, R]]>;
<![CDATA[Sukarni, W]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 17, No 2 (2021) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v17i2.24083
<![CDATA[The NHT (Number Head Together) learning model is a learning model that has a structure designed to influence student interaction patterns. The NHT learning model emphasizes students to work together in finding, processing, and reporting information. This model can make students more communicative during the physics learning process. The use of conventional learning models will generally make students bored and uninterested in learning physics. In physics subjects, teachers generally use conventional learning modelsStudents' boredom will arise when learning using conventional models. The purpose of this study was to describe students' responses to the application of the NHT type cooperative learning model. The benefit of this research is to know the student's response to the application of the NHT type of cooperative learning model, as well as the application of the NHT type of cooperative learning model in physics learning. This study used a mixed method research design. The data in this study were analyzed using the triangulation method. Data were collected through interviews, observation, and documentation. The subjects in this study were high school students. The results showed that some respondents responded quite well to the application of the NHT type of cooperative learning model in physics learning, and some of them responded well to the application of the NHT type of cooperative learning. In learning physics, the use of learning models affects the continuity of the teaching and learning process which will have an impact on the knowledge and learning outcomes possessed by students.]]>
<![CDATA[Development of Learning Media for Earthquake Disaster Through Physics Subjects to Improve Problem Solving Ability and Disaster Preparedness ]]>
<![CDATA[Rany, T D]]>;
<![CDATA[Mundilarto, M]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 17, No 2 (2021) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v17i2.27421
<![CDATA[Intensity of the earthquake disaster in Indonesia is quite high. The impact in the form of casualties and infrastructure damage was very severe. It is very important to teach disaster preparedness knowledge from an early age, including in the field of education. The learning being taught is still glued to the material that has not linked disaster knowledge. The purpose of this research is to produce learning media for earthquake disasters based on android through proper physics subjects to improve problem solving skills and disaster preparedness. The design of this research is R & D using the 4D model. The data collection instruments are in the form of expert validation sheets which include media experts and material experts. The research data were collected through observation sheets, questionnaire sheets, and inferential analysis. The results of the development of android-based disaster learning media met the very feasible criteria of 92.1 for media experts and 94.1 for material experts. The Manova test statistical results were 95% for problem-solving skills and 92.7% for disaster preparedness, so it was concluded that Android-based earthquake disaster learning media were used effectively to enhance problem solving skills and disaster preparedness.]]>
<![CDATA[The Relationships Among High School Students’ Scientific Epistemic Beliefs, Conceptions of Learning Physics and Willingness to Perform Scientific Studies in Physics ]]>
<![CDATA[Kapucu, S]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 17, No 2 (2021) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v17i2.30088
<![CDATA[The aim of this research is to investigate the relationships among high school students’ scientific epistemic beliefs, conceptions of learning physics and willingness to perform scientific studies in physics. A total number of 526 (male=284, female=242) 9th grade high school students participated in the study. Correlation research was used, and the data were collected with the help of some questionnaires in the form of Likert-scale at just one point in time. To investigate the relationship among the variables Hierarchical Regression Analysis was performed. The results showed that students’ scientific epistemic beliefs in certainty, development, and justification as well as their higher-level conceptions of learning physics – that are, increase of knowledge, applying and understanding and seeing in a new way – are significant and positive predictors of their willingness to perform scientific studies in physics in the final model. This result can imply that increase in students’ such scientific epistemic beliefs and conceptions of learning physics can result in increase in their willingness to perform scientific studies in physics. Moreover, students’ scientific epistemic beliefs and conceptions of learning physics can also be important variables in explaining their intentions or willingness to perform scientific studies in physics. The attempts that can improve both students’ epistemic beliefs and conceptions of learning physics might result in increase in their willingness to perform scientific studies in physics.  ]]>
<![CDATA[Probing 8th Grade Students’ Conception about Heat and Temperature Using Three-Tier Test : A Case Study ]]>
<![CDATA[Setyaningrum, V]]>;
<![CDATA[Sopandi, W]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 17, No 2 (2021) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v17i2.25272
<![CDATA[The aim of this study is to investigate the various categories of students' conceptions about heat and temperature, so that the misconceptions that students may have can be prevented and regenerated as early as possible.The subjects of this study were 203 8th grader students in one of the Junior High Schools in Mempawah District, West Kalimantan. Data was collected using a three-tier test developed by Kusumah (2013), questionnaire and interview.The data were analyzed and categorized based on their configuration of the answer, the reasons and confident rating index. Result showed that there are four main categories of students’ conceptions:understand the concepts;lack of knowledge; misconceptions; and error. In addition, students also still have 18 kinds of misconceptions about the heat and the temperature despite the material was studied in their 7th grade. Therefore the results of this study can be used as a basis for teachers so that learning process does not only focus on delivering material, but also improves students’ conceptions.]]>
<![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[Improving Self-Learning for Deaf Students in SMPLB Through Use of BISINDO Video in Heat and Temperature ]]>
<![CDATA[Rusilowati, A.]]>;
<![CDATA[Sulhadi, S.]]>;
<![CDATA[Purwaningtyas, S. A.]]>;
<![CDATA[Perwitasari, A. D.]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 16, No 2 (2020) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v16i2.19581
<![CDATA[Deaf students have limitations on the sense of hearing, so to grow self-learning requires special processes and training. The results of the observations at the especialy needs secondary school (Sekolah menengah pertama luar biasa negeri/SMPLB-N-in Indosesia) found that one of the goals of the SMPLB-N Ungaran was to produce graduates who were independent and could live in community life. This study aims to improve the learning independence of SMPLB-N Ungaran students by using BISINDO-based videos. This video is equipped with sign language that makes it easy for students to understand the material being studied. The method used is an experiment with the design of single subject A-B patterns. A is baseline dan B is Intervention. The data analysis technique uses descriptive percentages. BISINDO-based video-assisted learning helps students improve self-learning. The increase in the learning independence of deaf students from the baseline phase to the intervention phase was 2.29 in the high category. The average increase in students’ self-learning is 46.1% for the personal aspects of attributes, 52.4% for the aspect process, and 10.2% for the learning context aspect.]]>
<![CDATA[The Relationships Among High School Students’ Scientific Epistemic Beliefs, Conceptions of Learning Physics and Willingness to Perform Scientific Studies in Physics ]]>
<![CDATA[Kapucu, S]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 17, No 2 (2021) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
Show Abstract
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DOI: 10.15294/jpfi.v17i2.30088
<![CDATA[The aim of this research is to investigate the relationships among high school students’ scientific epistemic beliefs, conceptions of learning physics and willingness to perform scientific studies in physics. A total number of 526 (male=284, female=242) 9th grade high school students participated in the study. Correlation research was used, and the data were collected with the help of some questionnaires in the form of Likert-scale at just one point in time. To investigate the relationship among the variables Hierarchical Regression Analysis was performed. The results showed that students’ scientific epistemic beliefs in certainty, development, and justification as well as their higher-level conceptions of learning physics – that are, increase of knowledge, applying and understanding and seeing in a new way – are significant and positive predictors of their willingness to perform scientific studies in physics in the final model. This result can imply that increase in students’ such scientific epistemic beliefs and conceptions of learning physics can result in increase in their willingness to perform scientific studies in physics. Moreover, students’ scientific epistemic beliefs and conceptions of learning physics can also be important variables in explaining their intentions or willingness to perform scientific studies in physics. The attempts that can improve both students’ epistemic beliefs and conceptions of learning physics might result in increase in their willingness to perform scientific studies in physics. ]]>
