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<![CDATA[Analysis of the Thinking Process of Science Teachers: The Light Absorption Thought Experiment ]]>
<![CDATA[Uyar, F K]]>;
<![CDATA[Karamustafaoğlu, O]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 18, No 2 (2022) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v18i2.34243
<![CDATA[The aim of this research is to investigate the thinking processes of science teachers who are master students in science education regarding the thought experiment designed for the light absorption. For this aim, the phenomenological study method, one of the qualitative research designs, was used. In the study, eight science teachers who were continuing their master were studied by using purposive sampling. Data were collected through interviews on the light absorption thought experiment. Data were collected through face-to-face problem-solving sessions, thinking aloud and backward questioning. From the data, it is seen that the teachers mostly showed secondary effects as establishing a new amount relationship, they carried out thought experiments to conviction, and while they preferred scientific concepts and intuition-based simulations as sources of thinking equally, spatial reasoning-symmetry-compound simulation and experience were preferred equally and less frequently. At the end of the research, it was concluded that the self-efficacy perceptions of the science teachers were high, having a command of the curriculum, having an uneasy mood when solving problems, and having hypothetical thinking skills.]]>
<![CDATA[Development of Integrated Android Physical Flipbook with Pancasila Values on Newton’s Law Material ]]>
<![CDATA[Arifin, I]]>;
<![CDATA[Ariswan, A]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 18, No 2 (2022) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v18i2.29975
<![CDATA[Pancasila is the basis of the state and ideology of the Indonesian nation. However, the practice of Pancasila values as the character of the Indonesian nation in everyday life has decreased. Therefore, it is important to integrate Pancasila into learning a strengthen student character education. The study aims to (1) develop an integrated android physics flipbook product with Pancasila values in Newton's Law material and (2) determine the feasibility of the product being developed. This research is development research. The development model used is the 4D model (define, design, develop, and disseminate). The development is carried out by involving a material expert, a media expert, two teachers, and a colleague. The product trial stage was carried out by involving 36 students of class XI MIA 1 SMA Negeri 1 Prambanan Klaten. Data analysis used quantitative analysis with descriptive statistics. This study shows that the Flipbook media developed has the advantage of Newton's Law material which is integrated with Pancasila values, has a media aspect assessment score of 3.93 with a very good category, material aspect of 3.89 with a very good category, and student responses during trials. of 3.34 with good category. Furthermore, teachers or other researchers can develop learning media that are integrated with Pancasila values for other physics materials.]]>
<![CDATA[Development of An Android-Based Physics E-Book with A Scientific Approach to Improve The Learning Outcomes of Class X High School Students on Impulse and Momentum Materials ]]>
<![CDATA[Ndoa, Y A A]]>;
<![CDATA[Anastasia, D P]]>;
<![CDATA[Jumadi, J]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 18, No 2 (2022) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v18i2.30824
<![CDATA[The use of technology during a pandemic can be in the form of using e-books in learning activities. This research is Research and Development (RD) which produces a product in the form of an Android-based physics e-book with a scientific approach. The aim of this study is to develop and determine the feasibility and effectiveness of e-books in improving learning outcomes on impulse and momentum materials. The development of this physics e-book uses a 4D model according to Thiagarajan, namely define, design, develop, and deploy. Results based on 4D model steps are (1) Define to produce an analysis of the needs of students during online learning, (2) Design to produce a product, namely a physics e-book, and (3) Develop to produce validation and the final product, and (4) Deploy of products is distributed in a limited way to physics teachers in Jatinom Senior High School. Based on expert consideration, the average product feasibility on aspects of material/content, language and images, e-book content design, and language included in the very high category. The physics e-book applied to students class X Mathematics and Natural Sciences in Jatinom Senior High School. Student learning outcomes increased in the moderate category after carrying out physics learning with e-books. Thus, an Android-based physics e-book with a scientific approach is feasible and efficient to be applied in physics learning on impulse and momentum material to improve student learning outcomes.]]>
<![CDATA[Free Inquiry Learning Model with Experimental Methods on The Learning Outcomes of Class X Students of Senior High School on The Subject of Motion ]]>
<![CDATA[Sari, R S]]>;
<![CDATA[Ningsi, N]]>;
<![CDATA[Nasarudin, N]]>;
<![CDATA[Hakim, A R]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 18, No 2 (2022) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v18i2.28083
<![CDATA[The number of students who complain about the difficulty of learning physics is due to the many formulas and calculations so that the teachers always vary their teaching methods so that the material taught can be absorbed by students through this research, which is expected to overcome these problems. In addition, this study also aims to see the effect of applying the free inquiry learning model with the experimental method on student learning outcomes. This research procedure uses a quasi-experimental method. The sample in this study were all students of SMAN 1 Kolaka in class X which consisted of 10 classes totaling 400 people. In testing the pre-test data, the first ability of students in both classes is the same. After learning motion material in the experimental class with the Free Inquiry Learning Model with the experimental method, and the control class with the experimental method, the post-test data obtained with the experimental class average value being higher than the control class. The test results show that the free inquiry learning model on student learning outcomes in motion subjects can significantly improve student learning outcomes.]]>
<![CDATA[The Analysis of the Problems Solving Pattern on Wave Concept of the Physics Teachers’ Candidate ]]>
<![CDATA[Sarwi, S]]>;
<![CDATA[Nugroho, S E]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 18, No 2 (2022) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v18i2.34323
<![CDATA[The purpose of this research is to find the pattern of problem-solving of the wave concept. Qualitative research methods have been used. Think-aloud methods, essay tests, and interviews were used in data collection. Data analysis used qualitative analysis techniques. The results of the pattern of wave problem-solving by prospective teachers are formula-based methods, followed by P-prim and a small amount using analytical thinking. Difficulties in the effect of phase changes on the shape and value of displacement, and the propagation of string waves on the stationary wave of the Meld’s experiment. From the analysis, it is necessary to learn multi-representation of the concept of waves based on the type of problem-solving pattern was used. The benefits of research as input for monitoring the curriculum of the study program and increasing the interaction of wave physics learning.]]>
<![CDATA[Analyzing Position, Velocity and Acceleration Graphs using Arduino ]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 19, No 1 (2023) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v19i1.32246
<![CDATA[Motion graphics and their relationships within the scope of the kinematics unit are difficult topics for students to learn. In this study, an Arduino-based in-class physics activity was developed, in which students can analyze position-time, velocity-time and acceleration-time graphs practically. Within the scope of the study, Arduino UNO and HC-SR04 distance sensors, which are very low cost and easily obtainable, were used in the material development process. Data analyzes were also carried out using the Excel program. The position values and time values of a simple car moving with constant acceleration were collected with the help of Arduino and then these data were transferred to the Excel program. Instant velocity and acceleration values were determined on the Excel platform. Then, graph types and relationships between graphs were analyzed by drawing time-dependent graphs of position, velocity and acceleration with the help of Excel program. The motion acceleration was determined as 2.388 m/s2 both by taking the second derivative of the position-time equation with respect to time and by using the slope of the time-dependent graph of the instantaneous velocity values found. Furthermore, the displacement was calculated as 0.363 m using first and last position values that were directly read from the distance sensor and 0.348 m using the area under the velocity-time graph. The two values are very close to each other, with a difference of +4.1. The change in velocity was calculated as 0.845 m/s by taking the difference of the initial and final velocity and calculating the area under the acceleration-time graph. In addition to providing students with important educational gains in graphic subjects, it is expected that such a study carried out with students in the classroom will also be effective in the development of technological literacy and data analysis skills.]]>
<![CDATA[The Effect of Homogeneity Psycho Cognition Strategies on Students' Understanding of Physics Concepts in Static Fluid Topics ]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 19, No 1 (2023) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v19i1.40325
<![CDATA[Students' difficulties related to the concepts underlying the static fluid phenomenon are still lacking serious attention from physics education researchers. This study aims to increase students' understanding of physical concepts in solving conceptual problems related to static fluid phenomena using the Homogeneity Psycho Cognition (HPC) strategy. The analysis was carried out based on student answers to brief description questions and the level of student confidence in the accuracy of the answers. The results of the study show that the HPC strategy can improve students' understanding of concepts. At the initial meeting the students did not understand well and even indicated they had misconceptions. However, after carrying out the learning process, the results of students' understanding of concepts at each meeting are increasing. The increase in students' understanding of physics concepts with the HPC strategy is higher than the increase in students with teacher-centered or conventional learning. Thus, HPC can be recommended to improve students' understanding of physics]]>
<![CDATA[An Analysis of Students’ Higher Order Thinking Skills Through the Project-Based Learning Model on Science Subject ]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 19, No 1 (2023) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v19i1.34259
<![CDATA[The learning and assessment process that is oriented towards Higher Order Thinking Skills (HOTS) is a very urgent task for teachers in schools today. But in practice, the teacher cannot suddenly give an assessment with the HOTS system if the teacher has never been familiar with the HOTS-oriented learning model in the daily learning process. Teachers must carefully design HOTS-based learning and assessment, starting from the preparation, implementation, and evaluation stages based on the revised 2013 Curriculum. The project-based learning model is a learning model that is able to facilitate students in solving problems and higher-order thinking processes. Therefore, the focus of this research is to describe students' higher order thinking skills through a project-based learning model in science subjects at SMPN 33 Makassar. This study used a pre-experimental study with a One-Group Pretest-Posttest design. The sample in this study were 114 students at the junior high school level. The results showed that there was an increase in students' HOTS test scores from the pretest, posttest stage one and posttest stage two. This shows that the project-based learning model contributes to increasing the HOTS of SMPN 33 Makassar students in science subjects. Especially in the aspect of Physics.]]>
<![CDATA[Identifying Middle School Students’ Perceptions of STEAM Careers ]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 19, No 1 (2023) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v19i1.35912
<![CDATA[The aim of this study was to identify the students' perceptions of STEAM careers. The effect of the STEAM intervention on students’ perceptions was evaluated using one group pretest - posttest experimental design with career questionnaire. The sampling of the study consists of 37 seventh grade middle school students. In the study, STEAM activities were used in the teaching of the Force and Energy unit. First of all, the students were asked about their career choices and their responses were evaluated quantitatively. There was statistically significant difference between the distributions of changes in the number of students choosing STEAM careers. Content analysis also was performed on the findings obtained from the questionnaire. As a result of the study, it was determined that the students increased the percentage of choosing careers in the STEAM career fields such as scientists and engineering. Looking at the interest of students in STEAM fields, one of the biggest changes was in the field of science. One of the important findings of the research was that after the implementation, the majority of the students thought that gender was not important in the success of STEAM career fields. The results of the research revealed that the STEAM education approach can be used a lot to evaluate and improve the academic career choices of middle school students. ]]>
<![CDATA[Guided Inquiry Learning Model Using Scientific Argumentation Activities to Improve Concept Understanding on Optical and Light ]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 19, No 1 (2023) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v19i1.36626
<![CDATA[Problem-solving ability, as one of the most important skills in the 21st century, must be improved to face the various challenges that exist. This is because solving problems requires mastery of the concepts underlying them. One learning model that can improve conceptual understanding is guided inquiry using scientific argumentation activities. This study aims to analyze the effectiveness of the guided inquiry learning model using scientific argumentation activities to improve junior high school students' conceptual understanding. This quasi-experimental study used a non-equivalent control group design. The results of data analysis using the Wilcoxon test showed that there were significant differences in the pretest and posttest of each class before and after treatment. The results of the Mann-Whitney test at the pretest showed that there was no significant difference, while the posttest showed that there were significant differences between the control class and the experimental class. The results of the N-Gain test in the experimental class in the high category indicate that the use of guided inquiry with scientific argumentation activities could increase students' conceptual understanding more than in the control class in the medium category. The result of the effect size test showed that the use of guided inquiry with scientific argumentation activities has a moderate effect on students' understanding of concepts.]]>
