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INDONESIA
Jurnal Pendidikan Fisika Indonesia
Published by Universitas Negeri Semarang
ISSN : -     EISSN : -     DOI : -
Core Subject : Science, Education,
Education Physics
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Articles 553 Documents
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The Effect of Laboratory-Based Blended-Project Based Learning Model on The Science Process Skills of Students Nurdiansah, Ihsan; Surahman, Endang; Makiyah, Yanti Sofi; Kurnia, Elis
Jurnal Pendidikan Fisika Indonesia Vol 20, No 1 (2024)
Publisher : Department of Physics, Faculty of Mathematics and Natural Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v20i1.43491

Abstract

The process of learning science, especially physics, has often had problems. The problem that often arises so far in the field is how to teach teachers who still use conventional methods. This learning method has not been able to support the science learning process, which causes low science process skills in students. The purpose of this study was to determine the effect of the laboratory-based Blended-Project Based Learning (B-PjBL) model on students' science process skills. The research method used was quasi-experimental with a posttest control group design. The results of the hypothesis test using the t-test showed that the laboratory-based B-PjBL model has a positive effect on students' science process skills.
Utilizing Rasch Model to Analyze A Gender Gap in Students’ Scientific Literacy on Energy Afifa, Mardiah; Khoirunnisa, Rini; Pratiwi, Sri Mindia Vanessa; Meitaza, Dariah
Jurnal Pendidikan Fisika Indonesia Vol 20, No 1 (2024)
Publisher : Department of Physics, Faculty of Mathematics and Natural Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v20i1.44472

Abstract

The purpose of this study was to analyze the gap in scientific literacy between male and female students in the subject of energy. This study involves junior high school students which differentiated by gender. The instruments used in this study were the 2006 and 2015 PISA tests, which consisted of nine questions and were analyzed using the Rasch model. The data was analyzed using the Wright map, person measure, item reliability, and DIF. The findings revealed no significant difference between male and female students' scientific literacy, even though male students' percentage results were more significant than female students. Therefore, this study shows no gender gap in students' scientific literacy in energy material. However, students have low literacy, with a logit of -0.51, so physics teachers must create teaching methods to improve students’ scientific literacy. This research is useful for providing information on the use of the Rasch analysis model to analyze gender gaps in students' scientific literacy, which has the potential to pave the way for the prevention of bias and the development of more effective strategies in achieving gender equality in science education.
User-Friendly Evaluation of Three-Dimensional Visualization of Atomic Models on Mobile Teaching Module Application: PyLo-AR Ramadhan, Imam; Hasyim, Mutahharah; Nurlina, Nurlina
Jurnal Pendidikan Fisika Indonesia Vol 20, No 1 (2024)
Publisher : Department of Physics, Faculty of Mathematics and Natural Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v20i1.49112

Abstract

Integrating augmented reality technology in physics education provides students with a novel learning experience, requiring proficient skills and effective organization. PyLo-AR, a Marker-Based Augmented Reality (M-AR) mobile app, teaches atomic models (Dalton, Thomson, Rutherford, Bohr). This study assesses PyLo-AR's user-friendliness using SUS and UEQ methods, involving highschool students. SUS scores indicate a satisfactory usability level (71). UEQ averages are 1.797 (Attractiveness), 1.700 (Perspicuity), 1.577 (Efficiency), 1.605 (Dependability), 1.941 (Stimulation), and 1.067 (Novelty). The category of the stimulation indicator is excellent, which means the PyLo-AR application is highly engaging for learners. The attractiveness, efficiency, and accuracy indicators are rated as "good," indicating that the PyLo-AR application is enjoyable and reliable in understanding the characteristics of each atom model through its 3D visualization features. Meanwhile, the clarity and novelty indicator categories are rated as "above average," suggesting that the PyLo-AR application is sufficiently efficient and easy to understand with an organized User Interface (UI). Thus, the PyLo-AR application has met the criteria for being a user-friendly application for learners to comprehend the characteristics of each atom model.                            

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