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RADIASI: Jurnal Berkala Pendidikan Fisika
Published by Universitas Muhammadiyah Purworejo
ISSN : 23016111     EISSN : 25490826     DOI : 10.37729/radiasi
Core Subject : Science, Education,
Education Physics
Radiasi: Jurnal Berkala Pendidikan Fisika (known as Radiasi) is a peer-reviewed journal published by Universitas Muhammadiyah Purworejo. Radiasi is an integrated forum for communicating scientific advances in the field of physics and education physics. The journal reports significant new findings related to physics and education physics, including learning media development, learning methods development, learning methods implementation, and application of physics. Radiasi publishes comprehensive research articles and invited reviews by leading experts in the field. Papers will be selected that high scientific merit, impart important new knowledge, and are of high interest to physics and education physics community
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Articles 5 Documents
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Search results for , issue "Vol. 19 No. 1 (2026)" : 5 Documents clear
Implementation of STEM-Based PjBL with Design Thinking Strategies to Improve Student’s Creative Thinking Skills on Global Warming Materials Sari, Fitri Nur Indah; Abdurrahman, Abdurrahman; Ertikanto, Chandra
Radiasi : Jurnal Berkala Pendidikan Fisika Vol. 19 No. 1 (2026)
Publisher : Universitas Muhammadiyah Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/radiasi.v19i1.5621

Abstract

This study aims to determine the effect of PjBL-STEM learning with design thinking strategies on students' creative thinking skills on global warming material. This research was conducted at public high school Pringsewu with a research design that is non-equivalent control group design. The research instrument used was a description test. Learning using PjBL-STEM with a design thinking strategy improves students' creative thinking skills, this is indicated by the average value of the experimental class N-gain of 0.6130 which is greater than the control class with an average value of 0.5051 N-gain which is in the moderate category. Based on this data, it shows that the creative thinking ability of students has a significant difference between the experimental class and the control class. This is also supported by the data from the Independent Sample t-test hypothesis test results obtained Sig value. 0.003, it can be decided that the application of PjBL- STEM with a design thinking strategy can improve students' creative thinking skills on global warming material.
Profiles of Students' Logical-Mathematical Reasoning in Statistical Physics Learning: Differentiated Learning and Computer Simulation Perspectives Asbanu, Dens E. S. I.; Yustiana, Yusi Riksa; Sinaga, Parlindungan; Virijai, Febrian
Radiasi : Jurnal Berkala Pendidikan Fisika Vol. 19 No. 1 (2026)
Publisher : Universitas Muhammadiyah Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/radiasi.v19i1.6022

Abstract

This study aims to analyze the logical-mathematical thinking ability of prospective physics teacher students as a basis for designing learning strategies based on differentiated learning and computer simulation. The survey method involved 37 physics education study program students from one of the universities on the island of Timor. Data was collected through a logical thinking ability test covering five main types of reasoning: proportional, variable control, probability, correlation, and combinatorial. The analysis results showed that most students were at the level of transitional logical thinking (70 percent), while only 11 percent reached the formal level. The chi-squared test showed a significant relationship between the semester level and students' logical thinking ability. These results show the need for learning that supports the transition from concrete and transitional thinking to formal. Implementing computer simulation in statistical physics learning is recommended to improve students' logical-mathematical thinking skills, support the understanding of abstract concepts, and facilitate the success of complex physics learning.
The Effect of Project-Based Learning With Liveworksheet for Improving Students’ Critical Thinking Skills Putri, Nur Tasya; Emiliannur, Emiliannur; Sari, Silvi Yulia; Winarno, Nanang; Hakim, Lukman
Radiasi : Jurnal Berkala Pendidikan Fisika Vol. 19 No. 1 (2026)
Publisher : Universitas Muhammadiyah Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/radiasi.v19i1.6631

Abstract

This study aims to check how the PjBL approach in the e-LKPD method improve students’ critical thingking skills at SMA N 1 Batang Kapas. The research used a one-group pretest-posttest design within a quasi-experimental framework. The population consisted of all Grade XI Phase F students at SMA N 1 Batang Kapas who took physics classes. The students’ were divided into two experimental groups, selected using purposive sampling, comprising two classes with 60 students in total. Data analysis used descriptive statistics including normality tests, t-tests with a significance threshold of 0.05. Research data was collected through essay tests administered in the form of pretests and posttests. Data analysis examined the KKTP scores, followed by the N-gain test, the normality test, and the hypothesis test. The analysis results showed that the KKTP comparison resulted in an increase in student learning outcomes of 93.33 percent. The n-gain test results of 0.69 and 0.64 were in the moderate category. The normality test results indicated that students' critical thinking skills were normally distributed. Based on the hypothesis test, there was a significant difference between the average pretest and posttest scores of students. Therefore, it can be concluded that the Project-Based Learning-Based e-LKPD is effective in improving students' critical thinking skills.
The Influence of Learning Motivation on Students’ Science Process Skills in Physics Learning From a Gender Perspective Ramanda, Restu; Wijaya, Andika Kusuma; Rosdianto, Haris
Radiasi : Jurnal Berkala Pendidikan Fisika Vol. 19 No. 1 (2026)
Publisher : Universitas Muhammadiyah Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/radiasi.v19i1.6714

Abstract

Physics learning emphasizes not only conceptual mastery but also the development of science process skills (SPS), which are essential for fostering critical, logical, and creative thinking. Previous studies have examined the influence of gender or motivation separately, but little attention has been given to their combined effect. This study aimed to investigate the influence of learning motivation and gender, both individually and interactively, on students’ SPS in physics learning. A quantitative survey with a comparative design was conducted involving 200 ninth-grade students (92 male and 110 female) at SMPN 4 Singkawang, selected using saturated sampling. Data were collected through a 22-item learning motivation questionnaire and a 10-item SPS test, and analyzed using two-way ANOVA after normality (Sig. = 0.200) and homogeneity (Sig. = 0.340) assumptions were met. The descriptive results showed a mean SPS score of 40.07 with a standard deviation of 13.47. The ANOVA results indicated that learning motivation (F = 1.866, Sig. = 0.137) and gender (F = 2.465, Sig. = 0.118) did not significantly affect SPS when considered separately. However, the interaction between motivation and gender was significant (F = 4.559, Sig. = 0.004), demonstrating that the combination of these variables influences students’ SPS outcomes. In conclusion, individual factors alone do not determine SPS, but their interplay shapes students’ scientific abilities. Therefore, instructional strategies in physics learning should integrate motivational and gender-responsive approaches to effectively enhance SPS.
Analysis of Learning Motivation and Engagement of Physics Education Students in Self-Determination Theory-Based Learning Lestari, Vika Bunga; Arinanti, Adinda; Khusna, Jihan Zahratul; Patma, Salwa; Susanti, Nova
Radiasi : Jurnal Berkala Pendidikan Fisika Vol. 19 No. 1 (2026)
Publisher : Universitas Muhammadiyah Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/radiasi.v19i1.7484

Abstract

This study aims to analyze the learning motivation and engagement of PhysicsEducation students in Self-Determination Theory (SDT)-based learning. Thestudy used a descriptive quantitative design involving 76 students selectedthrough a total sampling technique. Data were collected using a 5-point Likertscale questionnaire consisting of 16 statements regarding student learningmotivation and engagement. Data analysis was carried out descriptively andusing a Pearson correlation test. The results showed that learning motivation wasin the high category with an average of 27.29 out of a maximum score of 35, andstudent engagement was also in the high category with an average of 34.79 out ofa maximum score of 45. The majority ofstudentsresponded positively to indicatorsof autonomy, competence, connectedness, as well as behavioral, emotional, andcognitive engagement. These findings indicate that SDT-based digital learningcan increase students' intrinsic motivation and active participation.Keywords: Learning motivation, engagement, Self-Determination Theory,digital learning, physics education

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