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Wayan Suana
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Jl. Sumantri Brojonegoro No. 1, L Building, 3rd Floor, Physics Education Program, FKIP, University of Lampung, Bandar Lampung, Indonesia, Post Code 35145
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Jurnal Pembelajaran Fisika
Published by Universitas Lampung
ISSN : 23020105     EISSN : 26849828     DOI : http://dx.doi.org/10.23960/jpf
Core Subject : Education,
Education
Jurnal Pembelajaran Fisika (p-ISSN: 2302-0105, e-ISSN: 2684-9828) is a media publication for researchers, lecturers, teachers, educational practitioners, and students, related to issues of physics teaching and learning innovation which include: 1. Assessment including formative, summative, authentic/work-integrated, etc.; 2. Media development and physics learning design-based ICT including printed, visual, and electronic media; 3. Inquiry-based learning including inquiry strategy, structured, controlled, guided, and free inquiry; 4. STEM Education; 5. Scientific Approach including scientific method as an ongoing method; 6. Blended and mobile learning. Jurnal Pembelajaran Fisika publishes articles that fulfil certain qualities and publications, which can provide knowledge and wisdom for increasing physics learning from lower to higher education levels.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 12 Documents
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Search results for , issue "Vol 12, No 1 (2024): Jurnal Pembelajaran Fisika" : 12 Documents clear
The Impact of Multi-Stage Discussions Using Google Classroom and WhatsApp on Higher Order Thinking Skills in Learning Newton's Law of Gravity Zainah, Rohantika
Jurnal Pembelajaran Fisika Vol 12, No 1 (2024): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

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Abstract

Online learning utilizes internet networks to provide accessibility, connectivity, and flexibility. One innovative approach is employing multi-stage discussion learning models through platforms like Google Classroom and WhatsApp. This model is particularly effective in enhancing students' higher-order thinking skills (HOTS). This study investigates the impact of implementing multi-stage discussions using Google Classroom and WhatsApp on the HOTS of 10th-grade students studying Newton's Law of Gravity at SMAN 1 Tanjung Raja. The research adopts a quasi-experimental method with a matching-only posttest control group design, involving 35 students in the experimental class and 36 students in the control class over three sessions for each class. Pretest results showed a similar baseline between the two classes, with a difference of 9.1%. However, post-test results revealed a 15.9% difference, with the control class improving by 16.5% and the experimental class by 41.5%. The N-gain scores were 0.42 for the control class and 0.54 for the experimental class, both in the moderate category. Normality tests indicated that all data were normally distributed (p > 0.05), and homogeneity tests showed no significant difference (p = 0.264). The independent t-test hypothesis test revealed a significant effect (p < 0.05) with tcount 97.158 > ttable 1.995, indicating that the multi-stage discussion model using Google Classroom and WhatsApp significantly influences the learning process and enhances HOTS. These findings suggest that integrating digital platforms in learning can effectively improve students' critical thinking and problem-solving abilities.Keywords: Google Classroom, higher order thinking skills, Newton's Laws, multi-stage discussion, WhatsAppDOI: http://dx.doi.org/10.23960/jpf.v12.n1.202403 
Rasch Analysis of the Force and Motion Conceptual Evaluation Test: Validity and Reliability in Measuring Force and Motion Understanding of Students Basri, Nur Akhyar; Salmah, Ummi; Irawan, Ivan Danar Aditya; Indraloka, Ristanti Mulia; Parno, Parno
Jurnal Pembelajaran Fisika Vol 12, No 1 (2024): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

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Abstract

Understanding Force and Motion is fundamental in physics education as it forms the basis for more complex concepts and has practical applications in various fields, from engineering to everyday problem-solving. This paper aims at assessing the quality of test questions using the Rasch model to gauge students' understanding of Force and Motion within physics education. The significance of accurately assessing these concepts cannot be overstated, as it ensures that students have a solid foundation for future learning. Adopting a descriptive qualitative approach, the research employed the FMCE (Force and Motion Conceptual Evaluation) test instrument alongside Rasch modelling. The study involved 35 high school students who had covered the Force and Motion curriculum. Analysis with Winstep software (Version 3.65.0) revealed that items 1 and 7 were invalid. The instrument demonstrated commendable reliability, with an item reliability of 0.73. Difficulty level analysis identified five questions as outliers, categorised as either very difficult or very easy. The discrimination analysis confirmed that the instrument effectively differentiated between students who answered correctly and those who did not. Overall, the FMCE exhibited solid validity and high reliability, although some items necessitate revision. The study's limitations, particularly the small sample size, may affect the generalisability of the findings. Despite these limitations, the study provides valuable insights into the assessment of Force and Motion concepts in high school students, though caution is advised when interpreting the results. Future research should consider a larger sample size and diverse educational contexts to enhance the robustness and applicability of the findings.Keywords: Concept understanding, force and motion, high school students, instrument test, Rasch modelDOI: http://dx.doi.org/10.23960/jpf.v12.n1.202404
The Effectiveness of Concept Cartoons to Enhance Conceptual Understanding of Kinematic Concepts Rohmi, Puspo
Jurnal Pembelajaran Fisika Vol 12, No 1 (2024): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

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Abstract

Understanding kinematic concepts is essential for students to develop a strong foundation in physics and to appreciate the basic principles of nature. This study aims to investigate the effectiveness of concept cartoons in enhancing the conceptual understanding of kinematic concepts among students. This research is an experimental study using a pretest-posttest control group design with two class VII of junior high schools as samples. In both classes, learning was carried out on the topic of kinematics, where the experimental group was given treatment in the form of implementing concept cartoons embedded in worksheets and the control group only used structured worksheets with the same learning model. Based on the results of the pretest and posttest using a reasoned multiple choice objective test instrument, a normalized average gain value was obtained which shows the effectiveness of increasing students' conceptual understanding in both classes after being given treatment, with the experimental group achieving a 0.45 (medium category) normalized gain, higher than the 0.13 (low category) gain in the control group. The statistical test results of the t-test showed that there was a statistically significant difference in enhancement of students' conceptual understanding about kinematic concepts between the experimental group and control group. In addition, during the learning process, students in the experimental group appeared to be more active in discussions. By using concept cartoons, teachers can identify misconceptions experienced by studentsKeywords: Concept cartoons, conceptual understanding, kinematic concepts, misconception, worksheetsDOI: http://dx.doi.org/10.23960/jpf.v12.n1.202405
An Investigation of Learning Independence, Motivation, and Physics Learning Outcomes among Students of SMKN 3 Soppeng: A Descriptive Correlational Study Bohari, Afisma; Abdullah, Helmi; Usman, Usman
Jurnal Pembelajaran Fisika Vol 12, No 1 (2024): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

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Abstract

Education is essential for developing self-sufficient students who can pursue their academic goals without significantly depending on outside assistance. In the context of teaching physics, where students frequently struggle with motivation and grasping complicated concepts, this element is very important. The purpose of this study is to examine how learning independence and motivation affect the physics learning outcomes of SMK Negeri 3 Soppeng students in the eleventh grade. Saturated sampling was used to choose 11th grade students from the Computer and Network Engineering department for the 2022–2023 academic year. The research uses a descriptive correlational quantitative method. Learning outcome exams in physics and learning independence and motivation questionnaires were used to gather data.  Descriptive and inferential statistics, such as multicollinearity, linearity, and normality tests, were used in the data analysis. Although learning independence contributed only 0.0106% to physics learning outcomes, the results showed a positive and significant association (r = 0.103) between learning independence and learning outcomes. This suggests that other factors may also be important. These results emphasize how critical it is for teachers to create plans that increase students' drive and independence in their learning, since this could lead to better learning outcomes for them when it comes to physics. This study also emphasizes how important it is to take into account additional variables that may affect students' learning outcomes.Keywords: Physics learning outcomes, learning independence, learning motivation, correlational studyDOI: http://dx.doi.org/10.23960/jpf.v12.n1.202401
Editorial Team, Preface, and Table of Content Vol. 12 No. 1 Team, Editor
Jurnal Pembelajaran Fisika Vol 12, No 1 (2024): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

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Abstract

Rasch Analysis of the Force and Motion Conceptual Evaluation Test: Validity and Reliability in Measuring Force and Motion Understanding of Students Basri, Nur Akhyar; Salmah, Ummi; Irawan, Ivan Danar Aditya; Indraloka, Ristanti Mulia; Parno, Parno
Jurnal Pembelajaran Fisika Vol 12, No 1 (2024): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Understanding Force and Motion is fundamental in physics education as it forms the basis for more complex concepts and has practical applications in various fields, from engineering to everyday problem-solving. This paper aims at assessing the quality of test questions using the Rasch model to gauge students' understanding of Force and Motion within physics education. The significance of accurately assessing these concepts cannot be overstated, as it ensures that students have a solid foundation for future learning. Adopting a descriptive qualitative approach, the research employed the FMCE (Force and Motion Conceptual Evaluation) test instrument alongside Rasch modelling. The study involved 35 high school students who had covered the Force and Motion curriculum. Analysis with Winstep software (Version 3.65.0) revealed that items 1 and 7 were invalid. The instrument demonstrated commendable reliability, with an item reliability of 0.73. Difficulty level analysis identified five questions as outliers, categorised as either very difficult or very easy. The discrimination analysis confirmed that the instrument effectively differentiated between students who answered correctly and those who did not. Overall, the FMCE exhibited solid validity and high reliability, although some items necessitate revision. The study's limitations, particularly the small sample size, may affect the generalisability of the findings. Despite these limitations, the study provides valuable insights into the assessment of Force and Motion concepts in high school students, though caution is advised when interpreting the results. Future research should consider a larger sample size and diverse educational contexts to enhance the robustness and applicability of the findings.Keywords: Concept understanding, force and motion, high school students, instrument test, Rasch modelDOI: http://dx.doi.org/10.23960/jpf.v12.n1.202404
The Effectiveness of Concept Cartoons to Enhance Conceptual Understanding of Kinematic Concepts Rohmi, Puspo
Jurnal Pembelajaran Fisika Vol 12, No 1 (2024): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Understanding kinematic concepts is essential for students to develop a strong foundation in physics and to appreciate the basic principles of nature. This study aims to investigate the effectiveness of concept cartoons in enhancing the conceptual understanding of kinematic concepts among students. This research is an experimental study using a pretest-posttest control group design with two class VII of junior high schools as samples. In both classes, learning was carried out on the topic of kinematics, where the experimental group was given treatment in the form of implementing concept cartoons embedded in worksheets and the control group only used structured worksheets with the same learning model. Based on the results of the pretest and posttest using a reasoned multiple choice objective test instrument, a normalized average gain value was obtained which shows the effectiveness of increasing students' conceptual understanding in both classes after being given treatment, with the experimental group achieving a 0.45 (medium category) normalized gain, higher than the 0.13 (low category) gain in the control group. The statistical test results of the t-test showed that there was a statistically significant difference in enhancement of students' conceptual understanding about kinematic concepts between the experimental group and control group. In addition, during the learning process, students in the experimental group appeared to be more active in discussions. By using concept cartoons, teachers can identify misconceptions experienced by studentsKeywords: Concept cartoons, conceptual understanding, kinematic concepts, misconception, worksheetsDOI: http://dx.doi.org/10.23960/jpf.v12.n1.202405
An Investigation of Learning Independence, Motivation, and Physics Learning Outcomes among Students of SMKN 3 Soppeng: A Descriptive Correlational Study Bohari, Afisma; Abdullah, Helmi; Usman, Usman
Jurnal Pembelajaran Fisika Vol 12, No 1 (2024): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Education is essential for developing self-sufficient students who can pursue their academic goals without significantly depending on outside assistance. In the context of teaching physics, where students frequently struggle with motivation and grasping complicated concepts, this element is very important. The purpose of this study is to examine how learning independence and motivation affect the physics learning outcomes of SMK Negeri 3 Soppeng students in the eleventh grade. Saturated sampling was used to choose 11th grade students from the Computer and Network Engineering department for the 2022–2023 academic year. The research uses a descriptive correlational quantitative method. Learning outcome exams in physics and learning independence and motivation questionnaires were used to gather data.  Descriptive and inferential statistics, such as multicollinearity, linearity, and normality tests, were used in the data analysis. Although learning independence contributed only 0.0106% to physics learning outcomes, the results showed a positive and significant association (r = 0.103) between learning independence and learning outcomes. This suggests that other factors may also be important. These results emphasize how critical it is for teachers to create plans that increase students' drive and independence in their learning, since this could lead to better learning outcomes for them when it comes to physics. This study also emphasizes how important it is to take into account additional variables that may affect students' learning outcomes.Keywords: Physics learning outcomes, learning independence, learning motivation, correlational studyDOI: http://dx.doi.org/10.23960/jpf.v12.n1.202401
Cover Jurnal Pembelajaran Fisika Vol. 12 No. 1 JPF Vol. 12 No. 1, Cover
Jurnal Pembelajaran Fisika Vol 12, No 1 (2024): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

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Abstract

Auditory Intellectually Repetition (AIR) Learning Model Assisted by Microsoft Sway: Influence on Students' Learning Outcomes in Physics Science Lessons Suryani, Yani; Yuberti, Yuberti; Sari, Dian Novita
Jurnal Pembelajaran Fisika Vol 12, No 1 (2024): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

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Abstract

The increasing need for effective learning models in education has led researchers to explore various instructional methods and tools. Among these, the Auditory Intellectually Repetition (AIR) learning model has shown promise in enhancing student engagement and comprehension. The purpose of this study was to determine the impact of the AIR learning model supported by Microsoft Sway on student performance in a physics science classroom. The study population consisted of 92 eighth-grade students of MTs Muhammadiyah Sukarame, Bandar Lampung, Indonesia divided into experimental and control groups using purposive sampling techniques. Data were collected through a 10-question written test and analyzed using an independent samples t-test. Results indicated that the AIR learning model significantly improved student learning outcomes, with the experimental group outperforming the control group (p < 0.05). The AIR model's integration with Microsoft Sway facilitated interactive and engaging learning, enhancing student understanding and retention. The study underscores the potential of combining innovative learning models with digital tools to address common educational challenges, such as low student engagement and poor comprehension. These findings align with the broader educational objective of leveraging technology to foster higher-quality learning experiences. By incorporating listening, reasoning, and repetition, the AIR model promotes active student participation and intellectual development, making learning more effective and enjoyable. This research highlights the importance of adopting such integrative approaches to improve educational outcomes and suggests future studies could explore combining different digital tools with varied learning models to maximize student potential.Keywords: Auditory intellectually repetition (AIR), learning model, learning outcomes, Microsoft SwayDOI: http://dx.doi.org/10.23960/jpf.v12.n1.202402

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