cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Wayan Suana
Contact Email
wsuane@gmail.com
Phone
+6281379770750
Journal Mail Official
jpf.pspf@fkip.unila.ac.id
Editorial Address
Jl. Sumantri Brojonegoro No. 1, L Building, 3rd Floor, Physics Education Program, FKIP, University of Lampung, Bandar Lampung, Indonesia, Post Code 35145
Location
Kota bandar lampung,
Lampung
INDONESIA
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 486 Documents
 44   45   46   47   48 
Design of Augmented Reality-Based Learning Media Integrating Islamic Values for Teaching Atomic Structure Wiliyanti, Vandan; Yuberti, Yuberti
Jurnal Pembelajaran Fisika Vol 12, No 2 (2024): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

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

Abstract

This research examines the creation of augmented reality-based educational media for physics that incorporates Islamic principles, primarily aimed at teaching atomic structure. The study sought to ascertain the appropriateness of augmented reality (AR) media in improving students' comprehension of atomic structure while simultaneously imparting Islamic precepts. This study utilizes the Research and Development (R&D) methodology, consistent with the ADDIE paradigm (analysis, design, development, implementation, and evaluation). Data was acquired by administering a questionnaire to specialists in media, materials, and Islamic religion to assess the viability of the learning medium. The questionnaire addressed three primary aspects: media design, content relevance, and the incorporation of Islamic principles. This research employs descriptive quantitative and qualitative analysis approaches. The study concentrated on evaluating the development of AR media, its practicality, and the congruence of the content with Islamic beliefs. The findings of this study demonstrate that the AR-based learning medium is exceptionally appropriate for physics instruction. The media validation achieved a score of 86%, the material validation received 88%, and the integration of Islamic principles attained 85%, indicating the medium's efficacy and suitability. This augmented reality educational medium facilitates the cognitive and ethical maturation of students, underscoring its advantages for attaining both scholarly superiority and moral advancement.Keywords: Augmented reality, Islamic values, atomic structure, learning media, ADDIE modelDOI: http://dx.doi.org/10.23960/jpf.v12.n2.202406
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

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

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 
Student Challenges in Understanding Newton's Law: An Analysis Using Isomorphic Multiple Choice Items Rahayu, Putri; Kusairi, Sentot; Khusaini, Khusaini
Jurnal Pembelajaran Fisika Vol 12, No 2 (2024): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

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

Abstract

Newton's Law is a basic concept in physics learning at the high school and college levels, but students' conceptual understanding of the concept is still weak.  This study aims to analyze students' difficulties in the concept of Newton's Law by looking at the consistency of students' answers to isomorphic problems. The research method used quantitative research by means of a survey. The respondents were 118 students (58 high school students and 60 MAN students) who had taken the Newton's Law chapter.  The research instruments were adapted from the Force Concept Inventory (FCI) and isomorphic multiple-choice question (IMCI) which were validated by two physics experts. The analysis technique uses isomorphic analysis by looking at the consistency of student answers to the concept of Newton's Law.  Based on the consistency of the answers, three groups of students’ conceptual understanding were determined, namely the “Understanding” when students were consistently correct on three isomorphic items, “Moderately Understanding” if they were consistently correct on two isomorphic items, and “Not Understanding” if only one answer was correct or did not answer correctly on the isomorphic items. The study found that students' conceptual understanding on all isomorphic items was low. especially in Theme 5 which is about the concept of analyzing the relationship between force and the speed of motion of objects with 97.46% of students having difficulties, and Theme 3 with the concept of action-reaction on Newton's Third Law with 95.76% having difficulties. The recommendation for further research is to apply learning methods to overcome students' difficulties in Newton's LawKeywords: Conceptual understanding, newton’s law, Isomorphic question.DOI: http://dx.doi.org/10.23960/jpf.v12.n2.202402
Augmented Reality-based Physics Learning Media To Improve Students’ Motivation And Learning Outcomes: A Systematic Literature Review Sidik, Rizki Muhamad; Wiliyanti, Vandan; Gunawan, Indra
Jurnal Pembelajaran Fisika Vol 12, No 2 (2024): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

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

Abstract

Physics is widely regarded as one of the most challenging subjects for students due to its abstract concepts and unengaging teaching methods, often resulting in low motivation and poor achievement. To address these challenges, this study systematically examines the impact of Augmented Reality (AR) on enhancing student motivation and learning outcomes in physics education, analyzing 20 articles published between 2019 and 2024 through the Systematic Literature Review (SLR) method, guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. The findings reveal AR's significant potential to transform physics education by visualizing abstract concepts and creating interactive, engaging learning experiences, addressing limitations in traditional methods. However, barriers such as high device costs, limited infrastructure in underdeveloped areas, inadequate teacher expertise, and a lack of diverse AR content hinder its widespread adoption. Long-term research is recommended to evaluate the sustained impact of AR on learning outcomes and motivation across different educational levels and contexts. By addressing these challenges, AR has the potential to become a transformative tool, making physics education more inclusive, engaging, and impactful while fostering a deeper understanding of complex concepts and improving student motivation and achievement.Keywords: Augmented reality, learning motivation, learning outcomes, physics learning, systematic review.DOI: http://dx.doi.org/10.23960/jpf.v12.n2.202405
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
Qualitative Exploration of Factors Making Physics Challenging for Students Nurjanah, Siti; Martaputri, Nurul Aulia; Hulu, Hepi Kharisda; Novieyanti, Armelya; Aniasari, Yuri; Rashid, Salman
Jurnal Pembelajaran Fisika Vol 12, No 2 (2024): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

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

Abstract

The majority of students tend to perceive physics as a challenging subject. While numerous studies have investigated the factors contributing to this challenge, more comprehensive qualitative research needs to be conducted that delves deeply into this phenomenon, particularly within the constructivist paradigm. This study employs the constructivist paradigm as a framework to examine the elements that contribute to students’ perception of physics as a challenging subject. This study employed a descriptive qualitative method. The data for this study were collected through a thematic analysis of comments from the Quora platform. The sample consisted of ten comments from the Quora website, selected based on the highest recommendations. The data were subjected to a thematic analysis using ATLAS.ti software version 9. The study identified seven primary themes that analyze the elements contributing to the challenges in acquiring knowledge in the field of physics. These topics include the nature of physics itself, the role of teachers, the characteristics of students, the disparity between physicists and non-experts, the curriculum, parental influence, and the discipline’s historical development. The challenges encountered in studying physics arise from intricate and interconnected causes. Further research could be undertaken to examine efficient learning strategies to overcome these challenges and explore additional variables that may contribute to this phenomenon.Keywords: Constructivist paradigm, physics challenges, physics education, student perceptions, thematic analysisDOI: http://dx.doi.org/10.23960/jpf.v12.n2.202401
Cover Jurnal Pembelajaran Fisika Vol. 12 No. 2 JPF Vol. 12 No. 2, Cover
Jurnal Pembelajaran Fisika Vol 12, No 2 (2024): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

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

Abstract

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
Identification of Physics Learning Models in Improving Learners’ Creative Thinking Skills: A Systematic Literature Review Sabila, Amalia Nufus; Wati, Mustika; Dewantara, Dewi; Lasiani, Lasiani
Jurnal Pembelajaran Fisika Vol 12, No 2 (2024): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

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

Abstract

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

Page 46 of 49 | Total Record : 486

 44   45   46   47   48 

Filter by Year

2012 2024


Reset
Filter By Issues
All Issue Vol 12, No 2 (2024): Jurnal Pembelajaran Fisika Vol 12, No 1 (2024): Jurnal Pembelajaran Fisika Vol 11, No 2 (2023): Jurnal Pembelajaran Fisika Vol 11, No 1 (2023): Jurnal Pembelajaran Fisika Vol 10, No 2 (2022): Jurnal Pembelajaran Fisika Vol 10, No 1 (2022): Jurnal Pembelajaran Fisika Vol 9, No 2 (2021): Jurnal Pembelajaran Fisika Vol 9, No 1 (2021): Jurnal Pembelajaran Fisika Vol 8, No 2 (2020): Jurnal Pembelajaran Fisika Vol 8, No 1 (2020): Jurnal Pembelajaran Fisika Vol 7, No 2 (2019): Jurnal Pembelajaran Fisika Vol 7, No 1 (2019): Jurnal Pembelajaran Fisika Vol 6, No 2 (2018): Jurnal Pembelajaran Fisika Vol 6, No 1 (2018): Jurnal Pembelajaran Fisika Vol 5, No 5 (2017): Jurnal Pembelajaran Fisika Vol 5, No 4 (2017): Jurnal Pembelajaran Fisika Vol 5, No 3 (2017): Jurnal Pembelajaran Fisika Vol 5, No 2 (2017): Jurnal Pembelajaran Fisika Vol 5, No 1 (2017): Jurnal Pembelajaran Fisika Vol 4, No 6 (2016): Jurnal Pembelajaran Fisika Vol 4, No 4 (2016): Jurnal Pembelajaran Fisika Vol 4, No 3 (2016): Jurnal Pembelajaran Fisika Vol 4, No 2 (2016): Jurnal Pembelajaran Fisika Vol 4, No 1 (2016): Jurnal Pembelajaran Fisika Vol 4, No 1 (2016): Jurnal Pembelajaran Fisika Vol 3, No 6 (2015): Jurnal Pembelajaran Fisika Vol 3, No 5 (2015): Jurnal Pembelajaran Fisika Vol 3, No 5 (2015): Jurnal Pembelajaran Fisika Vol 3, No 4 (2015): Jurnal Pembelajaran Fisika Vol 3, No 4 (2015): Jurnal Pembelajaran Fisika Vol 3, No 3 (2015): Jurnal Pembelajaran Fisika Vol 3, No 2 (2015): Jurnal Pembelajaran Fisika Vol 3, No 1 (2015): Jurnal Pembelajaran Fisika Vol 2, No 7 (2014): Jurnal Pembelajaran Fisika Vol 2, No 6 (2014): Jurnal Pembelajaran Fisika Vol 2, No 6 (2014): Jurnal Pembelajaran Fisika Vol 2, No 5 (2014): Jurnal Pembelajaran Fisika Vol 2, No 4 (2014): Jurnal Pembelajaran Fisika Vol 2, No 3 (2014): Jurnal Pembelajaran Fisika Vol 2, No 2 (2014): Jurnal Pembelajaran Fisika Vol 2, No 1 (2014): Jurnal Pembelajaran Fisika Vol 1, No 7 (2013): Jurnal Pembelajaran Fisika Vol 1, No 6 (2013): Jurnal Pembelajaran Fisika Vol 1, No 5 (2013): Jurnal Pembelajaran Fisika Vol 1, No 4 (2013): Jurnal Pembelajaran Fisika Vol 1, No 3 (2013): Jurnal Pembelajaran Fisika Vol 1, No 2 (2013): Jurnal Pembelajaran Fisika Vol 1, No 1 (2013): Jurnal Pembelajaran Fisika Vol 1, No 1 (2012): JURNAL PEMBELAJARAN FISIKA More Issue