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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 486 Documents
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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
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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
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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
Development of High-Order Thinking Skills Assessment Instrument for High School Students on Rotational Dynamics Musfiroh, Siti; Rosidin, Undang; Viyanti, Viyanti
Jurnal Pembelajaran Fisika Vol 11, No 2 (2023): Jurnal Pembelajaran Fisika
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This study aimed to develop a test instrument for high school physical reasoning abilities related to rotational dynamics. This study aimed to determine: Quality of the Instrument Quality of the Higher Order Thinking Ability Instrument in senior high school Physics, including content validity of the expert judgment, empirical validity based on item suitability using the Rasch and PCM models, reliability, and item difficulty index; and profile of high school physics advanced reasoning test scores. This research is research and development. The development model used is based on the Borg & Gall development model. The research was conducted at MAN 1 Bandar Lampung with 42 students in class XI. Using the Quest program, reliability was analyzed using the Quest program, which was represented by internal consistency values and item difficulty indexes analyzed using the Quest program. The results of the ability measurement profile are grouped into three categories presented in the analysis of the Quest program assessment. Research and development resulted in a high-quality thinking ability test instrument for high school physics. The results are the quality of the tool's content based on the actual assessment in the valid category. Empirical validity is based on the suitability of the item with the Rasch model IRT approach with highly reliable criteria. Task difficulty varies from -2.17 to 1.51. Generally, the results of measuring high-level thinking skills show that students have medium-level skills.Keywords: Higher Order Thinking Skill, Rotational Dynamics, Rasch Model, Partial Credit ModelDOI: http://dx.doi.org/10.23960/jpf.v11.n2.202302
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
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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
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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
The Development of Connected Integrated Science Modules based on Differentiated Learning on Solar System Materials Astiti, Kadek Ayu; Selamet, Kompyang; Herliandry, Luh Devi
Jurnal Pembelajaran Fisika Vol 11, No 2 (2023): Jurnal Pembelajaran Fisika
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The development of a Connected Type Integrated Science Module based on differentiated learning aims to make it easier for students to understand science concepts in an integrated manner. This is done by connecting one concept to another by increasing analytical skills and realizing independent learning. Modules were developed to link one concept with another science concept to improve analytical skills and realize independent learning for students. This type of research and development (R&D) uses the ADDIE model with the stages of analysis, design, development, implementation and evaluation. The results of the validity test from material and media experts obtained an average score of 88.1 and 81.8 in both categories. The practitioner test was carried out using the module by the teacher and obtained an average score of 81.15 in the good category. The development and analysis results obtained show that the module can be used in the learning process but further research is needed on the practicality of using this module and it needs to be developed into other Integrated Science materials.Keywords: Module, connected type of integrated science, differentiated instruction.DOI: http://dx.doi.org/10.23960/jpf.v11.n2.202301
Editorial Team, Preface, and Table of Content Vol. 12 No. 2 JPF Vol. 12 No. 2, Editor
Jurnal Pembelajaran Fisika Vol 12, No 2 (2024): Jurnal Pembelajaran Fisika
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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
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The Analysis of Pre-Service Student’s Ability to Develop STEM-Based Learning Media Through Physics Learning Media Lectures Ismet, Ismet; Wiyono, Ketang; Astra Patriot, Evelina; Melati, Pegi; Rani Rizka, May
Jurnal Pembelajaran Fisika Vol 11, No 2 (2023): Jurnal Pembelajaran Fisika
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This study aims to analyze the ability of physics education teacher candidates in developing physics learning media in the form of teaching aids. The research method used is descriptive qualitative. This study was carried out at pre-service teacher in the 3rd semester who takes the physics learning media lectures at physics education department. The sample of the study was code A class and code B class totaling 61 people using the saturated sampling technique. The instrument used is an observation sheet by the course lecturer. The indicators for assessing the instructional tool project in this research are 1) conceptual accuracy; 2) ease of use; 3) media aesthetics; 4) the emergence of STEM aspects; 5) environmentally friendly (Go-green) and the utilization of recycled materials. The study result showed that for class A, students' ability to create STEM-based teaching aids has an average value of 79.8, and using used materials is 79.8. Class B tends to understand the concepts of better teaching aids with an average score of 78.9, and the media used is easy to use at 78.7. Through this research, it can be concluded that students' abilities to develop STEM-based learning media has good criteria. In the implementation of the research, the lecture model was used through project-based learning with a STEM approach. The results of this study will provide implications for further research to measure student creativity and communication skills in the development of teaching aids such as physics learning media.Keywords: Learning media, Pre-service student’s ability, STEMDOI: http://dx.doi.org/10.23960/jpf.v11.n2.202305
Analysis of Understanding Concepts and Misconceptions in Physics Learning: SLR (Systematic Literature Review) Sukmawati, Sukmawati; Wati, Mustika; Dewantara, Dewi; Setiono, Isnaini Agus
Jurnal Pembelajaran Fisika Vol 12, No 2 (2024): Jurnal Pembelajaran Fisika
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An educator often faces the challenge of ensuring that students truly understand the concepts taught or not, especially in physics learning. As one of the branches of science, physics aims for students to be competent in mastering the principles and concepts of physics. Misunderstanding of concepts will certainly hinder learning objectives so concrete steps are needed to overcome misconceptions. If misconceptions can be overcome, this will have a positive impact on students' conceptual understanding. This study aims to analyze conceptual understanding and misconceptions in physics learning. The method used is the Systematic Literature Review (SLR) through the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) procedure. This study analyzed 24 national articles accredited by sinta 1, sinta 2, and scopus that discussed students' conceptual understanding and misconceptions in physics learning. The results showed that using innovative learning models such as the Learning Cycle (LC) 7E, generative learning, and guided inquiry significantly improved students' conceptual understanding. In addition, the development of modules based on Science, Environment, Technology, and Society (SETS) and the use of technology such as E-LKPD based on the Physics Toolbox Sensor Suite proved effective in strengthening the understanding of physics concepts. On the other hand, misconceptions are still widely found in the basic concepts of physics, which are identified through the Three-Tier Test and Four-Tier Diagnostic Test. Therefore, the selection of the right learning model and the use of technology in teaching are key factors to reduce misconceptions and improve students' understanding of physics.Keywords: Misconceptions, physics learning, tiered diagnostic tests, understanding concepts. DOI: http://dx.doi.org/10.23960/jpf.v12.n2.202403

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