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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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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
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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
Editorial Team, Preface, and Table of Content Vol. 11 No. 1 Isi, Daftar
Jurnal Pembelajaran Fisika Vol 11, No 1 (2023): Jurnal Pembelajaran Fisika
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Editorial Team, Preface, and Table of Content Vol. 12 No. 1 Team, Editor
Jurnal Pembelajaran Fisika Vol 12, No 1 (2024): Jurnal Pembelajaran Fisika
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Erika (Local Wisdom E-module) Dhadak Merak Dance on Newton’s Material Choirunnisa', Adinda; Kholiq, Abd
Jurnal Pembelajaran Fisika Vol 11, No 2 (2023): Jurnal Pembelajaran Fisika
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Abstract

The research carried out is development research which aims to produce e-modules based on local wisdom that are declared feasible. Feasibility is reviewed based on validity, practicality and effectiveness. This development research uses the Hannnafin & Peck model by going through three stages, namely needs assessment, design and development as well as implementation. In terms of validity, an average percentage of 93.45% is obtained with a very valid category. Practical results were obtained from the implementation and learning constraints by using Erika (local wisdom e-module) Dhadak Merak Reog Ponorogo dance which was stated to be practical. The implementation of learning using Erika gets 91.67% results in a very good category. The results of process-based activities using e-modules in learning obtained an average percentage of 75.71 in the good category. The effectiveness of student learning outcomes has increased with an average n-gain score of 0.3 in the moderate category. The results of student responses to learning using Erika (local e-module) Dhadak Merak Reog Ponorogo Dance obtained an average percentage of 87.59% in the very good category. Thus Erika (local wisdom e-module) Dhadak Merak Reog Ponorogo Dance on Newton's Law material is declared suitable for use in terms of validity, practicality, and effectiveness to be applied in learning.
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
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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
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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 

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