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Phi : Jurnal Pendidikan Fisika dan Terapan
Published by Universitas Islam Negeri Ar-Raniry Banda Aceh
ISSN : 24604348     EISSN : 25497162     DOI : -
Core Subject : Science, Education, Engineering,
Earth & Planetary Sciences Education Engineering Physics Other
Jurnal Phi teregistrasi dengan ISSN : 2549-7162 (daring) dan ISSN : 2460-4348 (cetak) adalah jurnal yang mempublikasikan hasil-hasil riset dalam lingkung fisika dan pendidikan fisika yang berdampak pada pengetahuan dan teknologi. Kami tidak menerima tulisan yang masih berupa hasil pendahuluan atau tidak mengandung kebaruan. Jurnal Phi juga mempublikasikan penelitian interdisiplin ilmu yang mendukung pengembangan fisika dan pendidikan fisika. Secara khusus, topik-topik dan lingkup yang diterbitkan terdiri dari: Pengembangan model, metoda dan pendekatan pembelajaran. Pengembangan teknologi media pembelajaran dalam pendidikan fisika. Psikologi pendidikan fisika. IPA terpadu yang relevan dengan pendidikan fisika. Instrumentasi dan komputasi untuk teknologi pendidikan fisika. Fisika terapan termasuk geofisika dan teknologi material
Arjuna Subject : Fisika dan Astronomi - Fisika dan Astronomi (Lain-Lain)
Articles 2 Documents
 1 
Search results for , issue "Vol 12 No 1 (2026)" : 2 Documents clear
Students’ Conceptual Understanding And Difficulties On Static Fluids: A Literature Review Irawan, Ivan Danar Aditya; Khusaini, Khusaini; Islamiyah, Muizzatul; Basri, Nur Akhyar; Ardilla, Sarah Lutfiah
Jurnal Phi: Kurnal Pendidikan Fisika & Terapan Vol 12 No 1 (2026)
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/p-jpft.v12i1.30339

Abstract

The research is a literature study that aims to explain students' concept understanding and difficulties in Static Fluid material. The research method uses descriptive qualitative by analyzing Sinta/international conference/Scopus accredited journals. The analysis was conducted on the concepts of hydrostatic pressure, Archimedes' law and Pascal's law. The articles used were 9 articles published between 2019-2023. The results of the analysis show that most of the studies show that the understanding of the concepts in static fluid material is rather low. There are many difficulties experienced by students on the concepts of hydrostatic pressure, Archimedes' law and Pascal's law. Various efforts to improve and overcome the difficulties include the application of guided inquiry learning models, CCBL models, formative assessment in collaborative inquiry learning, and STEM-integrated experimental learning with formative assessment. The profile of understanding and difficulties can be used by teachers as a basis for designing solutions to create more effective learning and designing research to overcome difficulties.
The Effect of Deep Learning-Based Contextual Problem on Science Concept Understanding in Slow Learners at Inclusive Schools Rizky Wirawan, Pradita; Sekarsari Putri, Agnesi
Jurnal Phi: Kurnal Pendidikan Fisika & Terapan Vol 12 No 1 (2026)
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/p-jpft.v12i1.31448

Abstract

Exploring deep learning in inclusive schools is urgent, as it plays a crucial role in fostering meaningful learning experiences for students with diverse abilities. This study aims to determine the effect of deep learning based contextual problem on science concept understanding among slow learners in inclusive schools. The research method used is a quasi-experimental design with a pretest-posttest control group design, involving two inclusive classes in the Yogyakarta region. One class served as the experimental group and received deep learning based contextual problem treatment for three weeks, while the control class received conventional instruction. The main instruments were multiple-choice tests to measure understanding of ecosystem concepts, as well as observation sheets of learning activities. The results of the analysis using the Mann-Whitney test showed a significant difference between the experimental and control groups (p = 0.000), indicating that this approach is effective in improving science concept understanding among slow learners. Learning was conducted through stages of understanding, application, and reflection, utilizing contextual media, field trips, and environmental management projects that involved the local community. These findings reinforce the relevance of constructivism, situated learning, and experiential learning theories in inclusive education. In addition to supporting cognitive aspects, this model also contributes to students' social skills and learning motivation. The practical implications of this study encourage teachers to apply adaptive and contextual learning strategies, as well as the importance of developing modules and teacher training. 

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