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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 212 Documents
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Development of Web-Based Interactive E-Modules Using a STEM Approach to Improve Students’ Science Literacy in Wave-Related Topics Fauzi, Sahrul; Al Farizi, Taufiq
Jurnal Phi: Kurnal Pendidikan Fisika & Terapan Vol 13 No 1 (2027)
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/p-jpft.v13i1.35332

Abstract

The low level of science literacy among Indonesian students and the prevalence of teacher-centered learning remain major challenges in physics education, particularly regarding wave concepts. The lack of interactive learning media that connects physics concepts to real-life phenomena further exacerbates this situation. This study aims to develop a web-based interactive e-module using a STEM approach to improve the science literacy of 11th-grade students regarding wave concepts. This study employs a Research and Development (R&D) approach utilizing the ADDIE framework (Analysis, Design, Development, Implementation, Evaluation) at State Senior High School 11 in South Tangerang during the second semester of the 2025/2026 academic year. The e-learning module was developed using Google Sites, integrating virtual laboratory simulations, interactive videos, and evaluative quizzes. Data were collected through expert validation surveys, feasibility surveys, and pre- and post-test instruments, and analyzed using N-gain analysis. Validation results showed that the e-module was rated as valid by content experts (Aiken’s V = 0.79), highly valid by media experts (Aiken’s V = 0.88), and highly valid by language experts (Aiken’s V = 0.82). The usability test yielded a score of 84% in the small-group pilot and 81% in the field pilot by students (usable), as well as 93% by teachers (highly usable). Improvements in science literacy were demonstrated by an N-gain score of 0.58 (moderate category) among 31 students, with a pre-test average score of 13.80 and a post-test score of 63.44. It was concluded that the web-based interactive electronic module using a STEM approach is a valid, practical, and sufficiently effective learning medium for improving students’ science literacy regarding wave material.
The Effect of Collaborative Learning on High School Students' Problem-Solving Ability in Heat and Temperature Fadilla, Nur; Safriana, Safriana; Desy Sary Ayunda; Nanda Novita; Tulus Setiawan
Jurnal Phi: Kurnal Pendidikan Fisika & Terapan Vol 13 No 1 (2027)
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/p-jpft.v13i1.35483

Abstract

This research is motivated by the low problem-solving ability of students in physics classes, which is still dominated by teacher-centered teaching. The purpose of this study is to determine the influence of collaborative learning models on students' problem-solving skills. This study uses a quantitative approach using a quasi-experimental design (Nonequivalent Control Group Design) involving two classes: an experimental class that implements a collaborative learning model and a control class that implements a hands-on instruction model. The research sample consisted of 22 students in the experimental class and 22 students in the control class. The research instrument consisted of a test of problem-solving ability given as a pretest and posttest. The results showed that the average pretest and posttest scores in the experimental class increased from 14.00 to 90.68, while in the control class it increased from 12.91 to 46.91. The results of the hypothesis test using the Independent Sample t-test showed a significance value of 0.000 < 0.05, indicating a significant difference between the two classes. Furthermore, the average N-Gain score in the experimental class was 89.20% (high category), while in the control class it was 39.04% (medium category). Thus, it can be concluded that the collaborative learning model has a significant influence on students' problem-solving abilities in physics learning.

Page 22 of 22 | Total Record : 212

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