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INDONESIA
JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI
Published by Universitas Islam Negeri Raden Intan Lampung
ISSN : 23031832     EISSN : 2503023X     DOI : 10.24042
Core Subject : Science, Education, Engineering,
Earth & Planetary Sciences Education Electrical & Electronics Engineering Physics
Jurnal Ilmiah Pendidikan Fisika Al-Biruni is a medium of communication used by researchers, lecturers, teachers, practitioners, and University student for submitting result of studies and prioritized result of research in the field of theoretical physics, applied physics, and physics learning include: development of instruments of evaluation physics, development of instructional media physics, the development of learning model of physics, and Quasi-Experiment. Jurnal Ilmiah Pendidikan Fisika Al-Biruni published comprehensive research articles and reviews by leading experts in the field. Selected articles, which has a high scientific achievement, provide important new knowledge, and high benefits to society of physics and physics education. The Journal was first published in 2012 and regularly published twice per year in April and October. Since 2014 this journal began in the online.
Arjuna Subject : -
Articles 274 Documents
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Mapping Active Lava Flows from the 2022 Mauna Loa Eruption Using NOAA-20 and S-NPP Satellite Data Ramayanti, Suci; Lee, Chang-Wook; Iryanti, Mimin; Indrasari, Widyaningrum; Hamidah, Ida; Hasanah, Lilik
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 14 No 1 (2025): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v14i1.26753

Abstract

The development of satellite data has played an important role in monitoring natural disasters on the Earth's surface. Providing an overview of the current conditions of a volcanic crisis, including information on lava flow extension, is a challenge in observing volcanoes. Various methods were used to map lava flows, such as identifying lava on optical satellite images and detecting thermal anomalies emitted by hot lava. This study aimed to generate a preliminary map of active lava flow caused by the 2022 Mauna Loa eruption in near real-time by analyzing fire radiative power (FRP) data acquired from Suomi National Polar-orbiting Partnership (S-NPP) and National Oceanic and Atmospheric Administration-20 (NOAA-20) satellites. FRP data was filtered to identify lava flow using statistically determined thresholds from its value distribution, including the 5th percentile, 3rd quartile, mean, and 95th percentile. The obtained active lava flow map is evaluated using confusion matrix analysis by comparing the estimated map with the reference map. The maps generated using various thresholds were compared, and the best result was provided by the threshold of the 3rd quartile, with S-NPP and NOAA-20 FRP threshold values of 27.2 and 27.9 MW/pixel, respectively, with overall accuracy reaching 97%. The higher threshold reduced the overestimated lava location represented by a false positive (FP) value. The results show that the active lava originated from the summit caldera, and the eruptive fissure on the northeast flank extended to the northeastern area with an estimated daily distance reaching about 18 km from a certain reference point. This preliminary lava flow map can provide general information regarding areas prone to lava flows, especially around Mauna Loa, and support related parties in updating hazard zones rapidly. The findings should help make immediate decisions for evacuation routes and public warnings when an eruption occurs without visiting the volcanic area directly.
Gamification in Ethnophysics and Its Impact on Digital Learning: A Systematic Literature Review Riswanto, Riswanto; Alarifin, Dedy Hidayatullah; Hidayat, Arif
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 14 No 1 (2025): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v14i1.27156

Abstract

As digital learning environments evolve, there is a growing demand for culturally relevant and engaging instructional strategies. Gamification has emerged as a powerful tool to enhance student motivation and participation, while Ethnophysics offers a framework for integrating indigenous knowledge into science education. However, the combined application of these approaches remains underexplored. This study aims to investigate the potential integration of gamification elements within Ethnophysics to improve digital learning, with a focus on identifying key trends, conceptual gaps, and implementation challenges. A systematic literature review was conducted following PRISMA guidelines, focusing on Scopus-indexed publications. VOSviewer was employed to map research patterns, dominant themes, and conceptual gaps. The findings highlight four key gamification elements leaderboards, simulations, escape rooms, and interactive assessments that, when integrated with immersive technologies such as virtual reality (VR) and augmented reality (AR), significantly improve students’ conceptual understanding, digital literacy, and self-regulated learning. These elements also align with traditional cultural practices, making physics education more meaningful and contextually relevant. Despite these advantages, challenges persist, including the absence of a standardized gamified Ethnophysics model and limited access to advanced technologies in under-resourced settings. To address these issues, the study proposes a conceptual framework emphasizing inclusivity, cultural relevance, and affordability, offering practical guidance for researchers and educators seeking to implement culturally responsive digital learning strategies.
Habits of Mind: Student Achievement in Mathematical Physics Courses Pujayanto, Pujayanto; Adi, Delisma Wisnu; Hudha, Muhammad Nur
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 14 No 1 (2025): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v14i1.24294

Abstract

Developing Habits of Mind (HOMs) is essential in higher education as it nurtures critical thinking and problem-solving skills. This study explores the correlation between HOMs and student achievement in the Mathematical Physics course. The research involved 78 undergraduate students from the Physics Education program at the Faculty of Teacher Training and Education, Universitas Sebelas Maret. The study utilised a student achievement test, designed and validated by experts based on learning outcomes, and a HOMs questionnaire covering self-regulation, critical thinking, and creative thinking dimensions. Data analysis was conducted using Structural Equation Modeling (SEM) with SmartPLS 3.0 to test the hypothesis that HOMs influence academic performance in Mathematical Physics. The model's validity was confirmed through Convergent Validity and Discriminant Validity assessments. Significance was assessed using the t-statistic and p-value to determine the statistical significance of the relationships between constructs. Results indicated that the measurement model met the validity criteria, with a T-Value of 15.927 (T-Value > 1.96), confirming a statistically significant relationship between HOMs and learning achievement at a 95% confidence level (alpha = 0.05). These findings underscore the significant impact of HOMs on student performance in Mathematical Physics. Integrating HOMs into the curriculum is recommended to improve learning effectiveness and student achievement in Physics. Furthermore, these results provide educators with a basis for developing more interactive teaching strategies that promote HOMs in students.
Metacognition Research Trends in Physics Education: A Systematic Literature Review with Flavel’s Metacognition Framework Wicaksono, B. Anggit; Purwaningsih, Endang; Diantoro, Markus; Sunaryono, Sunaryono
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 14 No 1 (2025): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v14i1.27584

Abstract

Even though reviews related to metacognition in education have been reported periodically, reviews of metacognition in physics education have rarely been explored. This study aims to analyze the trends and development patterns of metacognition research in physics education through a systematic review of the literature, identify the most researched aspects of metacognition as well as unanswered gaps in the context of physics education, and specifically assess effective metacognitive instructional practices or uncover the lack of research on teachers' pedagogical knowledge. This study examines 17 physics education- related papers that were published between 2013 to 2021 in peer-reviewed journals. Following data extraction based on the criteria introduced by Flavel, then synthesized and reported narratively. Based on the analysis, the findings of this study reported that the studies of metacognition in physics education focused on metacognitive knowledge (MK) more than metacognitive experience (ME), little attention has been given to metacognitive instruction in physics learning (n=7 out of 17 articles), and related to professional development of pre-service teachers (in higher education) and teachers of physics education, studies of metacognition for pre- and in-service trainings have not been addressed yet. These findings identified that there are gaps in research related to metacognition in physics education and these gaps need to be explored for further research. These findings identify that there are gaps in research relating to metacognition in physics education and these gaps need to be explored for further research. Thus, the results of this analysis are expected to provide a comprehensive mapping of the development of metacognition research in physics education, be the basis for the development of more effective learning strategies and metacognition-based teacher training, and open up further research opportunities, especially related to teacher pedagogical training and the integration of metacognition in the physics curriculum.

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