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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 301 Documents
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Thai College Students’ Attitudes Toward Physics: Results from a Cross-Sectional Descriptive Study and Instructional Implications Pengsuwan, Parkpoom; Klunboot, Saengkrit
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 14 No 2 (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.v14i2.27839

Abstract

Understanding students' attitudes toward physics is crucial for educators to gain insight into students’ beliefs about the subject and its learning. It is also fundamental to learning design. This study used the Colorado Learning Attitudes about Science Survey (CLASS), an instrument designed to assess beliefs educators consider essential for effective physics learning. The primary objective was to examine college students' attitudes toward physics in Thailand and to analyze these attitudes across academic programs and by gender. Employing a descriptive, cross-sectional survey design, the study collected data from 567 freshman students enrolled in a public autonomous university in Thailand, designated under the Global and Frontier Research category by the Ministry of Higher Education, Science, Research, and Innovation. The findings revealed that students scored relatively higher in the Sense-Making/Effort and Real-World Connection categories; however, scores for Applying Conceptual Understanding and Problem Solving remained comparatively lower. Furthermore, a statistically significant difference was observed between genders, with male students scoring significantly higher on attitude toward physics than female students, with a small-to-moderate effect size. These results highlight patterns in students’ attitudes that may inform instructional considerations in first-year general physics courses, particularly in supporting the application of physics concepts to solve problems and fostering engagement among female students.
Design and Validation of a Contextualized Worksheet Using an Otok-Otok Boat to Support Applied Thermodynamics Learning Habibah Khusna Baihaqi; Sudarti, Sudarti; Arimurti, Dyah Arum
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 14 No 2 (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.v14i2.28128

Abstract

Conventional thermodynamics instruction frequently fails to bridge the gap between mathematical derivations and observable energy transfers, leaving students struggling to visualize cyclic processes in real systems. This study aims to develop and evaluate a contextualized worksheet using the otok-otok boat—a traditional steam-powered toy—as a real-world case study to support students' conceptual understanding. The research followed the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The worksheet was validated by experts using the Aiken’s V index, yielding a range of 0.83 to 1, which indicates high content validity. The implementation involved 82 undergraduate physics education students, with evaluation data collected from 63 respondents through a mixed-method questionnaire. The results indicate that the developed worksheet successfully facilitates the exploration of key thermodynamic principles, including work and heat transfer, P-dV work, and the laws of thermodynamics, as evidenced by students' ability to articulate these concepts in their written tasks. While the otok-otok boat helped contextualize abstract concepts through observable processes, the results primarily reflect pedagogical usability and student engagement. Students perceived the learning experience as enjoyable and meaningful, supporting the worksheet's acceptability as an instructional tool rooted in local wisdom.
Open-Circuit Voltage Characteristics of Cu–Zn Soil Batteries in Humus, Peat, and Sand: Experimental Comparison and Empirical Regression suwandi, suwandi; Utami, Amaliyah Rohsari Indah; Fitriyanti, Nurwulan; Davianti, Ajeng Faradilla Putri; Ghassani, Deika Saffanah Nisyyah; Arfandi, Rizky Nurfadillah
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 14 No 2 (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.v14i2.28494

Abstract

The development of low-cost, sustainable power sources is critical to supporting distributed environmental sensing, agricultural monitoring, and physics education in regions with limited or unreliable access to the grid. This study investigates the open-circuit voltage (OCV) characteristics of Cu–Zn soil batteries embedded in three representative Indonesian soils, humus, peat, and sand, using a 26-cell series–parallel stack under controlled laboratory conditions, along with an empirical logarithmic regression model for electrode sizing. A total of 26 Cu–Zn cells were installed in each soil type, with three independent containers per soil (n = 3) at 25 ± 1 °C; stack OCV was recorded every 5 minutes over 30 minutes, and baseline soil physicochemical properties (moisture, pH, organic C, total N, C/N ratio, and exchangeable Ca, K, and Fe) were characterized to aid interpretation. The results show that humus produced the highest and most stable average stack voltage (9.92 V; range 9.55–10.08 V), followed by peat (8.70 V; 8.50–8.90 V) and sand (6.17 V; 5.99–6.27 V), a ranking consistent with differences in organic matter, acidity, and exchangeable cations rather than directly measured soil electrical conductivity. An empirical logarithmic model linking electrode surface area to OCV, adapted from previous studies and recalibrated for the present configuration, yielded average relative errors of approximately 4–5% within the tested electrode-area range, indicating good agreement between predicted and measured voltages while remaining well below theoretical electrochemical potentials. Within the limitations of short-term, open-circuit measurements without current–voltage or aging tests, these findings identify humus as the most favorable medium among the tested soils for achieving relatively high and stable OCV, and provide an empirically validated framework to support the design and upscaling of Cu–Zn soil battery arrays for sustainable low-power applications in agriculture and physics education.
Biomass-Derived Activated Carbon via Na₂CO₃, KOH, and ZnCl₂ Activation: A Comparative Physicochemical Study toward Energy Storage Electrodes Bakti, Andi Ikhtiar; Rio, Afrioni Roma; Mosey, Handy Indra Regain; Jumriadi, Jumriadi
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 14 No 2 (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.v14i2.29076

Abstract

This study investigates the fabrication of granular activated carbon (AC) from biomass waste using three chemical activating agents: sodium carbonate (Na₂CO₃), potassium hydroxide (KOH), and zinc chloride (ZnCl₂), to evaluate their effects on structural, morphological, and electrical properties relevant to energy storage applications. An experimental laboratory-based method with a comparative activation approach was employed. The resulting activated carbon samples were characterized by X-ray diffraction (XRD), scanning electron microscopy coupled with energy-dispersive spectroscopy (SEM–EDS), and iodine adsorption and electrical measurements. XRD analysis revealed that all samples predominantly exhibit amorphous or turbostratic carbon structures with partial structural ordering, with ZnCl₂-activated samples showing higher short-range ordering than those activated with the other activators. SEM observations indicated qualitative differences in surface morphology and pore development, with more pronounced pores in the KOH-activated carbon. EDS analysis confirmed carbon-rich surfaces with minor residual inorganic elements originating from the activating agents and biomass precursor. Iodine adsorption results, used as a proxy indicator of microporosity, showed that the KOH-activated carbon exhibited the highest iodine number (630.70 mg/g). Electrical measurements, reported as apparent electrical conductivity under the applied packed-bed measurement conditions, also indicated the highest value for the KOH-activated sample (1724.10 S/m). Based on the parameters measured in this study, KOH activation produced the most favorable combined iodine adsorption and apparent electrical conductivity among the activation routes investigated. Therefore, KOH-activated biomass-derived carbon is identified as the most promising candidate for subsequent electrochemical validation toward supercapacitor electrode applications.
Transient In-Situ Identification of Thermal Parameters in Commercial Thermoelectric Modules using Transfer-Function Models Pauzi, Gurum Ahmad; Alfiansyah, Irfan; Riyanto, Agus; Apriyanto, Donni Kis; Yulianti, Yanti; Warsito, Warsito
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 14 No 2 (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.v14i2.29031

Abstract

Thermoelectric devices operate based on the Seebeck and Peltier effects and offer advantages such as high reliability, compact size, lightweight structure, and precise temperature control, making them attractive for electronics, automotive, and aerospace applications. However, accurate in-situ characterization of commercial thermoelectric modules remains challenging due to the limitations of conventional methods, which are often destructive, complex, or costly. This study proposes a novel, non-destructive, and cost-effective transient identification method based on the analysis of thermal response under electrical excitation. The system dynamics were modelled using first- and second-order transfer functions derived from energy conservation principles, enabling parameter estimation from transient temperature data. The proposed approach estimated thermal conductivity (0.747 and 1.129 W/m·K), Seebeck coefficient (35.57 and 21.35 K/A), thermal resistance (3.16 and 1.62 K/W), and thermal capacitance (1.17 and 4.36 J/K). The results demonstrate that the transfer-function-based model effectively captures the thermal dynamics of commercial modules and provides reliable parameter identification. This study  contributes a practical in-situ characterization framework that can support thermoelectric performance evaluation and optimization of thermal system design for real-world applications
Profile of Student Conceptions on the Direct Current Circuits with Multiple-Activity-Representation Handhika, Jeffry; Alvarez, Joel Iglesia; Pramono, Nugroho Adi; Mayasari, Tantri; Mafudi, Innal
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 14 No 2 (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.v14i2.29152

Abstract

Difficulties in understanding concepts of Direct Current Circuits remain a persistent issue in physics learning, particularly in relating circuit construction, measurement, and conceptual reasoning. Therefore, this study aims to profile students’ conceptions of Direct Current (DC) circuits using the Multiple-Activity-Representation approach. This qualitative descriptive analysis research involved eight university students enrolled in the Fundamental Physics II course (2024/2025) at a university in Madiun. Students were asked to design, construct series, parallel, and combined circuits connected to a power supply, and measure current and voltage across each resistor. Data were collected through performance tasks, observations, and interviews, and analyzed through data reduction, categorization, and triangulation. Students’ conceptions were profiled into three categories: α, β, and γ. The findings reveal three distinct conception profiles. Students in category α were able to design and construct all types of closed circuits but demonstrated difficulties in conducting accurate measurements. Students in category β could design and construct series and parallel circuits but struggled with combined circuits and measurement processes. Students in category γ were able to design various circuit configurations conceptually but encountered difficulties in physically constructing combined circuits. These results indicate varying levels of conceptual and procedural understanding in DC circuits, particularly in integrating circuit representation, construction, and measurement. The study implies that the Multiple-Activity-Representation approach is useful for diagnosing the depth of students’ conceptions and identifying specific areas requiring instructional reinforcement, especially in experimental measurement and conceptual integration.
Enhancing Critical Thinking and Scientific Literacy through Scratch 3D–Supported Problem-Based Learning in Kinematics Perdana, Riki; Arga Cetta, Atthaya Rafi; Sukardiyono, Sukardiyono; Pradana, Pramudya Wahyu
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 15 No 1 (2026): 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.v15i1.27012

Abstract

Developing students’ critical thinking and scientific literacy remains a persistent challenge in physics education, particularly in kinematics, where conceptual understanding and problem-solving must be integrated. Although Problem-Based Learning (PBL) has been widely adopted to promote higher-order thinking, limited evidence exists regarding its integration with interactive three-dimensional digital environments. This study investigated the effectiveness of Scratch 3D–supported Problem-Based Learning in enhancing senior high school students’ critical thinking and scientific literacy. A quasi-experimental design was implemented with one experimental group and two control groups involving Grade XI students at a public senior high school in Indonesia. The assessment instruments were rigorously validated and administered before and after the intervention. The findings demonstrate that students who participated in Scratch 3D–supported PBL achieved substantially greater improvements in both critical thinking and scientific literacy than those receiving conventional instruction. The interactive learning environment enabled students to visualize abstract kinematics concepts, engage more actively in problem-solving, and construct deeper conceptual understanding. These findings suggest that integrating interactive Scratch 3D technology into Problem-Based Learning provides an effective instructional approach for fostering higher-order thinking and scientific literacy in secondary physics education
A Critical–Collaborative Learning Model for Fostering Creative Thinking and Collaboration in Physics Teacher Education Irwandani, Irwandani; Suyatna, Agus; Haenilah, Een Yayah; Maulina, Dina
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 15 No 1 (2026): 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.v15i1.28911

Abstract

Preparing future physics teachers requires instructional models that intentionally integrate critical pedagogy, collaborative learning, and socioscientific inquiry to cultivate essential twenty-first-century competencies. However, existing approaches rarely connect these dimensions within a coherent instructional framework. This study developed and evaluated the Critical–Collaborative Learning Model (CCLM) to foster creative thinking and collaboration among prospective physics teachers. A research and development approach adapted from the Borg and Gall model was implemented through needs analysis, model design, expert validation, formative evaluation, and field testing. Data were collected using validation sheets, practicality questionnaires, creative-thinking assessments, and collaboration-skill questionnaires. The findings indicate that CCLM demonstrated high validity and practicality and produced stronger creative thinking and collaboration outcomes than conventional instruction. The model encouraged critical literacy, collaborative dialogue, creative production, and action-oriented learning through engagement with socioscientific issues, enabling students to generate more original ideas while strengthening collaborative problem-solving and shared responsibility. This study contributes a validated instructional framework that systematically integrates critical pedagogy and collaborative inquiry to support the development of higher-order competencies in physics teacher education.
An Electronic Wave Laboratory Worksheet Integrating Virtual Simulation and Performance Assessment Latifah, Sri; Diani, Rahma; Yuberti, Yuberti; Rifai, M.
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 15 No 1 (2026): 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.v15i1.27227

Abstract

Virtual laboratory technologies have expanded opportunities for interactive physics practicum learning; however, existing electronic laboratory worksheets rarely combine simulation-based experimentation, structured laboratory guidance, and authentic performance assessment within a unified instructional resource. This study developed and evaluated an electronic wave laboratory worksheet that integrates virtual simulation with embedded performance assessment to support higher education physics practicum. A research and development approach based on the ADDIE model was employed, encompassing analysis, design, development, implementation, and evaluation. The worksheet was designed using Crocodile Physics to facilitate concept visualization, guided experimentation, and systematic practicum activities. Product quality was examined through expert review, while its practicality was evaluated through feedback from university students and physics educators at two higher education institutions. The findings indicate that the worksheet demonstrated high validity and was perceived as practical, engaging, and suitable for supporting simulation-based laboratory learning. By integrating interactive simulation, structured experimental guidance, and authentic performance assessment, the worksheet enables students to visualize wave phenomena, conduct virtual investigations, and demonstrate practical competencies within a coherent learning environment. This study contributes an integrated instructional framework for technology-enhanced physics laboratory learning and offers practical guidance for designing simulation-supported practicum resources that promote authentic assessment in higher education.
Collaborative Real-World Analysis (CReW-A) with Video Analysis: Fostering Creativity and Analytical Skills in Physics Teacher Education Firdaus, Thoha; Sinensis, Arini Rosa
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 15 No 1 (2026): 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.v15i1.28577

Abstract

Physics teacher candidates often struggle to connect kinematics concepts with authentic motion phenomena, particularly when interpreting graphs, identifying relevant variables, and transforming observations into quantitative representations. This study evaluated the implementation of the previously developed Collaborative Real-World Analysis (CReW-A) learning model assisted by video analysis. Conducted within a Design and Development Research framework, the study employed a one-group pretest–posttest design involving physics education students. Creativity was evaluated using a validated rubric covering originality, elaboration, fluency, and resistance to premature closure, while analytical skills were measured through pretest and posttest assessments. The findings show that students produced highly creative video-analysis products and demonstrated substantial improvement in analytical skills following the intervention. Learning gains were categorized as moderate, accompanied by statistically significant improvement and a strong educational effect. These findings suggest that integrating authentic real-world observation, collaborative learning, video-based analysis, graph interpretation, and reflective discussion provides an effective pedagogical approach for fostering creativity and strengthening analytical skills in physics teacher education. The CReW-A model offers promising implementation evidence for promoting meaningful and technology-enhanced physics learning

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