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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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Microtremor HVSR Analysis for Characterizing Subsurface Conditions Associated with Ground Movement Susceptibility Rahmania, Rahmania; Sastrawan, Febrian Dedi; Amsal , Setiadi; Arisalwadi, Meidi; Samosir, Harrys; Rasmid, Rasmid
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.v15i1.29440

Abstract

Ground movement frequently occurs in areas with complex geological settings, yet subsurface information required for hazard assessment remains limited, particularly in rapidly developing regions. This study investigated the potential of microtremor Horizontal-to-Vertical Spectral Ratio (HVSR) analysis to characterize near-surface conditions associated with ground movement susceptibility in North Balikpapan, Indonesia. Microtremor observations were conducted at 27 measurement stations and processed using Geopsy following the SESAME reliability criteria. Dominant frequency, amplification factor, and sediment thickness derived from HVSR analysis were integrated with Digital Elevation Model (DEM)-based topographic information to interpret subsurface variability. The results reveal pronounced spatial variations in subsurface characteristics across the study area. Thick unconsolidated sediment deposits associated with low dominant frequencies were predominantly identified in the central and southern regions, whereas thinner and relatively stiffer subsurface materials occurred mainly in the northeastern area. Although amplification levels were generally low to moderate, the combination of thick sediment deposits and moderate-to-steep slopes indicates conditions that may increase ground movement susceptibility. These findings demonstrate that integrating HVSR-derived parameters with topographic information provides a practical, non-invasive approach for subsurface characterization and offers valuable baseline information to support geohazard assessment and land-use planning in rapidly developing regions.
Non-Invasive Hemoglobin Estimation and Real-Time Anemia Classification Using MAX30102 and KNN Firmawati, Nini; Rasyid, Rahmat; Putri, Ririn Amelia
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.v15i1.30451

Abstract

Monitoring hemoglobin (Hb) concentration is essential for the early detection and management of anemia, yet conventional assessment relies on invasive blood sampling and laboratory facilities, limiting its suitability for routine screening. This study developed and validated a portable non-invasive system for hemoglobin estimation and real-time anemia classification by integrating a MAX30102 optical sensor, Raspberry Pi, and a K-Nearest Neighbors (KNN) machine learning algorithm. Photoplethysmography (PPG) signals acquired from fingertip measurements were processed to extract representative optical features, while invasive hemoglobin measurements obtained using a calibrated commercial analyzer served as the reference standard. Experimental validation demonstrated that the proposed KNN model accurately estimated hemoglobin concentration and consistently outperformed a conventional linear regression approach in capturing the nonlinear relationship between PPG features and hemoglobin levels. The system successfully classified users into normal, mild, and moderate anemia categories and displayed the results in real time through both OLED and web-based interfaces. Although no severe anemia cases were included in the validation dataset, the prototype showed reliable performance within the evaluated hemoglobin range. These findings demonstrate the feasibility of combining optical sensing and machine learning for portable, non-invasive hemoglobin monitoring. Further validation involving larger and more clinically diverse populations is required before clinical implementation.
Bridging Teacher–Student Perspectives for Differentiated Ethno-STEM Physics Instruction on Climate Change Rosdiana, Rosdiana; Sriyanti, Ida; Ismet, Ismet; Akhsan, Hamdi Akhsan
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.v15i1.30792

Abstract

Climate change education requires physics instruction that connects scientific concepts with learners’ local experiences while accommodating diverse learning needs. However, differentiated instructional resources that integrate local ecological knowledge remain limited, particularly in South Sumatra. This study investigated teacher and student needs to inform the development of differentiated Ethno-STEM physics instructional materials for climate change learning. A quantitative descriptive needs analysis was conducted involving 988 senior high school students and 68 physics teachers from 13 districts and municipalities in South Sumatra. Data were collected through structured questionnaires and analyzed using descriptive statistics. The findings revealed a strong demand for multimodal process differentiation, with teachers emphasizing the need for structured visual, auditory, and kinesthetic learning pathways, while students showed the strongest preference for experiential learning activities. The analysis also identified notable discrepancies between teachers’ perceptions of the instructional relevance of local wisdom and students’ familiarity with these cultural practices. Teachers further reported challenges related to instructional time, technical guidance, and variations in student readiness. These findings highlight the need for instructional materials that combine multimodal differentiation with culturally meaningful learning experiences. The study provides an empirical foundation for designing differentiated Ethno-STEM physics resources that better align classroom instruction with learner diversity, local ecological contexts, and climate change education.
Project-Based Learning for Integrating Creative Responsibility and Creative Product Development in Pre-Service Physics Teacher Suyidno, Suyidno; Qamariah, Qamariah; Misbah, Misbah; Mahtari, Saiyidah; Rahman, Nor Farahwahidah Abdul
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.v15i1.30811

Abstract

Creativity has become a central objective in physics teacher education, yet it is often developed independently of responsibility, limiting the educational relevance and sustainability of students’ innovations. This study examined the potential of Project-Based Learning (PBL) to integrate creative responsibility with creative product development among pre-service physics teachers. Creative responsibility was conceptualized as the integration of creative engagement, reflective participation, collaboration, and awareness of the educational value and impact of project outcomes. A pre-experimental pretest–posttest design was implemented with two intact student groups participating in a series of collaborative project activities. Data were collected using a creative responsibility questionnaire and a rubric-based assessment of creative product development. The findings revealed consistent improvements in both creative responsibility and creative product development following the implementation of PBL, although the magnitude of improvement varied across the two groups. The most substantial progress was observed in students’ ability to design meaningful educational products, while creative responsibility also demonstrated positive development through collaborative inquiry, reflection, and iterative project refinement. These findings suggest that PBL provides a promising pedagogical framework for integrating creativity with responsibility, enabling pre-service physics teachers to generate innovative educational products while strengthening reflective, collaborative, and socially accountable professional competencies.
A Problem-Based Online Tutorial for Strengthening Pedagogical Reasoning in Distance Physics Teacher Education Widiasih, Widiasih; Ismail, Ismail; Aprianti, Rika; Zakirman, Zakirman; Chaw, Ei Phyu
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.v15i1.30902

Abstract

Distance education requires instructional designs that promote meaningful interaction, independent learning, and authentic problem solving, particularly in physics teacher education where students must connect pedagogical concepts with real instructional practice. This study developed and evaluated the initial feasibility of a Problem-Based Learning (PBL)-based online tutorial for the Physics Learning Strategy course in a distance education setting. An adapted four-stage Research and Development model guided the processes of needs analysis, instructional design, expert validation, prototype development, limited implementation, and formative revision. Data were collected through expert validation sheets and student response questionnaires addressing tutorial quality, PBL organization, learning materials, language clarity, platform functionality, and collaborative learning support. The findings indicate that the tutorial demonstrated strong pedagogical and technical feasibility and was positively perceived by students during the initial implementation. Participants particularly appreciated the accessibility of the learning platform, the organization of learning materials, and the functionality of online features. Nevertheless, collaborative discussion and the implementation of problem-based learning stages remained the primary areas requiring refinement. These findings suggest that well-designed online tutorials can provide structured opportunities for pedagogical reasoning, collaborative inquiry, and reflective learning in distance physics teacher education. The study contributes a course-specific instructional framework that can inform the design of more interactive and pedagogically grounded online tutorials for higher education.
Ferrite Nanoadsorbents for Heavy Metal Removal: Research Evolution, Adsorption Mechanisms, and Future Challenges Meiliyadi, Lalu Ahmad Didik; Rahman, Muh. Zainur; Jamiluddin, Jamiluddin; Arizona, Kurniawan; Febriana, Nadia; Damayanti, Isniwana
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.v15i1.30907

Abstract

Ferrite nanoadsorbents have attracted increasing attention for heavy metal remediation because of their magnetic separability, high adsorption capacity, and potential reusability. This review provides a comprehensive synthesis of research developments by integrating bibliometric mapping with an analysis of adsorption mechanisms and emerging research challenges. A bibliometric literature review was conducted using Scopus-indexed publications published between 2011 and 2025. After a systematic screening process, relevant research articles were analyzed to identify publication trends, collaboration networks, leading journals, research hotspots, and thematic evolution. The findings reveal sustained growth in research activity, with contributions concentrated in high-impact journals and strong international collaboration led primarily by Asian countries. Keyword mapping indicates that research has evolved from fundamental heavy metal removal studies toward mechanistic investigations of adsorption processes and, more recently, to the development of advanced ferrite-based nanocomposites emphasizing recyclability, stability, and environmentally sustainable water treatment. Mechanistic analysis further shows that adsorption performance is governed by the synergistic effects of surface functional groups, pore structure, adsorption kinetics, and magnetic recovery. Despite substantial progress, challenges remain regarding nanoparticle agglomeration, regeneration efficiency, long-term environmental safety, and large-scale commercialization. This review provides an integrated understanding of the evolution of ferrite nanoadsorbent research while identifying critical knowledge gaps and future research priorities to support the development of efficient, sustainable, and practically applicable water remediation technologies.
Explicit and Implicit Inquiry Guidance for Developing Students' Scientific Investigation Practices Zulkarnain, Muhammad Zaky; Kurniawati, Rizky Kurniawati; Muliakoswara, Muhammad Hafizh Muliakoswara; Pramadina, Shandi Gusti Pramadina; Suyana, Iyon Suyana
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.v15i1.31356

Abstract

Scientific investigation is a core component of physics learning, yet many students experience difficulties in formulating investigable questions, developing hypotheses, designing fair investigations, and interpreting evidence. Although inquiry-based learning has been widely adopted to address these challenges, limited evidence is available regarding how different forms of instructional guidance influence specific dimensions of scientific investigation practices. This study compared the effectiveness of explicit and implicit inquiry guidance in developing students’ Scientific Investigation Practices during Newton’s law learning. A quasi-experimental pretest–posttest design was conducted with two intact Grade X classes at a senior high school in Indonesia. Students in the explicit guidance group received direct explanation, modelling, guided practice, and feedback, whereas those in the implicit guidance group were supported through inquiry worksheets and instructional prompts without explicit procedural instruction. Students’ scientific investigation practices were assessed using parallel written assessments administered before and after the intervention. Both instructional approaches improved students’ scientific investigation practices; however, explicit inquiry guidance produced stronger overall gains, particularly in planning scientific investigations and generating scientific questions. These findings suggest that explicit procedural and epistemic scaffolding help students engage more effectively in inquiry by making the logic of scientific investigation more visible. The study provides classroom-based evidence supporting the integration of structured guidance into inquiry-oriented physics instruction.
Local Content-Integrated STEM-PjBL for Enhancing Higher-Order Thinking Skills in Physics Pathoni, Haerul; Asyhar, Rayandra; Maison, Maison; Huda, Nizlel
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.v15i1.26361

Abstract

Higher-order thinking skills (HOTS) are essential in physics education but remain insufficiently developed through conventional instruction. Although STEM-integrated Project-Based Learning (STEM-PjBL) has been widely recognized for promoting higher-order cognitive skills, limited empirical evidence has examined the integration of local cultural content within this approach. This study investigated the effectiveness of a local content-integrated STEM-PjBL model based on Jambi Malay culture in enhancing students' HOTS. A one-group pretest-posttest pre-experimental design was conducted with Physics Education students at Universitas Jambi. Data were collected using a HOTS-based written test and analyzed through descriptive and inferential statistical procedures to examine changes before and after the intervention. The findings demonstrated consistent improvements in students' HOTS following the implementation of the learning model. Students showed stronger abilities to analyze, evaluate, and apply physics concepts to authentic problems while connecting scientific knowledge with culturally meaningful contexts through project-based activities. The integration of Jambi Malay local content created more contextual and engaging learning experiences that encouraged critical thinking, collaboration, and authentic problem solving. These findings provide empirical evidence that local content-integrated STEM-PjBL offers an effective pedagogical framework for promoting higher-order thinking in physics education while simultaneously strengthening students' appreciation of local culture.
An Inquiry-Based Environmental Physics Module for Scientific Literacy: Development and Validation Jannah, Misbahul; Mazlina, Hilda; Oviana, Wati; Lailatussaadah, Lailatussaadah; Mustika, Cut Riziki; Halim, Lilia
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.v15i1.30573

Abstract

Scientific literacy is a fundamental competency for prospective physics teachers, yet inquiry-oriented instructional materials specifically designed for environmental physics remain limited. This study developed and validated an inquiry-based environmental physics module intended to strengthen scientific literacy in physics teacher education. A research and development approach based on the Dick and Carey instructional design model was employed, encompassing needs analysis, instructional design, module development, expert validation, revision, and limited user evaluation. The module was reviewed by experts in instructional materials and physics education, followed by a practicality evaluation involving prospective physics teachers enrolled in an Environmental Physics course. Data were collected using structured validation instruments and user feedback questionnaires, with qualitative comments informing iterative revisions. The findings indicate that the developed module achieved high levels of content validity and practical feasibility. Expert recommendations contributed to improvements in visual presentation, learning content, student worksheets, instructional planning, and scientific literacy assessment components. The finalized module integrates environmental physics concepts with structured inquiry activities that encourage scientific reasoning, evidence-based investigation, and contextual problem solving. These findings demonstrate that the module provides a valid and practical instructional resource for supporting scientific literacy among prospective physics teachers and offers a useful reference for developing inquiry-oriented instructional materials in physics teacher education.
Bridging the Gap Between Planned and Enacted Character Education in 21st-Century Physics Learning Fitriyawany, Fitriyawany; Meutiawati, Ida; Susanti, Susanti; Shalihah, Nadiatun; Nazim, Nur Farah Syahirah
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.v15i1.30587

Abstract

Character education has become a key priority in Indonesia's educational reform, yet its integration into physics learning remains inconsistent. Existing studies have largely emphasized curriculum frameworks and instructional models, while empirical evidence on how physics teachers implement character education in classroom practice remains limited. This study investigated the challenges of embedding the Strengthening Character Education (PPK) values into 21st-century physics learning and identified strategies to strengthen its implementation in senior high schools in Banda Aceh. A convergent mixed-methods design was employed, combining semi-structured interviews, classroom observations, lesson plan analysis, and surveys involving physics teachers and students from accredited schools. The findings revealed a clear gap between planned and enacted character education. Although character values and 21st-century competencies were consistently incorporated into lesson plans, their classroom implementation remained partial and inconsistent. The main barriers included limited instructional time, strong emphasis on cognitive achievement, insufficient professional development, and the absence of standardized character assessment practices. Teachers generally perceived character integration more positively than was evident from classroom observations, indicating a discrepancy between intended and enacted practice. This study provides empirical evidence explaining how teacher readiness, pedagogical beliefs, institutional support, and curriculum demands collectively shape character integration in physics learning. The findings offer practical guidance for strengthening teacher professional development, assessment practices, and evidence-based policies supporting character-oriented physics education in Indonesia.

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