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Jurnal Pendidikan Fisika, Publications Unit, The Magister of Physics Education Departement in State University of Medan, Jl. Williem Iskandar, Medan, Indonesia
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INDONESIA
Jurnal Pendidikan Fisika
Published by Universitas Negeri Medan
ISSN : 2252732X     EISSN : 23017651     DOI : 10.22611/jpf
Core Subject : Science, Education,
Education Physics
Arjuna Subject : -
Articles 12 Documents
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Search results for , issue "Vol. 14 No. 2 (2025)" : 12 Documents clear
Enhancing Students’ Scientific Literacy Ability Through Phenomenon-Based Experiential Learning With Formative Assessment Pradananta, Hidayat; Lia Yuliati; Arif Hidayat
Jurnal Pendidikan Fisika Vol. 14 No. 2 (2025)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpf.v14i2.70562

Abstract

This study aims to analyze the effect of Phenomenon-Based Experiential Learning integrated with Formative Assessment on improving students’ scientific literacy in the topic of static fluids. The research employed a quasi-experimental method with a control group Pre-test–Post-test design, involving 71 eleventh-grade students from one of the Islamic Senior High Schools (MAN) in Padangsidimpuan, Indonesia. The experimental class received instruction using the Phenomenon-Based Experiential Learning model accompanied by Formative Assessment, while the control class was taught through conventional learning. Data were collected using eight essay questions covering the topics of hydrostatic pressure, Pascal’s law, and Archimedes’ principle. The findings revealed a significant difference between the two classes, with an N-gain score of 0.66 (medium category) in the experimental class and 0.29 (low category) in the control class. The analysis of each scientific literacy indicator also showed that the Explain Phenomena Scientifically (EPS) and Interpret Data and Evidence Scientifically (IDES) indicators achieved high improvement categories, while the Evaluate and Design Scientific Enquiry (EDSE) indicator increased within the medium category. These results indicate that Phenomenon-Based Experiential Learning integrated with Formative Assessment is effective in enhancing students’ scientific literacy skills.
Integrasi TPACK pada Model Pembelajaran Berbasis Masalah Terhadap Capaian Pembelajaran Siswa Nova Srydevi Simanjorang
Jurnal Pendidikan Fisika Vol. 14 No. 2 (2025)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpf.v14i2.72088

Abstract

Problem Based Learning (PBL) berbasis Technological Pedagogical Content Knowledge (TPACK) terhadap capaian pembelajaran siswa, khususnya pada pemahaman konsep dan keterampilan proses sains materi suhu dan kalor. Masalah yang melatarbelakangi penelitian ini adalah rendahnya hasil belajar fisika dan kurangnya keaktifan siswa akibat dominasi metode pembelajaran konvensional. Penelitian ini merupakan penelitian kuasi eksperimen (quasi-experimental) dengan desain Two Group Pretest-Posttest yang dilaksanakan di SMAN 9 Medan. Populasi penelitian adalah siswa kelas XI, dengan sampel yang dibagi menjadi kelas eksperimen yang diajarkan dengan PBL berbasis TPACK dan kelas kontrol dengan pembelajaran konvensional. Data dikumpulkan menggunakan instrumen tes uraian untuk mengukur pemahaman konsep dan keterampilan proses sains, kemudian dianalisis menggunakan uji MANOVA. Hasil penelitian menunjukkan bahwa rata-rata nilai posttest pemahaman konsep kelas eksperimen (85) lebih tinggi dibandingkan kelas kontrol (72,67). Demikian pula, rata-rata keterampilan proses sains kelas eksperimen (75,33) lebih unggul dibandingkan kelas kontrol (65). Uji hipotesis menunjukkan nilai signifikansi 0,000<0,05, yang mengindikasikan adanya pengaruh signifikan penerapan model tersebut. Disimpulkan bahwa model PBL berbasis TPACK efektif dalam meningkatkan capaian pembelajaran siswa dibandingkan metode konvensional.

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