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Edufisika: Jurnal Pendidikan Fisika
Published by Universitas Jambi
ISSN : 24777935     EISSN : 25486225     DOI : -
Core Subject : Science, Education,
Education Physics
Edufisika Journal is a forum for communicating scientific advances in the field of physics and education physics. The journal reports significant new findings related to physics and education physics, including: learning media development, learning methods development, learning methods implementation and several application of physics. Edufisika Journal publishes comprehensive research articles and invited reviews by leading expert in the field. Papers will be selected that high scientific merit, impart important new knowledge, and are of high interest to physics and education physics community. Edufisika Journal is firstly published in 2016 and periodically published twice per year.
Arjuna Subject : -
Articles 261 Documents
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ANALISIS VALIDITAS DAN RELIABILITAS TES LITERASI SAINS INTEGRASI LINGKUNGAN DENGAN RASCH MODEL Adhari, Desi; Santiani, Santiani; Fatmawati, Sri
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 1 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 1 April 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i1.42136

Abstract

This study aims to create an integrated assessment instrument for environmental science literacy focused on thermodynamics for high school students. The research methodology employed is Research and Development (R&D), specifically using the 4-D model. Participants in the study included 34 twelfth-grade students from Public High School 1 Palangka Raya. The validity of the instrument was evaluated using Aiken's index with input from five expert validators, while its quality was analyzed through the Rasch Model. The findings indicate that the instrument demonstrates unidimensionality, with a Raw Variance Explained by Measures value of 43.2%, confirming its effectiveness in assessing the desired aspects of science literacy. Out of the 16 items analyzed, 13 were considered fitting. The instrument also showed exceptionally high reliability, boasting a Cronbach's Alpha value of 0.89, and most items exhibited no gender bias, according to the Differential Item Functioning (DIF) test. This instrument's development is anticipated to assist students in connecting scientific concepts to real-world scenarios, enhance their science literacy skills, and raise awareness of the importance of environmental conservation, particularly regarding peatland preservation in Palangka Raya.
DEVELOPMENT OF PHYSICS IDENTITY RESEARCH IN THE LAST DECADE (2014-2024): A BIBLIOMETRIC ANALYSIS Wicaksono, Bayu Aji; Kurniawan, Aris; Kuswanto, Heru
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 1 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 1 April 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i1.42263

Abstract

Physics identity plays a significant role in shaping individuals’ careers and academic engagement in physics. This study aims to analyze the development of research on physics identity over the past decade using bibliometric analysis based on Scopus data. A total of 114 documents were collected, then filtered based on publication year (2014–2024), English language, and article type, resulting in 60 articles for analysis. This study examines publication trends, geographical distribution, and under-researched topics in physics identity. Using VOSviewer and Publish or Perish 8 software, the findings indicate a fluctuating increase in publications, with a predominant focus on gender issues and identity-forming factors such as self-efficacy, recognition, and motivation. However, the research of physics identity concentrated in the United States, highlighting a lack of studies in other regions. Additionally, efforts to address the physics identity crisis are still minimal. This study provides a comprehensive synthesis of the field and highlights the need for further research on alternative strategies to mitigate gender stereotypes and enhance physics identity, particularly in countries with low research contributions.
APPLICATION OF BESSEL EQUATION TO CIRCULAR SLIT FRAUNHOFER DIFFRACTION: A SYSTEMATIC REVIEW Nasiroh, Anisa Qoriq Atun; Lira, Lira; Sari, Intan Purnama; Akhsan, Hamdi
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 1 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 1 April 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i1.42657

Abstract

This article aims to introduce the development of a simulation model using matlab in the calculation of the bessel function to describe the fraunhofer diffraction pattern in a circular slit. This research method uses the Systematic Literature Review (SLR) method equipped with PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, this method involves searching, filtering, and analyzing literature from reliable sources to compile a comprehensive theoretical framework. Based on the simulation of circular slit diffraction using matlab application with the same wavelength and different radii of the circle, it shows that the larger the radius of the circle will produce a narrower diffraction pattern, while the smaller the radius of the circle will produce a wider diffraction pattern. Meanwhile, when using the same radius and different wavelengths, it shows that longer wavelengths produce wider diffraction patterns, while shorter wavelengths produce narrower diffraction patterns.
“Modul Elektronik Berbasis STEM: Kunci untuk Membuka Kreativitas Siswa di Era Digital” Permata Sari, Devi; Wiyono, Ketang; Siahaan, Sardianto Markos
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 1 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 1 April 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i1.41917

Abstract

This research is classified as qualitative descriptive research. This study aims to assess the need for the use of E-Modules as a tool in high school physics subjects. This research uses a qualitative descriptive approach. The research survey questionnaire as an instrument. The questionnaire was distributed through a google form link, which was then filled in online by 1st and 3rd semester students who had studied physics subjects especially the subject of alternating current electricity. This research focuses on high school students class XII. The research involved 54 student respondents. The results showed that all respondents or 100% of students stated that they really need STEM-based learning to be used as a learning resource. Based on this research, there is a need for a learning E-Module as a learning media. This preliminary research will be developed into further research to create a STEM-based learning E-Module to train creative thinking skills on direct current electricity material
ANALYSIS OF STUDENTS' THINKING STYLES IN READING FREE-BODY DIAGRAMS AND ANALYTICAL THINKING ON NEWTON'S LAWS Soleha, Nikmatu; Fadly , Wirawan; David , Martinez
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 1 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 1 April 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i1.42796

Abstract

Analytical thinking skills are essential for understanding and solving physics problems, particularly those involving Newton's Laws. One effective way to develop these skills is through the use of free-body diagrams. This study aims to analyze the influence of students’ thinking styles, Concrete Sequential, Abstract Sequential, Concrete Random, and Abstract Random on their analytical thinking abilities in interpreting free-body diagrams. Conducted using a qualitative descriptive approach at State Junior High School 1 Mlarak, Ponorogo Regency, data collection methods included observation, interviews, and document analysis. The findings reveal that students’ thinking styles significantly affect their ability to comprehend and represent forces in free-body diagrams. Students with a Concrete Sequential style demonstrated a more systematic approach in identifying and organizing forces, while those with an Abstract Random style faced greater challenges in structuring information. These results suggest that visual-based learning, such as the use of free-body diagrams, can enhance physics understanding and analytical thinking skills when aligned with students’ thinking styles. This study serves as an initial effort to support the development of students' analytical thinking skills, especially in the context of visual representation in physics. Additionally, the findings can be used by teachers as a reference for designing instructional strategies that cater to diverse thinking styles, thereby enriching the practice of physics education and promoting higher-order thinking skills.
TEACHER PERCEPTION OF CITIZENSHIP IN SCIENCE LEARNING TOOLS IN UNIFORM STRAIGHT MOTION AND UNIFORMLY ACCELERATED STRAIGHT MOTION Insani Putri, Fhadira; Purwaningsih, Sri; Asrial, Asrial
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 1 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 1 April 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i1.43130

Abstract

This research aims to analyze teacher perceptions of Citizenship in Science learning tools designed to develop critical thinking skills in physics, specifically for Regular Straight Motion and Regular Changing Straight Motion materials. Using a mixed-method approach with an explanatory sequential design, data was collected from 9 junior high school science teachers through both quantitative questionnaires and qualitative interviews. The research employed purposive sampling to ensure participants had direct experience teaching the relevant physics concepts. Quantitative data was analyzed descriptively while qualitative data was processed using the Miles and Huberman method. Results indicate that teachers perceive the learning tools very positively with an average rating of 90.06%, particularly appreciating the systematic design, content clarity, critical thinking facilitation, and 21st century learning integration. The novelty of this study lies in its explicit integration of Citizenship in Science approaches with critical thinking development in physics education, providing a framework that connects theoretical physics concepts with real-world applications and civic responsibility. This research contributes to understanding the potential implementation challenges and opportunities for innovative physics learning tools in classroom settings. The findings imply that physics education can be enhanced through tools that not only develop conceptual understanding but also foster critical thinking skills necessary for scientific citizenship, though further classroom implementation studies with larger samples are needed to validate effectiveness.
CITIZENSHIP IN SCIENCE INTEGRATED SCIENCE, TECHNOLOGY, SOCIETY: MIDDLE SCHOOL TEACHERS' PERCEPTIONS OF LEARNING TOOLS Septi, Sabila Eka; Asrial, Asrial; Damris, Damris
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 1 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 1 April 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i1.43131

Abstract

This study aims to analyze teachers' perceptions of the development of Citizenship-based learning devices in science integrated with the Science, Technology, and Society approach to make students have critical thinking skills, science process skills, and students' curiosity in learning energy material. A mixed method approach was used, combining qualitative and quantitative data. The study involved five schools, with qualitative data obtained through teacher interviews and classroom observations, while quantitative data were collected through teacher perception questionnaires. The findings showed that the developed devices were positively received and considered effective in making students have critical thinking skills, science process skills, and students' curiosity in learning energy material and can connect scientific concepts with social and environmental issues. Furthermore, the devices were found to support the development of scientific attitudes and awareness of the social impacts of science and technology. Overall, the learning devices were considered suitable for contextual and meaningful science education
Implementasi Instrumen Assessment for Learning pada Pembelajaran Berbasis Proyek untuk Meningkatkan Level Kemampuan Berpikir Kritis Oktaviyanti, Fadhilah; Viyanti, Viyanti
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 1 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 1 April 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i1.42581

Abstract

The purpose of this research is to determine whether the Assessment for Learning instrument in project-based learning can enhance students' critical thinking skills and to describe each level of critical thinking skills achieved by students influenced by Assessment for Learning in project-based learning.  The quantitative sample in this study is the X.1 grade students at State Islamic High School 1 Central Lampung for the 2024/2045 academic year, even semester.  Meanwhile, the qualitative sample used consists of one student from each measurable of critical thinking skill.  This study uses a mixed-method research approach with an Explanatory Sequential Design.  The research results show that after the use of the AfL instrument in project-based physics learning, students' critical thinking skills improved.  This is evident from the results of the average pretest and posttest score difference test using the Paired Sample T-Test, which showed a significance value of < 0.05.  The improvement in critical thinking skills is supported by the calculation of N-Gain, which falls within the moderate criteria
THE EFFECT OF EXPERIENTIAL LEARNING-BASED SCIENCE INTEGRATED LEARNING ON STUDENTS' INTERPERSONAL COMMUNICATION ON HEAT AND TEMPERATURE MATERIALS Dinda Indrianingrum; Lia Yuliati; Nasikhudin, Nasikhudin
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 1 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 1 April 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i1.42721

Abstract

This study aims to analyze the effect of a Science Integrated Learning model based on Experiential Learning on students' interpersonal communication skills in the context of heat and temperature material. A mixed methods approach with a sequential explanatory design was employed. In the quantitative phase, an experimental design was used involving both control and experimental groups. The sample consisted of 66 high school students selected through purposive sampling. Instruments included a student questionnaire and interview guidelines. Quantitative data analysis were analyzed using an independent t-test. The results showed that students who participated in the Science Integrated Learning model based on Experiential Learning a significantly greater improvement in interpersonal communication compared to students who just with the Science Integrated Learning method (p <0.05). In the qualitative phase, in-depth interviews were conducted to explore factors that supported the effectiveness of the model. The qualitative findings revealed that students experienced notable improvements in communication, particularlyin the aspects of openness, empathy and supportiveness. These findings indicate that the experience-based learning positively influences students' interpersonal communication skills. This research offers a novel integration of the Science Integrated Learning model with the Experiential Learning approach to enhance students’ interpersonal skills while learning physics. Unlike previous studies that focused primarily on cognitive outcomes or applied these models independently, this study uniquely combines both to address students’ conceptual understanding and social communication skills simultaneously
CONCEPTUAL UNDERSTANDING TEST INSTRUMENT ON ELECTRIC FORCE AND FIELD MATERIAL Afrizah, Tasya; Suhadi, Suhadi; Mabruroh, Faizatul; Putri, Jamiatul Khairunnisa
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 1 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 1 April 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i1.43367

Abstract

This study aims to develop a test instrument for understanding concepts on the material of force and electric field that meets the qualifications including aspects of validity and reliability. This study is a development with the ADDIE approach which stands for Analysis, design, development, implementation, and evaluation. This study was conducted at SMA Negeri 1 Banyuasin III with a sample of 30 students in class XII.3. The test instrument was declared feasible based on expert validation tests, the level of validity of the question items and reliability tests. Based on the research that has been done, the average score from the expert validation test was 3.64 which indicates a feasible category. At the level of validity of the tested question instrument if r-count > r-table then the question is declared valid. The r-table value used was 0.3610, in this test instrument there were 10 questions that were declared valid, with a range of r-count values of 0.3697 to 0.5362. In the reliability test, this instrument was declared reliable with a reliability value of 0.65.

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