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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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EFEKTIVITAS EFEKTIVITAS MODEL PEMBELAJARAN BERBASIS MASALAH (PBL) BERBANTUAN MEDIA MULTIREPRESENTASI TERHADAP PEMAHAMAN SISWA TENTANG KONSEP SUHU DAN PERUBAHAN FASA Farhan, Farid Maulana; Yuberti, Yuberti; Anggraini, Welly
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 3 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 3 December 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i3.47865

Abstract

This study aims to examine the effectiveness of Problem-Based Learning (PBL) supported by multirepresentation media in improving students' conceptual understanding of temperature and changes in the state of matter. A quantitative approach with a quasi-experimental pretest–posttest design with non-equivalent control groups was used. The research participants consisted of two classes of 11th-grade students majoring in science at SMA Negeri 1 Tumijajar, selected through cluster sampling. Data were collected through a test that measured seven indicators of conceptual understanding. The results showed a significant increase in conceptual understanding in both groups; however, the experimental group achieved much higher posttest scores and levels of improvement. The experimental group obtained an average N-gain of 0.68, while the control group achieved 0.49. Inferential analysis confirmed a significant difference in posttest scores between the groups, demonstrating the effectiveness of PBL supported by multirepresentational media in facilitating conceptual understanding. The improvement was particularly evident in higher-order indicators such as interpreting, comparing, explaining, and concluding. These findings suggest that the integration of multi-representation media in PBL is very effective as a cognitive scaffold to enhances students' ability to construct and translate abstract physics concepts, making learning more effective, meaningful, and cognitively structured.
TRENDS AND INSIGHTS OF GAMIFICATION IN LEARNING FOR SCIENCE EDUCATION: A SYSTEMATIC LITERATURE REVIEW Ajri, Alfiani Syarifatul; Wilujeng, Insih; Kuswanto, Heru
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 3 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 3 December 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i3.47980

Abstract

Gamification is increasingly used in education. There are 20 articles on games in learning that highlight the importance of identifying game characteristics and their potential for science learning at the senior high school level. The data is sourced from publications indexed on Scopus from 2017 to 2024. Data collection used the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) method. The identification stage yielded 554 articles from Scopus. After screening, 50 articles met the criteria, and 20 final articles were analyzed in depth. The findings indicate that gamification has extensively incorporated both technology and traditional games. Trends in research reveal a significant focus on gamified products in chemistry, particularly for facilitating the comprehension of abstract concepts. Additionally, literature underscores the effectiveness of games as tools for enhancing learning and supporting material review. Research has shown that gamification in learning enhances various skills, such as learning outcomes, motivation, conceptual understanding, critical thinking, and mathematical representation. However, its influence on skills like collaboration, anxiety reduction, retention, cognitive abilities, academic performance, self-efficacy, and science literacy presents an area for further exploration. This study recommends that teachers apply digital gamification for abstract concepts and develop board games for collaborative contexts. Future research should expand gamification studies to physics and biology.
MANAJEMEN KURIKULUM FISIKA PEMBELAJARAN BERBASIS PROYEK UNTUK MENDUKUNG KREATIVITAS SISWA Fauzan, Rizki; Luthfy, Perdana Afif
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 3 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 3 December 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i3.48191

Abstract

The decline in creativity indicators, as evidenced in education reports, indicates the necessity of improved instructional management of project-based learning (PjBL) to foster student creativity. This study used an explanatory sequential mixed-methods design. Quantitative data were collected from 108 students (total sampling) using a creativity questionnaire, followed by a qualitative case study through classroom observations and documentation and through interviews involving 12 informants. Quantitative findings reveal that student creativity falls into the moderate category (mean: 87.90), with Originality (19.04%) being the lowest indicator, whereas Flexibility (20.56%) was the highest. Qualitative evidence illustrates the contribution of instructional management practices to creativity indicators through four distinct stages. Planning is executed in a structured, goal-based manner, while Organizing establishes collaborative learning environments. Subsequently, Implementation drives project implementation that encourages discovery and reflection, and continuous Monitoring through authentic assessment that can strengthen student engagement to develop flexibility, elaboration, and problem-solving competencies. However, the originality component requires further improvement through enhanced teacher facilitation. Recommendations emphasize improving teacher competency in project design and authentic assessment to support the development of sustainable student creativity. 
PENGEMBANGAN MEDIA FLIPBOOK INTERAKTIF UNTUK MENINGKATKAN PEMAHAMAN KONSEP VEKTOR SISWA KELAS XI SMA Sinar, Yunitasia; Kaleka, Melkyanus Bili Umbu; Nasar, Adrianus
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 3 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 3 December 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i3.48305

Abstract

This research aims(1) To determine the validity of flipbook learning media as a tool for learning physics in vectors. (2) To determine the practicality of flipbook learning media as a tool for learning physics in vectors. (3) To determine the effectiveness of flipbook learning media as a tool for learning physics in vectors.The type of research used is Research and Development with ADDIE (Analysis, Design, Development, Implementation, Evaluation) design. The research subjects were 4 validator trials consisting of two lecturers as media experts and 2 physics subject teachers as material experts, as well as 36 students of SMA Negeri 1 Ende. Data collection was carried out using questionnaires and test techniques. The results of the study showed that the assessment by material experts was categorized as very valid (88%), the assessment by media experts was categorized as very valid (92%), the assessment by participants through a practicality questionnaire was categorized as very practical (96%), and the assessment of student learning outcomes through pretests and posttests was categorized as high (0.76). This shows that the flipbook learning media is valid, practical, and effective to use.
Augmented Reality Realitas Augmentasi sebagai Media Pembelajaran Interaktif pada Material Gelombang Cahaya: Tinjauan Pustaka Windha, Windha; Marlina, Leni; Siahaan, Sardianto Markos
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 3 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 3 December 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i3.48576

Abstract

This study aims to analyze the effectiveness of Augmented Reality (AR) as an interactive learning medium for understanding light wave concepts in physics. Using a systematic literature review of national and international studies published between 2019 and 2025, this research synthesizes evidence on AR’s role in improving students’ conceptual understanding and critical thinking. Unlike previous reviews that focused on general AR applications in science education, this study specifically examines its pedagogical impact on the light wave topic, which remains underexplored despite its abstract and complex nature. The review reveals that AR enhances visualization of light phenomena, fosters active and engaging learning environments, and supports 21st-century skills such as creativity, collaboration, and problem-solving. However, its implementation still faces challenges related to infrastructure, teacher readiness, and content development. Overall, this study provides a novel synthesis that highlights AR’s distinctive potential to bridge the gap between abstract theory and concrete experience in learning physics, offering new insights for educators and researchers on topic-specific AR integration.
Experimental Study of Shadow Formation in Stellar Binoculars with a Combination of Objective and Ocular Lens Power Sohibah, Siti; Sofa, Geitsha Kirana; Ayuwistira, Siti Aisyah; Hafizh, Rafi Maulana Abdul; Izzatulhaq, Azmi Aziz; Malik, Adam
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 3 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 3 December 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i3.49207

Abstract

The purpose of this study was to determine how variations in lens power affect the clarity, sharpness, and magnification of the resulting image, and to find the most efficient combination of lens power to produce the best image. This study used a quantitative approach through direct experiments. The tools used in this study included an objective lens with +200 diopters, glasses with +100 and +50 diopters, a light source, an observer screen, a lens mount, and a distance meter. Data were collected through direct observation, magnification measurements, and image clarity assessment using a Likert scale. The results showed that eye lenses with lower magnification power (+50 D) produced more stable images, higher clarity scores (average 4.2/5), and lower focus stability (clarity score 3.4/5). However, lenses with higher magnification power (+100 D) produced greater magnification (up to 2×) but with lower clarity scores (average 4.2/5). This study provides empirical data on lens power variations in low-cost, classroom-based optical systems, a topic rarely studied in astronomy education research. This contrasts with most previous studies, which primarily focus on theoretical modeling or optimization of commercial telescopes. The novelty of this study is the use of lens power combinations in a simple, inexpensive, and reproducible educational experiment. This research enhances the quality of physics learning, particularly in students' understanding of optical concepts and their application of contextual practices in educational settings.
Bahasa Inggris Fitriani, Fitriani; Feranie, Selly; Samsudin, Achmad; Aviyanti, Lina
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 3 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 3 December 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i3.49498

Abstract

The ability to think critically and solve complex problems requires a deep understanding of physics concepts. This study employed a novel method to conduct a multidimensional analysis of students' conceptual understanding of Newton's Laws using conceptual tests designed to assess indicators of interpretation, exemplification, inference, comparison, explanation, and integration. This study addresses conceptual understanding as a whole and in a controlled manner, and the action learning approach can support it. The sample in this study consisted of 25 students of class XII 1 at a high school in Kupang City, NTT. This study used a quantitative descriptive method with a cross-sectional approach. The results showed that the average understanding score of students as a whole was in the “very low” category, namely 28.4%. Two main weaknesses were also found in students: (1) students showed a better understanding of Newton’s First Law compared to the Second Law (29.6%) and the Third Law (22.4%) which were more applicable, and (2) “Comparing” was the lowest indicator (21%). Meanwhile, based on gender, it showed that female students excelled in the “inferencing” indicator, while male students excelled in the “exemplifying” indicator. The results of this study indicate that learning methods that are mostly focused on lectures and abstract physics concepts can hinder conceptual understanding, as well as analytical and comparative skills. Therefore, this study recommends the implementation of an experiment-based learning approach to improve students' practical experience and conceptual understanding, as well as relate it to analytical indicators and Newton's Second and Third Laws.
STUDI PENDAHULUAN E-LKPD BERBASIS DISCOVERY LEARNING MATERI FILTRASI UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KREATIF Sriyanti, Ida; Jannah, Fathya Nurul; Siahaan, Sardianto Markos
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 3 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 3 December 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i3.49684

Abstract

Developing students’ creative thinking skills remains a challenge in science learning, particularly when instructional materials do not adequately support exploration and contextual understanding. This study aims to develop an e-LKPD product based on discovery learning and nanofiber membrane filtration to train junior high school students' creative thinking skills effectively. The study employed a development research approach using the ADDIE model and involved 217 seventh-grade students from 10 classes (VIIA-VIIJ) at SMPN 1 Jambi. The data collection technique in this study was to distribute questionnaires, which were then analyzed using the Content Validity Ratio (CVR) to determine feasibility, one-to-one and small-group evaluations to assess practicality, and N-gain analysis to measure effectiveness. The results showed that all aspects of the e-LKPD met the feasibility criteria and were categorized as very good, with minor revisions related to writing clarity. The practicality analysis indicated a high level of usability, with average scores of 86.76% in the one-to-one evaluation and 95.53% in the small group evaluation. The N-gain analysis yielded an average score of 0.46, which falls into the moderate effectiveness category, indicating an improvement in students’ creative thinking skills. It can be concluded that the development of e-LKPD based on discovery learning for nanofiber membrane-assisted filtration materials is feasible, practical, and moderately effective, and has the potential to serve as an alternative digital learning resource to support the development of creative thinking in junior high school science learning.
PENGARUH BUKU AJAR FISIKA TERAPAN BERBASIS SCIENTIFIC TERHADAP HASIL BELAJAR RANAH KOGNITIF MAHASISWA Nelfi, Nelfi; Yanti, Melda; Alim, Akbar; Riyadi, Slamet; Lelfita, Lelfita
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 3 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 3 December 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i3.49742

Abstract

Applied physics is often perceived as difficult by maritime cadets due to low motivation, limited conceptual readiness, and restricted access to non-print learning materials. This study investigates the effect of a scientific-approach Applied Physics textbook on the cognitive learning outcomes of Nautical Technology students at Politeknik Pelayaran Sumatera Barat. Using a quasi-experimental nonequivalent control group design, 24 second-semester cadets were divided into an experimental group using the scientific-based textbook and a control group using conventional materials. Both groups completed pretests and posttests, and the data were analyzed using the Mann–Whitney U test with a significance level of α = 0.05. The experimental group obtained a higher mean posttest score (82.50) than the control group (80.62), and the difference was statistically significant (p < 0.05). These results demonstrate that integrating scientific inquiry steps into printed instructional materials enhances students’ conceptual understanding and supports more effective learning. The unique feature of the study is related to the fact that using a research based chemical printed textbook, addressing vocational maritime education, had not previously been investigated. Implications As reported by the results, the investigation provided a contribution to maritime physics teaching materials, they can be useful as scientific-based printed resources for enhancing and improving learning outcomes in an accessible way and context-based specificity.
DEVELOPMENT, FEASIBILITY, AND EFFECTIVENESS OF INCLUSIVE STEM MODULE BASED ON SDGS FOR SLOW LEARNERS Winarni, Kiki Ayu; Akhsan, Hamdi; Kistiono, Kistiono; Anggelina, Putri
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 3 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 3 December 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i3.49875

Abstract

Teaching slow-moving learners the abstract science concepts such as Elements, Compounds, and Mixtures can be difficult as they need concrete instructions and less cognitive load. The learning materials available cannot be expected to have the particular accessibility elements that can bridge this cognitive divide. The current study attempts this integration for the first time, combining Universal Design for Learning and a STEM-SDGs approach specifically to support slow learners. The study aimed to create a valid, usable, beneficial-inclusive module for Phase D (Grade VIII) students using the R & D approach (ADDIE model). The study incorporated six expert validators, a practicality trial to slow learners (N=10) and a quasi-experimental field study with 73 learners (Experimental N=34 vs Control N=39). The module had a rating of V-Aiken of 0.87 (Very Valid) and 92.1% was rated as Very Practical. Effectiveness testing showed that the module had a significant positive differentiating factor as the experimental group had evidence of a “High” N-Gain (0.78) as opposed to the Medium (0.40) of the control group. The findings of the study attest that the module based on UDL was effective in bridging difficult concepts and can be an adaptative resource to attain Equity in Science Education.

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