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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.
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Articles 274 Documents
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EVALUATION OF THE QUALITY OF PHYSICS EDUCATION LABORATORY SERVICES BASED ON THE CIPP AND SERVQUAL MODELS Afrida, Juniar; Zahriah, Zahriah; Fahira, Adinda
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.v10i3.50165

Abstract

This research intends to scrutinize the quality of service program at the Physics Education Laboratory, Faculty of Tarbiyah and Teacher Training UIN Ar-Raniry Banda Aceh by employing a double CIPP-SERVQUAL integrated framework in which it merged adopted frameworks to source out comprehensive points from both managerial and user views. A mixed method design including questionnaires, observations, interviews and document analysis of students, lecturers, laboratory assistants and laboratory coordinators was used. The assessment included the Context, Input, Process and Product of the CIPP model combined with six SERVQUAL dimensions: tangibles, reliability, responsiveness, assurance and empathy as well as information systems. The outcomes showed that the Context, Process and Product modules were “Very Good,” reflecting internal consistency between laboratory services and academic demand, rational operation management and impacts on student competences, particularly in comprehensive application and experimental manipulation. The Input element was “Good” indicating constraints due to manual documentation and resource upgrade. The originality of this research is to combine the CIPP and SERVQUAL models in order to simultaneously measure than the Internal management efficiency, the perceived quality of service from user point of view in a physics education laboratory. The results suggest that improving digital documentation systems, preventive maintenance and technical response is an important strategy to increase the quality level of laboratory services, allowing support for sustainable learning in higher education.
DEVELOPMENT OF INTERACTIVE E-LKPD BASED ON THE WIZER.ME WEBSITE FOR FLUID MATERIAL TO IMPROVE THE SELF-EFFICACY OF HIGH SCHOOL STUDENTS Sindi, Sindi Nova Eliza; Purwanto, Andik; Koto, Irwan
EduFisika: Jurnal Pendidikan Fisika Vol 11 No 1 (2026): EduFisika: Jurnal Pendidikan Fisika Volume 11 Nomor 1 April 2026
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v11i1.53206

Abstract

This study aimed to develop an interactive web-based e-LKPD using Wizer.me on fluid topics and to examine its eligibility , students’ responses, and effectiveness in enhancing high school students’ self-efficacy. A research and development approach based on the ADDIE model was employed. Product eligibility was evaluated through expert validation, while students’ responses and self-efficacy were measured using questionnaires. The results showed that the developed e-LKPD was categorized as Very eligibility, with an average validity score of 97.69%, and received very good student responses, with an average score of 98.16%. Furthermore, students’ self-efficacy significantly improved, indicated by a high N-Gain score of 0.92. In this study, the term deep learning is used in a pedagogical context to refer to meaningful, reflective, and conceptually integrated learning, rather than to machine learning. The novelty of this research lies in the systematic integration of Problem-Based Learning and a pedagogical deep learning approach within a Wizer.me-based e-LKPD specifically designed to enhance students’ self-efficacy in physics learning.
DESKRIPTIF IMPLEMENTASI PEMBELAJARAN FISIKA TERINTEGRASI STEM DI INDONESIA DAN FILIPINA Putri, Ananda Resya; Dwandaru, Wipsar Sunu Brams; Viyanti, Viyanti; Anggreini, Anggreini; Cayabyab, Hazel Ann M.
EduFisika: Jurnal Pendidikan Fisika Vol 11 No 1 (2026): EduFisika: Jurnal Pendidikan Fisika Volume 11 Nomor 1 April 2026
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v11i1.51562

Abstract

This study aims to describe and compare the implementation of integrated STEM physics learning in Indonesia and the Philippines. The study uses a qualitative descriptive research design, with non-test instruments in the form of questionnaires, interviews, and document analysis. The research subjects consisted of 11th grade students at SMAN 16 Bandar Lampung and 12th grade students in the STEM program at BUCEILS-SHS Philippines. Data validity was tested through source triangulation, while data analysis was conducted using Creswell's qualitative analysis stages. The questionnaire results showed that the implementation of integrated STEM physics learning in the Philippines obtained a percentage of 82% in the excellent category, while in Indonesia it was 75% in the good category. These findings were supported by the results of teacher interviews and learning tool analysis, which showed the integration of science, technology, engineering, and mathematics aspects through contextual learning and problem solving activities. The novelty of this study lies in its empirical comparative evidence that demonstrates how differences in national curriculum structures directly influence the depth, consistency, and effectiveness of integrated STEM physics learning implementation across countries. While previous studies have examined integrated STEM physics learning within single national contexts, field-based cross-country comparative evidence remains limited. This study addresses this gap by providing empirical data comparing STEM implementation indicators in Indonesia and the Philippines. The implications of the study indicate the need for curriculum policy support and strengthening of teacher competencies to optimize the implementation of STEM in physics learning.
PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS SIMULASI MENGGUNAKAN VISUAL STUDIO CODE UNTUK MATA PELAJARAN FISIKA MATERI FLUIDA DINAMIS DI SEKOLAH MENENGAH ATAS Rahimi, Futri Hakiki; Palloan, Pariabti; Yusuf, Momang; Pasarai, Teguh Wibawa
EduFisika: Jurnal Pendidikan Fisika Vol 11 No 1 (2026): EduFisika: Jurnal Pendidikan Fisika Volume 11 Nomor 1 April 2026
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v11i1.53381

Abstract

This study aims to create and assess simulation-based learning media utilizing Visual Studio Code for creating dynamic fluid materials at the high school level. This development is centered on students’ misconceptions and the shortcomings of pre-built simulation platforms such as PhET and discontinued technologies (e.g., Adobe Flash). In contrast to previous studies, this research focuses on the development of an entirely customizable web-based simulation, created with HTML, CSS, and JavaScript. The simulation allows for teacher customization, access on multiple devices (responsive design), and offers the integration of interactive worksheets. The development of the simulation learning media was performed through the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). Construct validity analysis showed that most items were positively correlated with the total score, while reliability testing yielded a Cronbach’s Alpha of 0.576, indicating the need for further instrument refinement. The evaluations made by students and teachers were classified as very good, indicating high acceptance and high practicality. This study is limited to evaluating media feasibility and media practicality, without evaluating the effect of media on student’s learning outcomes and conceptual understanding. The results of this study concluded that the media is feasible and practical to provide support for interactive conceptual visualization in physics learning. Future studies are needed to evaluate the effectiveness of the media through an experimental or quasi-experimental design.
THE EFFECTIVENESS OF AUGMENTED REALITY-BASED PHYSICS LEARNING USING ASSEMBLR EDU ON STUDENTS' CRITICAL THINKING SKILLS Marsila, Sinta; Koto, Irwan; Hamdani, Dedy
EduFisika: Jurnal Pendidikan Fisika Vol 11 No 1 (2026): EduFisika: Jurnal Pendidikan Fisika Volume 11 Nomor 1 April 2026
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v11i1.53639

Abstract

In order to achieve conceptual understanding rather than rote memorization, students must analyze information, connect multiple representations, and evaluate solutions logically. This is why critical thinking is a fundamental requirement in 21st-century physics education, especially for abstract topics like fluids. The purpose of this study was to determine how well students' critical thinking abilities on fluid issues may be improved by Augmented Reality (AR)-based physics instruction utilizing the Assemblr Edu platform. At a public senior high school in Bengkulu City (N = 78), two Grade XI classes took part in a quasi-experimental study using a nonequivalent control group design. There was an experimental group and a control group. An essay-style critical thinking test that was created using Ennis's indicators served as the research tool. Gain scores, normality and homogeneity tests, independent samples t-tests, Cohen's d effect size, and N-gain were used to examine the data. The experimental group received a higher posttest mean score (M = 70.76) than the control group (M = 50.51), indicating a statistically significant difference (p < 0.001) in critical thinking abilities between the two groups. The effect size (d = 1.31) shows that AR-based instruction with Assemblr Edu significantly enhances students' critical thinking abilities. These results imply that incorporating augmented reality (AR) into physics education strengthens attempts to improve students' critical thinking abilities in static fluid issues by enabling more tangible and interactive representations of abstract fluid notions.
PHYSICS CONCEPTUAL UNDERSTANDING AND STUDENT RESPONSES TO GOOGLE SITES-BASED E-LKPD INTEGRATED WITH GUIDED INQUIRY Ki'i, Oktavianus Ama; Mukin, Maria Ursula Jawa; Maing, Claudia Mariska Mardikawati; Sae, Yizrahya Juan
EduFisika: Jurnal Pendidikan Fisika Vol 11 No 1 (2026): EduFisika: Jurnal Pendidikan Fisika Volume 11 Nomor 1 April 2026
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v11i1.53948

Abstract

This study aims to examine students’ understanding of physics concepts and their responses to the use of Google Sites-based e-worksheets (e-LKPD) integrated with guided inquiry in physics learning at SMAN 3 Kupang. It was designed to address the demands of implementing the Merdeka Curriculum through innovative learning models, despite limited instructional time and learning facilities at school. This quantitative descriptive study with a one-shot case study design was conducted in an 11th-grade class and involved 25 students. The instruments were a multiple-choice test and a student response questionnaire, which were validated by 3 experts and obtained an I-CVI score of 1.00 (valid). The conceptual understanding test showed acceptable internal consistency reliability (KR-20 = 0.66), while the student response questionnaire showed excellent internal consistency reliability (Cronbach’s alpha = 0.93). The results showed that students’ understanding of physics concepts was in the high category, with a mean score of 82.8, while their responses to the use of e-LKPD were in the good category, with a mean score of 3.29. The highest response scores were found in guided inquiry activities, material clarity, and learning motivation. The novelty of this study lies in integrating guided inquiry stages into Google Sites-based e-LKPD as an innovative learning alternative in the context of limited instructional time, allowing students to manage the learning process more independently and thereby supporting their understanding of physics concepts. The results indicate that Google Sites-based e-LKPD integrated with guided inquiry can serve as a feasible digital learning medium in physics learning.
VIDEO-BASED LEARNING IN SCIENCE EDUCATION: A SYSTEMATIC LITERATURE REVIEW AND BIBLIOMETRIC ANALYSIS Bilqist, Aulia Annisa Himmatul; Rusilowati, Ani; Ellianawati, Ellianawati
EduFisika: Jurnal Pendidikan Fisika Vol 11 No 1 (2026): EduFisika: Jurnal Pendidikan Fisika Volume 11 Nomor 1 April 2026
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v11i1.51894

Abstract

The rapid development of digital technology has expanded the use of videos and vlogs as learning media across science education, particularly in Environmental Science, Physics, and Mathematics. This study aims to systematically examine global research trends, intellectual structures, and thematic developments related to learning videos and vlogs through a Systematic Literature Review (SLR) combined with bibliometric analysis. Data were collected from the Scopus database using the keywords “learning” and “video/vlog” covering publications from 2015 to 2025. Article selection followed the PRISMA protocol, resulting in 657 eligible articles for analysis. Bibliometric mapping was conducted using VOSviewer and Biblioshiny to analyze collaboration networks, keyword co-occurrence, and thematic evolution. The findings identify learning and video recording as Motor Themes with the highest centrality and density, confirming the central role of video-based media in technology-supported learning and highlighting Multimedia Learning Theory as the dominant theoretical foundation. The results also indicate an emerging shift toward participatory and contextual learning vlog approaches. Unlike previous studies focusing on instructional effectiveness, this study provides a comprehensive bibliometric synthesis revealing the global research trajectory. The analysis demonstrates limited integration of ethnoscience perspectives and analogy strategies within the dominant landscape, positioning ethnoscience-based learning vlogs as a promising direction for developing contextual and culturally responsive physics and science learning.
DEVELOPMENT OF PHYSICS ASSESSMENT USING MARBLES GAME CONTEXT TO MEASURE CRITICAL THINKING SKILLS Heldalia, Heldalia; Wiyatmo , Yusman
EduFisika: Jurnal Pendidikan Fisika Vol 11 No 1 (2026): EduFisika: Jurnal Pendidikan Fisika Volume 11 Nomor 1 April 2026
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v11i1.53979

Abstract

Critical thinking is a core competency in 21st-century education. However, students’ critical thinking skills in physics learning remain relatively low, particularly in problem analysis and argument construction. Previous studies have developed various assessment instruments to measure critical thinking skills, but these instruments are generally not contextualized within local cultural practices and are rarely designed specifically for momentum and impulse topics. Furthermore, the integration of traditional games as a context for authentic assessment has not been widely explored. This study employed a Research and Development (R&D) design based on the ADDIE model, involving 324 eleventh-grade students from several schools in Yogyakarta for empirical validation. This instrument consists of eight essay items designed based on critical thinking indicators and validated by six validators. Content validity was analyzed using Aiken’s V, while empirical validity, reliability, and item difficulty were examined using the Rasch model with the Partial Credit Model (PCM). The results show that all items achieved high content validity (Aiken’s V = 0.833–1.00) and met the Rasch model fit criteria, as indicated by acceptable INFIT and OUTFIT MNSQ values and positive point measure correlations (PTMEA CORR). The instrument also demonstrated high reliability (Item Reliability = 0.87; Person Reliability = 0.85), with a moderate level of item difficulty. The instrument demonstrates strong validity and reliability, as well as high measurement precision in differentiating students’ levels of critical thinking skills.
TEACHERS’ PERCEPTIONS ON THE NEED FOR E-LKPD TO ENHANCE HOTS IN PARTICLE KINEMATICS Tanti Febrianti; Kistiono, Kistiono; Wiyono, Ketang
EduFisika: Jurnal Pendidikan Fisika Vol 11 No 1 (2026): EduFisika: Jurnal Pendidikan Fisika Volume 11 Nomor 1 April 2026
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v11i1.54059

Abstract

This study looks at how students think critically in physics specifically in particle kinematics. We want to know what teachers think about students thinking skills. We also want to see if schools have the technology to help students learn. We want to find out if we need to create digital worksheets for students. We asked 53 high school physics teachers in Ogan Ilir Regency to answer some questions. We used a kind of questionnaire that asked teachers to agree or disagree with some statements. The results show that students are not very optimally at analyzing, evaluating and creating. For C4, 47–57% of teachers somewhat agreed that students possess analytical skills, indicating limited mastery. For C5, 53% of teachers disagreed that students are capable of evaluation, while for C6, 51–53% disagreed that students have creating skills and 11% strongly disagreed that students are able to produce independent work. In contrast, technological support was considered adequate, with 86% of teachers stating that school facilities are sufficient and 100% supporting the use of technology in learning. Additionally, 72% of teachers have used E-LKPD and 96% perceived it as practical. Notably, all respondents (100%) expressed the need for HOTS-based E-LKPD in particle kinematics. These findings highlight the urgency of developing contextually relevant and systematically designed E-LKPD. The novelty of this study lies in integrating empirical data on HOTS, technological readiness, and instructional needs as a basis for developing effective physics learning resources.
PHET VIRTUAL EXPERIMENTS TO ENHANCE NUMERACY SKILLS IN MOMENTUM AND IMPULSE CONCEPTS
EduFisika: Jurnal Pendidikan Fisika Vol 11 No 1 (2026): EduFisika: Jurnal Pendidikan Fisika Volume 11 Nomor 1 April 2026
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Limited laboratory facilities pose a challenge in physics learning, particularly in developing students’ numeracy skills in quantitative topics such as momentum and impulse. This study aims to investigate the effectiveness of virtual experiment-based learning using PhET Colorado simulations in enhancing students’ numeracy skills. A quasi-experimental design with a pretest–posttest control group was employed involving two eleventh-grade classes at SMA Negeri 1 Purwanegara. Data were analyzed using paired sample t-tests and effect size calculations (Cohen’s d). The experimental group showed an increase in scores, as indicated by t(34) = -20.5, p < 0.001, with a very large effect size (d = 2.31). The control group also showed an increase, t(35) = -2.65, p = 0.012, with a moderate effect size (d = 0.48). The larger effect size in the experimental group indicates a stronger impact of the treatment compared to conventional learning.These results provide empirical evidence that virtual experiment-based learning using PhET simulations is more effective in enhancing students’ numeracy skills. 

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