cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Fibrika Rahmat Basuki
Contact Email
febrika.rahmat@unja.ac.id
Phone
-
Journal Mail Official
edufisika@unja.ac.id
Editorial Address
-
Location
Kota jambi,
Jambi
INDONESIA
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 289 Documents
 25   26   27   28   29 
IMPLEMENTATION OF COTELBAPAI PHYSICS E-MODULE TO IMPROVE STUDENTS’ SCIENTIFIC LITERACY AND PHYSICS IDENTITY
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.v11i1.53064

Abstract

This study examines the integration of local wisdom and artificial intelligence (AI) in physics learning media using bakpia, a traditional Indonesian food, as the learning context. The study aims to determine the effectiveness of the COTELBAPAI E-module and to analyze the profile distribution of students’ scientific literacy and physics identity. A quasi-experimental method with an equivalent control group design was employed, involving 108 eleventh-grade students from SMAN 2 Banguntapan, divided into one experimental class and two control classes. Data were collected using test and questionnaire instruments. The results indicate that the COTELBAPAI E-module is highly effective in enhancing students’ scientific literacy and physics identity. This is evidenced by a large effect size (3.017), with a 57.6% increase in students achieving very high scientific literacy, and an exceptionally large effect size (Cohen’s d = 8.872), with a 76.7% increase in students categorized as having very strong physics identity. The novelty of this study lies in the integration of the Contextual Teaching and Learning (CTL) approach, artificial intelligence, and local wisdom within a single E-module, as well as the simultaneous evaluation of scientific literacy and physics identity. These findings provide empirical evidence that AI-assisted, context-based learning grounded in local culture can strengthen students’ physics identity. However, the generalizability of the results is limited by the sample size and implementation duration.
PERSEPSI GURU TERHADAP KEBUTUHAN PENGEMBANGAN LKPD UNTUK MELATIH KEMAMPUAN PEMECAHAN MASALAH SISWA SMP DI BANYUASIN
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

This study aims to identify teachers’ perceptions of LKPD currently used, analyze their alignment with the problem-solving framework, and determine the need for developing problem solving by LKPD. A quantitative descriptive approach with a survey design was employed involving 42 junior high school science teachers in Banyuasin Regency selected through purposive sampling. Data were collected using a structured questionnaire based on the problem-solving stages proposed by Heller and Heller and analyzed descriptively using percentages and frequency distributions. The novelty of this study lies in identifying the gap between current LKPD practices and the need for problem-solving-based LKPD development in junior high school science learning in Banyuasin Regency. The results show that the highest performance occurs at the problem-focusing stage (63.25% positive responses), while the lowest performance is found at the planning stage (46.7% positive responses). This indicates that students are relatively better in identifying and understanding initial problems but still experience significant difficulties in developing structured solution plans. In addition, 83% of teachers reported uncertainty regarding the alignment between current LKPD and the problem solving framework, while all respondents (100%) expressed the need for problem solving based LKPD development. These findings highlight a clear gap between existing instructional materials and the demands of systematic problem solving skills, providing an empirical basis for developing more structured LKPD to better support students’ physics problem solving abilities.
ANALYSIS OF STUDENTS’ CRITICAL THINKING SKILLS IN DISCOVERY LEARNING SUPPORTED BY WORDWALL
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.v11i1.54265

Abstract

This research utilizing Discovery Learning through Wordwall in order to examine students’ critical thinking level in physics teaching, so that concerning the study of the work and energy. The study employed a quantitative methodology using a one-group pretest posttest design. A sample of 83 tenth graders was selected through purposeful sampling. Data was collected through an essay test developed with Ennis's critical thinking markers. Data were analyzed with descriptive statistics, N-gain, and the Wilcoxon signed-rank test. Results indicate that students' critical thinking skills fall in high to very high range across all variables. The highest achieved was 92.77% for set a strategy and tactics, while provide additional explanation has the lowest of 73.49%. The N gain showed that most of the students in the high (47%) and moderate (34%) categories. The Wilcoxon test confirms a statistical difference between the pretest and posttest data (p < 0.05). The use of Wordwall to support Discovery Learning in class can improve critical thinking, which motivates students and provides more experience during learning. A case study demonstrating how a student centered learning methodology can embed interactive digital media within a more structured educational approach. The results also show that the use of this method can easily become a tool to enhance students' critical thinking skills in terms of physics learning.
Bahasa Inggris Bahasa Inggris: Bahasa Inggris Efreyanti, Niken; Gunawan, Bodi; Medriati, Rosane
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.v11i1.54803

Abstract

Low cognitive learning outcomes in kinematics are often caused by the limitations of conventional learning media in visualizing abstract physics concepts. The objectives of this study are to describe the feasibility of the media, student responses, and improvements in students’ cognitive learning outcomes. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. A One-Group Pretest-Posttest design was applied during the implementation phase involving 30 students of class X at State High School 10 Bengkulu. Research instruments included an expert validation questionnaire, a learning outcome test, and a questionnaire for student responses. The results of the study indicate that the Scratch-based learning media with dynamic simulations received an expert validation score of 94.44%, a student response rate of 91.60%, and an N-Gain score of 0.85. It is determined from the discussion and overall research findings that the Scratch-based learning media with dynamic simulations is suitable for use. The use of this media in the learning process can improve students’ cognitive learning outcomes and receives an excellent response from students. Practically, this study implies that Scratch-based learning media can be used by teachers as an interactive and effective instructional tool to facilitate students’ understanding of abstract physics concepts, particularly in kinematics.
PENENTUAN FAKTOR BOLTZMANN PADA PELUMAS SAE 10W-30 MELALUI PENDEKATAN VISKOSITAS BOLA JATUH SECARA PRAKTIS Masta, Ngia; Evendi, Eki; Wardani, Randi; Karmila, Resmi
EduFisika: Jurnal Pendidikan Fisika Vol 11 No 2 (2026): EduFisika: Jurnal Pendidikan Fisika Volume 11 Nomor 2 August 2026
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v11i2.54088

Abstract

Statistical mechanics bridges macroscopic fluid properties with microscopic molecular dynamics, yet its experimental estimation remains a challenge in physics education. To overcome this learning obstacle, Boltzmann Factor estimation could be performed with a simple Hands-on approach, one of which is the viscosity of a falling ball. This study validates the falling ball thermo-viscosity method for estimating activation energy and Boltzmann Factor in the Francis wall-correction model to resolve the wall effect with narrow tube (λ = 0.69). It uniquely applies Federal Racing Matic SAE 10W-30 oil bridging macroscopic kinetics with statistical microscopic parameters. The experiment was conducted by dropping a marble into the fluid at a fixed distance with a temperature variation between 308 K – 328 K. Compensation for the wall effect of the tube was carried out through Francis correction. Reynolds number indicated deviation from Stokes’ regime, resulting in an apparent rather than true viscosity. From the plot of approximation viscosity vs invers temperature, Arrhenius Law extracted  value is 35.66 ± 6.35 kJ/mol. Meanwhile relative Boltzmann Factor were close to the industrial data. Pearson's r (0.97) and values of R2 (0.94) indicate high methodological validity. Despite geometric limitations causing ~25% deviation in viscosity, the temperature-dependent trend remains enabling accurate activation energy estimation and extraction of the relative Boltzmann factor. These results support the falling ball viscosity method as a simple alternative experimental approach for quantitatively visualizing the abstract theory of classical particle distributions.
A 3x3 LATIN SQUARE COUNTERBALANCED DESIGN FOR COMPARING INSTRUCTIONAL TREATMENTS IN PHYSICS EDUCATION Damayanti, Febriana Eka; Suwarna, Iwan Permana
EduFisika: Jurnal Pendidikan Fisika Vol 11 No 2 (2026): EduFisika: Jurnal Pendidikan Fisika Volume 11 Nomor 2 August 2026
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v11i2.56090

Abstract

Conventional quasi-experimental designs in physics education are prone to bias due to differences in characteristics between classes, order-of-instruction effects, and the influence of prior treatments. This study introduces and demonstrates a balanced 3×3 Latin Square design as an alternative methodological framework to enhance internal validity in physics education experiments based on in Indonesia. Using a quasi-experimental rotation at SMAN 4 South Tangerang (N = 102; three 11th-grade classes), each class received three instructional treatments in rotation: (A) Problem-Based Learning (PBL) aided by Zep Quiz, (B) Zep Quiz without PBL, and (C) conventional lectures, on three subtopics of Dynamics of Motion. Students’ critical thinking skills were assessed using an instrument based on Facione’s six indicators. Data were analyzed using prerequisite tests (Shapiro-Wilk, Levene, Mauchly), Repeated-Measures ANOVA, Latin Square ANOVA, and a carryover effect test. Three main findings emerged: (1) a significant period effect (p = 0.028, η² = 0.035) indicated a gradual increase in scores over time; (2) the class factor accounted for the majority of the variance (F = 153.051, p < 0.001, η² = 0.736), far exceeding the effect of the learning method (F = 0.678, p = 0.058, η² = 0.005); and (3) the carryover effect was not significant (F = 0.000, p = 1.000), confirming the effectiveness of rotation in minimizing cross-treatment contamination. These findings establish the 3×3 Latin square design as a practical and bias-controlled framework for research on physics education in whole-class settings.
emahami Transisi Identitas Fisika: Tinjauan Sistematis tentang Pengaruh Gender dan Sosial-Budaya pada Mahasiswa dan Calon Guru Fisika Anjani, Melly Yuni; Hidayat, Arif; Munfaridah, Nuril
EduFisika: Jurnal Pendidikan Fisika Vol 11 No 2 (2026): EduFisika: Jurnal Pendidikan Fisika Volume 11 Nomor 2 August 2026
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v11i2.51087

Abstract

The aim of this study is to provide a comprehensive overview of the literature on physics identity transitions and to examine how gender and sociocultural contexts influence the formation and transformation of these identities. Additionally, this study will identify the methodologies used in previous studies. A systematic literature review (SLR) was conducted following PRISMA guidelines. Relevant articles were retrieved from three major databases (Scopus, ERIC, and Google Scholar) published between 2019 and 2025. Nine studies were selected for analysis using thematic analysis to identify contextual, social, and methodological patterns. The findings suggest that physics identity is shaped by the interaction of internal factors, such as interest, competence/performance, and self-efficacy, as well as external factors, including recognition, sense of belonging, and community support. The results also show that identity construction is not socially neutral but influenced by gender stereotypes, masculine norms, and sociocultural contexts that shape individual participation and legitimacy. Methodologically, the literature is still dominated by cross-sectional quantitative approaches, which limits the understanding of identity transition as a dynamic process. This study confirms that strengthening physics identity depends not only on the individual but also on the support of an inclusive, relational, community-based learning environment. It also encourages the development of more contextual, longitudinal research that uses a mixed methods approach.
STUDENT’S LEARNING INTEREST IN PBL WITH POWER OF TWO AND GAMES ON VECTOR MATERIALS Ardiningrum, Salsabila Moza; Firjatillah, Shelliyant Ivana; Mardhiyah, Ulivia; Parno, Parno
EduFisika: Jurnal Pendidikan Fisika Vol 11 No 2 (2026): EduFisika: Jurnal Pendidikan Fisika Volume 11 Nomor 2 August 2026
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v11i2.51313

Abstract

There is an issue with students’ learning interest in physics, especially with abstract topics like vectors, where students are often passive participants with little to no engagement. This study aims to analyze how problem based learning, the power of two strategy, and interactive game media influence students’ learning interest in the class X physics subject at SMA Negeri 7 Malang. This research utilizes a descriptive qualitative case study methodology and involved 9 students who were selected based on their level of engagement in the class. Data were collected through classroom observations, semi-structured interviews, and documentation based on three dimensions (affective, cognitive, and behaviour), and were analyzed using triangulation and interactive data analysis techniques. The findings indicate that the PBL-PoT model assisted by interactive games contributes to the development of students' learning interest, particularly in the affective and behavioral dimensions. Learning interest emerges from the interaction between involvement, enthusiasm, understanding, and collaboration. However, students with low initial ability require additional support, including reinforcement of prerequisite concepts, heterogeneous grouping, and gradual scaffolding. This study has several limitations, including a single school context, limited participants, short implementation time, and no measurement of initial interest or learning outcomes. Future research is recommended to involve broader participant groups, apply longer implementation periods, and examine the relationship between interest dimensions and student learning outcomes.
DEVELOPMENT OF KODI-WEB INTERACTIVE MEDIA BASED ON HOT-LAB MODEL FOR MOMENTUM AND IMPULSE LEARNING Rachman, Muhammad Ziddan; Mulhayatiah, Diah; Agustina, Rena Denya
EduFisika: Jurnal Pendidikan Fisika Vol 11 No 2 (2026): EduFisika: Jurnal Pendidikan Fisika Volume 11 Nomor 2 August 2026
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v11i2.53708

Abstract

Technological advancement requires physics learning to integrate media that support students’ problem-solving skills. However, physics instruction at Madrasah Aliyah Negeri 2 Subang Regency has not optimally developed this competency. A diagnostic test of 30 eleventh-grade science students showed an average problem-solving score of 43.5, below the Minimum Mastery Criterion of 70, with the lowest performance in the mathematical procedure indicator (31.8). Needs analysis revealed that 57.7% of students considered teaching materials unhelpful, 80% preferred interactive, visual, story-based media, and 92.6% had never experienced comic-based physics learning. Therefore, this study aimed to develop and assess the feasibility of KODI-Web, a web-based learning medium integrating digital comics with the Higher Order Thinking Laboratory (HOT-Lab) model for momentum and impulse learning. The study employed a Research and Development approach with a convergent mixed-methods design based on the 4-D model: Define, Design, Develop, and Disseminate. Feasibility was evaluated by three validators—a media expert, subject expert, and physics teacher—using Aiken’s V index. The results showed Aiken’s V of 0.88 for material and media feasibility, categorized as “very valid,” while the highest score was obtained for the contextual aspect (0.94). These findings indicate that KODI-Web is feasible in content, design, and functionality. Nevertheless, the study only covered development and feasibility assessment and did not examine its impact on problem-solving abilities. Further experimental or quasi-experimental research with larger samples is recommended to determine its effectiveness.
DEVELOPMENT OF DEEP LEARNING E-MODULE ON HEAT AND TEMPERATURE TO IMPROVE LEARNING OUTCOMES Putri, Hermalia; Medriati, Rosane; Purwanto, Andik
EduFisika: Jurnal Pendidikan Fisika Vol 11 No 2 (2026): EduFisika: Jurnal Pendidikan Fisika Volume 11 Nomor 2 August 2026
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v11i2.55043

Abstract

This study developed an e-module for deep learning on the topics of temperature and heat to assess the e-module’s feasibility, student learning outcomes, and student responses to the e-module. This study employed a research and development (R&D) methodology. The research and development approach was based on the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Product feasibility was evaluated through expert validation; students’ cognitive learning outcomes were measured using pretest- posttest assessments; and student responses were measured using a questionnaire. The main gaps identified were that the teaching process remained traditional (lecture method) and the limited development of e-modules that specifically integrate deep learning principles in schools. The results show that the developed deep learning e-module was categorized as highly feasible with a score of 90%. Implementation of the product was proven to improve student learning outcomes, with the average score increasing from 34 to 88 (N-Gain score of 0.8, High Category), and it received an excellent student response rate (87%). This study demonstrates that interactive e- modules applying the principles of meaningful, mindful, and joyful learning are an effective digital solution to address learning boredom and improve student learning outcomes

Page 28 of 29 | Total Record : 289

 25   26   27   28   29 

Filter by Year

2016 2026


Reset
Filter By Issues
All Issue Vol 11 No 2 (2026): EduFisika: Jurnal Pendidikan Fisika Volume 11 Nomor 2 August 2026 Vol 11 No 1 (2026): EduFisika: Jurnal Pendidikan Fisika Volume 11 Nomor 1 April 2026 Vol 10 No 3 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 3 December 2025 Vol 10 No 2 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 2 August 2025 Vol 10 No 1 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 1 April 2025 Vol 9 No 3 (2024): EduFisika: Jurnal Pendidikan Fisika Volume 9 Nomor 3 December 2024 Vol 9 No 2 (2024): EduFisika: Jurnal Pendidikan Fisika Volume 9 Nomor 2 August 2024 Vol 9 No 1 (2024): EduFisika: Jurnal Pendidikan Fisika Volume 9 Nomor 1 April 2024 Vol 8 No 3 (2023): EduFisika: Jurnal Pendidikan Fisika Volume 8 Nomor 3 December 2023 Vol 8 No 2 (2023): EduFisika: Jurnal Pendidikan Fisika Volume 8 Nomor 2 August 2023 Vol 8 No 1 (2023): EduFisika: Jurnal Pendidikan Fisika Volume 8 Nomor 1 April 2023 Vol 7 No 2 (2022): Edufisika: Jurnal Pendidikan Fisika Volume 7 Nomor 02 Desember 2022 Vol 7 No 1 (2022): Edufisika: Jurnal Pendidikan Fisika Volume 7 Nomor 01, Juni 2022 Vol 6 No 2 (2021): Edufisika: Jurnal Pendidikan Fisika Volume 6 Nomor 02, Desember 2021 Vol 6 No 1 (2021): Edufisika: Jurnal Pendidikan Fisika Volume 6 Nomor 01, Juni 2021 Vol 5 No 02 (2020): Edufisika: Jurnal Pendidikan Fisika Volume 5 Nomor 02, Desember 2020 Vol 5 No 01 (2020): Edufisika: Jurnal Pendidikan Fisika Volume 5 Nomor 01, Juni 2020 Vol 4 No 02 (2019): Edufisika: Jurnal Pendidikan Fisika Volume 04 Nomor 02, Desember 2019 Vol 4 No 01 (2019): Edufisika: Jurnal Pendidikan Fisika Volume 04 Nomor 01, Juni 2019 Vol 3 No 02 (2018): Edufisika: Jurnal Pendidikan Fisika Volume 03 Nomor 02, Desember 2018 Vol 3 No 01 (2018): Edufisika: Jurnal Pendidikan Fisika Volume 03 Nomor 01, Juni 2018 Vol 2 No 02 (2017): Edufisika: Jurnal Pendidikan Fisika Volume 02 Nomor 02, Desember 2017 Vol 2 No 01 (2017): Edufisika: Jurnal Pendidikan Fisika Volume 02 Nomor 01, Juni 2017 Vol 1 No 2 (2016): Edufisika: Jurnal Pendidikan Fisika Volume 01 Nomor 02, Desember 2016 Vol 1 No 1 (2016): Edufisika: Jurnal Pendidikan Fisika Volume 01 Nomor 01, Juni 2016 More Issue