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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 274 Documents
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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

The poor cognitive learning outcomes served as the impetus for our investigation of high school students in kinematics due to the limitations of conventional learning media, which are unable to effectively visualize abstract 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 used the methods of analysis, design, development, implementation, and evaluation (ADDIE) model with a One-Group Pretest-Posttest design involving 30 students in class XH at State High School 10 Bengkulu. Research instruments included an expert validation questionnaire, a learning outcome test, and a questionnaire for student responses The data types used consisted of quantitative and qualitative data. The results of the study indicate that the Scratch-based learning media with dynamic simulations received an expert validation score of 94.44% (very suitable category), a student response rate of 91.60% (very good category), and an N-Gain score of 0.82 (high category). It is determined from the debate and overall research findings that the Scratch-based learning medium with dynamic simulations is suitable for use; the use of this media in the learning process can also improve students’ cognitive learning outcomes and receives an excellent response from students.

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