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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 289 Documents
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Implementasi Model PBL Terintegrasi STEM-EDP dengan Prinsip Deep Learning untuk Meningkatkan Computational Thinking Peserta Didik Melati, Indah Sukma; Abdurrahman, Abdurrahman; Viyanti, Viyanti; Herlina, Kartini
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.v11i2.56938

Abstract

This research evaluated whether a Problem-Based Learning (PBL) model combining STEM-EDP and Deep Learning principles could strengthen students’ computational thinking in sound-wave instruction. A quasi-experimental pretest-posttest control group design was implemented at YP Unila High School, with class XI-6 assigned as the experimental class and XI-9 as the control class. Computational thinking was measured through essay questions. The experimental class achieved an average N-gain of 0.54, compared with 0.37 in the control class. The Independent Sample T-Test produced Sig. (2-tailed) < 0.05, while ANCOVA also yielded Sig. < 0.05 and a partial eta-squared value of 0.362, categorized as a large effect. These results show that integrating PBL, STEM-EDP, and Deep Learning principles effectively improved computational thinking. The contribution of the study lies in demonstrating how the three components can operate simultaneously in sound-wave learning: PBL establishes an authentic problem, STEM-EDP structures the engineering response, and Deep Learning principles maintain meaningful reflection. The design offers physics teachers and curriculum developers a reproducible option for strengthening computational thinking within Merdeka Belajar through engineering tasks connected to local contexts.
LKPD BERBASIS ASSURE BERPENDEKATAN STEM UNTUK MENINGKATKAN BERPIKIR KRITIS PADA MATERI ENERGI TERBARUKAN Yulianti, Dwi; Muslifah, Zuliana Lukhi
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.v11i2.58180

Abstract

This study aimed to develop an ASSURE-based STEM-oriented Student Worksheet on renewable energy and to examine its validity, readability, and effectiveness in improving students' critical thinking skills. The study employed a Research and Development (R&D) method using the ADDIE development model and a quasi-experimental nonequivalent control group design. Product validity was evaluated through expert validation, readability was assessed using a cloze test, and effectiveness was determined by analyzing the improvement in students' critical thinking skills based on pretest and posttest results. The developed student worksheet demonstrated very high validity (Aiken's V = 0.93) and high readability (97%). Its implementation significantly improved students' critical thinking skills, as reflected by a higher N-Gain in the experimental group (0.72) than in the control group (0.55), with the Independent Samples t-test confirming a significant difference between the two groups (p < 0.05). This study introduces an ASSURE-based STEM-oriented student worksheet on renewable energy to improve students' critical thinking skills. Overall, the developed student worksheet was highly valid, easy to understand, and effective in enhancing students' critical thinking skills. Therefore, it has the potential to support the implementation of student-centered physics learning.
KESESUAIAN DATA HASIL PERCOBAAN GLB DAN GLBB BERBANTUAN ROBOT LINE FOLLOWER DENGAN TEORI GERAK Rihadatulaisi, Hersi; Mayub, Afrizal; Sutarno, Sutarno; Johan, Henny; Listiono, Arsela Eko
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.v11i2.58955

Abstract

This study aims to determine the agreement between experimental data from uniform linear motion and uniformly accelerated linear motion experiments using a line-following robot and linear motion theory. The novelty lies in providing empirical evidence on the scientific suitability of line-following robots for representing different types of linear motion. The study validates the robot’s ability to represent GLB, accelerated GLBB, and decelerated GLBB by evaluating the agreement between experimental and theoretical velocity-time (v-t) characteristics before implementation as a physics learning tool. The method involved conducting linear motion experiments, plotting experimental data on v-t graphs, and comparing them with theoretical graphs. Three types of motion were investigated: GLB, accelerated GLBB, and decelerated GLBB. The accelerated and decelerated GLBB experiments were conducted at elevation angles of 13°, 10°, 7°, and 4°. The results show that the GLB and decelerated GLBB experiments generally align with the corresponding motion concepts. The GLB experiment achieved a mean R² value of 1, indicating very high agreement with linear motion theory. Decelerated GLBB achieved a mean R² value of 0.8618, with very high agreement at elevation angles of 10°, 7°, and 4°. In contrast, the accelerated GLBB experiment produced a v-t graph inconsistent with theoretical expectations because the robot’s speed remained nearly constant rather than increasing uniformly. Therefore, the line-following robot is suitable for representing GLB and decelerated GLBB, particularly at elevation angles of 10°, 7°, and 4°. However, it does not adequately represent accelerated GLBB and requires further modification before use for this motion type.
PENGARUH PROBLEM BASED LEARNING BERBANTUAN WORDWALL DAN CHATGPT TERHADAP HASIL BELAJAR KOGNITIF SISWA ayu, Giska; Medriati , Rosane; Veminsyah Ahda , Netriani
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/vgt0j521

Abstract

The purpose of this study was to investigate how the Problem-Based Learning (PBL), with the help of Wordwall and ChatGPT, affected the cognitive learning results of tenth-grade students at SMA Negeri 9 Kota Bengkulu on the topic of global warming. This study used a quasi-experimental approach with a nonequivalent control group design, with class X.5 serving as the experimental group and class X.2 serving as the control group. Purposive sampling was used to pick 30 students for each group. An essay test with eight approved items was used to gather data and proven to be reliable (Cronbach’s alpha = 0,897). The independent samples t-test findings demonstrated that the use of PBL supported by Wordwall and ChatGPT had a significant effect on students’ cognitive learning outcomes (Sig. < 0,001), with the increase in the The experimental group's average score (from 38,27 to 77,17) being higher than that in the control group (from 37,57 to 67,63), and the effect size (Cohen’s d = 1,00) falling into the large category. The progressive integration is what makes this research novel of Wordwall at the problem orientation and evaluation stages, as well as ChatGPT at the orientation, investigation, and product development stages within the PBL syntax. The study's findings suggest that incorporating Wordwall and ChatGPT into the PBL paradigm can be an alternate teaching method to enhance students' cognitive learning outcomes, especially when it comes to contextual physics subjects like global warming.
TEACHERS' STRATEGIES FOR BUILDING RELIGIOUS CHARACTER AND STUDENTS' CURIOSITY THROUGH PHYSICS TEACHING Oktavia, Sri Wina; Asrial, Asrial; Pathoni, Haerul
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.v11i1.49359

Abstract

This study aims to explore the strategic role of physics teachers in developing students’ religious character and curiosity through character-based science education. Using a qualitative naturalistic approach, the research was conducted at SMAN 10 Jambi, focusing on one physics teacher and selected students from class XI F4 through snowball sampling. Data were collected using interview guides and documentation, then analyzed through Miles and Huberman’s interactive model, including data reduction, display, and conclusion drawing. The results show that the teacher plays a significant role in fostering religious values by integrating spiritual reflections into physics lessons, such as linking scientific concepts to the greatness of God and encouraging gratitude through learning activities. Simultaneously, the teacher cultivates curiosity by using inquiry-based strategies, encouraging students to question, discuss, and explore natural phenomena actively. This combination strengthens both moral and scientific reasoning among students. The novelty of this study lies in the integration of two core characters religiosity and curiosity within a single instructional framework of physics education, which is rarely examined in previous studies. The implication of this research highlights that character-based physics teaching not only enhances conceptual understanding but also promotes holistic student development, balancing scientific inquiry with spiritual awareness, and thus contributes to the advancement of humanistic-oriented physics education.
COMPUTATIONAL VISUALIZATION OF HYPOTHETICAL FOUR-DIMENSIONAL QUANTUM SYSTEMS FOR PEDAGOGICAL PURPOSES Afrizal, Muhammad; Sunarti, Arinda Rahma; Zahrani, Ami; Akhsan, Hamdi; Ariska, Melly
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.v11i2.49885

Abstract

Understanding high-dimensional spaces, particularly the fourth dimension, remains a major conceptual challenge in quantum physics education due to their abstract mathematical nature and the limitations of conventional visualization approaches. Although four-dimensional quantum systems have been extensively explored in theoretical and experimental physics, their pedagogical visualization remains limited and rarely integrated with computational modeling for instructional purposes. This study aims to develop and systematically evaluate a computational visualization framework for a four-dimensional particle in a box quantum system by: (1) constructing a numerical model using Python-based simulation, (2) implementing explicit dimension-reduction techniques to project 4D probability distributions into 3D and 2D representations, and (3) analyzing the structural and probabilistic features preserved in these projections. The results show that the projected visualizations preserve key signatures of the fourth dimension, demonstrated by a ground-state energy relative error of 0.14% and normalization accuracy of 99.98%, indicating high computational reliability. The resulting heatmaps and tesseract-based geometric representations provide interpretable visual structures that support spatial reasoning in quantum learning contexts. The novelty of this study lies in the explicit integration of high-dimensional quantum modeling, systematic dimension-reduction, and data-driven visualization within a single pedagogical framework, which transforms abstract four-dimensional quantum formalisms into accessible instructional representations. This study contributes a computationally grounded instructional model that supports the development of quantum literacy and conceptual understanding in modern physics education.
POLA DAN KESENJANGAN INTEGRASI PBL, STEAM, DAN METACOGNITIVE PROMPTS TERHADAP BERPIKIR KRITIS SISWA Maharani, Novemia; Parno, Parno; Suwasono, Purbo; Hartatiek, Hartatiek
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/bjvbrs47

Abstract

This systematic literature review maps and synthesizes empirical evidence on Problem Based Learning (PBL), STEAM/STEM, and metacognitive prompts in relation to students’ critical thinking skills. Guided by the PRISMA 2020 framework, studies were retrieved from Scopus and screened through identification, screening, eligibility, and inclusion stages, resulting in 31 empirical articles published between 2021 and 2025. The findings show an increasing publication trend peaking in 2024, with secondary-school contexts and quasi-experimental designs predominating. PBL was the most frequently represented component (64.5%), followed by STEAM/STEM (41.9%) and metacognitive strategies (12.9%). Most studies reported positive contributions to critical thinking through distinct mechanisms: PBL through problem-solving, STEAM/STEM through interdisciplinary learning, and metacognitive strategies through regulation of thinking processes. However, none of the 31 studies simultaneously integrated PBL, STEAM/STEM, and metacognitive prompts with critical thinking within a coherent learning design. This finding reveals a clear empirical gap and supports the development and validation of an integrated PBL–STEAM model supported by metacognitive prompts, particularly for secondary science and physics education.
Bahasa Inggris Hutapea, Risnawati; Abdurrahman, Abdurrahman; Anggreini, Anggreini; Suyatna, Agus
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/sbmbwz59

Abstract

One of the important competency that students need to have in the 21st century is creative problem solving ability. Preliminary study results indicate that students creative problem solving ability have not been optimally trained in the learning process. This study aims to determine the effectiveness of the PBL model integrated STEM-EDP with deep learning principles in improving students' creative problem-solving abilities on the topic of alternative energy. The research sample was taken using a purposive sampling technique, consisting of class X-E1 with 35 students and class X-E2 with 36 students at SMAN 5 Bandar Lampung. The method used was quasi-experimental with a non equivalent control group design. The data collection technique used was a test technique in the form of pretest and posttest question sheet consisting of the three essay questions. The results showed an improvement in creative problem solving ability, with an average N-gain of the experimental class of 0,61 (moderate category), higher than the control class which was 0,40 (moderate category). The results of the independent sample t-test and ANCOVA showed a Sig. (2-tailed) value of 0,000 < 0,05, and an effect size value of 0,406 (large category), which means that the PBL model integrated STEM-EDP with deep learning principles is effective in improving the creative problem solving ability of high school students, particularly on the topic of alternative energy.
EFFECT OF PBL INTEGRATED WITH STEM ON STUDENTS' SYSTEMS THINKING IN ALTERNATIVE ENERGY Yani Permata Sakti, Yuli; Anggreini, Anggreini; Distrik, I Wayan; Viyanti, Viyanti
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/hhpqxx14

Abstract

Systems thinking is one of the essential abilities needed to address global challenges in the 21st century because it enables students to understand the relationships among components and the dynamics within a system comprehensively. However, preliminary study results showed that students’ systems thinking ability had not been measured in physics learning, particularly on the topic of alternative energy. Therefore, the implementation of the Problem Based Learning (PBL) model with a STEM approach is expected to support the development of students’ systems thinking ability. This study aimed to determine the effect of the PBL model with a STEM approach on students’ systems thinking ability regarding the topic of alternative energy. The study employed a quasi-experimental method using a non-equivalent control group pretest-posttest design. The sample was selected through purposive sampling, involving class X1 as the experimental class and class X3 as the control class at SMAN 1 OKU. Data were collected using pretest and posttest instruments consisting of 12 two-tier multiple-choice questions. The results showed that the experimental class achieved a higher average n-gain score (0.42, moderate category) compared to the control class (0.29, low category). Furthermore, the independent samples t-test result showed a significance value of 0.004 < 0.05, with an effect size value of 0.337 in the large category. These findings indicate that the implementation of the PBL model with a STEM approach significantly affects students’ systems thinking ability on the topic of alternative energy.

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