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INDONESIA
Berkala Ilmiah Pendidikan Fisika
Published by Universitas Lambung Mangkurat
ISSN : -     EISSN : -     DOI : -
Core Subject : Science, Education,
Education Physics
Arjuna Subject : -
Articles 17 Documents
 1   2 
Search results for , issue "Vol 11, No 3 (2023)" : 17 Documents clear
Effectiveness of Guided Inquiry Model in Enhancing Students' Critical Thinking on Light Waves Sucy Lindriani; Iwan Permana Suwarna
Berkala Ilmiah Pendidikan Fisika Vol 11, No 3 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v11i3.16388

Abstract

This study examines how guided inquiry learning can be applied to the material of light waves in physics subjects. This study investigates the potential for increasing students' critical thinking skills. The research method used was a quasi-experimental design, creating the same conditions for the experimental and control groups in other aspects except for particular interventions in the experimental class. This research involved 60 samples of class XI high school students. The sample was divided into two groups (experimental and control) of 30 students each. The research data were obtained through pre-test and post-test from critical thinking instruments containing ten essay-type questions (validated, with validity 0.78 and reliability 0.96). Data were analyzed by parametric t-test on n-gain scores for each group. The results showed that the experimental group scored 0.526 and the control group 0.148. These results indicate differences due to intervention, where applying the guided inquiry model can significantly encourage the development of student's critical thinking skills. The research implications encourage teachers to apply this learning approach model in improving critical thinking skills so that students can be actively involved in facing complex challenges in everyday life. This study also emphasizes the need for curriculum development to improve critical thinking skills in various subjects.
Development of Water Debit Measuring Instruments as Physics Learning Media Using a Flow Meter Sensor Tomi Putra Wijaya; Janariani Janariani; Supardi Supardi
Berkala Ilmiah Pendidikan Fisika Vol 11, No 3 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v11i3.16483

Abstract

Physics learning aims to ensure that students understand physics concepts completely. Understanding of the concept can be achieved through the help of learning media in the form of teaching aids from physics materials. This research aims to develop learning media for measuring water discharge using a flow meter sensor to improve students' conceptual understanding of dynamic fluid material. This research includes development research through the ADDIE model, carried out until the development stage. Data collection techniques are carried out through the calibration of measuring instruments. The technique for data analysis used is the descriptive analysis of proportions. The study results obtained the following results: 1) The calibration results show that the water discharge measuring instrument as a learning medium has a very small error rate, and 2) The results of the validity assessment obtained by the water discharge measuring instrument have high validity. The water debit measuring instruments can be used to increase understanding of the dynamic fluid material concept. Using this air discharge measuring instrument will help students understand the concept of fluid dynamics, especially in air discharge subjects.
Development of Android-Based Learning Media on Dynamics and Atmospheric Stability Material Yayat Ruhiat; Suherman Suherman; Hesti Gustini
Berkala Ilmiah Pendidikan Fisika Vol 11, No 3 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v11i3.16163

Abstract

By employing device technology, or what is known as mobile learning, this project intends to create Android-based goods as learning mediums. A different type of learning medium is mobile learning. The availability of mobile learning can facilitate learning for students by enabling them to acquire difficult content anywhere and at any time. This content was created in a visual and audiovisual style for Android. The ADDIE Development model and research in research and development (R&D) are utilized to accomplish this purpose. This paradigm's five steps are analysis, design, development, implementation, and evaluation. Material expert and material expert tests were performed to evaluate the consistency of the medium and content. A very practical category was produced due to the two experts' determination of the product's validity. Tests on material experts were conducted to ascertain the coherence between the medium and the material. The two experts' product results were valid, and they created a workable category. The media experts' validation results averaged 90.06%, which met the "very valid" criteria, while the material validation results averaged 80.91%, which met the "very valid" criteria. It is recommended that every teacher in the school be more creative in creating online learning content that is not boring and more effective.
Mapping and Analyzing High School Physics Misconceptions: Novel Insights from a 20-Year Bibliometric Study (2002-2022) Adrian Bagas Damarsha; Afaurina Indriana Safitri; Khoirun Nisa'; Iqbal Ainur Rizki; Nadi Suprapto; Ade Agung Harnawan
Berkala Ilmiah Pendidikan Fisika Vol 11, No 3 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v11i3.17256

Abstract

The primary objective of this study is to comprehensively explore, identify, and visually represent the research landscape related to physics misconceptions over the past two decades. This encompasses research trends, authorship patterns, the most prolific institutions, countries of origin, profiles of top-cited articles, and key themes through favorable keywords. It can be known which physics materials are often studied in terms of misconceptions and efforts to identify them. To fulfill this objective, a meticulous bibliometric analysis was conducted on a dataset comprising 61 meticulously selected documents, screened using specific search queries. Data were extracted from the Scopus database and analyzed using VOSviewer software.  The analysis results show that the research trend of physics misconceptions has increased in recent years. Information on authors, institutions, subject areas, countries, and most influential documents was also analyzed in the study, along with the number of citations and article production. Of paramount significance (17 clusters and 297 items) is the revelation that research in the realm of physics misconceptions gravitates towards understanding the role of technology-mediated learning, brain processes, individual student characteristics, and assessment techniques can all contribute to a better understanding of misconceptions and how they can be effectively addressed in educational settings. In essence, the implications of this research extend beyond the realm of physics education, touching on teaching methodologies, curriculum design, educational policies, and the broader advancement of scientific literacy in Indonesia. 
Rasch Model Analysis to Identify Students’ Self-Efficacy and Learning Interest and Uncover Their Influence on Student Learning Outcomes in Static Fluids Uci Fatonah; Maison Maison; Ervan Johan Wicaksana; Ilham Falani
Berkala Ilmiah Pendidikan Fisika Vol 11, No 3 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v11i3.15033

Abstract

This study explores the relationship between self-efficacy, students' interest, and physics learning outcomes for students in classes XI IPA 1 and XI IPA 2 at SMA Negeri 16 Bungo. The learning outcomes are focused on the dimensions of conceptual and factual knowledge. Data on students' self-efficacy and interest were collected through a structured scale questionnaire, while data on students' learning outcomes in conceptual and factual knowledge were obtained through test instruments. The results indicate a positive correlation between students' self-efficacy, interest in learning, and physics learning outcomes. The correlation coefficient (r value) obtained is greater than the critical r value, with significance less than 0.05. Regression analysis reveals that the calculated F value is greater than the critical F value, and the calculated t value is greater than the critical t value, both with significance less than 0.05. Regression analysis also shows that self-efficacy and students' interest in learning affect physics learning outcomes by 68%, leaving 32% influenced by other factors not investigated in this study. For teachers, this research provides practical insights into the importance of developing students' self-efficacy and interest in the context of physics learning. By considering these aspects, teachers can design more effective teaching strategies to support students' optimal development in physics learning. In the theoretical framework, these findings support the concept that internal factors such as self-efficacy and interest play a crucial role in achieving good learning outcomes.
Analysis of Student Mastery of Concept on Static Fluid Through the Guided Inquiry Flipped Classroom Model Sofia Azhari; Lia Yuliati; Sentot Kusairi
Berkala Ilmiah Pendidikan Fisika Vol 11, No 3 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v11i3.16051

Abstract

This study aimed to analyze students' concept acquisition of static fluid material in the pressure sub-chapter through the Guided Inquiry Flipped Classroom (GIFC) model. This type of research is quantitative, using a one-group pretest-posttest research design. The research subjects consisted of 31 students of XI MIPA 4. The measurement instrument in this study was a concept acquisition test, which consisted of 3 essay questions. Two supervisors have guided the instruments used, and they are valid. The data analysis technique uses paired t-test analysis and effect size analysis. The results of this study indicate significant differences between the pretest and posttest by the results of the paired t-test analysis and that guided inquiry affects concept acquisition. This study implies that this guided inquiry flipped classroom effectively improves students' concept acquisition. The results of this study can be used as input for educators to use the GIFC model to improve students' concept acquisition.
Analysis of Student Mastery of Concept on Static Fluid Through the Guided Inquiry Flipped Classroom Model Sofia Azhari; Lia Yuliati; Sentot Kusairi
Berkala Ilmiah Pendidikan Fisika Vol 11, No 3 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v11i3.16051

Abstract

This study aimed to analyze students' concept acquisition of static fluid material in the pressure sub-chapter through the Guided Inquiry Flipped Classroom (GIFC) model. This type of research is quantitative, using a one-group pretest-posttest research design. The research subjects consisted of 31 students of XI MIPA 4. The measurement instrument in this study was a concept acquisition test, which consisted of 3 essay questions. Two supervisors have guided the instruments used, and they are valid. The data analysis technique uses paired t-test analysis and effect size analysis. The results of this study indicate significant differences between the pretest and posttest by the results of the paired t-test analysis and that guided inquiry affects concept acquisition. This study implies that this guided inquiry flipped classroom effectively improves students' concept acquisition. The results of this study can be used as input for educators to use the GIFC model to improve students' concept acquisition.
Application of The PjBL Model to Train Science Literacy Skills of High School Students on the Subject of Alternative Energy Putri Indah Ramadhani; Rif'ati Dina Handayani; Lailatul Nuraini; Leizy Free Agustin F.
Berkala Ilmiah Pendidikan Fisika Vol 11, No 3 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v11i3.16728

Abstract

The development of science and technology in the era of the Industrial Revolution 4.0 requires everyone to master 21st-century skills, one of which is science literacy. Science literacy skills in Indonesia are still relatively low. Students' low science literacy skills are caused by several factors: the selection of learning models, teaching materials, and non-contextual learning. This study aims to describe the application of the PjBL model to train high school students' science literacy skills on the subject of alternative energy. This research uses descriptive qualitative research. The sampling technique in this study used a purposive sampling technique. The research instruments used in this study were observation sheets for implementing the learning model and student worksheets. The qualitative data analysis technique used in this research is a case study. The results showed that implementing learning conducted in groups could make students active in solving problems. Each group actively participated in answering student worksheets and completing projects by analyzing and making alternative solutions to the problems presented. The stages in the student worksheet following the PjBL model can shape the science literacy skills of high school students. This study's conclusion shows that applying the PjBL model trains students' science literacy skills. While applying the PjBL model, researchers directed each group to carry out project activities through the learning stages of the PjBL model. Each group was able to identify and provide solutions to problems, design product plans, develop schedules, make simple projects following the design, test the results, and make conclusions.
Online Learning Using PhET Simulation Videos and Real Laboratory Videos for Students' Understanding of the Hydrostatic Pressure Concept I Komang Werdhiana; Kamaluddin Kamaluddin; Syamsuriwal Syamsuriwal; Ni Made Wiwik Astuti
Berkala Ilmiah Pendidikan Fisika Vol 11, No 3 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v11i3.17273

Abstract

This study aims to analyze the effect of the PhET simulation video (VSP) and real Laboarturium video (VLN) on high school student's understanding of the concept of hydrostatic pressure in online learning. The research was conducted in three representative schools in Palu City. This study used a pseudo-experimental method by comparing: 1) Experiment class 1 taught based on VSP-VLN design with Experiment class 2 taught based on VLN-VSP design; 2) Experiment class 1 and control class whose learning is based on conventional learning; and 3) experimental class 2 with control class. The determination of experimental classes and control classes in each school was carried out by purposive sampling. The statistical test results for the first case showed no significant difference between Experiment Class 1 and Experiment 2 (significance value greater than 0.05). Meanwhile, between Experiment Class 1 and the control class, there is a difference in the N-Gain value (%). This is supported by a significance value of less than 0.05. A comparison between the Experiment 2 class and the control class also shows differences. The average N-Gain (%) score of Experiment Class 1 and Experiment Class 2 is higher than the average value of the N-Gain (%) of the control class. This study concludes that learning using a combination of PhET simulation videos and real laboratory videos, in any order, can positively influence students' understanding of physics concepts compared to conventional learning in the entire online learning system. Video content can be used online or face-to-face to learn physics concepts directly through simulations and real laboratories.
Online Learning Using PhET Simulation Videos and Real Laboratory Videos for Students' Understanding of the Hydrostatic Pressure Concept I Komang Werdhiana; Kamaluddin Kamaluddin; Syamsuriwal Syamsuriwal; Ni Made Wiwik Astuti
Berkala Ilmiah Pendidikan Fisika Vol 11, No 3 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v11i3.17273

Abstract

This study aims to analyze the effect of the PhET simulation video (VSP) and real Laboarturium video (VLN) on high school student's understanding of the concept of hydrostatic pressure in online learning. The research was conducted in three representative schools in Palu City. This study used a pseudo-experimental method by comparing: 1) Experiment class 1 taught based on VSP-VLN design with Experiment class 2 taught based on VLN-VSP design; 2) Experiment class 1 and control class whose learning is based on conventional learning; and 3) experimental class 2 with control class. The determination of experimental classes and control classes in each school was carried out by purposive sampling. The statistical test results for the first case showed no significant difference between Experiment Class 1 and Experiment 2 (significance value greater than 0.05). Meanwhile, between Experiment Class 1 and the control class, there is a difference in the N-Gain value (%). This is supported by a significance value of less than 0.05. A comparison between the Experiment 2 class and the control class also shows differences. The average N-Gain (%) score of Experiment Class 1 and Experiment Class 2 is higher than the average value of the N-Gain (%) of the control class. This study concludes that learning using a combination of PhET simulation videos and real laboratory videos, in any order, can positively influence students' understanding of physics concepts compared to conventional learning in the entire online learning system. Video content can be used online or face-to-face to learn physics concepts directly through simulations and real laboratories.

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