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Berkala Ilmiah Pendidikan Fisika
Published by Universitas Lambung Mangkurat
ISSN : -     EISSN : -     DOI : -
Core Subject : Science, Education,
Education Physics
Arjuna Subject : -
Articles 573 Documents
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Mechanical Wave Concepts: Composing of Five-Step Conception Diagnostic Test, Validity and Reliability Test, and Student’s Profile Conception Level Aretha Patricia Andriani; Frida Ulfah Ermawati
Berkala Ilmiah Pendidikan Fisika Vol 10, No 1 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v10i1.12364

Abstract

A mechanical wave is one of the Physics concepts related to everyday life. When the Authors interviewed some students at one of Gersik’s senior high schools, the Authors found that some students didn’t understand the concepts yet. Students thought that when a rope was moved up-down, the particles in the rope would be moved horizontally. The truth is that there was no movement of particles in the vibrated rope. Misconceptions must be detected immediately so as not to interfere with students' understanding of the following concepts. One way is by using a conception diagnostic test. The paper aims to report the composition of the five-step conception diagnostic test for Mechanical Wave concepts, its’ validity and reliability, and use it to identify students’ profile conception level in a Gresik’s senior high school. This study used ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model and data collection technique that used was developing of five-step question that passed through the validity and reliability stages. 13 questions were written and tested for their internal validity and 12 only questions declared valid 91.32%. The result of external validity in terms of a true fake (TF) and a wrong fake (WF) was 7.14% and 4.76% (valid as empirical content because of the TF and WF<10%). The conception diagnostic test was also valid as an empirical construct based on the Pearson Product Moment score because rab=0.575>rtable=0.4575 (significance level of 0.05), and 11 questions were finally declared valid and reliable. 40.40% of the 18 students for their profile conception level confirmed as Lack of Knowledge.
Students' Analytical Thinking Skills through Tutorial Video Assisted Inquiry Approach on Direct Current Electricity Grade XII Senior High School Vira Septi Amelia; Susilawati Susilawati; Joko Budi Poernomo
Berkala Ilmiah Pendidikan Fisika Vol 10, No 1 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v10i1.12682

Abstract

Students' analytical thinking skills are still lacking, causing students' understanding of physics lessons to be less than optimal. The research was conducted to examine the effectiveness of direct current electric video with an inquiry approach to students' analytical thinking skills and student responses to the video. The research method applied in this research is quasi-experimental with the research design of Nonequivalent Control Group Design. The sampling technique is purposive sampling data collection techniques using analytical thinking skills tests and questionnaires to video tutorials responses. The data analysis technique uses parametric quantitative analysis. The results of the analysis of hypothesis testing on the data of analytical thinking skills that had been carried out showed that the video tutorial learning media has not been effective in improving students' analytical thinking skills, while the results of student responses to direct current electric video tutorial learning media obtained a percentage of 70.67% and classified as good category. Students' analytical skills require more intensive practice and challenging routine assignments. Students' interest in the tutorials provided can only increase motivation to be involved in learning. The implications of this research can focus on innovative video tutorials on contextual physics experiments in life and more challenging experiments.
Measuring Critical Thinking Skills with Online Instrument in Circular Motion Concept I Dewa Putu Nyeneng; Eko Suyanto; Doni Andra; Hanifah Nadia Elokanita
Berkala Ilmiah Pendidikan Fisika Vol 10, No 1 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v10i1.11185

Abstract

The critical thinking skills need to be possessed by every student, and its evaluation requires the right measuring tool., while the critical thinking assessment has not used the right instrument. This study aims to produce an instrument to measure critical thinking skills in a circular motion. The method using Research and Development assimilated from Gall, Gall, & Borg and Sugiyono, adjusting to the purpose and time, so the steps are 5. The R&D steps are research and information collection, planning, developing a preliminary form of product, limited field test, and product revision. The developed instrument consists of 10 conceptual essay questions. The result from expert validation of construction, substance, and language aspects is very valid in each aspect, with 86.1%, 81.7%, and 75%. The result from field testing in 32 students is tested with Anates software and has a reliability of 0.77 in a high category. The validity result gets eight valid questions. Those eight valid questions have discrimination power which is medium, good, and very good. The difficulty levels are medium and hard. The average value of the student's score on the instrument is 43.69 shows that the students have medium skills of critical thinking in a circular motion. This study implies that the final product of the instrument consists of eight conceptual essay questions in the google form.
Development of HOTS Assessment Instruments on Static Electricity Materials for High School Level Athari Hany Milia; Silvi Trisna; Iing Rika Yanti
Berkala Ilmiah Pendidikan Fisika Vol 10, No 1 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v10i1.11914

Abstract

This development research is motivated by the lack of Higher Order Thinking Skill (HOTS) assessment instruments at 3 Public High School in physics subjects, especially static electricity. One of the efforts to assist teachers in knowing the development of students' higher-order thinking skills is by developing the HOTS assessment instrument. This study aims to develop a valid and practical HOTS assessment instrument for class XII static electricity at SMA N 3 Padang and to analyze the reliability of the items using the 4-D model research and development (R&D) method (four-D models) developed by Thiagarajan. , consists of 4 stages: (1) define, (2) design, (3) develop, and (4) disseminate. However, this research is limited to the development stage due to time and cost constraints. The research results on needs analysis show that the static electricity material developed follows the 2013 curriculum seen from Basic Competencies, along with its indicators. Validation analysis with three validators obtained 88.32% results with very valid category; practicality analysis obtained 95.55% results with very practical category; and reliability analysis the question obtained is 0.24, which is categorized as low. The implications of this research are to assist teachers in developing HOTS assessment instruments on other materials.
Development of Android-Based Modules to Improve Learning Outcomes and Learning Motivation of High School Students Novi Alisia; Albertus Djoko Lesmono; Yushardi Yushardi
Berkala Ilmiah Pendidikan Fisika Vol 10, No 1 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v10i1.12606

Abstract

Physics is very well known as a difficult science to understand because it contains many complex mathematical formulas and calculations that can affect student learning outcomes and motivation. To overcome this situation, it is necessary to innovate teaching materials, namely with android-based modules. Almost all students now have a smartphone. An android-based physics module was developed to improve student learning outcomes and motivation. This research is a Research and Development (R&D) research using a Nieveen research design which includes 1) preliminary research, 2) the design stage (prototype stage), and 3) the assessment stage. The android-based module was validated by two expert validators who are lecturers of Physics Education at the University of Jember, obtaining the same score of 75 in the valid category. As for the validation results, the user validator, a physics teacher at MA Raudaltul Ulum obtained a score of 92.8 with a very valid category. To find out the increase in student learning outcomes, pre-test and post-test questions were given. The pre-test and post-test results were analyzed using the N-gain test and obtained a score of 0.72 in the high category. Learning motivation is done by distributing questionnaires. The distribution of the questionnaire was carried out after learning using an android-based module. 
Inquiry-based Blended Learning Design for Physics Course: The Effectiveness and Students’ Satisfaction Wayan Suana
Berkala Ilmiah Pendidikan Fisika Vol 10, No 1 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v10i1.12468

Abstract

This paper describes the effects of implementing inquiry-based blended learning (IBBL) design on students' learning achievement and satisfaction in an undergraduate physics course. This study employed the one group pre-test – post-test experiment design with a sample of 32 students who took an undergraduate level basic physics course. Learning design and devices applied in this research have been validated by three experts in physics education. 'Schoology', a virtual learning management system, was used as the online learning platform. One cycle of inquiry phases was conducted in the blended learning format of ‘pre-online–face to face–post-online learning’. The data were collected through tests, a scale, and a questionnaire. The test consisted of 35 multiple-choice questions with five alternative answers. It was designed to measure students’ abilities in remembering, understanding, applying, and analyzing. The satisfaction scale ranging from 1 (strongly disagree) to 5 (strongly agree) consisted of 21 items and covered the attractiveness, ease of use, and benefits of learning using the learning products. Furthermore, the questionnaire consisted of six open-ended questions asking about the obstacles and benefits students faced during the learning activities. The results showed that the students’ learning outcomes increased sufficiently. Besides, students’ satisfaction with the learning design and materials was also positive. These initial findings imply that inquiry-based learning (IBL) may be implemented in physics teaching using a blended learning format that can be more effective and efficient. 
The Development of Student Worksheet Based on STEM Integrated Blended Learning to Improve Student's Science Argumentation Skills in the Covid-19 Pandemic Era Mohd Zaidi Bin Amiruddin; Eka Putri Dian Nata Sari; Wadhifah Qiyyamul Lailli Arrafi&#039;; M. Samsul Ma&#039;arif; Setyo Admoko
Berkala Ilmiah Pendidikan Fisika Vol 10, No 1 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v10i1.12657

Abstract

The year 2020, until now, is a year that changes all aspects of life. The spread of Covid-19 causes changes in the order in various fields ranging from health to education. The impact of the Covid-19has made students study online using existing devices. This situation needs to be addressed with the development of learning models that follow these conditions. This study aimed to determine the validity, practicality, and effectiveness of STEM-based Blended learning worksheets developed to improve students' scientific argumentation skills. This research uses the ADDIE development model (Analysis, design, develop, implement, and evaluate), which begins with analyzing needs, making student worksheet designs, developing, conducting validation tests, conducting usage tests, and managing data. Data collection uses pretest and posttest instruments consisting of 10 multiple choice questions and five essay questions. Then it was done with the student worksheet Ohm's Law practicum. Data is analyzed using validity tests, paired T-tests to test effectiveness, and questionnaires to test practicality. This research indicates that the student worksheet that was developed was validated with the content feasibility aspect obtained is very valid criteria, the linguistic aspect obtained is very valid criteria, the presentation aspect obtained is very valid criteria, and the graphic aspect obtained is very valid criteria. The results of the practicality of the student worksheet in terms of the results of the student response questionnaires and obtained with very practical criteria. Then, the results of the effectiveness of the student worksheet in terms of the pretest and posttest treatment obtained an average N-Gain value was included in the medium category. Lastly, the student worksheet is feasible and ready to be used as teaching material. In the future, it is hoped that further research related to learning scientific argumentation to train students' argumentation skills in line with technological developments.
Creativity in Deriving The Fermi-Dirac Equation Through STEAM Approaches Sulman, Fauzan; Yuliati, Lia; Purnama, Boby Yasman; Taqwa, Muhammad Reyza Arief; Ananda, Rizki
Berkala Ilmiah Pendidikan Fisika Vol 10, No 3 (2022): OCTOBER 2022
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v10i3.13182

Abstract

This research is motivated by statistical physics learning in deriving the Fermi-Dirac equation conceptually from lecturers to students or by rote and low creativity of students. This study aims to explore student learning creativity in deriving the Fermi-Dirac equation through the STEAM approach. This study uses a didactic design that includes the stages of prospective analysis, didactic metapedia analysis, and prospective re-analysis, which is applied to the sixth-semester physics tadris student of UIN Sulthan Thahah Saifuddin Jambi. The research instrument used is a description test and a non-test through observation sheets and interviews. The results showed that the implementation of STEAM could increase the creativity of statistical physics with an achievement level of 87% asking questions, 78% learning outcomes, 75% reflection, and 75% analysis on the material of the Fermi-Dirac equation by adhering to student activities starting with phenomena that are easy to digest with the realistic situation during online lectures, which shows that the STEAM approach is quite well used in deriving the Fermi-Dirac equation in the online statistical physics course.
Wetland Ethnoscience Learning Resources: An Overview of Physical Science Concepts Arif Sholahuddin; Muhammad Fuad Sya’ban; Rezky Fitriana; Amiratush Shalihah; Misbah Misbah
Berkala Ilmiah Pendidikan Fisika Vol 10, No 2 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v10i2.12698

Abstract

The potential of wetland ethnoscience in the South Kalimantan region needs to be explored more deeply so that it can be used as a learning resource that produces meaningful learning. This qualitative research has applied the Spradley method to explore the facts and experiences of wetland-based indigenous science in Amuntai Hulu Sungai Utara Regency to transform it into ethnoscience which is used as a natural science learning resource, especially for the concept of physical science. Ethnoscience learning resources for the Mamar Alabio village community in raising Alabio ducks have original knowledge in the form of hatching techniques and indigenous knowledge of the Banyu Hirang village community in the use of sunlight to dry water hyacinth and purun plants, as well as the use of a raw material pounder which were very potential as science learning resources related to with physics concepts according to the junior high school curriculum 2013. These ethnoscience learning resources can be integrated into science learning designs to produce meaningful learning and train students' competencies.
Application of Project-Based Learning (PjBL) Models with STEM Approaches in Dynamic Electricity Material Learning Venalia, Agantina; Djudin, Tomo; Oktavianty, Erwina
Berkala Ilmiah Pendidikan Fisika Vol 10, No 3 (2022): OCTOBER 2022
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v10i3.13800

Abstract

This research aims to determine the effect of the Project Based Learning (PjBL) model with the STEM approach to improving learning outcomes in dynamic electricity material in class XII MIPA students of SMAK Abdi Wacana. The research used designed one group pre-experimental pretest-posttest. Design using the measurement of data collection techniques on tests conducted before and after treatment. Analysis of data was undertaken with the normality, homogeneity, Wilcoxon test, and analysis effect size. The results showed that (1) Before and after the Project-Based Learning (PjBL) model with a STEM approach was implemented, learning results for dynamic electricity material were different (P-value 0.05), (2) Application of the PjBL models with STEM approaches in dynamic electrical material learning is effective in improving student cognitive learning outcomes in class XII MIPA SMAK Abdi Wacana. An average pre-test score of 31.22, a post-test score of 61.83, a standard deviation value of 20.22, and an effect size (ES) value of 1.5136 belong to the high category. The results of this study are expected to be considered by teachers in choosing effective learning models and approaches to improve student cognitive learning outcomes. 

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