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Berkala Ilmiah Pendidikan Fisika
Published by Universitas Lambung Mangkurat
ISSN : -     EISSN : -     DOI : -
Core Subject : Science, Education,
Education Physics
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Articles 573 Documents
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Bibliometric Map of STEM-Physics Research Evolution Vivi Mardian; Judhistira Aria Utama; Irma Rahma Suwarma
Berkala Ilmiah Pendidikan Fisika Vol 11, No 2 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v11i2.16284

Abstract

STEM learning may increase students' engagement in the instructional process. STEM has a significant role in students' cognitive and skills development. STEM in the learning process is characterized as engaging and interesting actions that are structured in such a way. STEM research in physics has been conducted for the past two decades. However, the evolution of this research has not specifically explained the trend of STEM studies in learning, so a distribution map is needed from this research. A bibliometric research analysis was employed to determine research development in STEM learning on physics. The papers were collected from 2013 to 2022 by writing the title (STEM) and keywords (STEM, Physics) through Publish or Perish. In addition, the selected paper must also be in English and indexed by Scopus. The total number of final papers analyzed in this study was 169. In addition, VOSviewer shows that there are still many opportunities for future researchers to study STEM, especially those related to barriers, case studies, scientists, stem content, opinions, stem activities, stem fields, and programs. This study discovered that the topic of study of STEM has a good likelihood of being explored and that it can be combined with various fields to make the research unique.
Exploring Students’ Critical Thinking Skills with A Problem-based Learning Model Assisted by Animated Video in Static Fluid Learning Lambang Subagiyo; Sonia Ayu Riani; Abdul Hakim
Berkala Ilmiah Pendidikan Fisika Vol 11, No 2 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v11i2.15815

Abstract

This study was motivated by the necessity of improving students' critical thinking skills in the era of Industry 4.0. We developed and implemented a problem-based learning model (PBL) assisted by animated video as a learning tool made by using Adobe After Effects to improve the critical thinking skills of high school students using Problem-Based Learning as the instructional model in static fluid learning. This study applied a quasi-experimental one-group pretest-posttest design with a quantitative approach and purposive sampling. This study's samples included students of Class XI MIPA 3 of one of the high schools in Samarinda. This study's instrument consisted of essay questions about static fluids in physics that contained six indicators of critical thinking abilities: (a) identifying problems, (b) giving arguments, (c) deductive reasoning, (d) inductive reasoning, (e) evaluating, and (f) problem-solving and decision making. The results show that it is feasible and effective to adapt animated videos as learning media for educational content to improve students' critical thinking skills. The most improved aspect was on the deductive reasoning with an average N-Gain score of 0.93 by a 78-point difference between the pretest and posttests, and the least improved aspect was on the inductive reasoning aspect with an average N-Gain score of 0.63 by the 38-point difference between the pretest and posttests and an Effect Size of 3.43 in the very large category. We conclude that improving students’ critical thinking skills using a problem-based learning model assisted by animated video in static fluid learning is effective.
Analysis of Learning-based Material Android app Vector Loaded Authentic Learning Using TBLA Method (Transcript Based Lesson Analysis) Aprilia Kharimatul Afifa; Mustika Wati; Mazlena Binti Murshed
Berkala Ilmiah Pendidikan Fisika Vol 11, No 2 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v11i2.15774

Abstract

Learning analysis needs to be done after the learning process ends to get reflections on previous learning. However, the results of the interviews obtained information from class X students that learning analysis had never been carried out. Therefore, analyzing the learning based on the Android application of vector material containing authentic learning through TBLA is necessary. The purpose of the research is to analyze the involvement of students and the use of keywords during the learning process using the Android application on vector material through TBLA. This research is a descriptive study. The subjects were 32 class X IPA 4 students and one physics teacher. The stages of data collection are plan, do, and see. The study results showed that the learning carried out during the first cycle was still teacher-centered. Cycle 1 learning takes place interactively. The use of the keyword during the first learning meeting was most pronounced, namely "vector" 23 times. Meanwhile, during cycle 2, it was also teacher-centered. The keyword most pronounced in the second cycle, namely "tight" was pronounced 43 times. The learning carried out is still teacher-centered, so based on the results of this analysis, it is recommended that further learning be more student-centered.
Validity and Students’ Responses to Interactive E-Modules Based on Inquiry Learning Assisted by the Virtual Laboratory on Static Electricity Fatmila Nurliani; Irma Rahmawati; Suryandari Suryandari
Berkala Ilmiah Pendidikan Fisika Vol 11, No 2 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v11i2.16027

Abstract

The development of an interactive e-module based on inquiry learning assisted by a virtual laboratory on static electricity was created to produce innovative learning media and follow the trends of the 5.0 learning era. Therefore, the research was directed at validating the material and media in related modules and measuring students' responses to the modules being developed. This research used Borg and Gall's ten-step research and development model. However, the Borg and Gall development model in this study was modified into six research steps: research and information collecting, planning, developing preliminary from product, preliminary field testing, main product revision, and main field testing. The research respondents were 30 students from class XII IPA at MAN 1 Hulu Sungai Tengah. The product validity results by material experts reached V Aiken's 0.91, and media experts reached V Aiken's 0.96, both of which are in the high validity category. The results of student responses show an average value of 90%, equivalent to a very good product category. Thus, the interactive e-module based on inquiry learning assisted by the virtual laboratory on static electricity is included in the “strongly agree” category to be suitable for use. 
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.
Implementation of PJBL-STEAM to Improve Science Process Skills in Vibration and Wave Material at Vocational School Iferelda Irene; Stepanus Sahala Sitompul; Erwina Oktavianty
Berkala Ilmiah Pendidikan Fisika Vol 12, No 2 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v12i2.18583

Abstract

Education becomes the sword of poverty by improving the quality of people in a country. Therefore, various research in education continues to be carried out to get all the best recommendations and evaluation material in the field of education, as done in this study. This study aims to determine how applying the PjBL-STEAM improves students' science process skills on vibration and wave material at SMK PGRI Pontianak. The form of this research is a quasi-experiment that is a pre-experimental design type, one-group pretest-posttest design. The research sample was class X students at SMK PGRI Pontianak, totalling 25 people. The instruments used were tests, questionnaires, and interviews. This study used descriptive statistical analysis techniques and inferential statistical analysis. In the pretest, 40% of students had science process skills in the unskilled category, and 48% were in the less skilled category. In the post-test, 76% of students' science process skills were in the highly skilled category, and 12% were in the skilled category. Then, based on the results of the Wilcoxon Test, the value of Asymp. Sig (2-Tailed) of 0.000 (r < 0.05) shows that there is a difference in the science process skills of students in the pretest and post-test, with the level of effectiveness in the high category (3>0.7). Based on the response questionnaire data, the result of students' response analysis to the learning process is that 95% of students gave very good responses, and 5% were categorised as good. The research concludes that applying the PjBL-STEAM effectively improves students' science process skills on vibration and wave material at SMK PGRI Pontianak.
Metacognitive Skills in STEM Integrated Discovery Learning Models for Kinetic Gas Theory in High School Shinta Dewi Susanti; Lia Yuliati; Endang Purwaningsih
Berkala Ilmiah Pendidikan Fisika Vol 12, No 2 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v12i2.17721

Abstract

Metacognitive skills are an important component supporting mastery of concepts in studying physics. This research aims to describe students' metacognitive skills through STEM-integrated discovery learning on kinetic gas theory material at SMAN 1 Dolopo. This research uses the One-Group Pretest-Posttest Design method, where in this design, one experimental group is selected to measure students' metacognitive abilities. The research on the kinetic theory of gas metrics was carried out in class XI Merdeka 4. The research took place in the odd semester of 2022-2023. The results of students' metacognitive skills show an increase in every metacognitive aspect, namely planning skills. The increase occurred in every meta-cognitive aspect, namely planning skills, which were originally 66.4 to 73.7. Monitoring skills, which previously received a score of 60.4, also changed to 73. Evaluating skills possessed by students also changed, from 64.4 to 67.4. Significant increases occurred from the pretest to the posttest, especially in the monitoring skills category. From the table, it is known that the increase occurred from the moderately developed to the developed category. Based on the research and discussion results, the metacognitive skills of class XI Merdeka 4 students are included in the developing category after receiving STEM-integrated discovery learning. This is in line with research that states that the inquiry learning model, including the discovery learning model, positively affects students' metacognition in learning. High-performing students may have better metacognitive skills than low-performing students. High-performing students may have better metacognitive skills than low-performing students.
Preservice Physics Teacher Views on Scientist's Role in Physics Teaching and Learning Nurul Fitriyah Sulaeman; Atin Nuryadin; Shelly Efwinda; Lambang Subagiyo; Syayidah Dinurrohmah; Tan Fahrur Rozy Tandra; Tomohiro Takebayashi
Berkala Ilmiah Pendidikan Fisika Vol 12, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v12i1.16961

Abstract

This qualitative study explores how preservice physics teachers think about the role that scientists play in the teaching and learning of physics. Our participants were 33 preservice physics teachers in their first year participating in a scientist partnership program through online meetings. Participants' responses were collected through an essay questionnaire, and the result was analyzed with co-occurrence network analysis. Our research shows that preservice physics teachers have a positive perspective on scientists. The primary role of a scientist is related to a person with sufficient knowledge and opinion about physics. Their role is also related to the experiment and research result. Moreover, their innovation and discovery of new physics-related things also became their central role. After preservice physics teachers interact with scientists, they have higher motivation to learn physics. Our findings suggest that the activity facilitating interaction with professional scientists must be encouraged during the preservice physics teacher program.
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.

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