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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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The Design of Notion and PhET-Based Interactive Website for Teaching Materials on the Topic of Linear Motion in Senior High School Syifa, Azurulia Maurilla; Harijanto, Alex; Nuraini, Lailatul
Berkala Ilmiah Pendidikan Fisika Vol 12, No 3 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v12i3.19597

Abstract

The learning process running in the 21st century has been integrated with technology and can be accessed easily anywhere and anytime. This research aims to describe the results of website design for interactive teaching materials assisted and describe the responses of teachers and students to interactive website teaching materials assisted by Notion and PhET on the topic of linear motion in senior high school. This research uses the Multimedia Development Life Cycle (MDLC) model design to create an interactive design website. There are six steps: concept, design, material collection, manufacture, testing, and distribution with research data collection methods, namely by conducting interviews, observation, documentation, and questionnaires. Based on research, the design of an interactive teaching material website with the help of Notion on the topic of linear motion received a really good response from teachers and students and can be used for learning in senior high school.
Development of "Marine Eco-Adventure" Educational Game Integrating Larungan Traditions to Enhance Junior High Disaster Preparedness Fitria Nikmah, Zharifah Eka; Lutfia, Irma; Maulida, Nisrina Rahma; Herdiana, Alifia Zahra; Hidayah, Nabila Nurul; Tyas, Rizki Arumning
Berkala Ilmiah Pendidikan Fisika Vol 12, No 3 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v12i3.20279

Abstract

The strategy to improve student preparedness for disasters is to integrate the basic concepts of disaster in learning with local wisdom related to the sea, such as the use of “Marine Eco-Adventure” marine educational games that integrate the sidiqtraditions of defence with the context of disastrous events. The research aims to discover Marine Eco-Adventure's development, viability, and effectiveness as an educational game that can improve disaster preparedness. The research uses a qualitative approach with a one-group pre-test and post-test design. The sample used is randomly selected. The data was collected through dual selection questions (pre-test and post-test) and analyzed with the t-test. The research showed that the Marine Eco-Adventure developed deserved to be used in learning, with validation results from material and media experts in high categories. Marine Eco-Adventure is effective in improving preparedness for disaster mitigation. The findings suggest that integrating local wisdom with disaster education through interactive games like Marine Eco-Adventure can enhance students' awareness and readiness for disaster events. It highlights the potential for educational games to make learning engaging, culturally relevant, and impactful in real-world contexts. The implications of this research suggest that similar educational tools can be adapted and implemented in other regions to integrate local wisdom with disaster preparedness education, thereby fostering a deeper cultural connection and enhancing overall community resilience.
The Effectiveness of Introduction, Connection, Application, Reflection, and Extension Learning Model Based on PhET Simulation in Improving Students' Cognitive Ability on Dynamic Fluid Material Putri, Mega Amalia; Sinaga, Parlindungan; Imansyah, Harun
Berkala Ilmiah Pendidikan Fisika Vol 12, No 3 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v12i3.19118

Abstract

This research aimed to assess the enhancement and effectiveness of the ICARE instructional approach, utilising PhET simulations, in augmenting students' cognitive abilities. The study employed a quantitative quasi-experimental design utilising a non-equivalent control group design. The sampling technique in this study was Convenience sampling involving 68 grade XI students (32 experimental class students and 36 control class students) in one of the public high schools in Bandung City. Student cognitive data was collected using a multiple-choice test instrument consisting of 23 questions designed by the researchers. Data analysis was employed to assess the improvement of cognitive ability through N-Gain calculation. In addition, statistical tests and effect size were used to evaluate the effectiveness of the ICARE learning model based on PhET simulation. The findings indicated that the group implementing the ICARE learning model based on PhET simulation demonstrated a greater cognitive ability enhancement than the group solely utilising the ICARE learning model. Statistical analyses revealed a significant disparity in cognitive ability improvement between students utilising the PhET-based ICARE learning model and those solely employing the ICARE learning model. Furthermore, effect size calculations indicated a notable discrepancy in cognitive ability enhancement between the experimental and control groups, characterised by a high category distinction. Therefore, it can be concluded that research using the ICARE learning model based on PhET simulation effectively improves students' cognitive abilities on dynamic fluid material.
Exploration of Learning Style Preferences Among High School Students in the Context of Physics Education: An Empirical Analysis Using Kolb's Learning Style Inventory (KLSI) Zaky, Muhammad; Untara, Ketut Alit Adi; Tang, Indo; Alfito, Alfito; Waenggo, Olivia
Berkala Ilmiah Pendidikan Fisika Vol 12, No 3 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v12i3.19122

Abstract

This study aimed to analyze the distribution of students' styles in learning Physics using the Kolb Learning Style Inventory (KLSI) in two different classes, namely XD and XG. The analysis results reveal that the Converger learning style is the most dominant, with 55.17% of students in XD and 73.53% in XG. The Converger learning style, characterized by a tendency for logical thinking and the ability to apply theory in practical contexts, is highly relevant in Physics education, which requires strong conceptual understanding and problem-solving applications. In addition, Converger, Accommodator, Diverger, and Assimilator learning styles were also identified, albeit in smaller numbers, with varying percentages across the XD and XG classes. This study reveals that the dominance of the Converger learning style in both classes suggests a strong alignment between current Physics teaching methods and the learning preferences of the majority of students. However, the presence of other learning styles underscores the importance of adopting diverse teaching strategies to ensure that all students, regardless of their learning style, are engaged and achieve optimal learning outcomes. This study also supports previous findings which proved that the Converger learning style is particularly effective in subjects that require analytical thinking and practical application, such as Physics. The implications of these findings advocate for developing more inclusive and adaptive teaching methods, integrating approaches that cater to all learning styles in the classroom.
The Effect of Inquiry Learning Model with STEM Approach on Students' Critical Thinking Skills in Science Learning Wicaksono, Iwan; Firdausy, Julia Esa Ayu; Sutarto, Sutarto; Indrawati, Indrawati; Ridlo, Zainur Rasyid
Berkala Ilmiah Pendidikan Fisika Vol 12, No 3 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v12i3.19677

Abstract

Critical thinking is a skill needed to solve problems in the 21st century. However, the critical thinking skills of Indonesian students are still considered low, as confirmed by PISA research results. This low critical thinking ability is due to students' limited understanding of factual and conceptual information when solving problems. One learning model that can serve as an alternative to improving students' critical thinking skills is the Inquiry model with a STEM approach. In this model, students are actively engaged in learning, as the process focuses on them. Additionally, the STEM approach enhances students' critical thinking abilities because it integrates various fields of knowledge, enabling students to think from multiple perspectives and become accustomed to critical thinking. The purpose of this research was to determine the effect of the Inquiry learning model with a STEM approach on students' critical thinking skills. This quantitative research was conducted at Mts 1 Jember during the even semester of the 2024/2025 academic year. The sample included class VIII B as the experimental group and class VIII D as the control group, selected through purposive sampling. Data collection techniques involved tests as the primary instrument, with supporting instruments such as observation, interviews, and documentation. Data analysis was conducted using the Independent Sample t-test, which showed a significance value (2-tailed) of 0.000 < 0.05. The results indicated a moderate increase in students' critical thinking skills, with a score of 0.68. From this analysis, it can be concluded that the use of the Inquiry learning model with a STEM approach has a significant positive impact on improving students' critical thinking skills.
The Effect of PjBL STEM Learning on Students' Systems Thinking Skills on Alternative Energy Materials Habibah, Hulwah; Lidya, Nala; Suryadi, Ahmad
Berkala Ilmiah Pendidikan Fisika Vol 12, No 3 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v12i3.18969

Abstract

This study explores the effect of project-based learning (PBL) integrated with STEM on improving students' systemic thinking abilities. The study employed a quasi-experimental pretest-posttest control group design as its research method. The population consisted of 244 students enrolled in the tenth grade during the odd semester of the 2023-2024 academic year, and participants involved in the study were 68 tenth-grade students from one of the Islamic Senior High Schools of the State in Jakarta. The experimental group used PjBL STEM, while the control class used 5E learning (engagement, exploration, explanation, elaboration, and evaluation). The researcher developed a system thinking instrument adapted from Melinda based on pre-requirement, basic, intermediate, and coherent expert levels. In this study, data analysis used the non-parametric Mann-Whitney U test and Wilcoxon test. The research findings indicate a significant improvement in the system thinking ability of the experimental group students, while the control group's system thinking ability did not improve significantly. The results showed that the effect of PjBL STEM improvement in the experimental class was 0.54 (effect size) on students' systems thinking ability but was still in the low category and did not improve either in the control class. In addition, the level of systems thinking increased in the expert category, while the intermediate level did not increase. This study can be a reference for further research investigating the effect of PjBL STEM on students' systems thinking in different contexts.
Analysis of the Relationship Between Learning Styles and the Level of Critical Thinking Skills of Learners on Global Warming Material in High School Aji, Dwi Purnomo; Akhsan, Hamdi; Marlina, Leni; Wiyono, Ketang; Kistiono, Kistiono
Berkala Ilmiah Pendidikan Fisika Vol 12, No 3 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v12i3.19334

Abstract

This study aims to determine the relationship between learning styles and the level of thinking skills of students on global warming material in high school. The research method used in this research is descriptive qualitative, involving research subjects as many as 69 students of class X phase E independent curriculum who are available and willing to be studied. The data were analyzed using Cramer's correlation coefficient, PHI correlation coefficient, lambda correlation coefficient, and TAU-B and TAU-C correlation coefficients. The results of the analysis are the Chi-Square count of the Cramer correlation coefficient, which is (14.399) > Chi-Square table (5.591), the Chi-Square count of the PHI correlation coefficient is (6.534) > Chi-Square table (3.841), the Chi-Square result of the lambda correlation coefficient is (38.687) > Chi-Square table (9.448), and the Chi-Square result of the TAU-B and TAU-C correlation coefficient is (33.051) > Chi-Square table (9.448). This means there is a significant correlation between students' learning styles and critical thinking skills on global warming material in high school, and the correlation coefficient still shows a reasonably strong interpretation. Students who have auditory and visual learning styles tend to have a higher level of critical thinking skills than students who have kinesthetic learning styles. This shows that there is a reasonably strong relationship between learning styles and critical thinking skills of students on global warming material in high school.
Research Trend of Science Process Skills in Prospective Physics Teachers: An Analytical Review Ate, Ogiarto; Parno, Parno; Munfaridah, Nuril
Berkala Ilmiah Pendidikan Fisika Vol 12, No 3 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v12i3.19353

Abstract

It is imperative to research the science process skills of prospective physics teachers in higher education to improve the quality of physics education, support curriculum development, and enhance student understanding. This study examines the research trends regarding the science process skills of prospective physics teachers in physics education at higher education institutions. The review of journal publications from 2019 to 2023 was conducted using content analysis, a qualitative method. A total of 24 journal articles focusing on the science process skills of prospective physics teachers in higher education were identified through Publish or Perish, using the Google Scholar and Scopus databases between 2019 and 2023. The analysis steps included framing review questions, identifying relevant research, assessing study quality, summarizing evidence, and conducting data analysis. The results showed that research on the science process skills of prospective physics teachers has been prevalent since 2019, with quantitative research dominating the field. Basic physics practicum courses are the primary focus for exploring students' science process skills, with tests being the most commonly used instruments. Several interventions, such as Project-Based Learning (PjBL), STEAM, Discovery, and Inquiry, have been implemented to enhance the science process skills of physics teacher candidates. Communication skills, a component of the 21st-century 4C skills, are particularly pertinent to the future challenges that educators will encounter, as evidenced by the science process skills examined in previous research. These skills are critical in fostering collaboration, problem-solving, and effective teaching. In conclusion, this study emphasizes the importance of developing physics teacher candidates' science process skills, particularly communication skills, in higher education. Future research is expected to deepen the understanding and develop more effective learning strategies to improve these essential skills in physics teacher candidates.
Construction of The Diagnostic Test Instrument Heat and Temperature Conception Four-Tier Test: An Exploratory Study Destiani, Rinta; Ramalis, Taufik Ramlan; Sari, Ika Mustika
Berkala Ilmiah Pendidikan Fisika Vol 12, No 3 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v12i3.18655

Abstract

Students regard physics as challenging due to the difficulty of integrating knowledge learned before and after the lesson, which causes misconceptions. One such misconception pertains to the subject of temperature and heat. The objective of this study is to develop a four-tier diagnostic test instrument that can be used to identify concepts regarding heat and temperature. This study employed Rasch analysis as a mixed method. The unidimensionality of the instrument is very good at 50.3%, with a person measure of -0.39 and an Alpha Cronbach of 0.82, which suggests a strong interaction between the person and the details of the question as a whole. The consistency of the responses from students is adequate, as indicated by a person reliability of 0.80 and an item reliability of 0.99. However, the items' quality and the instrument's reliability are exceptional. The Outfit MNSQ Person and Item of 0.99 and the Outfit ZSTD with a value of 0.02 suggest that the quality is improving. The instrument includes ten questions that can be employed to identify students' conceptions. The utilization of this instrument has the potential to yield more comprehensive measurement results regarding students' misconceptions.
Development of E-Learning with an Educational Platform Based on Problem-Based Learning to Train High School Students' Understanding of Concepts Pratiwi, Juli; Sundari, Ayu; Husna, Nadiatul; Ananda, Talia; Rahmad, M
Berkala Ilmiah Pendidikan Fisika Vol 12, No 3 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v12i3.19681

Abstract

E-learning is a system carried out via electronic media, such as computers, tablets, or smartphones. E-learning platforms provide greater flexibility and accessibility for students to access learning materials anytime and anywhere. Based on the analysis conducted, 85.9% of students felt happy with e-learning, and 88.5% of students felt comfortable with e-learning-based learning because the features contained in e-learning helped students understand the material and were easy to use. This research expects to develop and test the validity and practicality of the PBL-based Edukati platform in increasing students' valid and practical understanding of concepts. This research is development research carried out using the ADDIE-type instructional design model. This research was completed only up to the development stage, namely at the validity and practicality stage. In view of the aftereffects of the validity test, the result was 3.30. Based on the results of the teacher's practicality test, the result was 3.88 and the students’ practicality was 3.43, so it tends to be expressed that e-learning with an issue-based learning instructive stage to prepare comprehension understudies might interpret ideas in impulse and momentum material is in the valid and very practical category. Based on the results of the validity and practicality that have been carried out, e-learning with an educational platform based on problem-based learning to train understanding of concepts is suitable for use.

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