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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 586 Documents
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Enhancing Student Learning Motivation Through Interactive Augmented Reality-Based E-Modules on Global Warming Rifa'i, Ahmad; Aviyanti, Lina; Sari, Ika Mustika; Gani, Amalia Weka; Salam, Abdul; Khairunnisah, Khairunnisah
Berkala Ilmiah Pendidikan Fisika Vol 13, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v13i1.21133

Abstract

The students' learning motivation in high school is still relatively low to participate in physics learning. This research aims to enhance students' learning motivation using Augmented Reality (AR)-based interactive E-Modules in physics learning on global warming materials. The method used is pre-experimental, with the design of one pretest-posttest group and analysis techniques using the Rasch stacking model. The research sample comprised 36 students in class X at Sukabumi City High School. The data collection instrument is in the form of a learning motivation questionnaire that three lecturers have validated. The analysis showed that all students experienced increased positive learning motivation. The use of AR-based interactive E-Module was able to increase the learning motivation of students in the medium category by 64% (23 students), the high category by 11% (4 students), and the low category by 25% (9 students). These findings show that AR technology in physics learning can significantly increase students' motivation to learn and increase their engagement and understanding of physics subjects. Thus, AR technology has the potential to be an effective tool in more interesting future learning methods, especially in complex subjects such as physics.
Analysis of the UtilizationUtilization of a Learning Management System Based on the Independent Curriculum in Physics Education at Sikka Coastal Schools Hikmatiar, Hamzarudin; Al Farizi, Zakaria; Hamsa, Berlian; Nurlina, Nurlina; Jufriansah, Adi; Jayadin, Jayadin
Berkala Ilmiah Pendidikan Fisika Vol 13, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v13i1.20322

Abstract

Online learning has emerged as a dominant trend since the onset of the COVID-19 pandemic, leading to significant changes in the educational landscape. Numerous studies have examined using learning management systems (LMS) in educational settings. However, few have addressed the urgency of implementing LMS and the specific challenges coastal schools face. To explore these challenges, the researcher conducted a qualitative, descriptive study to analyze the use of LMS, focusing on a case study of high schools in Sikka Regency. The study involved nine schools, namely SMAN Pemana, MAS Nurwahid Gunung Sari, MAS Muhammadiyah Nangahure, MAS At-Taqwa Beru, SMA Muhammadiyah Maumere, SMAN Magepanda, SMA 1 Talibura, SMKN Talibura, and SMAN 1 Waigete. Data were collected through interviews with nine physics teachers. The research data were then analyzed using NVivo software to obtain quantitative percentages. The findings indicated that all participating schools utilized LMS, with the majority adopting Google Classroom. However, the most significant challenge identified was internet connectivity, with over 50% of the schools acknowledging this issue. Additionally, many students lacked smartphone access, particularly at MAS Muhammadiyah Nangahure, where nearly 2% of students did not own a smartphone, compared to approximately 5% at similar schools. Other challenges included the lack of internet data and limited understanding of technology among students. The most common concern reported by schools was the inflexibility of LMS platforms, particularly concerning their dependence on internet connectivity. For instance, SMAN Pemana noted a 4.8% incidence of issues related to the LMS they were using. Given these obstacles, many schools have turned to alternative solutions to support online learning, such as WhatsApp Groups, which 80% of the schools employ.
Developing a Multi-Representation-Based Physics Mobile Learning to Enhance Critical Thinking and Creative Problem-Solving Skills: A Storyboard Zakiyah, Sri; Suwarma, Irma Rahma; Rusdiana, Dadi
Berkala Ilmiah Pendidikan Fisika Vol 13, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v13i1.19689

Abstract

This investigation aims to develop an M-Learning-based learning design for high school pupils in the context of a soundwave lesson specifically to increase critical thinking (CT) skills and creative problem-solving (CPS) ability. This learning media design is created through the ADDIE process, comprising five stages: analysis, design, development, implementation, and evaluation. In this paper, we will elaborate on the analysis and design phases. The analysis phase involves a preliminary examination of the teaching materials necessary for mobile learning. The design stage also involves selecting the proposed prototype's overarching design and creating storyboards. Three of the five subchapters that have been developed have the potential to employ CPS features, while CT features are feasible to integrate into all chapters. These findings suggest that physics mobile learning can be designed to incorporate CT and CPS specifically in the lesson on soundwave.
The Development of A Physics Teaching Module Using Multimodel to Improve Students' Understanding of Concepts Anisa, Nor; Miriam, Sarah; Salam, Abdul
Berkala Ilmiah Pendidikan Fisika Vol 13, No 3 (2025): OCTOBER 2025
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v13i3.23146

Abstract

Conceptual understanding is a fundamental component that students must possess in science learning. However, various studies have shown that students' conceptual understanding is still not taught optimally. The availability of teaching modules, supported by appropriate instructional models, can contribute significantly to improving students’ conceptual understanding. This study aims to develop a physics teaching module on the topic of momentum and impulse using a multimodel approach that is valid, practical, and effective in enhancing students’ conceptual understanding. This research employed a Research and Development (R&D) design using the ADDIE model. The research subjects consisted of 21 students from Class XI at an SMA in Amuntai City. The instruments used included a module validation sheet, an observation sheet for learning implementation, and a learning outcome test. The results showed that the developed teaching module demonstrated a very high level of validity with an average score of 3.37. The module, which includes learning materials, student worksheets, and a learning outcome test, was also categorized as highly valid. Observations of the module implementation over three meetings indicated a very good level of practicality. Moreover, the module was considered effective based on an n-gain score of 0.60. Therefore, the multimodel-based physics teaching module developed in this study is feasible for use in improving students' conceptual understanding in physics learning. This finding implies that the development of teaching modules using multimodal approaches can be a potential alternative strategy for educators to enhance students' understanding of concepts and make learning more meaningful.
Enhancing Science Process Skills through Process-Oriented Guided Inquiry Learning (POGIL) in Fluid Dynamics Noor Aulia Azijah; Abdul Salam; Qamariah Qamariah
Berkala Ilmiah Pendidikan Fisika Vol 14, No 1 (2026): MARCH 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v14i1.23709

Abstract

Science Process Skills (SPS) are essential competencies in science learning. However, observations indicate that the SPS of eleventh-grade students at a public high school in Banjarmasin remain relatively low, primarily due to the absence of systematic training in the learning process. Based on the results of a needs analysis, teachers require a learning approach that can effectively facilitate the development of students’ SPS. This study aims to describe the effectiveness of the Process-Oriented Guided Inquiry Learning (POGIL) model in enhancing students’ SPS in the context of fluid dynamics. The research employed a one-group pretest–posttest design. SPS training was implemented through practical activities utilizing both real and virtual laboratories. Data were collected using learning outcome tests (Tes Hasil Belajar/ THB) and SPS observation sheets completed by observers. The data were analyzed quantitatively using descriptive statistics. The results revealed that the n-gain value reached 0.79, indicating a high level of effectiveness, while students’ SPS achievement was classified as very good. These findings demonstrate that the POGIL model is effective in enhancing the SPS of eleventh-grade students in learning fluid dynamics. The implications of this study suggest that the integration of POGIL in physics instruction, particularly in topics that involve experimental and analytical processes such as fluid dynamics, can serve as an effective strategy for developing students’ inquiry skills and readiness for more advanced problem-solving tasks. This model may also provide a framework for teachers to design engaging and skill-oriented learning experiences across other science topics.
Systematic Literature Review of Renewable Energy Concepts in High School Physics Anasya Astiananda Isdayanti; Khusaini Khusaini Khusaini; Ahmad Taufiq Taufiq
Berkala Ilmiah Pendidikan Fisika Vol 14, No 1 (2026): MARCH 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v14i1.24880

Abstract

Renewable energy has become a strategic topic in high school physics education due to its relevance to energy transition, technological development, and sustainability issues. This study aims to systematically review how essential physics concepts are applied, what instructional approaches are used, and how renewable energy education is integrated into high school physics curricula. A Systematic Literature Review (SLR) was conducted following PRISMA procedures, including identification, screening, eligibility assessment, and qualitative synthesis. A total of 210 articles were identified from three databases (Scopus, Web of Science, and Google Scholar) for the period 2021–2025. After duplicate removal and eligibility screening, 15 empirical studies met the inclusion criteria and were analyzed. The synthesis indicates that the dominant physics concepts addressed include energy conservation, energy conversion, electrical power, and system efficiency, typically contextualized through solar panels, wave energy, and alternative energy systems. In terms of pedagogy, approximately two-thirds of the studies employed Project-Based Learning (PBL), frequently integrated with STEM or STEAM approaches. More than half incorporated digital media such as e-worksheets, digital modules, augmented reality (AR), or interactive simulations to support conceptual visualization. The findings also reveal a growing alignment between renewable energy instruction and Education for Sustainable Development (ESD), particularly in fostering energy literacy and environmental awareness. Overall, renewable energy functions not only as contextual content but also as a conceptual and pedagogical bridge connecting physics principles, engineering design, and sustainability education. However, most studies focus on short-term instructional outcomes, with limited longitudinal evidence regarding sustained improvements in students’ energy literacy. Future research should expand cross-context implementation and examine long-term curricular integration of renewable energy within physics education.
How Do High School Students Perceive Magnets (Mental Models about Magnets, Magnetic Fields, and Magnetic Force)? Ninik Rikha; Farhadi Farhadi; Anisak Intan; Rikardus F Nikat; M Lukman
Berkala Ilmiah Pendidikan Fisika Vol 14, No 1 (2026): MARCH 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v14i1.23872

Abstract

This study aims to explore the initial knowledge of high school students about magnets from two schools with different PUSPRESNAS science and technology scores, namely SMA Islam NU Pujon with a score of 0 and MAN Kota Batu with a score of 50. The research sample was selected randomly from grades X and XI, with the assumption that the research sample had gained knowledge about the concept of magnets at the previous level. The research method was qualitative descriptive. Data collection was carried out through clinical interviews. The results of the interviews were analyzed and represented in the form of categorization. The findings of the interview results showed that all research samples had the same mental model about magnets, namely: 1. Magnets interact with iron, copper, and aluminum and do not interact with wood, paper, and other non-conductive materials. 2. Magnets have separate north and south poles. 3. Magnetic fields and magnetic forces depend on distance: If the magnet is closer to the object, the magnetic field and magnetic force will be stronger and vice versa. 4. Magnetic properties are only collected at the poles. 5. The strength of a magnet is determined by its size. 6. Magnetic fields are only created by magnets. 7. Field lines are only formed outside the magnet.
Assessing Seventh-Grade Students’ Critical Thinking Skills on Temperature and Heat Using a Two-Tier Diagnostic Test Raden Hanna Rifani; Ida Kaniawati; Winny Liliawati
Berkala Ilmiah Pendidikan Fisika Vol 14, No 1 (2026): MARCH 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v14i1.25062

Abstract

Critical thinking is a fundamental competency emphasized within the Merdeka Curriculum, vital for enabling students to analyze scientific phenomena and construct reasoned explanations. This study aimed to diagnose the critical thinking skills of seventh-grade junior high school students regarding temperature and heat material using a two-tier diagnostic test. Employing a descriptive survey method, the research involved 88 students from a public junior high school in Cianjur. An instrument comprising 18 two-tier test items was developed based on Facione’s critical thinking indicators: interpretation, analysis, evaluation, inference, explanation, and self-regulation. The results indicated varied competency levels across the indicators. Students demonstrated moderate performance in interpretation (53.0), analysis (51.5), and evaluation (54.5). In contrast, considerably lower scores were observed in inference (41.3), explanation (38.6), and particularly self-regulation (26.5), revealing significant challenges in drawing logical conclusions, providing coherent scientific justifications, and monitoring their own reasoning processes. These findings align with existing literature indicating that higher-order thinking skills develop gradually and require explicit instructional support. The study confirms the effectiveness of the two-tier test as a diagnostic tool for uncovering both conceptual understanding and cognitive reasoning patterns, providing an empirical profile to guide the design of differentiated, inquiry-based learning strategies in line with the formative assessment goals of the Merdeka Curriculum.
The Technological Literacy Profile of Physics Education Students in Utilizing Digital Applications To Support Quality Education Frendi Ihwan Syamsudin; Ketang Wiyono; Evelina Astra Patriot; Azlan Kamari
Berkala Ilmiah Pendidikan Fisika Vol 14, No 1 (2026): MARCH 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v14i1.24367

Abstract

Technological literacy has become one of the essential competencies for university students in the digital era, particularly in supporting the achievement of Sustainable Development Goal (SDG) 4 on quality education. This study aims to analyze the technological literacy profile of physics education students at Universitas Sriwijaya in utilizing digital devices and applications for learning purposes. Data were collected through interviews with 30 respondents. The dimensions in the interview instrument included technology access, technology understanding, and technology production. The data were analyzed qualitatively using coding analysis with the Quirkos application. The findings reveal that students predominantly rely on smartphones and laptops to support learning activities, although unstable network quality remains a significant obstacle. Students’ experiences in utilizing digital learning media and accessing scientific journals are still relatively limited. Various digital applications, such as Google Drive, PhET Colorado, Microsoft Word, Canva, and CapCut, are commonly used to facilitate learning. Technological literacy is supported by the availability of internet access, conducive learning environments, and campus facility support, yet it is hindered by limited technological understanding, data security risks, network instability, and the persistence of plagiarism practices. The findings imply that enhancing technological literacy is crucial for preparing students to engage in innovative and ethical digital learning environments. Therefore, universities should integrate digital literacy programs through educational technology training, project-based learning, and the habituation of digital ethics to foster adaptive and sustainable physics learning
Augmented Reality in Physics Education: A Systematic Review of Its Potential, Challenges, and Future Research Directions Erazando Alfa Seira; Apit Fathurohman; Hamdi Akhsan
Berkala Ilmiah Pendidikan Fisika Vol 14, No 1 (2026): MARCH 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v14i1.24394

Abstract

The advancement of digital technology has driven the emergence of various educational innovations, one of which is Augmented Reality (AR), widely recognized for its potential to bridge the gap between abstract concepts and concrete experiences in physics education. Although numerous studies have demonstrated the benefits of AR, comprehensive reviews that critically examine its potential, challenges, and future research directions remain limited. This study employs a Systematic Literature Review (SLR) following the PRISMA framework, utilizing data sourced from ScienceDirect, IEEE Xplore, Google Scholar, and SINTA within the period 2020–2025. Of the 320 articles identified, 25 met the inclusion criteria and were subjected to thematic analysis. The findings reveal three major contributions of AR: enhancing conceptual understanding, strengthening critical thinking skills, and increasing learning motivation. The identified challenges include infrastructure limitations, teachers’ pedagogical readiness, and the absence of standardized evaluation frameworks. In practical terms, these findings have implications for physics teachers and curriculum developers. AR integration needs to be designed within an inquiry-based learning framework to support meaningful concept construction, not just visualization. In addition, AR module development must be structured, aligned with competency and assessment standards, and contextual. Further research should focus on the integration of AR with AI and the development of adaptive curricula in authentic learning. This review provides a comprehensive overview of AR’s role in supporting the transformation of 21st-century physics education, while also identifying opportunities for more focused and impactful future research. 

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