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Berkala Ilmiah Pendidikan Fisika
Published by Universitas Lambung Mangkurat
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Core Subject : Science, Education,
Education Physics
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Articles 598 Documents
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Contextual Teaching and Learning-Based Physics Module: An Effective Approach to Improve Scientific Literacy Nova Wardani; Abdul Salam; Sarah Miriam
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.v14i1.23860

Abstract

The low level of scientific literacy among Indonesian students results in their limited ability to identify scientific explanations of phenomena and to accurately relate data to conclusions. In response to this issue, the present study aims to evaluate the effectiveness of a physics teaching module based on Contextual Teaching and Learning (CTL) in improving students’ scientific literacy. This pre-experimental study employed a one-group pretest–posttest design. The research subjects consisted of 30 twelfth-grade students from a public senior high school in Banjarmasin. Data were collected using a scientific literacy achievement test administered before and after the implementation of the teaching module, and subsequently analyzed using the N-gain calculation. The results of the study indicate that the developed physics teaching module demonstrated medium effectiveness, with an N-gain score of 0.52. It can therefore be concluded that the physics teaching module based on the CTL approach is effective for classroom use in improving students’ scientific literacy. These findings suggest that integrating the CTL approach into teaching module can serve as an alternative to support the improvement of scientific literacy among senior high school students.
Green Learning Revolution: Needs Analysis of Engineering Design Process-Based E-LKPD for Pineapple Waste Biogas in Senior High School Rahmi Andini; Saparini Saparini
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

Abstract

This study aims to analyze the need for developing Physics E-LKPD (e-student worksheet) based on the Engineering Design Process (EDP) within the context of utilizing pineapple waste as biogas as an alternative renewable energy. The background of this study is based on physics learning that lacks context and low student learning independence. This study uses a quantitative descriptive approach involving 63 students from grades X and XI at State Senior High School 6 Prabumulih. Data was collected to identify the learning conditions and needs of students in physics education. The findings show that most students have access to digital devices and internet connectivity; however, physics learning resources are still dominated by conventional printed teaching materials, and the implementation of E-LKPD is not yet optimal. Nevertheless, students showed a high level of interest in the topic of renewable energy and responded positively to project-based learning contexts. These findings reveal a gap between students' digital readiness and the availability of interactive and innovation-oriented teaching materials. Therefore, this study aims to develop E-LKPD based on the Engineering Design Process (EDP) in the context of biogas from pineapple waste to support independent learning, improve critical thinking skills, and foster awareness of renewable energy innovation. The implications of this study indicate that the integration of EDP-based E-LKPD Physics and local wisdom, such as the use of pineapple waste to produce biogas, can increase students' independence in learning, critical thinking, and environmental awareness, as well as support curriculum development, learning practices, and real-world problem solving that are relevant to the potential of the region.
Trends in Project-Based Learning Implementation in Science Education (2015-2025): A Systematic Literature Review Kharisma Sulistya Akhmadi; Heru Kuswanto; Sul Daeng Naba
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.v14i1.24926

Abstract

The paramount goal of this study was to meticulously identify and critically analyze contemporary trends regarding the integration of the Project-Based Learning (PjBL) pedagogical model within science education settings. The adopted research strategy was a Systematic Literature Review (SLR), strictly adhering to the PRISMA framework guidelines, with rigorously defined inclusion and exclusion criteria. The literature sources for this review were exclusively focused on national journals indexed in the Science and Technology Index (SINTA), specifically tiers SINTA 2, SINTA 3, and SINTA 4. The search utilized core keywords encompassing the "PjBL learning model" in the context of physics and science. A comprehensive synthesis of 82 published Indonesian articles revealed key findings: The most frequently investigated learning outcome variable in PjBL implementations was creative thinking skills, cited in the largest proportion of studies at 25%, closely followed by critical thinking skills (17%). However, this review identifies a significant research gap: existing studies are heavily centralized at the Senior High School (SMA) level and rely predominantly on quantitative methodologies, leaving a deficiency in the deep exploration of student learning processes and affective-psychomotor impacts across diverse educational levels. Practically, these findings serve as a strategic roadmap for educators to diversify PjBL application beyond common topics like Fluids and Work-Energy, while providing a robust empirical foundation for developing more holistic 21st-century skill assessments in science classrooms. Methodologically, the quantitative research design featuring the Quasi-Experimental model emerged as the predominant approach, evidenced in 27 articles. In terms of temporal distribution, the highest volume of publications occurred in 2024, contributing 25 articles to the dataset. Furthermore, the content areas most frequently investigated were Static and Dynamic Fluids, covered in 9 articles, and the topic of Work and Energy, featuring in 7 published articles. The insights generated from this research are expected to offer a valuable and significant contribution to the educational sector, particularly in guiding the evaluation and subsequent enhancement of science instruction facilitated by the PjBL model.
Implementation of Authentic Learning on Problem-Solving Skills: A Review of the Effectiveness of the Kurikulum Merdeka Teaching Module Alfi Yunita Angelina; Mustika Wati; Surya Haryandi
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.v14i1.23952

Abstract

One crucial 21st-century competency is problem-solving. Based on the results of the 2022 PISA, Indonesia's mathematics, literacy, and science skills remain low. These skills are the foundation of students' problem-solving skills. This finding is also based on a baseline test conducted at a school in Tanah Laut Regency, which showed that students' problem-solving skills were still low and there was a lack of teaching modules that practiced these skills. Therefore, this study aims to describe a review of the effectiveness of the authentic learning teaching module of the Kurikulum Merdeka on problem-solving skills. This study applies the R&D research type using the ADDIE model. A total of 48 students participated in the trial, comprising 24 students from Class XI C and 24 students from Class XI D at a public high school in Tanah Laut Regency. The data were collected through a learning achievement test. The analysis used an independent sample t-test, complemented by an effect size calculation. Based on the data calculation, the effect size was 1.85, which is categorized as high. This indicates that the developed module is highly effective in training students' problem-solving skills and students’ learning performance. Thus, it can be concluded that the authentic learning teaching module of the Kurikulum Merdeka is effective for training problem-solving skills. The implication of this study is that the application of authentic learning through teaching modules can be an alternative support for physics learning to train students' problem-solving skills.
Wetland Potential-Based PBL: Developing Creative Thinking and Entrepreneurship Skills of Vocational High School Students on the Topic of Static Fluid Ikhwan Khairu Sadiqin; Akhmad Zulkarnain
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.v14i1.24123

Abstract

The creative thinking and entrepreneurship skills of Vocational High School (SMK) students are often considered less applicable to industrial needs. This is partly due to the lack of relevant learning models that utilize local potential. This study aims to analyze the profile of students' creative thinking and entrepreneurship skills through the implementation of a Project-Based Learning (PjBL) model based on wetland potential on the topic of static fluid. The method employed in this research is quantitative descriptive. The research subjects were Class X SMK students in Banjarmasin. Data were collected using creative thinking test instruments and entrepreneurship skill observation sheets, then analyzed using descriptive statistics. The results showed that the students' competence profile was in the "Very Good" category with a total average score of 83.14%. Specifically, creative thinking skills reached an average of 81.00%, and entrepreneurship skills achieved 86.00%. These findings indicate that integrating PjBL with wetland wisdom is effective in bridging the competency gap, equipping students not only with conceptual understanding but also with the ability to create innovative products and market them.
Trends in the Use of Creative Thinking Skills in Physics Education (2015-2024): A Systematic Literature Review Sul Daeng Naba; Heru Kuswanto; Aris Kurniawan; Nanang Adrianto
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.v14i1.24683

Abstract

This study aims to investigate the trends and efforts to enhance creative thinking skills in physics education through a systematic literature review (SLR). While various instructional models have been implemented, empirical evidence regarding creative thinking in the Indonesian physics context remains fragmented, and previous reviews often lack a specific focus on national indexing trends. Adhering to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework, this study systematically screened articles from the Science and Technology Index (SINTA) database. The selection process used the search string 'creative thinking skills in physics education' and was guided by five inclusion criteria: SINTA 2-4 indexing, a publication timeframe of 2015-2024, a focus on creative thinking as the primary construct, journal article format, and open access availability. From an initial identification of 91 articles, the screening and eligibility stages based on titles, abstracts, and content suitability resulted in a final set of 51 analyzed articles. The findings indicate that the Project-Based Learning (PjBL) model (27%) and Problem-Based Learning (PBL) model (25%) were the most predominant strategies used to foster creative thinking. Quantitative methods with quasi-experimental designs emerged as the most frequently employed research approach (41%), reflecting a strong emphasis on empirical validation. Research peaked in 2023 with 14 publications, with 'Temperature and Heat' being the most investigated topic among Grade 10 students. This study contributes a strategic roadmap for educators to implement innovative models and identifies a need for more qualitative insights into the creative processes in physics education.
An Integrated Mindful, Meaningful, and Joyful Learning Approach for Strengthening Pre-Service Physics Teachers’ Scientific Character Sarah Miriam; Abdul Salam; Zainuddin Zainuddin; Qamariah Qamariah; Ni Putu Ben Harsini; Nor Hidayah
Berkala Ilmiah Pendidikan Fisika Vol 14, No 2 (2026): JUNE 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v14i2.24884

Abstract

Physics education plays a strategic role in shaping both scientific thinking and the professional character of future teachers. However, physics instruction in higher education often remains overly focused on cognitive aspects, which limits the development of students’ scientific character. Despite growing attention to innovative learning approaches, there is still limited empirical evidence on how integrated learning designs can systematically foster students’ scientific character in physics teacher education. This study aims to evaluate the effectiveness of the Mindful, Meaningful, and Joyful (MMJ) Learning approach in strengthening the scientific character of pre-service physics teachers. The MMJ approach was designed to provide learning experiences that foster mindful engagement, meaningful connection, and joyful reflection by integrating these three dimensions into a unified instructional framework. This research employed a quasi-experimental design using a single-group trial without a control class, involving nine students in the limited trial and twenty-one students in the main trial who were enrolled in the Basic Physics II course at a public university in South Kalimantan, Indonesia. Data were collected using a 20-item observation sheet on scientific character indicators. The results revealed a significant improvement across five dimensions of scientific character—curiosity, accuracy and responsibility, openness and collaboration, perseverance, and scientific reflection and application—with the overall post-test mean categorized as “very good." Inferential analysis using the Wilcoxon Signed-Rank Test indicated statistically significant differences between pre- and post-learning scores in both the limited and main trials (p < 0.05), accompanied by a very large effect size. The MMJ Learning approach demonstrated a positive contribution not only in enhancing conceptual understanding but also in cultivating intrinsic motivation and reflective awareness among students.
Analyzing Students’ Collaborative Skills Through Self-Assessment in Renewable Energy Project Khairunnisah Khairunnisah; Lina Aviyanti; Asep Suryanto; Bolushova Fatima
Berkala Ilmiah Pendidikan Fisika Vol 14, No 2 (2026): JUNE 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v14i2.25865

Abstract

This study investigated high school students’ collaborative skills through self-assessment in a renewable energy project-based learning (PBL) endeavor. A descriptive quantitative approach was applied, involving 75 students engaged in a project on renewable energy. Data were collected using the Collaboration Self-Assessment Tool (CSAT), which consists of 11 Likert-scale items covering interpersonal and intrapersonal domains, along with three open-ended reflection questions. The data were analyzed using the Rasch model with Winstep version 5.10.1.0 to examine the instrument’s quality and students’ responses. The findings show that the CSAT meets key measurement criteria, including acceptable unidimensionality (39.3% variance explained) and good reliability (person reliability = 0.76, item reliability = 0.90, Cronbach’s alpha = 0.81). Most items functioned well, although the Wright Map indicates that the instrument was relatively easy for the students. In terms of performance, students scored higher in intrapersonal skills (82.9%) than in interpersonal skills (77.5%). Most students were categorized at the established level of collaboration, while smaller proportions were at developing and emerging levels. Responses to open-ended questions further suggest that students were able to reflect on their roles and identify ways to improve their collaboration. Overall, CSAT can be used as a practical tool to assess collaborative skills in PBL settings. The results also point to the need for strengthening interpersonal aspects of collaboration and developing more challenging items for future use.
Development and Validation of a Creative Thinking Skills Test Instrument Based on the 4D Model (Define-Design-Develop) for High School Students on Static Fluid Material Dya Atul Fahmi; Parno Parno; Khusaini Khusaini; Marlina Ali
Berkala Ilmiah Pendidikan Fisika Vol 14, No 2 (2026): JUNE 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v14i2.25043

Abstract

Creative thinking skills are an important 21st-century competency in physics learning, but currently, the availability of test instruments specifically measuring these skills in static fluids is still limited and has not fully met the criteria for validity and reliability. This study aims to develop a valid, reliable, and suitable instrument for testing creative thinking skills in static fluids for high school students. The study uses a 4D development model through the define, design, and develop stages. The implementation stage has just reached 3D. This instrument was designed based on indicators of fluency, flexibility, originality, and elaboration. Internal validation was conducted by two expert lecturers, while external validation was conducted through a trial on 70 high school students who had previously studied static fluids. The results of the internal analysis showed that all test items were categorized as very valid with an average validity percentage of 88.67% and a range of 81.25%–93.75%. Meanwhile, the results of the external analysis showed that the instrument was empirically valid with an item-total correlation coefficient ranging from 0.498 to 0.762; reliable with a Cronbach's Alpha value of 0.797; had a dominant difficulty level in the medium category with a difficulty index ranging from 0.35 to 0.79; and had moderate-to-very-high discrimination power with a discrimination index ranging from 0.336 to 0.617. Thus, the developed instrument is suitable for use as an assessment tool to measure creative thinking skills in static fluids in high school students. The implication of this research is the availability of instruments that can support improving the quality of physics learning evaluation and become a reference for teachers and researchers in developing assessments of high-level thinking skills.
Scientific Literacy Research in Physics Education: A Comprehensive Bibliometric Analysis and Future Research Directions Indri Maya Ariana; Khofifatur Risma Faradillah; Muhammad Ghiyats Naufal; Adrian Bagas Damarsha; Titin Sunarti; Hanandita Veda Saphira
Berkala Ilmiah Pendidikan Fisika Vol 14, No 2 (2026): JUNE 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v14i2.24837

Abstract

Science literacy is an essential 21st-century competency that encompasses not only an understanding of scientific concepts but also critical thinking skills, environmental awareness, and the ability to address global issues. Although attention to science literacy is increasing, research in this field remains fragmented and lacks comprehensive mapping. This study offers novelty through the application of bibliometric analysis to map trends, contributions, directions, and opportunities for science literacy research in the context of education. Data were collected from the Scopus database for the period 2014–2024 using the keywords “scientific literacy” and “education,” then analyzed with RStudio software and bibliometric visualization. The results show a significant upward trend in publications since 2017, with Indonesia making the dominant contribution. Future research directions are moving towards integrating scientific literacy with digital technology, understanding the nature of science and its relevance to global issues such as socio-scientific issues and global warming, and developing critical thinking skills. Thus, scientific literacy is positioned not only as a cognitive domain but also as a strategic tool for students to face the dynamics and challenges of the modern world. The results of this study have important implications for the development of a more contextual, innovative, and digitally integrated curriculum and for guiding future research that links science literacy with cross-cutting issues such as environment, technology, society, culture, and local wisdom to enrich perspectives and research directions.

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