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INDONESIA
Berkala Ilmiah Pendidikan Fisika
Published by Universitas Lambung Mangkurat
ISSN : -     EISSN : -     DOI : -
Core Subject : Science, Education,
Education Physics
Arjuna Subject : -
Articles 598 Documents
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Development of Eco-Stem-Based Worksheets to Enhance Junior High School Students Scientific Creativity Maretha Dewi Anggraeni; Iwan Wicaksono; Muhd Ibrahim Muhamad Damanhuri
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.v14i2.25952

Abstract

Technological developments in the 21st century require students to possess critical and creative thinking skills as well as problem-solving abilities, including scientific creativity. However, science learning in schools still tends to be oriented toward rote memorization and the use of teaching materials that lack innovation, so that students’ scientific creativity has not developed optimally. Previous studies have developed STEM-based worksheets, but few have integrated Eco-STEM approaches specifically to enhance junior high school students’ scientific creativity in science learning. Therefore, this research aims to identify the validity, practicality, and effectiveness of Eco-STEM-based worksheets developed to enhance students’ Scientific Creativity. This research applies the ADDIE development model, which consists of five phases: Analyze, Design, Development, Implement, and Evaluate. The participants in this research were seventh-grade students at State Junior High School No. 2 Kalisat. The results of the research indicate that: (1) the average validity percentage of the worksheets reached 91%, placing them in the “highly valid” category and suitable for use in science education; (2) the average practicality percentage was 89%, indicating that the worksheets are highly practical and easy for students to use; (3) the effectiveness test results showed that Eco-STEM-based worksheets were able to improve students’ scientific creativity skills with an N-gain value of 0.404, which falls into the moderate category; and (4) the average percentage of student responses was 89%, which is classified as “very good,” indicating that the worksheets were effective and received positive feedback from students.
Implementation of STEM-EDP Approach Based on SDGs to Improve Critical Thinking Skills (Topic: Global Warming) Sulau Irlamaida; Shelly Efwinda; Muliati Syam; Abdul Hakim; Lambang Subagiyo; Nurul Fitriyah Sulaeman
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.v14i2.24050

Abstract

Thinking critically is essential in the 21st century to solve complex global problems. However, students’ lack of critical thinking skills regarding real-world issues such as global warming needs to be addressed. This study examines the increase in students' critical thinking using STEM-EDP based on the Sustainable Development Goals (SDGs) in global warming materials. Conducted at one of the senior high schools in Samarinda, this study used a group pretest-posttest design with 35 students in class X. The validity instrument used was deemed appropriate by science education experts, and its reliability coefficient was 0.75. Data were collected through critical-thinking tests before and after treatment and analyzed using N-Gain and paired t-tests. Results show STEM-EDP improves critical thinking: the average pretest was 33.10, increasing to 61.92 in the posttest. The N-Gain value of 0.43 is moderate, with the highest increase in hypothesis testing. The paired t-test shows a Sig. of 0.000 (<0.05), indicating a significant difference between the pretest and the posttest. In conclusion, STEM-EDP improves students' critical thinking skills on global warming material. However, posttest scores indicate that skills remain adequate, underscoring the need for further evaluation and improvement of STEM-EDP implementation. The findings of this study can serve as a basis for further investigation by other researchers into which STEM-EDP steps have the greatest impact on critical thinking.
Development of E-Modules Based on Problem-Based Learning to Improve Students' Problem-Solving Skills in Static Fluid Material Ardian Ardian; Erniwati Erniwati; Hunaidah M
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.v14i2.25883

Abstract

This study aimed to develop an E-module based on problem-based learning on static fluid material to improve the problem-solving abilities of grade XI students. The study used a research and development (R&D) approach with the 4D model consisting of define, design, develop, and disseminate stages. The participants were 40 grade XI students from a public senior high school in Indonesia and two physics teachers involved in assessing the practicality of the E-module. The instruments included validation sheets, practicality questionnaires, and pretest-posttest tests to measure the improvement of students’ problem-solving abilities. Validation by three experts showed a validity score of 92.64% (very valid). Student practicality responses reached 91.76% and 92.41%, while teacher responses reached 94.86%, all categorized as very practical. The effectiveness test showed N-gain scores of 0.76 in class XI.B, 0.77 in class XI.C, and 0.77 overall, which were categorized as high based on Hake’s classification, indicating that the E-module effectively improved students’ problem-solving abilities. The novelty of this study lies in integrating structured problem-based learning activities into a digital E-module for static fluid learning. Overall, the developed E-module is feasible and effective as a digital teaching material to support active, guided, and meaningful physics learning.
The Effect of PBL Integrated with Renewable Energy Issues on High School Students' Scientific Literacy in Energy Sources Ahmad Khairul Pajri; Rosane Medriati; Andik Purwanto
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.v14i2.25874

Abstract

Low scientific literacy and the absence of contextual physics learning remain persistent challenges in science education. This study aims to investigate the impact of Problem-Based Learning (PBL) integrated with renewable energy issues on high school students' scientific literacy in energy sources. A quasi-experimental pretest-posttest control group design was employed, involving 68 tenth-grade students at SMA Negeri 8 Bengkulu City selected through purposive sampling. Data were gathered using context-based essay tests aligned with the PISA 2022 framework. Results from the Mann-Whitney test (p = 0.002 < 0.05) confirmed that PBL incorporating renewable energy issues significantly impacted scientific literacy. The experimental group outperformed the control group with a higher average posttest score (93.06 vs. 81.97) and a moderate effect size (r = 0.371). These findings demonstrate that integrating real-world energy contexts into PBL effectively improves students' scientific literacy achievements. Therefore, this model is recommended as a meaningful contextual strategy, in which teachers can incorporate local issues—such as the potential of Micro-hydro Power Plants (PLTMH) to concretize renewable energy concepts.
Optimizing Deep Learning-Based STEM Instruction with PhET Simulations to Improve Science Outcomes Nur Iftitah; Ratih Ulfah R. Syarif; Isma Ina Daud; Siti Irmawati
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.v14i2.26012

Abstract

This study aims to optimize the implementation of deep learning–based instruction integrated with a STEM approach and supported by PhET Interactive Simulations to improve students’ science learning outcomes at MTs Hingalalamengi. In line with the demands of 21st-century education, the learning process emphasizes not only superficial concept mastery but also deeper understanding, critical thinking, problem-solving skills, and the ability to relate scientific concepts to real-life contexts. This study employed a quantitative approach using a pre-experimental design with a one-group pretest–posttest model. Measurements were conducted before and after the implementation to determine the effectiveness of the instructional strategy. The learning process was designed by integrating STEM principles with interactive PhET simulations, enabling students to actively engage in virtual experiments, inquiry-based exploration, and collaborative problem-solving activities. The results indicate a significant improvement in students’ learning outcomes, as shown by higher posttest scores compared to pretest scores. In addition, the use of interactive simulations increased students’ engagement and participation during the learning process. Students became more active in exploring concepts, conducting virtual experiments, and developing their critical thinking skills. The integration of deep learning, STEM approaches, and digital simulation media proved to create a more meaningful and student-centered learning environment. Therefore, this approach is recommended as an innovative instructional strategy to enhance the quality of science education, particularly in madrasah contexts.
Tracking Problem-Solving Behavior in One-Dimensional Kinematics: A Study of Physics Education Undergraduates Suci Rizkina Tari; Fitria Herliana; Fadiya Haya
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.v14i2.26058

Abstract

A qualitative study was employed to explore undergraduate Physics Education students’ behavior during problem-solving of one-dimensional kinematics. Six undergraduate students from Physics Education program were chosen as the participants. The main data for this research were gathered through the think-aloud technique, which involved recording participants’ verbalizations, transcribing, and coding the data. This analysis was further supported by observations, interviews, and students’ written responses. The study identified twenty-four distinct behaviors commonly exhibited by students when solving problems related to one-dimensional kinematics. These behaviors included initial reading, repeated reading, strategic reading, organizing information, clarifying the problem context, drawing a visual representation, recalling relevant knowledge, identifying the goal, selecting the appropriate formula, identifying the variable, developing the plan, formulating a sub-plan, linking the concept, considering the formula, considering the variable, checking the plan, checking the computation, estimating the answer, recognizing error, evaluating the plan, reflecting on themselves, performing basic calculation, performing algebra, and presenting or writing down the solution. These behaviors were categorized into eight broader groups, which allowed for a clearer interpretation of students' behavior during problem-solving. The eight categories of behavior revealed in this study align with Polya’s four-step problem-solving model and Schoenfeld’s theory of metacognition. The results offer meaningful insights into the ways students interpret, plan, and evaluate solutions to physics problems. The findings also provide important implications for physics education by offering insights that lecturers can use to design learning instruction that explicitly supports the development of students’ problem-solving skills. Future research is suggested to design targeted interventions that support the development of expert-like problem-solving in undergraduate physics education based on the results of this study.
Development and Validation of a Physics Test Instrument to Measure Problem-Solving Skills on Heat Concepts Adhelia Tasya Youlanda; Mukhayyarotin Niswati Rodliyatul Jauhariyah
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.v14i2.25819

Abstract

This study aims to develop a valid and reliable knowledge test instrument to measure students’ problem-solving skills in heat material. The research employed a research and development approach using the ADDIE development model. The instrument consisted of 10 essay questions constructed based on Polya’s problem-solving indicators. The instrument was validated by three experts, specifically two lecturers in the physics department and one physics teacher, and also tested on thirty-three first-year students enrolled in the Physics Education Study Program at Surabaya State University. The analysis included theoretical validity, empirical validity, reliability, difficulty level, and discrimination power. The results showed that the theoretical validity reached an average Percentage of Agreement (PoA) of 88.09% in the valid category. Empirical validity indicated that all items (100%) were valid with a reliability coefficient of 0.83, indicating high reliability. The difficulty level consisted of 60% easy and 40% moderate items, while the discrimination power showed 10% good and 90% sufficient categories. These findings indicate that the developed instrument is suitable for measuring students’ problem-solving skills in heat material and supporting the assessment of higher-order thinking skills in physics learning.
Integrated Temperature and Heat Teaching Module for Pancasila Student Profiles to Improve Learning Outcomes Syarifah Zaitun; Mastuang Mastuang; Saiyidah Mahtari
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.v14i2.24990

Abstract

Physics learning in the Merdeka Curriculum still faces challenges in achieving 21st-century competencies. In many classrooms, the learning process remains dominated by lectures and formula memorization, limiting students’ opportunities to explore concepts, conduct experiments, and develop problem-solving skills. Moreover, the integration of Pancasila Student Profile values—particularly critical thinking, faithfulness and devotion to God Almighty, and collaboration—has not been clearly reflected in the available teaching materials. This gap indicates the need to develop a module that not only presents content but also encourages students to actively construct understanding through a guided inquiry approach. This study developed a heat and temperature learning module designed to address this gap. The development followed the ADDIE model and was tested on 30 high school students in Banjarmasin through expert validation, implementation observations, and learning achievement tests. The findings show that the module meets the criteria of validity, practicality, and effectiveness, with a cognitive N-Gain score of 0.47 (medium category). Thus, this module is feasible to be used as an alternative teaching material that supports more active and contextual physics learning in line with the direction of the Merdeka Curriculum. The implications of this study indicate that the integration of Pancasila Student Profile values into physics teaching modules not only contributes to improving students’ conceptual understanding but also provides a foundation for strengthening character development, such as critical reasoning, mutual cooperation, and faith-based attitudes within the learning process. Furthermore, the findings of this study can serve as a reference for teachers and instructional material developers in designing similar learning modules for other physics topics, as well as encouraging schools to implement instructional tools that align with Merdeka Curriculum policies and the reinforcement of 21st-century competencies.

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