Journal of Teaching and Learning Physics
JoTaLP: Journal of Teaching and Learning Physics is a peer-reviewed journal on Physics Education field and intended to communicate original research and current issues on the subject. This journal is published by Departement of Physics Education Universitas Islam Negeri (UIN) Sunan Gunung Djati Bandung. The editors welcome scholars, researchers and practitioners of education around the world to submit scholarly articles to be published in this journal. All articles will be reviewed by experts before accepted for publication. JoTaLP: Journal of Teaching and Learning Physics published periodically every February and August (twice a year).
Articles
159 Documents
<![CDATA[THE RELATIONSHIP BETWEEN BIMODAL LEARNING STYLES AND STUDENT'S LEARNING OUTCOMES IN WORK AND ENERGY TOPICS ]]>
<![CDATA[Rusnayati, Heni]]>;
<![CDATA[Putri, Wilda Oqctaria Neizar]]>
<![CDATA[ Journal of Teaching and Learning Physics Vol. 7 No. 2 (2022): Journal of Teaching and Learning Physics (Agustus 2022) ]]>
Publisher : <![CDATA[UIN Sunan Gunung Djati Bandung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15575/jotalp.v7i2.18211
<![CDATA[This study aims to obtain information about the relationship between bimodal learning styles and students' cognitive learning outcomes in work and energy. The bimodal learning style in this research focuses on the visual-auditory and visual-kinesthetic learning styles. The research method used is the correlational method. This research was conducted in one of the schools in Kuningan district, West Java, with a research sample of 65 students. Data were collected through questionnaires and instruments about business and energy materials. The results of the study found that there was no significant relationship between learning styles and learning outcomes. This can be seen from the calculation of the learning style correlation test with learning outcomes obtained p-value> 0.05. The implication of this research is to provide information about student learning style (V-A) and (V-K) profiles and student learning outcomes profiles, and the absence of a relationship between learning styles and student learning outcomes. This research also provides information to students about their learning styles and educators so that they can apply teaching styles and methods that can accommodate students' learning styles so that students can be more active in following the learning process.]]>
<![CDATA[RANCANGAN BAHAN AJAR PENYELESAIAN RANGKAIAN LISTRIK 2 & 3 LOOP MENGGUNAKAN METODE ELIMINASI GAUSS-JORDAN ]]>
<![CDATA[Ni'mah, Sima]]>;
<![CDATA[Lailatul Nuraini]]>
<![CDATA[ Journal of Teaching and Learning Physics Vol. 10 No. 2 (2025): Journal of Teaching and Learning Physics (August 2025) ]]>
Publisher : <![CDATA[UIN Sunan Gunung Djati Bandung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15575/jotalp.v10i2.44536
<![CDATA[This research aims to teaching materials for solving 2 and 3 loop electrical circuits using the Gauss-Jordan elimination method as an innovative alternative in physics learning. The research method used is non-experimental research with a quantitative descriptive approach. Literature studies were conducted to analyse the theory of simple n-loop electrical circuits and develop new solutions using the Gauss-Jordan elimination method. The design of teaching materials that had been made was then validated by 2 expert validators and 3 user validators. The validation results showed that the designed teaching materials received an average score of 4.53 with a percentage of 90.6% from expert validators, as well as an average score of 4.34 with a percentage of 86.6% from user validators, both with very valid criteria. The overall average validation percentage of 88.6% indicates that this teaching material is suitable for use in physics learning activities.]]>
<![CDATA[PENGARUH PROBLEM BASED LEARNING TERHADAP LITERASI SAINS PADA PEMBELAJARAN FISIKA: META-ANALISIS ]]>
<![CDATA[Nur Fadilah, Afifah]]>;
<![CDATA[Suwarna, Iwan Permana]]>;
<![CDATA[Hertanti, Erina]]>
<![CDATA[ Journal of Teaching and Learning Physics Vol. 10 No. 2 (2025): Journal of Teaching and Learning Physics (August 2025) ]]>
Publisher : <![CDATA[UIN Sunan Gunung Djati Bandung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15575/jotalp.v10i2.44558
<![CDATA[This meta-analysis aims to analyze the impact of Problem-Based Learning (PBL) on students’ science literacy in physics education. The study uses a descriptive quantitative method with a meta-analysis approach on 16 national journal articles that meet inclusion and exclusion criteria. Results indicate a significant average effect size of 1.72 (large category), with senior high school (effect size 1.95) having the most critical impact. In contrast, junior high and elementary schools have effect sizes of 0.77 and 0.48, respectively. Problem-based learning significantly impacts the Solar System, Heat & Temperature, and Global Warming. Furthermore, the implementation factor with the most significant and consistent impact is PBL combined with learning media, especially edugames and interactive simulations, with an average effect size of 1.76 (large category). These results suggest that PBL in physics education can significantly improve students’ science literacy, especially in higher education levels and with appropriate learning media.]]>
<![CDATA[INTEGRATION OF THE RADEC MODEL IN ALTERNATIVE ENERGY TOPICS TO FOSTER CREATIVITY AS A TRAIT OF THE PANCASILA STUDENT PROFILE ]]>
<![CDATA[Suhendi, Herni Yuniarti]]>;
<![CDATA[Maulidah, Rifa'atul]]>;
<![CDATA[Ariyanti, Vera]]>
<![CDATA[ Journal of Teaching and Learning Physics Vol. 10 No. 2 (2025): Journal of Teaching and Learning Physics (August 2025) ]]>
Publisher : <![CDATA[UIN Sunan Gunung Djati Bandung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15575/jotalp.v10i2.45334
<![CDATA[This research was conducted to explore the effects of implementing the use of RADEC learning paradigm affects the Pancasila Student Profile's creative component, particularly in relation to alternative energy-related subjects. Using a matching-only posttest-only control group design, a quasi-experimental approach was used to select participants, with Class X.10 (36 students) serving as the control group and Class X.12 (36 students) as the experimental group. A posttest consisting of 10 essay questions that were all in line with the three creativity indicators listed in the Pancasila Student Profile was used to measure creativity. The research process included preliminary testing, expert validation, instrument trials, analysis of model implementation, the study also involved Hypothesis test through Test the significance level of α = 0.05. The results showed that the computed t-value (t = 8.4) was above the significance level critical t-value (t = 1.67), prompting acceptance of the alternative hypothesis (Ha) and rejection of the null hypothesis (H0). These findings suggest that the RADEC model significantly enhances the creative dimension within the Pancasila Student Profile when applied to alternative energy material. The uniqueness of this study lies in its innovative application of the RADEC model in Physics instruction to foster student creativity and strengthen the creative competency within the Pancasila Student Profile framework.]]>
<![CDATA[EVALUASI PEMAHAMAN GURU SMA TERHADAP PEMBELAJARAN FLIPPED CLASSROOM DENGAN PENDEKATAN RASCH ]]>
<![CDATA[Riskawati]]>;
<![CDATA[Nur Ifwa Awalya]]>;
<![CDATA[Nur Aziza]]>;
<![CDATA[Khaeruddin]]>;
<![CDATA[Mifta Nurya Anwar]]>;
<![CDATA[Wahyuni]]>
<![CDATA[ Journal of Teaching and Learning Physics Vol. 10 No. 2 (2025): Journal of Teaching and Learning Physics (August 2025) ]]>
Publisher : <![CDATA[UIN Sunan Gunung Djati Bandung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15575/jotalp.v10i2.45969
<![CDATA[The advancement of technology has influenced learning activities, including through the Flipped Classroom model, where students study independently at home and class time is used for discussion and collaboration. Teacher understanding and readiness are critical to its success. This study aims to analyze the level of understanding among elementary, junior, and senior high school teachers in South and West Sulawesi regarding the concept, challenges, and classroom implementation of the Flipped Classroom model. A descriptive quantitative method with a survey approach was applied, involving 49 randomly selected teachers. Data were analyzed using the Rasch model to identify the distribution and trends of teacher understanding. The results show that teacher understanding of the Flipped Classroom model is generally high and evenly distributed across demographic groups. These findings provide insight into designing more effective learning strategies across educational levels.]]>
<![CDATA[Perbandingan Model Pembelajaran PAKEM Berbasis Game Wordwall dengan Model Pembelajaran Direct Instruction Terhadap Hasil Belajar ]]>
<![CDATA[Ana, Andi Jusriana]]>;
<![CDATA[Mohd Iskandar, Nurfarah Nabila]]>;
<![CDATA[Al Afifah, Jaenab Athiah]]>
<![CDATA[ Journal of Teaching and Learning Physics Vol. 10 No. 2 (2025): Journal of Teaching and Learning Physics (August 2025) ]]>
Publisher : <![CDATA[UIN Sunan Gunung Djati Bandung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15575/jotalp.v10i2.48322
<![CDATA[This type of research is quasi-experimental, with the research design of The Matching Only Posttest Only Control Group Design. This study aims to determine the differences between the learning outcomes of students taught using the PAKEM learning model assisted by wordwall games and the Direct Instruction learning model of class VIII SMPN 2 Bontomarannu. The population used was all class VIII students at SMPN 2 Bontomarannu in the 2023/2024 academic year, consisting of 5 classes with a total of 138 students. By using the matching sample technique, two classes were obtained, namely class VIII C and VIII B with a total of 20 pairs of samples. The data analysis technique used in the study was descriptive and inferential statistical data analysis. The results of the descriptive analysis showed that the average learning outcomes of the experimental class were 71.75 where 60% of students achieved the minimum completeness score. while the learning outcomes in the control class were 36.75 with a percentage reaching a minimum completion value of 0%. Using the Mann-Whitney Test, the asymp. Sig. (2-tailed) <0.05 value was obtained, indicating that the hypothesis was accepted so that there was a significant difference in learning outcomes between students taught using the PAKEM learning model assisted by wordwall games and the Direct Instruction learning model.]]>
<![CDATA[PATTERNS OF MISCONCEPTION CHANGE IN STELLAR EVOLUTION UNDER DIFFERENTIATED INSTRUCTION ]]>
<![CDATA[Hilda Permata]]>;
<![CDATA[Winny Liliawati]]>;
<![CDATA[Judhistira Aria Utama]]>
<![CDATA[ Journal of Teaching and Learning Physics Vol. 10 No. 2 (2025): Journal of Teaching and Learning Physics (August 2025) ]]>
Publisher : <![CDATA[UIN Sunan Gunung Djati Bandung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15575/jotalp.v10i2.49489
<![CDATA[This study maps changes in misconceptions about stellar evolution by emphasising three student-level categories: positive, stable, and negative change. Misconceptions in astronomy often persist in definitional concepts and causal relations. A quasi-experimental pretest–posttest design with experimental and control classes was employed. Data were collected using a fifteen-item, four-tier diagnostic; an item was considered understood when both the answer and the written reason were correct. We analysed each student’s total understanding score to classify individual change and then computed class-level proportions. Results show the experimental class was dominated by positive change 62.9%, followed by stable 25.7% and negative 11.4%; the control class showed positive 48.6%, stable 24.3%, and negative 27.0%. These findings indicate that differentiated instruction is more effective in reducing misconceptions at the individual level.]]>
<![CDATA[Identifikasi Miskonsepsi dan Penyebabnya Menggunakan Instrumen Five-Tier Fluid Static Test (5TFST) pada Peserta Didik Kelas XI Sekolah Menengah Atas ]]>
<![CDATA[Inggit, Sheila Mutiara]]>;
<![CDATA[Liliawati, Winny]]>;
<![CDATA[Suryana, Iyon]]>
<![CDATA[ Journal of Teaching and Learning Physics Vol. 6 No. 1 (2021): Journal of Teaching and Learning Physics (Februari 2021) ]]>
Publisher : <![CDATA[UIN Sunan Gunung Djati Bandung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15575/jotalp.v6i1.11016
<![CDATA[Penelitian ini bertujuan untuk mengidentifikasi miskonsepsi dan penyebabnya pada materi fluida statis. Metode yang digunakan dalam penelitian ini adalah metode deskriptif-eksploratif. Partisipan penelitian ini yaitu peserta didik salah satu SMA Negeri di Kota Banding dan dua SMA Negeri di Kab. Kuningan dengan jumlah 217 peserta didik (72 laki-laki dan 145 perempuan). Instrumen yang digunakan dalam mengidentifikasi miskonsepsi ini adalah Five-Tier Fluid Static Test (5TFST) yang terdiri dari 11 butir soal pilihan ganda lima tingkat. Penelitian ini menggunakan analisis CDQ (Confidence Discrimination Quotient). Berdasarkan hasil analisis CDQ menunjukkan bahwa terdapat 17 miskonsepsi yang teridentifikasi. Persentase miskonsepsi tertinggi yaitu 81% pada konsep tekanan hidrostatis. Penyebab miskonsepsi yang terdeteksi dalam penelitian ini adalah pemikiran peserta didik dan penjelasan guru. Berdasarkan hasil pengolahan data, diketahui bahwa instrumen Five-Tier Fluid Static Test (5TFST) menggunakan teknik analisis CDQ dapat mengidentifikasi miskonsepsi apa saja yang dialami oleh peserta didik dan penyebab miskonsepsi yang terjadi pada peserta didik.]]>
<![CDATA[Metaanalyzing The Effect of Quantum Teaching Model on The Competence of Understanding Science Learning Concepts ]]>
<![CDATA[Tanjung, Mardia Roza]]>;
<![CDATA[Fitri, Nici Jumatul]]>;
<![CDATA[Ayudia, Riri]]>
<![CDATA[ Journal of Teaching and Learning Physics Vol. 9 No. 2 (2024): Journal of Teaching and Learning Physics (September 2024) ]]>
Publisher : <![CDATA[UIN Sunan Gunung Djati Bandung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15575/jotalp.v9i2.18850
<![CDATA[Understanding concepts in science learning is something that absolutely must be mastered by students. Various studies have been conducted by researchers to obtain the best model or approach to improve students' understanding of concepts. One of them is the Quantum teaching model. This research is a meta-analysis of 24 articles from national and international journals that have been accredited and have an ISSN. The results of the meta-analysis show that there is an influence of the Quantum Teaching model on the competence of Concept Understanding in science learning. Judging from the level of education, the Quantum Teaching model has the highest influence at the elementary level. Meanwhile, in terms of the materials and teaching media used, the highest influence was obtained on the phet media and followed by the use of LKS or LKPD.]]>
<![CDATA[Integration of Project Based Learning with STEM Approach to Alternative Energy Material as Effective Learning to Improve Problem Solving Skills ]]>
<![CDATA[Roslina, Roslina]]>;
<![CDATA[Liliawati, Winny]]>;
<![CDATA[Hasanah, Lilik]]>
<![CDATA[ Journal of Teaching and Learning Physics Vol. 9 No. 2 (2024): Journal of Teaching and Learning Physics (September 2024) ]]>
Publisher : <![CDATA[UIN Sunan Gunung Djati Bandung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15575/jotalp.v9i2.26650
<![CDATA[This study aims to determine the effectiveness of STEM-PjBL learning in improving students' problem-solving abilities in alternative energy materials. This research was conducted in one of the high schools in the city of Bandung. Samples were obtained by rational sampling of 35 students in class X MIPA I (experimental class) and 35 students in class X MIPA II (control class). The method used is a quasi-experimental design with a non-equivalent control group design. Data collection technique is a description test in the form of pre-test and post-test. Based on data analysis it is known that the use of STEM-PjBL can improve students' problem solving skills (N-Gain = 0.65) in the experimental class compared to the control class (N)-Gain = 0.44). The t-test results with SPSS 22 with Sig. (2-value) less than 0.05 indicates that there is a significant difference in the increase in the problem solving ability of students in the experimental class and the control class. Based on these results, learning has a positive impact on students' problem solving abilities. STEM-PjBL learning can be used as an alternative teaching strategy at various school levels.]]>
