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Journal of Teaching and Learning Physics
Published by Universitas Islam Negeri Sunan Gunung Djati Bandung
ISSN : 25285505     EISSN : 25803107     DOI : -
Core Subject : Science, Education,
Education 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).
Arjuna Subject : -
Articles 159 Documents
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Development of Phyvar Media on Fission Reaction Material to Support Students' Spatial Intelligence Prayoga, Adam Fori; Guntara, Yudi; Septiyanto, Rahmat Firman
Journal of Teaching and Learning Physics Vol. 9 No. 2 (2024): Journal of Teaching and Learning Physics (September 2024)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v9i2.35769

Abstract

This research aims to determine the characteristics and feasibility of Physics In 3D Virtual Reality media on Fission Reaction material to support students' Spatial Intelligence. The research method used is Research and Development (R&D) with the Rowntree development model. The Rowntree model stages consist of 3 stages, namely the planning stage, development stage and evaluation stage. The subjects of this research consisted of 2 expert validation people, namely material and experts and limited trials on 36 students who were/had studied renewable energy subjects. The results of the material expert validation obtained a score of 97%. The validation results from media experts obtained a score of 94%. The assessment results from students as users were 85%. It can be concluded that the PHYVAR media in fission reaction material is very suitable for use and supports students' spatial intelligence.
DEVELOPMENT OF INTERACTIVE DISCOVERY LEARNING MODULE ASSISTED BY VIR-LAB TO IMPROVE UNDERSTANDING OF PHYSICS CONCEPTS Susannti, Anggraeni Dwi
Journal of Teaching and Learning Physics Vol. 10 No. 1 (2025): Journal of Teaching and Learning Physics (February 2025)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v10i1.37834

Abstract

The aim of this research is to develop a discovery learning e-module assisted by vir-lab to increase understanding of physics concepts in the matter of vibrations, waves and light, and to test the feasibility of a discovery learning e-module assisted by vir-lab to increase understanding of physics concepts. The method used in this research is research and development using a 4D development model consisting of define, design, develop and disseminate stages. The data collection method in this research is by analyzing student response questionnaires regarding the use of e-modules in learning and giving tests before (pretests) and after (posttest) in using e-modules to determine students' understanding of physics concepts. Based on the validation results, the experts got valid results, based on the results of students' responses in using the e-module, they got an average percentage of 81%, including the "very good" criteria, and based on increasing understanding of physics concepts, they got an N-Gain value of 0. 7 is included in the medium category. Based on this, it can be seen that the development of discovery learning e-modules assisted by vir-lab can increase understanding of physics concepts and can be implemented in learning.
Application of Virtual Practicum Media Based on Everycircuit in Discovery Learning in Basic Electronics Course Students Physics Education Program Class of 2022 Jusriana, Andi; Suarga, Suarga; Wahyuni, Sri; Nurnaifah, Ihfa Indira; Suarti, Suarti
Journal of Teaching and Learning Physics Vol. 9 No. 2 (2024): Journal of Teaching and Learning Physics (September 2024)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v9i2.39734

Abstract

A practicum is a learning activity that involves observing an experiment or testing a concept inside or outside the laboratory. A virtual practicum is a practicum activity that is carried out virtually. The use of learning models in practicum also affects the activeness of students. One virtual practicum that can be used is Everycircuit, which uses discovery learning. The research objectives are to determine the learning outcomes of physics education study program students class of 2022 before using Everycircuit-based virtual practicum media in discovery learning in Basic Electonics courses, to determine the learning outcomes of physics education study program students class of 2022 after using Everycircuit-based virtual practicum media in discovery learning in Basic Electonics courses, and to determine the increase in learning outcomes of physics education study program students class of 2022 after using Everycircuit-based virtual practicum media in discovery learning in Basic Electonics courses. The type of research used is pre-experimental research with a one-group pretest-posttest research design. The results showed that the average value of student learning outcomes in introductory electonics courses before using Everycircuit-based virtual practicum media in discovery learning is 65.42, while the average value of student learning outcomes in introductory electonics courses after being taught using Everycircuit-based virtual practicum media in discovery learning is 90.27. The results of the N-gain test calculation obtained 0.62 with a moderate category, so it can be concluded that there is an increase in student learning outcomes in introductory electonics courses after being taught using Everycircuit-based virtual practicum media in discovery learning.
Experimental Design of Shadow Formation in Optical Devices with 2D Algodoo Simulation Resmiyanto, Rachmad; Lestari, Novi Ayu
Journal of Teaching and Learning Physics Vol. 9 No. 2 (2024): Journal of Teaching and Learning Physics (September 2024)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v9i2.40414

Abstract

The process of image formation in optical instruments such as the eye, magnifying glass, microscope, telescope, and camera is an important part of learning geometric optics. These concepts are often considered difficult and abstract by students, as the path of light and the process of image formation cannot be directly observed. The conceptual experimental method is used to identify the physical concepts in optical phenomena and translate them into 2D simulations in Algodoo. This study consists of three steps: (1) designing an experiment using Algodoo to model the image formation phenomenon, (2) configuring optical instruments, light sources, rays, and lenses to achieve image formation that aligns with its physical concepts, and (3) conceptually analyzing the simulation results and observing students while using the simulation. The results of the study show that this image formation experiment can be easily understood by students. This is evidenced by the fact that students were able to independently conduct the image formation simulation. Therefore, it can be concluded that the 2D simulation software Algodoo can be used effectively to design image formation experiments in optical instruments.
THE DEVELOPMENT OF MAGNETIC FIELD LEARNING MODULE INTEGRATED WITH AUGMENTED REALITY (AR) FOR SENIOR HIGH SCHOOL: A NEED ANALYSIS haris, venny; alias, siti nursaila; Ayop, Shahrul Kadri
Journal of Teaching and Learning Physics Vol. 10 No. 1 (2025): Journal of Teaching and Learning Physics (February 2025)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v10i1.40684

Abstract

The aim of this study was to provide empirical data for the development of an augmented reality (AR) integrated physics learning module that focuses on difficult topics among high school students. Using a quantitative approach, 131 students and 26 physics teachers from West Sumatra completed a needs assessment questionnaire. Magnetic fields were identified as the most difficult topic, cited by 34% of students and 65% of teachers due to their abstract nature and lack of visualization tools. Current teaching methods and materials do not adequately support students' understanding. Both teachers and students expressed a strong preference for modules that integrate AR to visualize abstract concepts, increase engagement, and provide clear explanations, practical activities, and problem-solving examples. Although the potential of AR is recognized, it is underutilized as there is currently no integration with physics modules. This study highlights the urgent need for AR-based modules to improve learning outcomes, especially on complex topics such as magnetic fields.
DEVELOPMENT OF WORK AND ENERGY ASSESSMENT WITH EVIDENCE-CENTERED DESIGN APPROACH Novieyanti, Armelya; Sirait, Judyanto; Habellia, Ray Cinthya; Sulaiman, Naim
Journal of Teaching and Learning Physics Vol. 10 No. 1 (2025): Journal of Teaching and Learning Physics (February 2025)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v10i1.41487

Abstract

The purpose of this study is to develop work and energy assessment with an Evidence-Centered Design (ECD) approach. ECD is a framework of thinking that focuses on evidence of learners' abilities. ECD has three main components which are claims, evidence, and questions. Competencies in the assessment using Scientific Practices consist of the ability to use and develop representations, analyze and interpret data, explain arguments accompanied by evidence, and evaluate information. The development model used is Research and Development (R&D) with stages: analysis, design, development, implementation, and evaluation. These assessments are validated by validators and analyzed using Aiken indexes. The validation results showed a very high validity value of 0.87. Then, this assessment is carried out in one-to-one tests and small-scale trials. Based on the results of validation and trial of this assessment, it is suitable to be used by teachers as a guideline in compiling assessments.
ANALYZING COMPUTATIONAL THINKING SKILLS USING THE RASCH MODEL ABOUT LEARNING ENVIRONMENT AND GENDER Fuadi, Muhammad Ashar
Journal of Teaching and Learning Physics Vol. 10 No. 1 (2025): Journal of Teaching and Learning Physics (February 2025)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v10i1.44108

Abstract

This research analyzes Computational Thinking abilities using the Rasch model in Futuhiyyah High School students regarding sound waves regarding the learning environment and gender. This type of mixed methods research uses a concurrent embedded design. Data were analyzed using Wright maps and different measures assisted by Minister software. The Computational Thinking ability profile of the class: Only 7 out of 27 students had very high abilities. They exceeded the measured value of the decomposition indicator question which was the most difficult question, namely 4.46. Students' Computational Thinking abilities in terms of the learning environment, 18.52% of students in boarding schools and 7.41% of non-cottage students were able to solve very difficult questions, namely decomposition indicators and algorithmic thinking by exceeding the respective indicator's measure values of 4.10 and 4. 46. Students' Computational Thinking ability in terms of gender, 7.41% of male students and 18.52% of female students were able to solve very difficult questions, namely indicators of decomposition and algorithmic thinking. The results of the different measures, boarding school students were higher in answering questions on indicators of abstraction, generalization, and decomposition, while non-residential students focused on evaluation indicators and algorithmic thinking. Male students were higher in answering questions on the indicators of abstraction, generalization, and algorithmic thinking, while female students were higher on the indicators of evaluation and algorithmic thinking.
INTEGRATING SCIENCE PROCESS SKILLS IN COOPERATIVE SETTINGS USING MODULES TO IMPROVE COGNITIVE LEARNING OUTCOMES ON THE SOLID ELASTICITY TOPIC Siombone, Salman Hamja
Journal of Teaching and Learning Physics Vol. 10 No. 1 (2025): Journal of Teaching and Learning Physics (February 2025)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v10i1.44293

Abstract

This study aims to combine science process skills and students' cognitive abilities and improve students' cognitive learning outcomes by implementing the physics learning module in a cooperative setting. This research was conducted at SMA Negeri 3 Ambon, and this type is quantitative descriptive research. The design used in this study is the One-Group Pretest-Posttest Design. The sample in this study was class X MIA3, totaling 33 people, and it was taken using a purposive sampling technique. The instruments used in this study were test instruments, Student Activity Sheets, and non-test instrument rubrics. The research data shows that students' average initial cognitive ability is very low, achieving 28.78. In contrast, the final cognitive ability of students increases with achievement of 83.39. Student's cognitive ability through student worksheets has an average achievement of 85.51, while the average percentage of concept mastery with student worksheets is above 80%. Science process skills (SPS) with the highest average achievement are in conducting observations, namely 91.67, while the skill with the lowest is in planning experiments, namely 80.52. The difficulty level and complexity of the skills developed influence the high and low average SPS achievements. The results of the research data calculation obtained an increase in the achievement of learning outcomes of the N-gain value of 0.78, which indicates an increase in learning outcomes with a high category. The results of this study suggest that integrating SPS through learning modules in a cooperative setting can improve the physics learning outcomes on the solids elasticity concept.
STUDY OF THE ACHIEVEMENT OF PHYSICS LEARNING OUTCOMES OF STUDENTS IN HIGH SCHOOLS IN THE SOUTH TANGERANG REGION THROUGH THE TRIAL OF LKS BASED ON THE SCIENTIFIC APPROACH Hertanti, Erina; Silvia, Risma Mega; Al-Afifah, Jaenab Athial
Journal of Teaching and Learning Physics Vol. 10 No. 1 (2025): Journal of Teaching and Learning Physics (February 2025)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v10i1.44322

Abstract

The research is purposed to study the physics result of learning achievement in the senior high school students in South Tangerang, through LKS trial-testing based on a scientific approach. The research was held in four senior high schools in South Tangerang. They are SMA Negeri 6 South Tangerang, SMA Al-Hasra Bojongsari Baru, SMA Negeri 1 South Tangerang, and SMA Dua Mei. It was conducted from May to August 2014. The research method used was pre-experimental, using a one-group pretest-posttest design. The sampling was done by purposive sampling technique. The hypothesis test used a statistical test of one-way analysis of variance. The result analysis or hypothesis test can gain a significance value

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