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Jurnal Penelitian Pembelajaran Fisika
Published by Universitas PGRI Semarang
ISSN : 20862407     EISSN : 2549886X     DOI : -
Core Subject : Science,
Physics
Jurnal Penelitian Pembelajaran Fisika (JP2F), with a registered number ISSN 2086-2407 (Print), ISSN 2549-886X (online) is a scientific journal published by the Physics Education Study Program Universitas PGRI Semarang. The purpose of the publication of this journal is to disseminate conceptual thoughts or ideas and learning Physics research results that have been achieved, both at school and in college.
Arjuna Subject : -
Articles 386 Documents
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Pengaruh Model Creative Problem Solving (CPS) Terhadap Self Efficacy dan Keterampilan Berpikir Kreatif Peserta Didik Pada Materi Optik Anjiana, Rifa; Makiyah, Yanti Sofi; Susanti, Ernita
Jurnal Penelitian Pembelajaran Fisika Vol 15, No 2 (2024): APRIL 2024
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v15i2.17896

Abstract

Minimnya inovasi model pembelajaran yang diterapkan dalam mata pelajaran Fisika serta rendahnya self-efficacy dan keterampilan berpikir kreatif peserta didik yang mempelajari materi optik menjadi inspirasi penelitian ini. Penerapan model pembelajaran creative problem solving (CPS) adalah solusi yang peneliti temukan dalam mengatasi permasalahan tersebut. Tujuan dari penelitian ini ialah untuk melihat bagaimana self-efficacy dan keterampilan berpikir kreatif dipengaruhi oleh model CPS. Metode Penelitian yang diterapkan yakni quasi experiment beserta desain penelitian nonequivalent control group design. Populasi penelitian yaitu seluruh peserta didik kelas XI MIPA Sekolah Menengah Atas (SMA) Negeri 3 Tasikmalaya tahun pelajaran 2022/2023 dan terdiri dari 8 kelas. Sampel penelitisan diambil dari dua kelas dengan menggunakan tehnik cluster sampling. Untuk mengukur efikasi diri yaitu dengan menggunakan angket sebelum dan sesudah diberikan perlakuan sedangkan dalam menaksir keterampilan berpikir kreatif diberikan pretest (sebelum) dan posttest (sesudah) berbentuk uraian berjumlah 7 soal pada materi optik. Hipotesis yang diuji menggunakan uji MANOVA (multivariate analysis of variance) menyiratkan bahwasanya nilai sig 0,05. Artinya H0 ditolak dan Ha diterima. Hasil penelitian didapat nilai sig 0,000, maka dari itu penelitian bisa disimpulkan bahwa model CPS memiliki pengaruh signifikan terhadap self-efficacy dan keterampilan berpikir kreatif pada materi optik kelas XI MIPA SMA Negeri 3 Tasikmalaya tahun ajaran 2022/2023. 
Development of a Cognitive Assessment Instrument for Simple Business, Energy and Aircraft Materials via Wordwall Angelika, Neindea; Supriyadi, Supriyadi; Djunaidi, Djunaidi
Jurnal Penelitian Pembelajaran Fisika Vol 15, No 2 (2024): APRIL 2024
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v15i2.17682

Abstract

Cognitive assessment of kids who still frequently use paper documents and certain school-provided software. The objective of this study is to develop a legitimate, dependable, efficient, and useful tool that may be used to teach static electricity concepts through wordwalls. This study use the ADDIE model in conjunction with the Research and Development technique. Purposive sampling is the sampling technique used, taking into account samples that have finished business, energy, and basic aviation material for science education. 52 individuals served as the samples. The study is being conducted at SMP 1 PGRI in Semarang City. Using SPSS software version 2019 and Ministep, the data analysis technique involves testing the validity, reliability, efficacy, and practicality of test instruments and questionnaires. The study's findings demonstrate that the creation of a wordwall-based cognitive instrument on static electricity learning outcomes is valid, dependable, and practically implemented, as evidenced by the instrument's 0.79 sufficient category score, 74.9 average score, and 61.40% production rate based on student responses. This means that future researchers can build on this tool to suit their needs and the reference tools that are used to assess learning.
Improving Learning Outcomes Using Case Based Learning (CBL) Assisted by Interactive Videos on Optical Materials Windrawan, I Gede; Muhyi, Abdul; Astra, I Made
Jurnal Penelitian Pembelajaran Fisika Vol 15, No 3 (2024): JULY 2024
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v15i3.20472

Abstract

This study examines the effectiveness of applying the Case Based Learning (CBL)Model assisted by interactive videos in improving students' cognitive learning outcomes onoptical materials. The method used is Classroom Action Research with the subject of grade XIMIPA 5 students at SMA Negeri 6 Tangerang Regency for the 2023/2024 school year. Thisresearch was carried out in three cycles, including planning, implementation, observation, andreflection. The results showed that implementing interactive video-assisted CBL significantlyimproved students' cognitive learning outcomes. The average cognitive score of studentsincreased from 55.6 in the first cycle, to 70.4 in the second cycle, and reached 75.2 in the thirdcycle. In addition, the success rate of classical learning also increased from 28.7% in the firstcycle to 79.7% in the third cycle. This improvement shows that interactive video-assisted CBLis effective in actively engaging students in learning, improving conceptual comprehension, andmotivating students to learn physics. This study suggests the application of interactive video-assisted CBL as an alternative learning method that can improve the quality of physics educationin schools.
Effectiveness of Multiple Representation-Based Mechanics Lectures Using YouTube Video Content on Concept Mastery Hartini, Tri Isti; Ermawati, Imas Ratna; Martin, Martin; Sari, Nuraeni Nanda; Septiyani, Nunik Dwi; Sagita, Elsa
Jurnal Penelitian Pembelajaran Fisika Vol 15, No 3 (2024): JULY 2024
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v15i3.18319

Abstract

In mechanics lectures there are many abstract concepts. The existence of abstract concepts creates misperceptions among students. This research aims to determine the effectiveness of Multiple Representation-based mechanics lectures using YouTube video content on concept mastery. This research was conducted at the Physics Education Study Program, FKIP UHAMKA. The respondents in this study were 3rd semester students who were taking a mechanics course. This research uses a pre-experimental design method with a one group pretest-posttest research design. The results of the research show that the use of YouTube video content in multiple representation-based mechanics lectures is quite effective in increasing respondents' mastery of concepts. This can be seen from the post-test results of respondents, the majority of whom experienced an increase with an average score of 63 with the N - Gain score obtained having an average increase of 46.78% or in the medium category. The benefit of this research is knowing the respondent's level of concept mastery.
Improving Student’s Creative Thinking Skills using the Case Based Learning (CBL) Model assisted by Virtual Laboratory Media on Optical Materials Muhyi, Abdul; Windrawan, I Gede; Astra, I Made
Jurnal Penelitian Pembelajaran Fisika Vol 15, No 3 (2024): JULY 2024
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v15i3.20470

Abstract

Abstract. The research aimed to assess the improvement of students' creative thinking skills through the implementation of the Case Based Learning (CBL) model, supported by a Virtual Laboratory, in the topic of Optics. The method used was Classroom Action Research (CAR) involving 41 students from class XI MIPA 6 at SMA Negeri 6, Kabupaten Tangerang. The research was designed in three cycles, each consisting of four stages: planning, action, observation, and reflection. The results indicated that the application of the CBL model, assisted by the Virtual Laboratory, significantly enhanced students' creative thinking abilities. The average percentage of students categorized as "Highly Creative" increased from 12.1% in the first cycle, to 29.2% in the second cycle, and reached 58.04% in the third cycle. Meanwhile, the percentage of students in the "Not Creative" category decreased from 24.3% in the first cycle, to 9.7% in the second cycle, and dropped to 0% in the third cycle. These findings suggest that integrating the CBL model with a virtual laboratory is not only effective in boosting creative thinking skills but also in deepening students' understanding of physics concepts visually. The implications of this research indicate that the use of Virtual Laboratory within the CBL model provides a strong framework for innovative teaching practices in physics education, which can enhance the effectiveness of learning and student motivation.
Increasing Science Literacy Using a Guided Inquiry Learning Model Assisted by Interactive Modules on Elasticity Materials Hasanah, Halimah Al; Nursabrina, Fakhira; Astra, I Made
Jurnal Penelitian Pembelajaran Fisika Vol 15, No 3 (2024): JULY 2024
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v15i3.20506

Abstract

This research aims to increase literacy using a guided inquiry learning model assisted by interactive modules on elasticity material. The study was carried out over three lessons with each lesson carried out in one complete cycle consisting of observation, reflection, design, and treatment. Data collection was carried out using an evaluation instrument in the form of a test using a questionnaire at the end of each cycle before the next cycle was carried out. The test instrument used contains indicators of science content aspects, science context aspects, and science process aspects. The results of the research showed that cycle III had the highest increase in each scientific literacy indicator with the science content indicator being 69.7%, the science context indicator being 68.7% and the science process indicator being 74.3%. So it can be concluded that increasing scientific literacy using the guided inquiry learning model assisted by interactive modules on elasticity material results in improvements in the good category.

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