Journal Title Jurnal Penelitian Pembelajaran Fisika Frequency Four times a year ( Jan, Apr, Jul, Oct) DOI Prefix 10.26877 by ISSN 2549-886X (Online) | 2086-2407 (Print) Editor-in-chief Sigit Ristanto Publisher Program Studi Pendidikan Fisika Universitas PGRI Semarang Indexing Science and Technology Index (Sinta) | Dimensions | Crossref | Garuda | Google Schoolar| Eurasian Scientific Journal Index (ESJI) | PKP Index | Index Copernicus Internasional Jurnal Penelitian Pembelajaran Fisika, 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. Scope of publishing Jurnal Penelitian Pembelajaran Fisika, contains the results of learning physics, both at school and in college. Jurnal Penelitian Pembelajaran Fisika has been accredited as a scientific journal by the Ministry of Research - Technology and Higher Education Republic of Indonesia: 105/E/KPT/2022 PERIOD: 2021-2025. Please read this guide carefully. Authors who wish to submit their manuscripts to the editorial office of the Jurnal Penelitian Pembelajaran Fisika should obey the writing guidelines. If the manuscript submitted is not in accordance with the guidelines or written in a different format, it will be rejected by the editor prior to further review. The editor will only accept manuscripts that meet the specified format. This web address is a new address for Jurnal Penelitian Pembelajaran Fisika (upgris.ac.id) Starting in 2024 published 4 times: January, April, July, October Starting vol 15 no 3 July 2024 JP2F, papers will be published in full English. Article Processing Charges (APCs)/ Article Publication Fee: IDR. 750.000 Author Fees [HERE].
Program Studi Pendidikan Fisika, Universitas PGRI Semarang
Development of Interactive Learning Media Based on Digital Platforms to Improve Critical Thinking Skills in Primary School Science Education
The study aims to analyze how the use of interactive learning media based on digital platforms impacts students' critical thinking skills. By collecting quantitative and qualitative data, it is hoped that comprehensive information can be obtained regarding the extent to which interactive learning media influences the development of students' critical thinking skills. The methods used are qualitative analysis: Using ADDIE analysis to identify themes and patterns that emerge from interviews and observations and quantitative analysis: Using pre-tests and post-tests to measure students' critical thinking skills before and after the use of learning media and using questionnaires to collect data on students' attitudes towards science learning using interactive media based on digital platforms. In the pre-test, only 6 of 21 students (around 29%) achieved or exceeded the KKM (65). In the post-test, all 21 students (100%) achieved the KKM. This shows a significant increase in learning outcomes after treatment/intervention using interactive media based on digital platforms.
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Development of A Multidimensional Assessment Instrument on the Topic of Torque
This research focuses on the development of a multidimensional assessment instrument aimed at evaluating high school students’ learning outcomes in the topic of torque within physics education. The instrument integrates cognitive, affective, and psychomotor domains through a combination of multiple-choice questions for conceptual understanding and Likert-scale questionnaires for assessing students’ interest and communication skills. The development process followed a systematic model consisting of planning, instrument construction, and pilot testing. The trial was conducted with 22 eleventh-grade students from SMAN 1 Dlingo, Bantul, Indonesia, selected via random sampling. Content validity was assessed using Aiken’s V index, while internal consistency reliability was measured using Cronbach’s Alpha with SPSS version 26.0. The results indicated that all items demonstrated high content validity (V > 0.87) and acceptable to excellent reliability coefficients: 0.74 for cognitive, 0.81 for affective, and 0.93 for psychomotor components. These findings affirm that the developed instrument is both valid and reliable, making it suitable for comprehensive evaluation of student learning outcomes in physics. Practically, the instrument enables teachers to diagnose students’ conceptual mastery, motivation, and communication skills in an integrated manner, especially for abstract topics like torque. The novelty of this research lies in its multidomain assessment design tailored to the challenges of physics learning in the Indonesian high school context, supporting differentiated instruction and holistic evaluation aligned with the curriculum.
Copyright (c) 2024 Jurnal Penelitian Pembelajaran Fisika
Virtual Reality Effect on Student Learning Outcomes in Nuclear Physics and Radioactivity Topics
Learning Nuclear Physics and Radioactivity is often perceived as difficult by student because the concepts are abstract, thus requiring learning media that can visualize these concepts more concretely. This study aims to analyze the effect of using Virtual Reality media on student’s learning outcomes in the topic of Nuclear Physics and Radioactivity. The research employed a Quasi Experimental method with a Nonequivalent Control Group Design. The subject were 33 12th grade students of Al Adzkar High School, divided into two groups: an experimental group and a control group. The research instrument consisted of 20 multiple-choice questions mesuaring cognitive abilities from levels C2 to C6. The result indicated a significant difference between the control and experimental groups. The average post-test score of students in the experimental class (76.47) was higher than that of the control class (69.06). Improvement in learning outcomes was also reflected in the N-Gain score, which reached 0.57 (medium category) for the experimental class and 0.38 (medium category) for the control class. The analysis of cognitive indicators showed that improvement in the experimental class was more evenly distributed compared to the control class. Therefore, the use of Virtual Reality has been proven to enhance students learning outcomes by providing a more interactive and engaging learning experience, making it a potential alternative medium for classroom instruction.
Project-Based Learning Effect on Improving Students’ Creative Thinking in Static Fluid Learning
The low creative thinking ability of students in understanding physics concepts, especially in static fluid material, is one of the problems that needs attention in the learning process. Therefore, this study aims to determine how the Project Based Learning (PjBL) learning model that uses a scientific approach affects students' ability to think creatively about static fluid material. The research method used is a quasi-experimental design with a Nonequivalent Control Group Design. The research subjects consisted of two eleventh grade high school students, namely the experimental class using the scientific PjBL model and the control class using the Inquiry Learning model, each consisting of 30 students. The research instrument was a descriptive test consisting of eight questions developed based on Torrance's creative thinking indicators, including fluency, flexibility, originality, and elaboration. The data obtained were analyzed through normality tests, homogeneity, and N-gain calculations. The results showed that the average N-gain of the experimental class's creative thinking ability was 0.41 (medium category), higher than the control class which only reached 0.29 (low category). Specifically, significant improvements were seen in the fluency and flexibility indicators, while the originality and elaboration indicators also increased although relatively lower. Thus, it can be concluded that the application of the scientific PjBL model is more effective in improving students' creative thinking abilities compared to the Inquiry Learning model in static fluid learning. These findings are expected to contribute to the development of physics learning strategies oriented towards strengthening creativity, independence, and active involvement of students in the knowledge construction process.
Problem Based Learning Effect Using the TaRL Approach on Problem-Solving Skills in Global Warming Topic
Physics learning is often considered difficult because students are unable to relate concepts to real-world problems they encounter. This condition results in low problem-solving skills among students, especially on contextual topics such as global warming. This study aims to determine the effect of the Problem Based Learning (PBL) model with the Teaching at the Right Level (TaRL) approach on students' problem-solving skills in global warming material. The research method used was quantitative with a quasi-experimental design of the pretest- posttest control group type. The research subjects consisted of 64 tenth-grade students at SMA Negeri 87 Jakarta, divided into an experimental class using the PBL-TaRL model and a control class using scientific learning. The research instrument was an essay test of problem-solving skills based on Polya's stages. The results showed that the average posttest score of the experimental class was higher than that of the control class. Based on the Ngain results, the N- gain was 0.58 (medium category) for the experimental group compared to 0.29 (low category) for the control group. Thus, the Problem Based Learning (PBL) model with the Teaching at the Right Level (TaRL) approach had a significant effect on students' problem-solving skills in global warming material.
Development of E-Worksheets Discovery Learning Model Assisted by Augmented Reality for Renewable Energy Topic
The poor motivation and interest of students in learning physics which is frequently viewed as challenging and less interesting led to the conduct of this study. As a result, creating cutting-edge educational materials that may facilitate interactive learning and foster a deeper conceptual grasp is essential. Building an Electronic Student Worksheet on the subject of renewable energy using the Discovery Learning methodology enhanced by Augmented Reality is the aim of this study. The research and development (R&D) method for this study was conducted Subject matter and media experts validated the generated product, and teachers and high school students participated in restricted trials to verify its viability and usefulness. The findings show that professionals rated the Worksheet as highly valid, and both teachers and students found it to be very interesting and user-friendly. Therefore, it is possible to implement the Augmented Reality assisted Discovery Learning-based Worksheet in physics education, and it has the potential to improve students' engagement and comprehension of renewable energy ideas.
Development of Augmented Reality (AR) Physics Learning Media Based on STEM-R for Students’ Concept Understanding
Learning media that can overcome students' difficulties in understanding abstract concepts through the integration of modern technology with character values is challenging. This study aims to develop, determine the feasibility, student response, and effectiveness of STEM-R-based AR media on concept understanding in heat temperature material. This research uses Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data collection was conducted through interviews, expert validation, and pretest-posttest. The validation results showed that the media was feasible for use based on the assessments of media experts, subject matter experts, and religious experts in the feasible category. The average concept comprehension scores of students in both schools showed an increase. Small-scale tests and field tests of student responses in both schools showed a very good category. The validity level of STEM-R-based AR media on students' concept comprehension is interpreted as feasible for use, and student responses to this learning media are also very good, reflecting an increase in motivation and involvement in the teaching and learning process. This research is expected to strengthen the integration of religious values in modern science learning and serve as a reference for the development of AR media based on Islamic values.
Mapping Two Decades of Research on Faded Examples and Science Reasoning: Bibliometric Analysis Using VOSviewer
Scientific reasoning skills are key competencies in 21st-century science education. One learning strategy believed to promote the development of these skills is the faded example, which involves presenting examples whose solutions are gradually reduced to support students' independent thinking processes. This study aims to map trends and relationships between the faded example strategy and scientific reasoning through bibliometric analysis using VOSviewer. A total of 87 articles meeting the inclusion criteria were analyzed thematically. The visualization results show that the topic of faded examples is frequently associated with problem-solving, while scientific reasoning appears more often in the broader context of science education. Although no explicit relationship has been found in the existing literature, there are indications of a conceptual connection between the two. Furthermore, further research is needed that explicitly and systematically integrates the faded example strategy into the development of scientific reasoning in inquiry-based science learning.
Design of Website-Based Learning Media to Enhance Critical Thinking Skills in Static Fluid Concepts
Critical thinking skills are one of the 21st-century skills that students must have, and the rapid development of technology provides a demand to develop a learning medium that facilitates this. Therefore, the purpose of this research is to create a website-based learning media design oriented to critical thinking skills on static fluid material. The research utilises the Successive Approximation Model (SAM) for its development. The research model consists of a preparation phase, an iterative design phase, and a final phase. The preparation phase is the initial stage to efficiently collect background information on the problem. The iterative design phase consists of design cycle activities, prototyping, and reviewing. The iterative design phase includes the process of developing, implementing, and evaluating learning media continuously. The research participants consisted of lecturers, prospective teachers, teachers, and students. The feasibility of the website was analysed in terms of material and media, which was conducted twice by six validators. In the first stage, the feasibility of the website in terms of material and media was declared "Feasible" with a V-aiken score of 0.600. After making improvements, the website was revalidated with a V-aiken score of 0.926 with the category "Feasible". Students' responses to the developed website were positive. The website's readability is excellent. This website-based learning media has contributed to meeting the demands of students' critical thinking skills.
Science Motivation Profile of Students on the Concept of Particle Dynamics Topic
Science education is something that is very crucial in forming an intelligent and creative generation. Science learning needs to be developed so that it can facilitate students in developing scientific thinking skills and motivation in studying science. This research aims to determine the Science Motivation profile students on the concept of particle dynamics. The research was conducted on class XI students of SMA Negeri 2 Boyolali. Samples were taken from class XI students totaling 67 male and female students. The data collection method used was the use of a Science Motivation questionnaire. The questionnaire data was tabulated using Excel and then the percentage was calculated. Based on analysis of the results of the student science motivation questionnaire, it shows that the science motivation of students at SMA Negeri 2 Boyolali is 79,85. Meanwhile, in terms of each indicator, it is as follows: the intrinsic motivation and personal relevance indicator is 78.45 (medium criteria), the packaging assessment indicator is 78.63 (medium criteria), the career self-determination indicator is 79,52 (medium criteria), career motivation indicator 82.69 (medium criteria) and class motivation indicator 84.18 (medium criteria).
Development of Holistic Assessment Instruments Based on Local Wisdom of Silver Crafts in Kota Gede on Temperature and Heat Topic
This study aims to develop an assessment instrument based on local wisdom that covers three domains in physics learning: affective, cognitive, and psychomotor domains, especially on temperature and heat topic. This instrument was developed to assess students' understanding of scientific concepts and attitudes after receiving temperature and heat material using interactive e-books, and remains relevant to the demands of the Merdeka Curriculum. The research method uses the Research and Development (R&D) approach with development stages including planning, compilation, validation, and limited trials. Data collection techniques include tests and observations. The cognitive instrument is in the form of a pretest and posttest with multiple-choice item types. The affective instrument is a statement to assess scientific attitudes such as curiosity, critical thinking, creativity, openness to criticism, and cooperation. The psychomotor instrument is in the form of an observation sheet to assess students' presentation skills. The results of the validity and reliability tests show that all instruments are included in the good category and are suitable for use, but improvements are needed in terms of the number of respondents and the number of items to produce higher reliability values. The results of this assessment instrument development not only support instructional practices, but also its primary contribution lies in its ability to evaluate the three domains of student assessment comprehensively, while simultaneously enriching the scientific discourse on holistic assessment based on local wisdom in physics education.
Development of an Assessment Instrument for Conceptual Understanding, Collaboration Skills, and Learning Motivation on Gas Kinetic Theory
This study aims to develop an assessment instrument on the Kinetic Theory of Gases (Boyle's Law) to measure the conceptual understanding, collaboration skills, and learning motivation of high school students in the context of the Independent Curriculum. The instrument developed consists of 10 multiple-choice questions to measure conceptual understanding and 10 questionnaire statements for collaboration skills and learning motivation. The development process follows systematic stages, including planning, expert validation, and empirical trials. Content validity was analyzed using the Aiken V index, and it was found that all items were in the high validity category. Empirical validation was carried out using the Rasch model through Winsteps software, which showed that most items were in the statistical range of feasibility (Infit MNSQ: 0.80–1.15 for conceptual understanding, 0.85–1.13 for collaboration, and 0.82–1.12 for motivation). The reliability coefficient ranged from 0.74 to 0.85, indicating high internal consistency. The distribution of the level of difficulty of conceptual understanding questions includes easy (30%), moderate (40%), and complex (30%), thus reflecting balance. As many as 9 out of 10 conceptual understanding questions were declared valid and feasible, while all items in the collaboration and motivation questionnaire were maintained. These results indicate that the developed instrument is valid and reliable as a holistic assessment tool in physics learning, supports the formative assessment that aligns with 21st-century competencies, and strengthens collaborative character and lifelong learning motivation.
The Potential of Implementing Website-Based Learning Media for ESD-Oriented Energy Sources in Physics Learning
This study aims to analyze the potential of implementing ESD (Education for Sustainable Development) oriented website-based learning in Physics learning. This research is a qualitative descriptive study. Questionnaires, observation, and documentation methods were chosen as data collection techniques. The results of data collection were analyzed using data triangulation. The survey results showed that 86% of teacher respondents were in the proficient or very proficient category, which indicates a high readiness to adopt website-based learning media. Although related to the implementation of ESD in learning, it shows that 45% of teachers have integrated ESD in their learning, 41% of teachers have understood the concept of ESD but have not integrated ESD in learning, and 14% of teachers have not understood the concept of ESD in learning. These results indicate a great opportunity to strengthen the understanding and practice of ESD through the development of website-based teaching materials. This data is supported by the results of the student questionnaire which showed that as many as 20 of 22 students (91%) agreed or strongly agreed that the use of digital media in learning provides benefits. These results show that most students have experience and comfort in digital-based learning. The results of the questionnaire show that both teachers and students have positive perceptions and readiness in integrating digital technology, especially website, in ESD oriented Physics learning. Development website Interactive and ESD-oriented Physics learning is a strategic step to improve the quality of learning in the digital era.
Implementation of Differentiation in the Discovery Learning Model to Improve Student Learning Outcomes on Newton’s Law Topics
This study aims to determine the improvement in students' learning outcomes on Newton's Laws material at SMA Kemala Bhayangkari 1 Kubu Raya, through differentiated learning using the discovery learning model. The research design employed is a quasi-experimental design with a nonequivalent control group design. The research sample consisted of Class XI Physics 1 and Class XI Physics 2, each with 31 students, selected using the intact group random sampling technique. The instrument used was a test. The data were analyzed using descriptive and inferential statistical analysis techniques. In the pretest, the experimental class obtained a score of 25.16, and the control class 15.48, both falling in the low category. After the treatment, the experimental class's posttest score increased to 84.83 (high category), while the control class reached 50 (medium category). Based on Cohen’s d effect size value, the effectiveness of implementing differentiated learning with the discovery learning model in improving learning outcomes was 2.042, which falls into the high category. In addition, based on a learning style questionnaire, 20 students preferred the auditory learning style. This study concludes that the implementation of differentiated learning using the discovery learning model is effective in improving students' learning outcomes on Newton’s Laws material.
Development of Electronic Worksheet Based on Project Based Learning using Liveworksheet to Improve Critical Thinking Skills
The purpose of this research is to determine the feasibility of developing Electronic worksheet based on Project Based Learning using Liveworksheet and to determine the improvement of students Critical Thinking skills after the implementation of Electronic worksheet based on Project Based Learning using Liveworksheet. The research method used is research and development (R&D) with a development model using the ADDIE model which consists of 5 phases (Analyze, Design, Development, Implementation and Evaluation). The results of the research data were obtained from needs analysis, interview results, observations, validation results of media experts and materials. Based on the results of media validation, it shows that Electronic worksheet based on Project-Based Learning using Liveworksheet gets a percentage of 90.62% with a very feasible category. In the field trial, the N-gain result is 0.62 which is included in the moderate category. Based on the results of the analysis, it can be concluded that the Electronic worksheet based on Project Based Learning using Liveworksheet is very feasible to use.
Enhancing Students' Critical Thinking Skills on the Alternative Energy Topic in Junior High School Through Integrated STEM-PjBL Model
Critical thinking ability is a fundamental ability that every graduate must have in order to be able to adapt to technological and social changes in the 21st century. The aim of this research is to determine the increase in students' critical thinking abilities after learning using the STEM (Science, Engineering, Technology and Mathematics) integrated Project Based Learning learning model. The method used was pre-experiment with a one-group pretest-posttest design. The sample for this research was 30 class VIII students in one of the Bandung City Middle Schools. The sampling technique was carried out using a purposive sampling technique. The instruments used were critical thinking ability tests, student worksheets, student response questionnaires and learning implementation observation sheets. Increased critical thinking was analyzed using N-Gain with an N-Gain value of 0.6306 in the medium category, and students' responses to learning showed positive results. From these results, it was found that the application of the STEM (Science, Technology, Engineering and Mathematics) integrated Project Based Learning learning model can improve students' critical thinking abilities. Based on the results of the discussion, the implications of learning using the Project Based Learning model integrated with STEM (Science, Technology, Engineering and Mathematics) have a significant influence on students' critical thinking skills.
Unveiling the Link Between Numeracy Skills and Self-Efficacy: A Study on Physics Learning Through AKM Assessments
This study explores the relationship between numeracy skills and self-efficacy among grade 10 students within the context of the Minimum Competency Assessment (AKM) in physics, focusing on linear and parabolic motion. Employing a quantitative descriptive design, the research involved 140 students from a public high school in Bekasi, Indonesia. Instruments included a numeracy test comprising 17 AKM-based physics questions and a self-efficacy questionnaire adapted from Bandura's framework, covering the dimensions of level, generality, and strength. Results indicated that most students (53%) were at the "Basic" level of numeracy performance, while 67% exhibited moderate self-efficacy. A significant positive correlation was found between self-efficacy and numeracy performance (r = 0.743), with the "Strength" dimension showing the strongest correlation (r = 0.716). These findings suggest enhancing self-efficacy, particularly the strength dimension, can improve numeracy skills and AKM readiness. The study underscores the importance of tailored interventions to strengthen self-efficacy and recommends further research into additional factors affecting numeracy performance and interdisciplinary approaches to teaching numeracy across subjects.
Implementation of the REACT Strategy Assisted by PhET Simulation to Improve Critical Thinking Skills on the Mechanical Wave Characteristics Topic
This study examines the improvement of students' critical thinking skills through the REACT Strategy assisted by PhET Simulation. The research employs a quantitative method with a pre-experimental one-group pretest-posttest design. The sample consists of 35 purposively selected 11th-grade students from a high school in Bandung, studying the characteristics of mechanical waves. Instruments include an essay-based critical thinking test (eight questions), and Student Worksheets. Data were analyzed using N-Gain and effect size. Results show that the REACT Strategy with PhET Simulation yielded an N-Gain of 0.52 (medium category). The strategy was also effective in enhancing critical thinking skills, with a high effect size (d = 3.19). In conclusion, implementing the REACT Strategy assisted by PhET Simulation significantly improves students' critical thinking skills in learning.
Teaching at The Right Level Approach with the Problem Based Learning Model Effect on Physics Problem Solving Ability
Physics lessons are among the most interesting because they relate to actual events. Physics learning requires an independent learning process that equips students with problem-solving skills. This study examines how the Problem-based Learning (PBL) model and the Teaching at the Right Level (TaRL) strategy affect the resolution of physics issues involving momentum and impulse topics. There are 375 grade XI students participating in a quasi-experiment with a non-equivalent control group design. The TaRL technique and the PBL model had a substantial impact on physics problem-solving; there is a significant influence on students' problem-solving abilities and the magnitude of the influence, according to the results of the independent sample t-test, which had a significance value (Sig. 2-tailed) of 0.001, which is less than 0.05. Cohen's d = 1.08 (high) and the N-gain score was 0.61 (moderate) for the TaRL method and PBL model, respectively.
Evaluation of Science Learning with Teaching at the Right Level Approach: A Systematic Literature Review
This study aims to assess the effectiveness of the Teaching at the Right Level (TaRL) approach in education through a systematic literature review. TaRL is a teaching method that is tailored to the individual abilities of learners. It ensures that every learner receives an education that is appropriate to their ability level. This review analyzed articles from academic journals published between 2018-2024, obtained through Google Scholar with the keywords “Teaching at the Right Level”, ‘TaRL’, and “learning evaluation”. The review was supported by the inclusion criteria of articles addressing the implementation and evaluation of TaRL, while opinion articles and unpublished reports were excluded. Based on the search results, 18 relevant articles were obtained. The results of the analysis show that the TaRL approach is effectively applied in science learning at the elementary, junior high and high school levels. This approach is proven to be able to improve learning outcomes, motivation, activeness, and communication skills of students. The success can be seen through various forms of evaluation and learning strategies that are systematically applied in the research cycle.
Development of STEAM-ESD-oriented Renewable Energy Learning Tools to improve creative thinking and environmental literacy
Renewable energy education empowers students to become creative and innovative agents of change in efforts to protect the environment. This study aims to determine the characteristics, validity, practicality, and effectiveness of learning tools on the topic of renewable energy oriented towards Science, Technology, Engineering, Art, and Mathematics (STEAM) - Education for Sustainable Development (ESD) to improve creative thinking and environmental literacy skills. The research was conducted in two different classes using a research and development (R&D) approach. The ADDIE model (Analyze, Design, Development, Implementation, and Evaluation) was used with stages of needs analysis and mini-research, device design and evaluation, as well as development, implementation, and results. The data collection methods used were interviews, tests, and questionnaires. Based on expert validation results, the category obtained was very feasible to use with an average validation of ATP 89%, Teaching Module 88%, Teaching Materials 87.10%, LKPD 94%, and Creative Thinking Instruments 85.25%. The research results showed an average practicality score of 96% in the very practical category. Meanwhile, the improvement in creative thinking skills and environmental literacy was quite effective.
Remediation of Student Errors in Solving Work and Energy Problems Using the Fast Feedback Method
The study aims to determine the effectiveness of the fast feedback method based on problem-solving according to Polya in remediating student errors in solving work and energy problems at SMP Negeri 4 Dedai. This study is in the form of a pre-experimental study with a one-group pre-test post-test design. The sample of this study consisted of 22 students from class VIII B, which was the experimental class. The data collection tool was a 5-item essay test validated (validity level of 3.6 in the moderate category) and tested for reliability (reliability level of 0.489 in the moderate category). The study results showed an average percentage decrease in student errors in the experimental class of 90.2%. The effectiveness of remediation showed a proportion price of 0.886%. It is hoped that this study can be used as an alternative to student error remediation methods in solving problems on work and energy materials.
Development of Electromagnetic-Based Physical Pendulum Practical Tools Using Infrared Sensors
Abstract. Basic physics practicums often face measurement accuracy constraints due to limited tools and human error. This study aims to develop an electromagnetic-based physical pendulum practicum tool using an infrared sensor and measure its feasibility in basic physics practicum lectures 1. The method used is Research and Development (R&D) with a descriptive quantitative approach and a 3D development model. The data analysis technique uses a Likert scale with a range of 1-5 which is converted into quantitative data to calculate the percentage of feasibility. From the results of the needs analysis, 72.2% of students had difficulty in manually collecting data and supported the development of the tool. The results showed that the practicum tool was declared feasible based on the assessment of media experts with a percentage of 90% included in the very good category. Then the assessment from material experts showed a percentage of 91% included in the very good category. It can be concluded that the electromagnetic-based physical pendulum practicum tool using an infrared sensor is feasible for use in basic physics practicum activities 1 and can help overcome students' difficulties in collecting data. This study contributes to the development of electromagnetic and sensor-based technological innovations to improve the accuracy of physics practicum measurements and reduce measurement errors.
Integration of Local Wisdom in E-Modules of PjBL Model: Facilitating Understanding Concept and Learning Independence of High School Physics Students
This study aims to determine the level of feasibility and effectiveness of the e-module PjBL model that integrates Local Wisdom. The type of research conducted is development research with the 4D model, which includes Define, Design, Develop, and Disseminate.. The samples used were 36 students for limited testing and 3 MIPA XI classes consisting of 108 students for field testing which were divided into experimental classes, control class 1, and control class 2. The instruments used included e-modules, lesson plans, pretest-posttest questions, learning independence questionnaires and student response questionnaires. The data obtained were analyzed using inferential statistical analysis and descriptive analysis. Based on the analysis of validation of experts, practitioners and student response questionnaires, the results showed that the developed e-modules were feasible to use in improving concept understanding and learning independence. Based on the field test, the developed e-module is effective to be used in improving students' concept understanding and learning independence.
Application of PBL Model Differentiated Learning to Improve Critical Thinking Skills in Work and Energy Materials in Junior High School
This study aims to test the effect of the application of the Problem Based Learning (PBL) learning model based on differentiated learning on the improvement of students' critical thinking skills in work and energy materials at SMP Negeri 2 Selakau Timur. This study uses a quantitative method with a pre-experimental experiment design, namely by using one pretest-posttest group. The results of the study show that the application of the PBL model based on differentiated learning is able to significantly improve students' critical thinking skills. The average score of the pretest students was 17.25, while after the implementation of PBL learning, the posttest score increased to 84.83. This increase is evident with an N-gain value of 0.81, which indicates a high category of improvement. In addition, the implementation of differentiated learning with the PBL model reached an average of 90-92%, indicating that the learning went well and as expected. Based on the results of this study, it can be concluded that differentiated learning with the PBL model is effective in improving students' critical thinking skills, especially in work and energy materials.
Implementation PBL Model Assisted by E-Module Based on Refutation Text to Overcome Student Misconceptions on Dynamic Electricity Topics
This research was conducted with the aim of addressing students' misconceptions in dynamic electricity topics through the application of the Problem Based Learning (PBL) model assisted by an e-module based on refutation text. The research design uses an experimental method, in the form of a pre-experimental design and a one-group pretest-posttest design, as well as the cluster random sampling technique. This research was conducted at SMP Negeri 2 Pontianak, with a research sample consisting of 31 ninth-grade students. The data collection instrument consisted of five items in the form of a two-tier multiple-choice test, and the results were categorized based on the combination of students' answers and justifications. The data obtained in the study were analyzed using normality tests and the Wilcoxon test, as well as effect size calculations using Cohen's formula as adopted by Glass. The research results show that the average misconception rate among students decreased from 43.2% to 14.9%, with an average misconception reduction of 28.3%, as evidenced by the Wilcoxon test results with an Asymp.Sig value of 0.000 (0.000 < 0.05), and an effect size calculation result of 3.14 (high category). This study proves that the application of the PBL model assisted by an e-module based on refutation text can overcome students' misconceptions in dynamic electricity topics with a high level of effectiveness.
Analysis of Physics Assessments Designed by Science Teachers at Junior High School
This study aims to analyze the suitability of physics assessments designed by science teachers at the junior high school level by paying attention to good assessment criteria. This type of research is descriptive-qualitative, involving three teachers in junior high school. The data collection technique is in the form of assessment archive documentation. The assessment analyzed was divided into three documents, namely motion and force, simple aircraft and static electricity. Data analysis techniques are in the form of data reduction, data presentation and conclusion drawn. The design of an assessment needs to pay attention to several aspects in it, namely the suitability of learning objectives to learning outcomes, the suitability of the competencies given, the use of language, the assessment rubric and the answer key in the assessment. Based on the results of the analysis, the assessment designed has included learning objectives, competencies, and achievement indicators. However, some aspects still need improvement, such as the use of operational verbs (KKO) in learning objectives, language consistency, and the completeness of the assessment rubric and answer key. These results show that the assessment has not fully met the optimal criteria to support learning evaluation.
Development of Diagnostic Tests to Identify Students' Problem-Solving Difficulties in Static Fluid Material
The availability of diagnostic instruments specifically designed to identify students' difficulties in solving problems related to static fluids is still limited, even though this material often leads to misconceptions and conceptual difficulties. This article aims to present the results of the development of a diagnostic test instrument to identify students' problem-solving difficulties in the static fluid material. This study employs the R&D (Research and Development) method using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The validation of the test instrument was assessed by two physics education lecturers and two physics teachers, covering content and language validation. The instrument validation results were analyzed using the Aiken index formula, obtaining a value of 0.83 with a high rating for content validation and a value of 0.93 with a high rating for language validation. The respondents in this study consisted of 95 students from grade XII. The test instrument provided consisted of essay questions, with each question containing two parts related to conceptual understanding and problem-solving ability. The analysis was conducted using Winsteps software. Based on the student response survey results regarding the diagnostic test, the average response percentage was 71%, which falls within the good criteria. The results of this study can be used as a reference for the development of instruments in physics, particularly static fluids, and help teachers better understand and address students' learning difficulties.
Android-Based Interactive Learning Media With Ethnophysics Approach To Improve Students Conceptual Understanding
The purpose of this study is to describe the feasibility of android-based interactive learning media with an ethnophysical approach, describe the increase in students understanding of concepts, and describe students responses to android-based interactive learning media with an ethnophysical approach. The study was conducted in class XI C at SMAN 6 Bengkulu City in the 2024/2025 academic year. The method used is Research and Development using the ADDIE development model, which consists of five stages: analysis, design, development, implementation, and evaluation. Interviews, observations, and questionnaires were used in the study to collect data. Based on the product validity test, an average total validation of 80.20% was obtained, which met the criteria for being very suitable. The results of student responses through the response questionnaire to the media obtained an average score of 82.90%, with a very good category. The results of the N-Gain value through the pretest and posttest tests obtained a score of 0.68, which is included in the moderate classification. It can be concluded that developing android-based interactive learning media with an ethnophysical approach to parabolic motion material received a very good response.
The Effectiveness of Using Smartphone-Based Phyphox in Field Practice Tilt to Improve Students' Creative Thinking Skills
The use of technology is a solution to overcome problems in physics learning. This study aims to determine the effectiveness of using Smartphone-based Phyphox in improving students' creative thinking skills. The design used in this research is a nonequivalent pre-test and post-test control group design. This study used a purposive sampling technique to get two groups. The statistical analysis used was independent sample t-test. The results of the analysis showed that there was an effect of using Smartphone-based Phyphox in improving students' creative thinking skills, so it was effective in the learning process. In general, this research can contribute to the field of education, especially physics learning, to optimize the use of technology as a learning medium. This learning strategy allows students to participate directly in proving the concept of the material. In addition, this model can be an alternative to active learning in improving students' creative thinking.