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]. JP2F has been accredited with a Sinta 3 rating for 2025-2030 in accordance with 295/C/C3/KPT/2026
Program Studi Pendidikan Fisika, Universitas PGRI Semarang
Development of a Renewable Energy Model Based on Discovery Learning to Improve Students’ Critical Thinking Skills
The low critical thinking skills of students in renewable energy learning and the limited availability of teaching aids that integrate various renewable energy sources are the background of this research. This research aims to develop a renewable energy model based on discovery learning to improve students' critical thinking skills. This research uses a development research model consisting of four stages: preliminary research, prototyping stage, formative evaluation and summative evaluation. This research was conducted at MA Al-Khairiyah North Jakarta involving experts, teachers, and grade 10 students. The model integrates two renewable energy sources (solar and wind) in one system equipped with student worksheets based on discovery learning. Data were collected through expert validation questionnaires, student and teacher response questionnaires, and critical thinking ability tests. The results showed that the model met the criteria of feasibility, practicality, and effectiveness. Based on validation by media experts and subject matter experts, the model obtained percentage scores of 83.24% and 86%, respectively, with an average of 84.62%, included in the very feasible category. The practicality assessment showed a score of 93.75% from students and 87.5% from teachers, both categorized as very practical. The effectiveness aspect received a score of 90.6% from teachers, categorized as very effective. Students' critical thinking skills showed consistent improvement across all stages of the evaluation with n-gain values ​​ranging from 0.30 to 0.46, included in the moderate category. In conclusion, the renewable energy model based on discovery learning has proven effective in helping students understand the concept of renewable energy and improve their critical thinking skills through active learning experiences and observations.
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Development of Case-Based Learning Modules on Wave Topics to Improve Students' Cognitive Abilities
Students' cognitive abilities in physics learning, particularly on wave topics, still need to be improved through more contextual and innovative instructional materials. Therefore, this research aims to develop a physics learning module on wave material in accordance with Case-Based Learning (CBL). In addition, it also examines its feasibility, experience and effectiveness in improving students' cognitive abilities. This research uses the Research and Development (R&D) method using 3D models, limited to the definition, design, and development stage where 12th grade students are the subject of learning. The feasibility of the developed modules was evaluated using the Learning Object Review Instrument (LORI), while the practicality was assessed through the User Experience Questionnaire (UEQ). The effectiveness of the module was measured using N-Gain analysis based on pretest and posttest results. The results show that the developed CBL-based modules are categorized as very feasible and provide a positive user experience. In addition, the N-Gain analysis showed an improvement in the cognitive abilities of the learners, with most of the learners achieving scores in the medium category. These findings suggest that CBL-based physics learning modules on wave materials are quite effective and suitable for use as an alternative instructional resource to improve the quality of physics learning in high school.
Validity of MABESTA: A 3D Visualization-Based Interactive Learning Media for Junior High School Students
The development of information and communication technology encourages educational innovation, especially science learning in junior high schools which is still dominated by lecture methods and conventional media, which causes low student activity and learning outcomes in the material of the earth and the solar system. Interactive learning media "MABESTA" based on 3D visualization is proposed as a solution to this problem. The purpose of this study is to analyze the level of validity of interactive learning media "MABESTA" based on 3D visualization. The research method used is the development research method with the ASSURE model which includes 6 stages, namely analyzing students, setting goals, selecting methods, media, and materials, utilizing media and materials, asking for student participation, and evaluating and revising. The subjects of this research and development are validators and audiences. The objects of this study are grade VII students of SMP Islam Kunir and SMP Islam Tempeh. Data analysis techniques used are quantitative descriptive analysis and qualitative descriptive analysis. The results of the study indicate that interactive learning media "MABESTA" based on 3D visualization is suitable for use in learning solar system material based on the final results of expert validators of 92%, practitioners of 91%, and student response tests of 97%. This means that in terms of the suitability of the content, appearance, presentation, and language used, this media is very valid and very interesting, so that it can be used as a supporting media in understanding material about the earth and the solar system.
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.
Copyright (c) 2025 Jurnal Penelitian Pembelajaran Fisika
Profile of Students’ Critical Thinking Skills in the Sub-Concept of Environmentally Friendly Technology in the Energy Sector
This research aims to determine the critical thinking skills of class IX students of SMP Negeri 2 Selopampang, Temanggung Regency on the sub-concept of environmentally friendly technology in the energy sector. Sampling for this research used a convenience sampling technique where the sample was chosen freely according to the wishes of the researcher. The research subjects were 24 students in class IX C of SMP Negeri 2 Selopampang for the 2022/2023 academic year. The instrument used in the form of a written test refers to the critical thinking indicators developed by Ennis. The indicators of critical thinking skills measured are: 1) providing a simple explanation (elementary clarification); 2) build basic skills (basic support); 3) drawing conclusions (inference); and 4) provide further explanation (advanced clarification); and 5) organize strategies and tactics (strategies and tactics). The results of the research show that the overall profile of students' critical thinking skills in the environmentally friendly technology sub-concept in the energy sector is in the low category. The implications of this research can provide information about critical thinking skills.
Development of an Earth Nullschool-Assisted Learning E-Module on Climate Change Topic
Climate change is a global issue requiring a strong scientific understanding, particularly of atmospheric dynamics and the factors driving rising global temperatures. However, physics learning on this topic remains dominated by theoretical approaches, limiting students’ opportunities to analyze real-time data. This study aims to develop an Earth Nullschool-assisted learning e-module on climate change materials as an interactive, contextual digital learning medium that supports 21st-century skill enhancement. This research employed a research and development (R&D) method using the 4D development model, comprising define, design, develop, and disseminate stages. The study was limited to the development stage, as the main objective was to produce a valid and feasible model. The research subjects were grade X students of SMAN 10 Kota Jambi, selected using random sampling. The instruments included validation questionnaires from material, media, and pedagogical experts, as well as student response questionnaires. Quantitative data were analyzed using a Likert scale, while qualitative analysis was obtained from comments, critiques, and suggestions from validators and teachers. The results show that the e-module received a “very feasible” rating from the three experts and a positive response from the teacher and students. Thus, the Earth Nullschool- assisted e-module meets feasibility criteria as learning medium for climate change topic.
The Effect of the CTL Model on Students’ Critical Thinking Skills in Static Fluids
The low level of students' critical thinking skills in physics subjects especially fluids static is a problem that includes understanding concepts and applying knowledge in real-world contexts. This study aims to examine the effect of the Contextual Teaching and Learning (CTL) model on students’ critical thinking skills in the topic of static fluids. A quasi-experimental method with a non-equivalent control group design was employed involving 66 eleventh-grade students at SMA Negeri 98 Jakarta, divided into an experimental group receiving CTL instruction and a control group taught using conventional methods. Critical thinking data were collected through a test based on Tiruneh’s indicators and analyzed using the Independent Sample T-Test and N-Gain calculation. The results indicate a significance value of 0.022 (< 0.05) and an N-Gain of 0.60 for the experimental group, higher than the control group’s 0.43. These findings demonstrate that CTL significantly enhances students’ critical thinking skills. The implications suggest that CTL is suitable for physics learning, especially for abstract topics such as static fluids, to strengthen cognitive skills and promote more meaningful learning.
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.
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The Effectiveness of Video Tracker Use in STEM-Based Linear Motion Learning to Improve Students’ Critical Thinking Skills
Limited laboratory facilities and low levels of students’ critical thinking skills remain major challenges in physics learning, particularly on the topic of uniformly accelerated motion. This study aims to analyze the effectiveness of using Video Tracker media in STEM-based physics learning to improve students’ critical thinking skills. The research employed a quantitative method with a quasi-experimental design, namely the Nonequivalent Control Group Design. The subjects were students of class XI IPA as the experimental group and class X A as the control group at MA Muhammadiyah Nangahure. Research instruments included critical thinking skill tests, observations, and documentation. The results of the paired sample t-test indicated a significant difference between pretest and posttest scores in the experimental group (p < 0.05). Furthermore, the effect size value of 1.82 indicated a very large effect. These findings demonstrate that STEM-based learning integrated with Video Tracker is effective in enhancing students’ critical thinking skills and can serve as an alternative learning approach in schools with limited experimental facilities.
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.
The Implementation of Experimental Methods in Static Fluid Topics Assisted by Genially E-Modules to Improve Learning Outcomes
This study aims to determine the effect of applying the experimental method assisted by an e-module developed with the Genially platform on students’ learning outcomes in static fluids. The research employed a quantitative approach with a quasi-experimental design, specifically the Nonequivalent Control Group Design. The subjects were 70 eleventh-grade students of SMA Negeri 1 Sambas in the 2024/2025 academic year, consisting of 35 students in the experimental class (XI H) and 35 students in the control class (XI F), selected using intact group sampling. The instruments included essay-based pre-test and post-test questions, as well as a validated Genially-based e-module. Data were analyzed using the Wilcoxon test, Mann-Whitney U test, and N-Gain. The results indicated a significant improvement in the experimental class with an average N-Gain of 0.64 (medium category), compared to 0.33 in the control class. The Mann-Whitney U test showed a significance value of 0.000 < 0.05, confirming a significant difference in learning outcomes between the two classes. Therefore, the use of the experimental method assisted by the Genially e-module was proven effective in enhancing students’ learning outcomes in static fluids.
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.