Jurnal Penelitian & Pengembangan Pendidikan Fisika
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Trends of Physics Critical Thinking Skill Research in Indonesia: A Systematic Literature Review
Full text linkCritical thinking skills are fundamental in 21st-century teaching. This study aims to identify trends in research on critical thinking skills in physics in Indonesia, as reported in journal articles published between 2016 and 2022. This is meta-analysis research using the Prisma model. There were 36 articles that met the selection criteria. We performed the data analysis manually and used VOSviewer software. The indicators used for data analysis include the year, type of research, research subject, topic, treatment, data collection instrument, and the application of data analysis in each article. The analysis of article reviews reveals that the research trend for critical thinking skills in physics in Indonesia has increased, with more publications expected in 2020. Temperature and heat are the physics topics that have become the focus of research. High school students in grade X are the most frequently selected research subjects. Research on physics education typically employs quantitative methods, employs a quasi-experimental design, and utilizes a test as a data collection instrument. The most common method of data analysis in research is the t-test
Development of Student Worksheet Integrated by Differentiated-PjBL Model to Train Student Science Process Skills on Renewable Energy Material
Full text linkThis study is a research and development (R&D) to produce student worksheets that integrate the project-based learning model and a differentiated approach to train students' science process skills on renewable energy material. The development model used in this study is the ADDIE development model, namely analysis, design, development, implementation, and evaluation. This study aims to determine the feasibility and practicality of student worksheet products. Five expert validators conducted the product feasibility test, resulting in a score of 0.88 with valid criteria. Teachers and students carried out the product practicality test as users of student worksheets. The teacher's practicality test obtained an average score of 92.08% with very practical criteria, while the student's assessment obtained an average score of 86.95% with very practical criteria. Based on the feasibility and practical test results, the student worksheet products are feasible and practical for use in learning to train students' science process skills
Analysis of Science Literacy Profile and Development of E-Book Interactive Learning Media for Junior High School Students on Earth Structure Material
Full text linkThis study aims to evaluate students' science literacy profile and implement earth structure and disaster mitigation materials to improve junior high school students' science literacy. This research uses a type of introductory research that applies analysis techniques in the form of descriptive research design (DPD). The research instruments used include science literacy tests, student learning experience questionnaires, and teacher performance observations in delivering the material. This indicates that the science literacy skills of junior high school students can be further improved by using appropriate learning. Based on the results of the research obtained, the science literacy indicator ‘Designing Scientific Investigations’ received the highest score with an average of 3.275, while ‘Critically Evaluating Scientific Information’ received the lowest score of 3.206. Based on the results of the research data that has been obtained, it is concluded that students' science literacy skills still need to be improved. However, female students tend to have better science literacy skills than male students, which indicates a challenge in achieving science literacy skills at an adequate level. The indicator with the lowest level of science literacy was critically evaluate scientific information. Therefore, the study recommends the development of contextualized inquiry-based learning media and technology integration to support more effective learning, as well as training for teachers to facilitate learning that trains students' critical thinking skills
Educational Tool for Determining Viscosity Coefficient of Cooking Oil Using Arduino UNO
Full text linkThe research aims to determine the quality of cooking oil based on the viscosity coefficient using an Arduino UNO-based viscosity coefficient determining tool. By integrating the Arduino UNO into the viscosity measurement process, this research shows innovation in adapting widely available technology for scientific purposes. The series of tools for determining the value of the viscosity coefficient work if an iron ball enters the fluid and will be detected by magnetic sensors 1 and 2 if it passes through the sensor, which is placed at a predetermined distance. Research was conducted to test the quality of cooking oil by determining the viscosity coefficient. The method research is analyzing recorded videos of the motion of objects falling in oil with Tracker Software. By tracking the video recording of the motion of an object falling in a liquid, data, and graphs of the speed of the falling motion can be obtained. Then from the data obtained, the viscosity value is obtained using the equation. The results of the 5 cooking oils, using the tool, were that oil 1 had a viscosity coefficient of 0.2732 Pa.s; oil 2 with 0.3077 Pa.s; oil 3 with 0.3127 Pa.s; oil 4 with 0.3186; and oil 5 with 0.3218 Pa.s. Meanwhile, the results of the oil viscosity coefficient using manual calculations showed that oil 1 had 0.2733 Pa.s; oil 2 with 0.3089 Pa.s; oil 3 with 0.3136 Pa.s; oil 4 with 0.3188; and oil 5 with 0.3219 Pa.s. The percentage of error that occurs from the tool is 0.17%. The oil with a smaller viscosity coefficient is coconut oil (better quality than palm oil), while the quality of bulk oil is indicated by a larger viscosity coefficient. It could be asserted that the oil's quality improves as the viscosity coefficient decreases
Improving Science Literacy Skills through Interactive Physics E-Learning for students at Lapandewa High School
Full text linkThis study aims to develop physics e-learning to improve students' science literacy skills at SMAN 3 Lapandewa. This research uses the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The analysis stage involves conducting observations and in-depth interviews at school; the design stage involves designing the initial e-learning product; and the development stage involves developing the e-learning product. The implementation stage involves implementing the developed product, while the final stage involves evaluating the product and its impact on learning outcomes. The determination of research samples involves the use of random sampling techniques and a specific research design. Pretest-Posttest Control Group Design. The research sample amounted to 25 respondents in the control class and 29 respondents in the experimental class. Three validators declared the analysis of science literacy-based teaching materials on temperature and heat feasible, citing easy-to-understand criteria with an average readability of 74.11%. The increase in science literacy skills of students who use science literacy-based teaching materials is higher than that of students who use teaching materials used at school. The increase in science literacy skills among students who use science literacy-based teaching materials is 0.63, compared to 0.38 for students who use traditional school books. Therefore, we can conclude that e-learning enhances students' science literacy abilities
Self-Determined Learning in Higher Education through PBL and Digital/Media
Full text linkIn a 2020/21 course and 2021/22 course, diverse pedadogic resources were applied. Learning-teaching styles usually are considered as a personal feature inherently linked to the teacher. For the presented courses, along the pandemic, not only did we use media resources to solve the issues and limitations for the learning-teaching process in higher education, but we also used an open field of teaching styles, displaying an ecologic style to increase inclusion, NdS, gender disparity, and, overally, reducing the limitations and possible negative impact due to cognitive, social, and basic human needs disparities, as well as starting level differences. The results can be seen in Bache, 2022a; Bache & Ries, 2021a; Bache et al., 2022). Hereby we present the ecologic approach as a way to inclusion and transcend the concept of teaching style to individualization and diversity inclusion (from teaching style as a feature to teaching styles as pedagogic resources) and the complex structres that emerged from the application of pedagogic resources, mostly regarding and linked to SDT and media, through PBL, PALS and Digital/Media resources
Designing an E-Module on the Solar System to Develop Critical Thinking Skills
Full text linkThis study aimed to develop learners' critical thinking abilities through concentrated application in related learning activities. A quasi-experimental design of the Pretest-Posttest Non-Equivalent Control Group type was employed. The study was done between January and February 2023 with a sample of 60 junior high school students in grade VII, divided evenly into an experimental group and a control group, each with 30 participants, focused on the solar system. The experimental group utilized problem based learning (PBL) e-modules, while the control group followed conventional teaching methods. The instrument used in this study included a critical thinking variable with four components in the form of a multiple-choice exam with a reliability value of 0.183, allowing it to evaluate students' critical thinking skills. The data were collected during the pretest and after treatments by administering the posttest. After the SPSS analysis, the data was shown descriptively and inferentially. The results revealed a notable difference in critical thinking capabilities between students involved in PBL-based e-modules and those taught using conventional approaches (P < 0.01). Therefore, the study shows that including PBL-based e-modules into the curriculum could improve students' critical thinking ability quite successfully
Enhancing Physics Experience: VIRRE (Virtual Reality of Renewable Energy) to Increasing Concept Understanding and Learning Motivation in Secondary Education
Full text linkThis research aims to develop VR in renewable energy materials (VIRRE) to increase students’ concept understanding and learning motivation. This research used Research and Development (R&D) method through ADDIE development model. Validation was carried out to determine the feasibility of VIRRE, then implemented in secondary school students by using problem-based learning model throughout three meetings. Research data was collected through questionnaires and pretest-posttest during classroom learning. The results show that VIRRE has a validity percentage of 94.07% with very valid criteria. The effectiveness of VIRRE media in increasing students' concept understanding and learning motivation is included in medium criteria with n-gain scores of 0.52 and 0.33 respectively. Additionally, VIRRE usage in learning activities showed the most improved indicator of concept understanding and aspect of learning motivation, namely classifying and self-confidence respectively. Moreover, the result indicates that both concept understanding and learning motivation are related to each other, once students are motivated to learn the subject, they can achieve a great understanding of its concept. VIRRE received very good responses from students in aspects of learning activities, materials, and media use with average percentages of 82.22%, 82.7%, and 84.23% respectively. Thus, VR could be an alternative media learning to support educators in delivering physics materials, which are viewed as complicated concepts according to the students