Jurnal Penelitian & Pengembangan Pendidikan Fisika
Not a member yet
324 research outputs found
Sort by
Education for Sustainable Development Based of Technological Pedagogical and Content Knowledge using Mixed-Methods Approach in Physics Teaching
Full text linkSustainable development aims to raise the standard of living for present and future generations. The Sustainable Development Goals (SDGs) are a set of 17 objectives related to sustainable development. Education for Sustainable Development, or ESD, is one initiative to achieve the SDGs. Presenting the findings of literature research on the features and use of ESD in science education is the goal of this paper. The primary source material for this literature study came from seven publications published in different journals. This study utilized a mixed-methods approach with a concurrent triangulation design involving questionnaires, interviews, and FGDs with 78 physics teachers. The TPACK scores showed a mean of 3.10, with the highest score in Attitude (3.27) and the lowest in Inquiry (3.04). The analysis's findings indicate that 1) Eight critical competencies are thought to be crucial for promoting sustainable development. 2) Learning tools, learning media, and learning models are ways ESD can be included in science education. These findings demonstrate that integrating ESD capabilities into science instruction can promote sustainable development and help attain the SDGs. The results highlight the need for targeted training in inquiry-based approaches and technology integration to enhance ESD implementation in physics education
Validity and Practicality of Student Worksheet Integrated by Sound Wave Experiment Set Using Smartphone with Sound Analyzer Basic 1.10.2 and Frequency Generator 2.6 Software
Full text linkThe sound wave experiment in class XI high school physics learning did not go according to the planned mandate of the 2013 curriculum. Based on observations in five high schools, high school physics KITs are not yet complete and in numbers limited physics KIT. Based on the problems that occur in schools, there is a need for alternative media so that experimental activities can be carried out. Therefore, worksheets are needed that can guide students in carrying out sound wave experimental activities. This research uses a smartphone installed with Sound Analyzer Basic 1.10.2 software to measure the frequency and intensity level of sound as well as the Sound Generator 2.6 frequency as a sound source. The type of research used is research and development refers to the ADDIE model. Instrument of validity and practicality using a Likert scale. Validity results are calculated using the Aiken (1985) formula which is said to be valid if the value ranges between 0.87-1.00. Practicality results are calculated using a percentage technique according to Riduwan (2014) which is said to be practical if the value is 61%-80% and very practical 81%-100%. Students worksheets created are valid with an average value of content validity of 0.91, presentation validity of 0.92, and graphic validity of 0.88. Students worksheets created are practical with an average value of practicality according to students for ease of 87%, attractiveness of 87%, benefits of 85%, and an average value according to teachers for ease of 83%, attractiveness of 76%, benefits 79%
Innovation Learning on The Topic of Sound: Rasch Analysis on Team Game Tournament with Uno Card Media
Full text linkThis study aims to analyze the characteristics of the Teams Game Tournament (TGT) learning model instrument using the Rasch model on the topic of sound, incorporating Bloom's cognitive features. The analysis focuses on validity, reliability, discrimination capacity, and difficulty level to determine the instrument's feasibility. The study adopts the classroom action research paradigm. The instrument comprises ten multiple-choice questions. The findings indicate that the instrument demonstrates adequate validity within an acceptable range. The reliability analysis yields a Cronbach's alpha score of 0.82, indicating high reliability, with item reliability at 0.36 and person reliability at 0.32. Additionally, the discriminating power meets the criteria, as shown by Infit Mean Square (MNSQ), Outfit Z-Standard (ZSTD), and Point Measure Correlation (PT Measure Corr). Regarding difficulty level, the instrument includes five questions categorized as difficult, three as moderate, and two as easy
Student Worksheets Assisted by Augmented Reality on Critical Thinking Skills in High School Physics: Study of Teacher Perceptions in Indonesia
Full text linkThis study is classified as a quantitative descriptive research. The objective of this study is to assess the necessity of utilizing Augmented Reality to support student workbooks in high school physics, with a specific focus on enhancing critical thinking abilities. The research employed a purposive sample methodology as the sampling method. The study topic survey employed a questionnaire as the instrument. The researcher given a Google form link to post this questionnaire, which was then completed online within a defined timeframe. This research focuses on high school physics teachers in Indonesia, specifically those located in 17 provinces including Aceh, North Sumatra, Riau, Jambi, South Sumatra, Lampung, Bengkulu, Banten, West Java, Central Java, East Java, DIY, West Kalimantan, Central Kalimantan, NTT, Maluku, and Southwest Papua. The research study had a total of 84 participants. The research findings indicate that (1) 49% of high school students demonstrate a high level of critical thinking skills in physics subjects; (2) 91% of high school teachers utilize student worksheet in physics instruction; (3) There is a 93% demand for incorporating student worksheet assisted by Augmented Reality in physics learning; and (4) 42% of teachers prefer student worksheet in a printed format. According to this study, there is a requirement for student worksheets supported by Augmented Reality in physical format to enhance students' ability to think critically during the process of studying physics. This first investigation will be extended into further research with the aim of creating student workbooks supported by Augmented Reality to enhance critical thinking abilities in relation to the subject of impulse and momentum
Assessing Senior High School Students’ Critical Thinking Skills on Global Warming in Samarinda
Full text linkGlobal warming is a problem that has received attention from various countries because it can cause climate change accompanied by extreme natural disasters and threats to human health and survival on Earth. The problems of global warming will continue if not critically considered by the next generation. This study aimed to explore the level of critical thinking skills of high school students in Samarinda City and whether there are significant differences between the essential skills of thinking of public and private high school students and between male and female students. This research was an exploratory study using the survey method. The population in this study was all grade X high school students in Samarinda City, and a sample of 5 schools with details of 3 public and two private high schools totaled 274 students. The results showed that students' critical thinking skills were in the less crucial category, with the highest score on the likelihood and uncertainty analysis indicator of 63.89 and the lowest score on the problem-solving and decision-making indicator of 40.21. Public high school students demonstrated significantly higher critical thinking skills than their private school peers, while no significant difference was found between male and female students. The results of this study can be used as a reference for stakeholders to find out which indicators of critical thinking skills still need to be developed and take practical actions for the development of climate change education, especially in Samarinda. These findings highlight the need for targeted interventions to improve critical thinking skills in climate change education among high school students, particularly in Samarinda
STEM-Based Physics Modules with CK-12 Simulations for High School Students: Development and Implementation
Full text linkResearch has been conducted to develop STEM-based physics modules with CK-12 simulations for high school students. This study evaluates the STEM-based physics module’s validity, practicality, and effectiveness with CK-12 simulations for grade X students. The research employed research and development (R&D), utilizing the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The study involved three expert validators and students from two schools to assess the module’s validity, practicality, and effectiveness. The participants comprised grades X MIA students from SMAN 1 Alu and X IPA students from MAN 2 Polewali Mandar. The validity of the developed physics modules, presented as a practical module, was assessed through expert validation, while practicality was evaluated using response questionnaires completed by students and teachers. Effectiveness was determined based on student learning outcome tests. The results indicate that the physics module was highly valid, with an overall validity score of 87.78%. Practicality was also rated highly, with scores of 90.29% from students and 99.00% from teachers. Furthermore, the module demonstrated effectiveness, as evidenced by student learning outcomes meeting the established criteria, with an effectiveness score of 79.17%. These findings suggest that STEM-based physics modules with CK-12 simulations can significantly enhance the quality of physics teaching and learning for high school students. In addition, this research should be explored for other topics
Development of an Assessment Instrument to Measure High School Students' Collaboration Skills in Physics Learning
Full text linkThis study aims to determine the feasibility of the instrument for assessing students' collaboration skills in learning physics. This research is Research and Development (R & D) research with the Analysis, Design, Development, Implementation and Evaluation (ADDIE) model. In this research, the researcher limited the stages in the ADDIE model to the development stage only, so that the development research stages were reduced from five steps to three steps, namely analysis, design and development. The population in this study were students of SMA Negeri 1 Piyungan with a sample of 25 students. The instrument used is a questionnaire. The data obtained were analyzed using validity and reliability tests with the help of the SPSS application. The results obtained show that the validity value obtained is 1.00 with a very high validity category and the reliability value shown through the Cronbach's Alpha value of 0.927 is in the very high criteria. In the small group trial, an rtable value of 0.396 was also obtained, and the rcount value was in the range of 0.425 – 0.760. From these results it shows that the instrument for assessing students' collaboration skills in learning physics is valid and feasible to use
Alternative Virtual Lab-Based Practical Learning Model to Improve Scientific Attitude and Science Process Skills
Full text linkA virtual laboratory is computer software that has the ability to perform mathematical modeling of computer devices presented in the form of simulations. Virtual laboratories are not a substitute for real laboratories, but are used to complement and improve the weaknesses of real laboratories. This research aims to determine the effect of virtual labs on science education students' scientific attitude abilities and science process skills in science courses. The design of this research is a repeated pre-experiment without a control class, with a one-group and pretest-posttest design. The sample in this study was 60 students of the science education study program at Makassar State University, Indonesia, used as experiment 1 group A (n = 30), experiment 2 group B (n = 30). Two groups (experiment 1 and experiment 2) were tested with a pretest and posttest. Each group uses a virtual lab-based practical model (PbVLab). Scientific attitudes and scientific skills were measured using multiple choice tests before and after treatment. The mixed method ANOVA statistical test was used to determine how effective the use of PbVLab was in improving scientific attitudes and science process skills. The results of testing research based on Within-Subjects Effects showed that there was no difference between the pretest-posttest scores for scientific attitudes and scientific skills (F = 0.00; p < 0.05) in each group. The results of the pairwise comparison showed a significance value of <0.05, and there was a significant increase in the pretest-posttest scores for scientific attitudes and science process skills in each group. The effect size results (partial eta squared) show that experimental group 1 experienced an increase in scientific attitudes by 52%; science process skills 53%, experimental group 2 scientific attitudes 54% and science process skills 56%. So, it can be concluded that experimental group 1 and experimental group 2 (PbVab model) provide the most effective contribution to improving scientific attitudes and science process skills
Understanding Newton's Third Law: A Study of Prospective Physics Teachers' Knowledge Structure
Full text linkThis research aims to explore the ability to understand concepts and the characteristics of the knowledge structure of prospective physics teachers regarding Newton's Third Law. This research was conducted on 26 Physics Education students in their first year who had received material on Newton's Laws. The instrument used is the Force Concept Inventory (FCI) test instrument. Using four multiple-choice questions accompanied by reasons, the quantitative data source comes from students' choice of answers. In contrast, the qualitative data source comes from students' reasons for choosing answers, which are used to see the characteristics of knowledge structures. The data analysis technique used is descriptive statistics to present a picture of the ability to understand concepts and the level of character of the knowledge structure of prospective teachers. The results show that the concept understanding ability of prospective physics teachers has an average of 67.31 and is classified as sufficient. The knowledge structure characteristics of prospective physics teachers at the expert level is 62.50%, the beginner level is 14.42%, and the intermediate level is 24.04%. These results show that the ability to understand the concept of Newton's Third Law and the characteristics of knowledge structures have a coherent influence. Prospective teachers with the characteristics of an expert knowledge structure can solve physics problems using correct physics principles. These findings require further research to explore the factors influencing understanding concepts and characteristics of prospective teachers' knowledge structures and more effective teaching strategies
The Augmented Reality Based Flashcards for Learning Heat and Thermodynamics in High School
Full text linkThe objective of this study is to create augmented reality flashcards for teaching heat and thermodynamics to 11th grade students. These flashcards will be used in the classroom during learning sessions for 11th grade science students. The work was executed utilizing the Alessi and Trollip methodology, which encompasses the stages of planning, design, and development. The data were obtained by means of expert validation and a response questionnaire. The findings indicated that the material had a validity rate of 92% and fell into the category of being highly valid. Similarly, the media had a validity rate of 86.95% and also fell into the highly valid category. Therefore, the product gets a validity rating of 89.47% and falls into a very valid category. The practicality score during the first stage of the beta test was 89.2%, with a specific focus on the practical category and a sample size of 4 students. In the second stage of the beta test, the practicality score decreased to 86.27%, with the same focus on the practical category but with a larger sample size of 10 students. The teacher's answer to the practical category yielded a score of 87%. Therefore, the flashcard product utilizing augmented reality for the subject of heat and thermodynamics in the 11th grade of high school could be used for learning purposes