Jurnal Materi dan Pembelajaran Fisika
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Improving Students’ Critical Thinking Through Problem-Based Learning in Physics: A Quasi-Experimental Study at SMA Negeri 7 Surakarta
No full textDuring the Industrial Revolution era, education faced the challenge of equipping students with 21st-century skills, one of which is the ability to think critically. The core of the problem raised is the low critical thinking ability of students and the development of effective learning models to develop them, especially in Physics learning. As a solution, research is carried out to explore the implementation of learning models, primarily Problem-Based Learning. The purpose of this research is to investigate the application of the Problem-Based Learning model on students’ critical thinking skills, assess its effectiveness, and identify both the advantages and disadvantages of the learning model, particularly in dynamic fluid materials. The research was conducted at SMA Negeri 7 Surakarta using a quasi-experimental design involving two groups: an experimental class that implemented the Problem-Based Learning (PBL) model and a control class that employed conventional learning methods. The result of this study shows that the Problem-Based Learning model effectively improves students' critical thinking skills in dynamic fluid physics materials. This study also confirmed a significant rise in students’ critical thinking skills after the application of the Problem-Based Learning model. In conclusion, the Problem-Based Learning model is an effective and pedagogically valuable strategy for enhancing students’ critical thinking skills in Physic
Development of Scientific Comprehension Assessment Instruments With Two-Tier Multiple Choice Assisted by Thunkable on the Topic of Work and Energy
No full textThis study aims to develop a instrument for assessing scientific comprehension with Two-Tier Multiple Choice Assisted by Thunkable on the Topic of Work and Energy that meets the criteria as a good assessment instrument. This study uses a development research method from the Wilson, Oriondo, and Antonio (1998) model, namely the test design stage which begins with determining the purpose of the test, determining the competencies tested, determining the material tested, preparing the test grid, writing items, validating items, improving items and assembling tests, and preparing scoring guidelines, then instrument validation carried out by determining the test subjects, conducting trials, and analyzing the data from the trial results and completing with a broad test measurement. The data collection method used was a questionnaire using a two-tier multiple choice instrument in the form of a thunkable-assisted application. The data sources were 6 experts and 270 students from 3 schools, namely SMA Negeri 1 Sukoharjo, SMA Negeri 1 Tawangsari, and SMA Negeri 1 Bulu. The results showed that of the 22 items of scientific comprehension assessment instruments with two-tier multiple choice assisted by thunkable on the topic of work and energy with the Quest program, 20 items were declared fit with the Rasch model. The conclusion of this research is that the instrument of scientific comprehension with two-tier multiple choice assisted by thunkable on the topic of work and energy as a good assessment instrument based on the Rasch model
Pre-Service Physics Teachers' Self-Assessment of Professional Competence After Following PPG (Teacher Professional Education)
Full text linkThis study aimed to evaluate the effectiveness of the Physics TPE program in improving teacher professionalism by considering the perceptions of its graduates. Data were collected through a self-assessment questionnaire/survey given to Physics TPE graduates regarding their teacher professional competence before and after participating in TPE. A total of 36 physics TPE graduates participated in this study. The results showed significant improvements in various aspects of teacher professionalism. Graduates reported improvements in their mastery of educational foundations, teaching program preparation, teaching program implementation, assessment, and student character building. In particular, the greatest improvement was observed in mastery of educational foundations, likely due to the alignment of the TPE curriculum with the stages of effective teaching. While teaching implementation showed the smallest improvement, it was still positive. Overall, the Physics TPE program was perceived well by its graduates, indicating its potential to contribute to the professional development of physics teachers
An Exploratory Study of Innovative Training, Experiences, and Perceived Teaching Competencies in Pre-Service Physics Teacher Education
No full textThis study explores how preservice physics teachers (PPTs) confront and respond to challenges in developing core teaching competencies amid the demands of 21st-century education. It aims to understand the interrelationship between innovative training, professional experience, and essential teaching competencies that shape teacher readiness.Using a qualitative case study design, the research captures authentic experiences from ten PPTs at a public university in Indonesia, purposively selected to represent variations in prior teaching experience and exposure to creative training programs. Data were collected through semi-structured interviews that encouraged participants to share narratives of professional growth, teaching challenges, and the use of innovative physics teaching strategies. Interview transcripts were analyzed using Quirkos 3.0 through an iterative coding process and thematic analysis, with credibility ensured through member checking and peer debriefing.The findings reveal three key insights: (1) innovative training provides a strong foundation for professional development and fosters student-centered learning environments; (2) field experiences expose participants to classroom realities such as diverse student backgrounds and difficulties in simplifying abstract physics concepts; and (3) essential competencies, including empathy, creativity, classroom management, and strong subject knowledge, emerge as crucial for effective teaching practice.Overall, the study demonstrates that preservice physics teacher education benefits from a cohesive and reflective approach that strengthens adaptive teaching skills, supports the formation of a strong professional identity, and enhances the quality of science teaching. The novelty of this study lies in mapping the interconnections between innovative training, field experience, and professional competencies of preservice physics teachers within the contextual framework of teacher education
Development of Teaching Materials Based on Predict-Observe-Explain (POE) Model by Integrating PhET Virtual Laboratory on Temperature and Heat Material
No full textPhysics subjects, particularly the material on Temperature and heat, are often considered difficult due to the abstract nature of the concepts, which can lead to student misconceptions. This challenge is compounded by findings that the learning models and methods used in the field were still conventional and that many schools experience limitations in laboratory equipment for hands-on practicum. To address this gap and promote active student involvement, this study aims to develop teaching materials based on the Predict-Observe-Explain (POE) model integrated with the PhET virtual simulation on temperature and heat material. The research utilized the Research and Development (R&D) method using the 4D model (Define, Design, Develop, and Disseminate), with the study limited to the Develop stage. The research instruments included expert validation sheets and a student response questionnaire. The validation results from material and media experts obtained a high score of 89%, which is classified into the “Very Valid” category. Furthermore, the limited trials showed a positive average student response of 77%, classified in the “Good” category. The successful integration of the POE model with the PhET simulation proved effective in helping students understand the concepts of temperature and heat and increasing their active involvement in the learning process. In conclusion, the developed teaching material is highly suitable for use in the learning process at the high school level and serves as a significant practical contribution by providing an alternative interactive learning media that supports the Merdeka Curriculum
Enhancing Technology Literacy and Creative Thinking through STEAM-Based Learning: A Comparative Study of Junior High School
No full textThis study aims to compare the effectiveness of conventional learning and STEAM-based learning in improving technology literacy and creative thinking skills among junior high school students. The STEAM (Science, Technology, Engineering, Art, and Mathematics) approach, integrated through a Project-Based Learning (PjBL) model, offers an interdisciplinary learning experience that directly supports students' critical thinking and technological literacy in line with 21st-century competencies. Using the Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the research involved 155 eighth- grade students from SMP N 3 Banguntapan. Two classes were randomly selected: one as the experimental group applying the STEAM-based learning device, and the other as the control group with conventional methods. Quantitative data from pretests and posttests showed a significant improvement in the experimental group’s technology literacy (M = 83.96) and creative thinking (M = 73.44) compared to the control group (M = 72.93 and M = 68.62, respectively). These results indicate that the STEAM approach not only enhances conceptual understanding but also fosters active, collaborative, and innovative learning environments. This research supports the integration of STEAM in science education as a strategic response to educational challenges in the digital er
Integration of Gamification in Physics Learning: A Development Study of FISIPOLY Using the Genially Platform for 10th Grade High School Students
Full text linkPhysics is often perceived as a challenging subject due to its abstract nature and reliance on advanced mathematical skills, leading to students’ difficulties in grasping core concepts. Gamification in education has been proven to enhance motivation and engagement in learning. This study aims to develop a Genially-based learning media, FISIPOLY, focused on Global Warming for 10th-grade senior high school students. The research employed the 4D model (Define, Design, Develop, Disseminate). Validation was conducted by material and media experts, followed by product trials involving 10th-grade students. Results demonstrated that FISIPOLY met valid criteria and was deemed suitable for physics instruction. Student trials revealed very good for both content and media aspects. Thus, the gamified genially based FISIPOLY proves feasible for enhancing physics education
Performance Assessment in STEM Projects: Publication Trends
No full textIn line with the global spread of Science-Technology-Engineering-Mathematics (STEM) education, increasing attention has been given to appropriate forms of assessment. Among various approaches, performance assessment is argued to be particularly suitable for evaluating STEM learning processes. This study aims to analyze publication trends and assessment approaches in performance assessment within STEM projects between 2015 and 2025. Using a Systematic Literature Review (SLR) method, 50 peer-reviewed articles retrieved from Scopus and Google Scholar were examined through thematic analysis, based on defined inclusion and exclusion criteria. The review identified key themes, methodologies, geographic distributions, and gaps in the literature. The findings reveal a significant increase in publications in 2021, reflecting growing academic interest in authentic evaluations of 21st-century skills. Authentic assessment approaches such as performance rubrics, digital portfolios, and direct observation dominate the field. Geographically, South Asia shows the highest number of publications on this topic. However, explicit theoretical integration, validation and reliability of instruments, and teacher involvement in assessment design remain limited. These findings highlight the need to strengthen theoretical foundations, participatory approaches, and methodological rigor in developing contextual and sustainable performance assessments for STEM education. By addressing these gaps, this study contributes to guiding educators, policymakers, and researchers in designing assessment practices that effectively align with the planning, implementation, and evaluation stages of STEM learning
Physics Learning Innovation: Revealing the Potential of Lectora Inspire-Based Media with a Scientific Approach
Full text linkThe purpose of this research is to (1) Summarize the procedure for developing Lectora Insprire-based learning media with a scientific approach for learning high school physics on Dynamic Fluid material that meets good criteria, (2) Summarize the specifications of Lectora Insprire-based learning media with a scientific approach for learning high school physics on Dynamic Fluid material that has been developed, (3) Summarize the results of expert assessment of Lectora Insprire-based learning media with a scientific approach for learning high school physics on Dynamic Fluid material in terms of material, design, and language aspects. The research method used is Research and Development, which uses the ADDIE development model. The stages passed in this study are limited to the analysis stage, design stage, and development stage. Research data sources from supervisors, peers, high school physics teachers, and students of SMA Negeri 2 Magelang and SMA Negeri 4 Magelang. The data collection technique used in this research is distributing needs and assessment questionnaires. The analysis techniques used are qualitative analysis and quantitative analysis. The specifications of the developed media are published in .exe format, and there are features in the form of menus to go to specific pages. They are equipped with simulations and interactive questions and can be run offline. The results of the media assessment developed meet the criteria of excellent assessment given by the supervisor, peers, high school physics teachers, and high school students in class XI. This research can be the basis for developing Lectora Inspire-based learning media with a scientific approach to Dynamic Fluid material
A Study of the Results of Time-Dependent Ginzburg-Landau Equation Using Scilab
Full text linkThis study aims to examine computational (numerical) programs in solving the Ginzburg-Landau Time-Dependent Equation. The Ginzburg-Landau Time-Dependent Equation (TDGL), which is often used to model the dynamics of superconductors in external magnetic fields. The TDGL equation is made using the Scilab platform, then the results are compared with the results of Fortran. This study involves experiments with variations in superconductor size to observe their effect on simulation results. The main focus of this study is to study the relationship between the mean magnetization of superconductors and external magnetic fields (He), as well as to evaluate the accuracy and efficiency of the results obtained from the two computing platforms. These results show the relationship between the mean of the superconductor magnetization and the external magnetic field, as well as a comparison of the Vs He graph of Scilab and Fortran showing the relationship between the superconductor order parameters and the external magnetic field