Jurnal Penelitian & Pengembangan Pendidikan Fisika

Journal Information
ISSN / EISSN : 2461-0933 / 2461-1433
Published by: Universitas Negeri Jakarta (10.21009)
Total articles ≅ 192
Current Coverage
DOAJ
Archived in
SHERPA/ROMEO
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Latest articles in this journal

Raffa Fitra Ramadannisa, Mellyana Mega Hartina
Jurnal Penelitian & Pengembangan Pendidikan Fisika, Volume 7, pp 107-114; https://doi.org/10.21009/1.07202

Abstract:
The limited variety of learning media will create various learning problems. One of the problems that arise is the lack of motivation to learn and low learning outcomes. These problems can be overcome by developing learning media integrated with technology such as web-based learning. This study aims to produce web-based learning using Google Sites on Heat and Temperature topics for high school students. The media development used the 4D model with the following stages: 1) Define, 2) Design, 3) Develop. The design and development stages of the media involve experts who assess two aspects, namely material and media design. The average result of media expert's validation is "very feasible". The average effect of material expert validation is "feasible." Based on the validation results by experts, this media is feasible to be used as a learning medium that helps students learn Heat and Temperature topics. The weakness in this research was that the learning design on the developed media was not very relevant to the learning objectives and basic competencies. Researchers hope to develop a learning media with learning designs that are more relevant to learning objectives and basic competencies in the future.
Muhammad Dhanil, Fatni Mufit
Jurnal Penelitian & Pengembangan Pendidikan Fisika, Volume 7, pp 177-190; https://doi.org/10.21009/1.07210

Abstract:
This study aims to produce valid cognitive conflict-based interactive multimedia. This study uses the Plomp development model, which reports the results of the preliminary study and the prototyping phase. In the preliminary phase, five journals were analyzed and data were collected through teacher questionnaires. In the prototyping phase, multimedia is designed and self-evaluation is carried out and data collection is carried out through expert review questionnaires. The results of the journal analysis show that students' misconceptions about static fluid material are quite high. The results of the questionnaire show that learning is still teacher-centered, and interactive multimedia teaching materials are not yet available that can improve understanding of 4C concepts and skills. Based on the results of the preliminary research, in the prototyping phase, interactive multimedia based on cognitive conflict was designed using the Adobe Animate cc 2019 application. Interactive multimedia was arranged according to 4 syntaxes of cognitive conflict-based learning models, namely activation of preconceptions and misconceptions, presentation of cognitive conflicts, discovery of concepts and similarities, and reflection. . Each syntax is designed to improve students' conceptual understanding and 4C skills. The results of the interactive multimedia prototype self-evaluation obtained very good criteria. The results of the prototype validity test obtained a very valid category. Interactive multimedia has been valid in material substance, learning design, visual communication display, and software utilization.
S Syamsidar, Khaeruddin Khaeruddin, Helmi Helmi
Jurnal Penelitian & Pengembangan Pendidikan Fisika, Volume 7, pp 83-90; https://doi.org/10.21009/1.07109

Abstract:
This study aims to analyze the effectiveness of guided inquiry-based physics worksheets in training students' science process skills. This case study was conducted at SMAN 4 Sidenreng Rappang with 28 respondents. Students use worksheets based on guided inquiry for four meetings in Hooke's law material. The worksheets were developed using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation, including expert validation. We obtained the expert analysis of student worksheets based on guided inquiry from two experts, namely 3.16 out of 4 Likert scales with a validity percentage of 78.89%. These results indicate that the student worksheets based on guided inquiry are appropriate. Also, the gain test is used to determine the effectiveness of this worksheet. The science process skills test score obtained an average N-gain of 0.69, and this value is included in the medium category. This is shown based on student responses which found that 28 respondents generally gave a positive reaction to guided inquiry-based physics worksheets. This means that students receive guided inquiry-based physics worksheets as an effective learning resource used in learning.
Handjoko Permana, Fauzi Bakri, Indah Hanifa Salsabila, Diah Ambarwulan, Dewi Muliyati, Dadan Sumardani
Jurnal Penelitian & Pengembangan Pendidikan Fisika, Volume 7, pp 53-60; https://doi.org/10.21009/1.07106

Abstract:
Exploration can be done by reading, discussing, or experimenting with collecting and processing data. In fluid material, students can explore by looking at the phenomena related to the application of Archimedes' law, Pascal's law, and Bernoulli's law. This study aims to develop teaching materials that can improve students' ability to explore fluid material. The research method used is the 4D model development research. The study results were in marker applications and augmented reality, which was validated by material experts, learning media. This application has also gone through field trials. The validation value of material experts is 86%, and media experts are 82.5%. Meanwhile, the test results for the teacher obtained 83.75%, and the students obtained 83.45%. Based on the validation results, this media is feasible to be used as a learning medium that helps students improve fluid material.
Yudi Guntara, Indri Sari Utami
Jurnal Penelitian & Pengembangan Pendidikan Fisika, Volume 7, pp 43-52; https://doi.org/10.21009/1.07105

Abstract:
This study aimed to implement augmented physics animation integrated crosscutting concept COVID-19 in facilitating student problem-solving skills and disaster preparedness. This study used a quantitative approach. The research design chosen was a pre-experimental design with a posttest-only design with nonequivalent groups. The research was conducted at the Department of Physics Education, Universitas Sultan Ageng Tirtayasa. All students of the department are the research population. The sampling technique used was purposive sampling. The number of 35 students entered the experimental group, and 36 students entered the comparison group. The results showed that a) there was no difference in students' mastery of problem-solving skills in the experimental and comparison group. Asymp. Sig indicates a value of 0.187 or > 0.05, so it can be decided that H1 was rejected. b) There was a difference in the level of student COVID-19 disaster preparedness between the experimental and the comparison group. Asymp indicated this. Sig was 0.012 or < 0.05, so it could be decided that H2 was accepted. Therefore, it can be concluded that the implementation of augmented physics animation on the mastery of student problem-solving skills has not yet been seen but can already be seen in facilitating the level of preparedness of students in dealing with the COVID-19 disaster.
Evi Septiyani, Dwi Nanto
Jurnal Penelitian & Pengembangan Pendidikan Fisika, Volume 7, pp 35-42; https://doi.org/10.21009/1.07104

Abstract:
Misconceptions get special attention in educational research because they are inhibiting students in learning. Misconceptions often occur in learning physics, especially the concept of heat, and nearly every sub-concept of physics on students experience various misconceptions. One of them is defining heat. Many students believe that temperature is considered as a unit of measure for the amount of heat. This is a wrong conception. Thus, it needs to be identified using appropriate diagnostic test instruments to reduce students’ misconceptions. Four-tier diagnostic tests can detect students’ misconceptions because they can dig deeper into understanding students’ conceptions. Unfortunately, the diagnostic tests of student misconception are still rarely applied at most schools. The reason is time constraints in the implementation and correction of the diagnostic tests. Therefore, here we report digital four-tier diagnostic test instruments of student misconception on heat and temperature through a helpful website and can be accessed anywhere.
Sunaryo Sunaryo, Hadi Nasbey, Hilda Amelia
Jurnal Penelitian & Pengembangan Pendidikan Fisika, Volume 7, pp 61-72; https://doi.org/10.21009/1.07107

Abstract:
This research aims to develop and produce an Android application using a Transformative Learning Strategy as a Distance Learning on static fluid material. The research used Research and Development (R&D) method, which refers to the Dick and Carey model. The instrument was a questionnaire using a Likert scale and analyzed with a continuous line. According to media experts, this Android application had a validation test phase with a successful percentage of 96% according to matter experts and 80%. According to learners, this application trial was conducted to 30 students of class XI MIPA and physics educators/teachers at SMA Negeri 109 Jakarta with a percentage achievement of 77% according to educators and 83.21%. Based on these results, the data showed that the Android application using Transformative Learning Strategy as a Distance Learning on static fluid material is suitable media for learning physics.
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