Journal of Innovative Physics Teaching

Development of Physics Test Instruments to Measure Problem Solving Skills on Dynamic Fluid Materials

Aditya Putra Sanjaya — 2024-12-21

Problem solving skills are a fundamental part of physics learning that must be possessed by students in facing challenges and problems that involve critical thinking, logical, systematic and able to make the right decisions. In fact, the availability of instruments to measure these skills is still limited. Based on that, the purpose of this research is to develop a test instrument based on problem solving skills based on Heller's stages on dynamic fluid material that meets the criteria for good instrument feasibility. This type of research is development research (Research and Development / R&D) with a 4D model consisting of 4 stages, namely define, design, develop and disseminate. The subjects of this study were XI grade high school students totaling 36 people for product testing. The results showed that the average value of content validity testing was 93.53% with very valid criteria, while the results of item validation in small and large groups showed that all ten test instruments were categorized as valid. In terms of reliability, the small group obtained a value of 0.84 which is classified as very high reliability and in the large group obtained a value of 0.78 which is classified as high reliability. The results of the student response test obtained a positive response in the small group of 81.00% with a good category and in the large group of 81.32% with a very good category. Based on the results of the study, it is concluded that the dynamic fluid material problem solving test instrument developed as many as 10 questions has met the eligibility criteria of the test instrument including validity and reliability so that it can then be used as a training medium and a measuring tool for problem solving skills.

The Effect of STEM-Based Interventions on Learning Outcomes in High School: A Meta-Analysis

Muhammad Aizri Fadillah — 2024-12-21

While numerous studies have investigated the effectiveness of STEM (Science, Technology, Engineering, and Mathematics) education, findings remain fragmented, and variations in research designs, sample characteristics, and contexts of implementation pose challenges in drawing generalized conclusions. This study aimed to assess the efficacy of the STEM approach on student learning outcomes at the high school level through a meta-analysis. A total of 24 studies that met the inclusion criteria were analyzed from 14 papers that met the criteria. The meta-analysis results demonstrated that the STEM approach was significantly more effective than traditional learning methods, with an overall effect size value of d = 1.71, Z = 7.45, and a significance level of P < 0.00001. Although there was considerable heterogeneity among the effect sizes (Q = 589.66, I² = 96%), the funnel plot demonstrated a symmetrical distribution of effect sizes, indicating minimal publication bias. The findings substantiate that STEM-based education can enhance student engagement, facilitate concept comprehension, and cultivate critical thinking abilities. The practical implications of this study include recommendations for education policymakers to design more effective STEM programs and for educators to adopt STEM-based teaching strategies. Various stakeholders must collaborate to guarantee this initiative's successful implementation and adequately prepare students for the global challenges they will encounter in the 21st century.

Development of E-module on Static Fluid Material Containing Local Wisdom of the East Coast of North Sumatra Using Flip Pdf Professional

Rodearna Siregar — 2024-12-21

Physics learning is trapped in a routine where learning activities only provide formulas, example questions and exercises, the teaching materials used by teachers are less contextual, still in the form of school textbooks, causing students' ignorance about the use of physics in everyday life so that the knowledge they have students tend to memorize. This research aims to develop a physics e-module based on local wisdom with the help of a professional PDF flip that is valid, practical and effective for use as teaching material, contextual in nature to increase students' understanding of concepts. This type of research is research and development (Research and Development) with the ADDIE development model including the stages of analysis, design, development, implementation and evaluation. The instruments of this research are validation sheets, questionnaires and learning tests. Data was analyzed using Excel. The research results show that the e-module developed is valid with a material expert validation percentage of 90.62%, media expert validation of 87%. The results of the practicality test by the teacher obtained a percentage of 96%, and the percentage of small group student questionnaire responses was 86.43%, the large group was 82.95% in the very practical category. The results of the effectiveness test based on the pretest-posttest learning outcomes obtained an average N-gain in the small group, namely 0.87 and in the large group, namely 0.92 in the high category, so that the physics e-module based on local wisdom is effectively used as physics teaching material because able to improve understanding of concepts.

Bibliometric Analysis of Trends Project Based Learning (PjBL) Integrated STEM For Twenty First Century Skills Enhancement in Physics Learning

Fauziah Ulmi — 2024-12-21

Twenty first century skills are very important skills in learning because these skills are able to prepare individuals to face challenges and opportunities in the future masses. This study aims to analyze the trend of project-based learning (PjBL) integrated in Science, Technology, Engineering, and Mathematics (STEM) to improve twenty first century skills in Physics learning. The method used is bibliometric analysis method. A total of 127 articles were collected through the Publish or Perish (PoP) application based on relevant keywords in Google Scholar indexed journals. The article was processed using the VOSviewer application. VOSviewer mapping results were analyzed and described. The results of this study are that in the last five years (2020 - 2024), STEM-integrated PjBL has become one of the trends in Physics learning in schools. This can be seen from the many articles found about STEM-integrated PjBL. However, research related to STEM-integrated PjBL to improve twenty first century skills in Physics learning still needs to be done.Twenty first century skills are very important skills in learning because these skills are able to prepare individuals to face challenges and opportunities in the future masses. This study aims to analyze the trend of project-based learning (PjBL) integrated in Science, Technology, Engineering, and Mathematics (STEM) to improve twenty first century skills in Physics learning. The method used is bibliometric analysis method. A total of 127 articles were collected through the Publish or Perish (PoP) application based on relevant keywords in Google Scholar indexed journals. The article was processed using the VOSviewer application. VOSviewer mapping results were analyzed and described. The results of this study are that in the last five years (2020 - 2024), STEM-integrated PjBL has become one of the trends in Physics learning in schools. This can be seen from the many articles found about STEM-integrated PjBL. However, research related to STEM-integrated PjBL to improve twenty first century skills in Physics learning still needs to be done.

Design of Physics Learning Module Integrated with Problem Based Learning Model on Renewable Energy Material Class X MA

Nindi Syakila — 2024-12-21

Independent Curriculum provides flexibility to schools and teachers in designing learning. However, this flexibility causes differences in the allocation of learning time in some schools. In physics subjects, some Madrasah Aliyah have less time allocation per week compared to other schools, this causes students to need to be trained to learn independently. Meanwhile, Phase E physics learning outcomes require students to play an active role in providing problem solving. Therefore, a learning module integrated with the Problem-Based Learning (PBL) model is needed to support independent learning and train students' problem-solving skills. This study aims to produce a physics learning module integrated with a valid PBL model on renewable energy material for class X Madrasah Aliyah. This research uses the Research and Development (R&D) method with the 4D development model, which includes defining, designing, developing, and disseminating stages. The module validation results showed a value of 0.92 with a very valid category. This shows that the developed module has met the validity criteria and is suitable for use. The implication of this research is that the module can help students learn independently and train students to solve problems.

Implementation of the PBL Model Integrated E-Module with Learning Differentiated to Promote Student’s Collaboration Skills

Riri Yandari — 2024-12-21

Education is currently trying to make students able to master the skills of the 21st century. This study aims to determine the effect of applying the integrated e-module PBL model with differentiated learning on students' mastery of concepts and collaboration skills. The research design used in this research is classroom action research. The data collection instrument consists of two parts, namely the collaboration skills observation sheet and the writing test. Based on the results of data analysis, the results of increasing the average value of each indicator of collaboration skills in cycle I and cycle II due to the application of the integrated e-module PBL model with differentiated learning are: I1 = 13.19%, I2 = 8.33 %, I3 = 6.02%, I4 = 11.11%, I5 = 11.1%. While the increase in student knowledge aspect learning outcomes is 15.5%. Based on the research results, it is known that the application of the integrated e-module PBL model with differentiated learning can improve students' collaboration skills and mastery of concepts, which are skills needed in 21st century education.

Misconceptions and Their Remediation on High School Physics Temperature and Heat Materials: A Systematic Review

MUHAMMAD WAHYUDI YUDI — 2024-12-21

This study aims to explore misconceptions in temperature and heat concepts in high school physics and analyze the effectiveness of remediation strategies. The objectives of the study are: (1) to identify the concepts most affected by misconceptions, (2) to analyze diagnostic tests frequently used to detect misconceptions, (3) to evaluate the methods/models/strategies used to remediate these misconceptions, and (4) to assess the impact of these strategies on students’ conceptual understanding. A systematic review of existing research articles was conducted using both qualitative and quantitative approaches. The results revealed that phase change concepts had the highest percentage of misconceptions (83%), while heat concepts had the lowest (12.42%). The Certainty of Response Index (CRI) was the most commonly used diagnostic tool (57.15%). Effective remediation strategies identified included Conceptual Understanding Procedures, Predict Observe Explain (POE), Problem-Based Learning (PBL), and Problem Solving. The study found that the average effect size of remediation strategies was 2.07, indicating a significant improvement in students’ understanding. The findings suggest that targeted diagnostic tests and remediation strategies can effectively reduce misconceptions and improve students’ understanding of temperature and heat concepts.

Instructional Materials Based on Generative Learning Models in Context of Science and Physics Learning: A Bibliometric Analysis

Serli Ahzari — 2024-12-21

Developing instructional materials based on the generative learning model has become critical in science and physics education. However, a systematic analysis of research trends in this domain must be more conspicuously present. This study aims to conduct an in-depth analysis of research investigating the impact of generative learning model-based instructional materials in science and physics education, encompassing their classification and trends and identifying potential research variables for future scholarly investigations. The methodological approach employed a literature review utilizing bibliometric analysis, initiating with the definition of keywords “generative learning model” and “journal” within the Publish or Perish application and using Google Scholar as the primary database. A systematic filtering process was applied to the search results, identifying 10 pertinent articles within the “Science and Physics” domain from an initial pool of 200 publications. Researchers utilized Mendeley and Vosviewer to compile metadata and visualize research trends. Findings indicated that research on generative learning models in science and physics clusters into two primary categories: generative learning models, conventional learning approaches, learning outcomes, population characteristics, and pedagogical influences. However, this study’s limitations, stemming from the restricted article sample, underscore the need for future research to explore a broader range of topics.