{"title":"Development of Sophisticated Thinking Blending Laboratory (STB-LAB) to Improve 4C Skills for Student as Physics Teacher Candidate","authors":"R. D. Agustina, Riki Purnama Putra, M. Listiawati","doi":"10.21009/1.08107","DOIUrl":"https://doi.org/10.21009/1.08107","url":null,"abstract":"<jats:p>.</jats:p>","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86357089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Maison, D. A. Kurniawan*, Ricky Purnama Wirayuda, Diki Chen
This study aims to determine the E-Module practicum application based on science process skills for high school students on temperature and heat material, describe students’ analytical thinking skills, and identify the effect of science process skills on students’ analytical thinking. Temperature and heat material skills in physics subjects at school. This study uses a mixed-method with an explanatory design. Data collection was carried out in April-May 2021 at senior high school 10 Muaro Jambi. The population of this study was all students of class X public Senior High School (SMAN) 10 Muaro Jambi. The research sample used was 30 science class students consisting of X science 1, X science 2, and X science 3 SMAN 10 Muaro Jambi. The sampling technique used is random sampling. The instruments used in this study were scientific process skills observation sheets and analytical thinking skills assessment questions. The regression analysis was used to determine how the variables were used. This study obtained the results after students used a practical guide based on science process skills. Students had good science process skills. The science process skill variable affected the students’ analytical thinking ability by 52.2%, and other variables influenced the remaining 47.8%. The impact of the research that researchers expect is that teachers can innovate the learning process using e-modules based on science process skills to improve other abilities possessed by students.
{"title":"Process Skills-Based E-Module: Impact On Analytical Thinking Skills","authors":"M. Maison, D. A. Kurniawan*, Ricky Purnama Wirayuda, Diki Chen","doi":"10.21009/1.08103","DOIUrl":"https://doi.org/10.21009/1.08103","url":null,"abstract":"This study aims to determine the E-Module practicum application based on science process skills for high school students on temperature and heat material, describe students’ analytical thinking skills, and identify the effect of science process skills on students’ analytical thinking. Temperature and heat material skills in physics subjects at school. This study uses a mixed-method with an explanatory design. Data collection was carried out in April-May 2021 at senior high school 10 Muaro Jambi. The population of this study was all students of class X public Senior High School (SMAN) 10 Muaro Jambi. The research sample used was 30 science class students consisting of X science 1, X science 2, and X science 3 SMAN 10 Muaro Jambi. The sampling technique used is random sampling. The instruments used in this study were scientific process skills observation sheets and analytical thinking skills assessment questions. The regression analysis was used to determine how the variables were used. This study obtained the results after students used a practical guide based on science process skills. Students had good science process skills. The science process skill variable affected the students’ analytical thinking ability by 52.2%, and other variables influenced the remaining 47.8%. The impact of the research that researchers expect is that teachers can innovate the learning process using e-modules based on science process skills to improve other abilities possessed by students.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89165998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims to analyze the influence of qualitative teaching and quantitative pursuit on understanding the concept of motion Newton Student of Science Education Study Program of FMIPA UNM. The main objectives of this study were to obtain information: 1) the characteristics of pretest and post-test results of understanding of Newton’s motion concepts of students following qualitative teaching, 2) characteristics of pretest and post-test results of understanding of Newton’s motion concepts of students following quantitative teaching, 3) student activities, and 4) a significant difference understanding of Newton’s motion concepts of students who follow qualitative teaching and who follow quantitative teaching. The research method used is mixed. The embedded experimental model, the population of 100 student’s odd semester of 2019/2020 divided into group A of 50 students and group B of as many as 50 students. The techniques used for data collection were interviews and tests, and the data were analyzed qualitatively and quantitatively. The results of the study were found in group A: 1) initial understanding of Newton’s concept based on Aristotelian’s theory of 30 students (60 percent), Impetus 15 students (30 percent), and Newton’s five students (10 percent). The post-test result of understanding Newton’s concept of motion is based on the theory of Aristotle for one student (2 percent), impetus’s theory for four students (8 percent), and Newton’s theory for 45 students (90 percent). In group B: 2) early understanding of Newton’s motion concept based on Aristotelian theory for 35 students (70 percent), Impetus theory for ten students (20 percent), and Newton’s theory for five students (10 percent). The post-test result of understanding Newton’s concept of motion based on the theory of Aristotle for five students (10 percent), Impetus theory for 35 students (70 percent), and Newton’s theory for ten students (20 percent); 3) student activity in following learning included in the high category, and 4) There is a significant difference understanding of Newton motion concept of students who follow qualitative teaching and who follow quantitative teaching. The study found that strict mathematical formulations do not foster the ability to comprehend the physical concept qualitatively. Students are generally only interested in solving physics problems that are manipulating numbers and equations. They are not passionate about the qualitative aspects of mathematical formulations.
{"title":"Understanding the Newton’s Motion Concept Through Qualitative and Quantitative Teaching","authors":"Muhammad Amin Said","doi":"10.21009/1.08113","DOIUrl":"https://doi.org/10.21009/1.08113","url":null,"abstract":"This research aims to analyze the influence of qualitative teaching and quantitative pursuit on understanding the concept of motion Newton Student of Science Education Study Program of FMIPA UNM. The main objectives of this study were to obtain information: 1) the characteristics of pretest and post-test results of understanding of Newton’s motion concepts of students following qualitative teaching, 2) characteristics of pretest and post-test results of understanding of Newton’s motion concepts of students following quantitative teaching, 3) student activities, and 4) a significant difference understanding of Newton’s motion concepts of students who follow qualitative teaching and who follow quantitative teaching. The research method used is mixed. The embedded experimental model, the population of 100 student’s odd semester of 2019/2020 divided into group A of 50 students and group B of as many as 50 students. The techniques used for data collection were interviews and tests, and the data were analyzed qualitatively and quantitatively. The results of the study were found in group A: 1) initial understanding of Newton’s concept based on Aristotelian’s theory of 30 students (60 percent), Impetus 15 students (30 percent), and Newton’s five students (10 percent). The post-test result of understanding Newton’s concept of motion is based on the theory of Aristotle for one student (2 percent), impetus’s theory for four students (8 percent), and Newton’s theory for 45 students (90 percent). In group B: 2) early understanding of Newton’s motion concept based on Aristotelian theory for 35 students (70 percent), Impetus theory for ten students (20 percent), and Newton’s theory for five students (10 percent). The post-test result of understanding Newton’s concept of motion based on the theory of Aristotle for five students (10 percent), Impetus theory for 35 students (70 percent), and Newton’s theory for ten students (20 percent); 3) student activity in following learning included in the high category, and 4) There is a significant difference understanding of Newton motion concept of students who follow qualitative teaching and who follow quantitative teaching. The study found that strict mathematical formulations do not foster the ability to comprehend the physical concept qualitatively. Students are generally only interested in solving physics problems that are manipulating numbers and equations. They are not passionate about the qualitative aspects of mathematical formulations.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77781197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Herta Astri Yudika Sinurat, S. Syaiful, Damris Muhammad
This study aims to determine the effect of implementing STEM-integrated PJBL on students' creative thinking skills and cognitive learning outcomes. This research is quasi-experimental with a two-group pretest-posttest design. The research population is all grade 11th IPA SMAN 3 Bungo students, and the sample was determined by random sampling. Three projects conducted by the students were water pump free energy, fountain free energy, and air bubble generator. Two instruments of creative thinking test in essay form and multiple-choice for learning outcome test were used. The averages of pretest results of creative thinking and learning outcomes were 27.97 and 30.00 for the experiment class and 30.16 and 30.31 for the control, respectively. This shows that initial student ability in both the creative thinking skill and learning outcome of both types are level. STEM integrated PJBL was then used in the experiment class, and a conventional learning strategy was used for the control class. The average posttest results indicate that the student creative thinking skill of the STEM integrated PJBL class (82.81) is significantly higher than that of the control (36.72). Contrast with the posttest learning outcome showed no difference. These results show that the students actively engaged with the projects in the STEM integrated PJBL class improved their creative thinking skills significantly compared to the control class. This research's main finding is that implementing the STEM-integrated PJBL effectively enhances students' creative thinking skills. Manova analysis shows the students of the experiment class scored 76% in high and 63% in medium categories for both the creative thinking skills and learning outcome, respectively.
{"title":"The Implementation of Integrated Project-Based Learning Science Technology Engineering Mathematics on Creative Thinking Skills and Student Cognitive Learning Outcomes in Dynamic Fluid","authors":"Herta Astri Yudika Sinurat, S. Syaiful, Damris Muhammad","doi":"10.21009/1.08108","DOIUrl":"https://doi.org/10.21009/1.08108","url":null,"abstract":"This study aims to determine the effect of implementing STEM-integrated PJBL on students' creative thinking skills and cognitive learning outcomes. This research is quasi-experimental with a two-group pretest-posttest design. The research population is all grade 11th IPA SMAN 3 Bungo students, and the sample was determined by random sampling. Three projects conducted by the students were water pump free energy, fountain free energy, and air bubble generator. Two instruments of creative thinking test in essay form and multiple-choice for learning outcome test were used. The averages of pretest results of creative thinking and learning outcomes were 27.97 and 30.00 for the experiment class and 30.16 and 30.31 for the control, respectively. This shows that initial student ability in both the creative thinking skill and learning outcome of both types are level. STEM integrated PJBL was then used in the experiment class, and a conventional learning strategy was used for the control class. The average posttest results indicate that the student creative thinking skill of the STEM integrated PJBL class (82.81) is significantly higher than that of the control (36.72). Contrast with the posttest learning outcome showed no difference. These results show that the students actively engaged with the projects in the STEM integrated PJBL class improved their creative thinking skills significantly compared to the control class. This research's main finding is that implementing the STEM-integrated PJBL effectively enhances students' creative thinking skills. Manova analysis shows the students of the experiment class scored 76% in high and 63% in medium categories for both the creative thinking skills and learning outcome, respectively.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84361060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Increasing technology in this modern era of globalization can be applied to the world of education as a facility to facilitate the learning process delivered. Applying technology can help to learn that are hampered by distance can be overcome by distance learning. Distance learning has not yet become a part of most schools in Indonesia, especially elementary schools. So, there is a need for further research to produce audio-visual animation media so that it can help to learn for elementary school students. This type of research is an educational R&D development research (Educational Research and Development) referring to the ADDIE development model, which consists of five stages: Analyze, Design, Development, Implementation, and Evaluation. The type of data used is descriptive qualitative and quantitative data. Techniques for data collection are using questionnaires and questions. This shows no difference between using audio-visual animation learning media for science-themed to permanently save energy and other media provided by educators in schools to improve students’ conceptual understanding and creativity.
在这个全球化的现代时代，越来越多的技术可以作为一种便利学习过程的设施应用于教育界。应用技术可以帮助学习，远程学习可以克服距离的阻碍。远程教育还没有成为印尼大多数学校的一部分，尤其是小学。因此，有必要进一步研究制作视听动画媒体，以帮助小学生学习。这种类型的研究是一种教育研发开发研究(educational research and development)，指的是ADDIE开发模式，包括五个阶段:分析、设计、开发、实施和评估。使用的数据类型是描述性定性和定量数据。数据收集的技术是使用问卷和问题。这表明使用以科学为主题的视听动画学习媒体来永久节约能源与学校教育者提供的其他媒体来提高学生的概念理解和创造力没有区别。
{"title":"Development of Audio-Visual Physics Animation Media to Improve Students’ Understanding of Concepts and Creativity","authors":"F. Sari, Salamun Hadi Subroto, Faruq Haroky","doi":"10.21009/1.08112","DOIUrl":"https://doi.org/10.21009/1.08112","url":null,"abstract":"Increasing technology in this modern era of globalization can be applied to the world of education as a facility to facilitate the learning process delivered. Applying technology can help to learn that are hampered by distance can be overcome by distance learning. Distance learning has not yet become a part of most schools in Indonesia, especially elementary schools. So, there is a need for further research to produce audio-visual animation media so that it can help to learn for elementary school students. This type of research is an educational R&D development research (Educational Research and Development) referring to the ADDIE development model, which consists of five stages: Analyze, Design, Development, Implementation, and Evaluation. The type of data used is descriptive qualitative and quantitative data. Techniques for data collection are using questionnaires and questions. This shows no difference between using audio-visual animation learning media for science-themed to permanently save energy and other media provided by educators in schools to improve students’ conceptual understanding and creativity.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75046411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to find an alternative sound-absorbing material from nature that is cheap and environmentally friendly, namely the water hyacinth plant (Eichhornia crassipes). The experimental soundproofing tool from a glass box with a placemat skat was developed by integrating science, technology, engineering, arts, and mathematics (STEAM) elements as an alternative project-based learning model (PjBL) for students. The research method used is experimental. Water hyacinth was sun-dried, woven in the form of a placemat with two variations of the test samples at several frequencies of 250 Hz, 500 Hz, 750 Hz, 1000 Hz, and 1500 Hz. Six stages of PjBL are used, and elements of STEAM are integrated. The results of the study obtained the value of Noise Reduction (NR) of sound for test samples 1, test sample 2, or a combination of test samples 1 and 2. Each test sample is effective at 1500 Hz high frequency; namely, test NR 1 = 8.7 dB, test NR 2 = 8.3 dB, and NR Gab=9.3 dB. The combined test sample was also effective at frequencies of 500 Hz and 750 Hz, with NR Gab=4.3 dB and NR Gab=4.7 dB. Following the theory that changes in sound between 3 to 12 dB have effects that humans can feel. This study concludes that natural water hyacinth fiber has fairly good quality as an alternative sound-dampening material. This experimental tool can also be an alternative to the STEAM-integrated PjBL learning model.
{"title":"A Study of Sound Materials of Water Hyacinth (Eichhornia Crassipes) as Alternative STEAM Integrated Project-Based Learning Model (PjBL)","authors":"M. Rohman, P. Marwoto, S. Priatmoko","doi":"10.21009/1.08102","DOIUrl":"https://doi.org/10.21009/1.08102","url":null,"abstract":"This study aims to find an alternative sound-absorbing material from nature that is cheap and environmentally friendly, namely the water hyacinth plant (Eichhornia crassipes). The experimental soundproofing tool from a glass box with a placemat skat was developed by integrating science, technology, engineering, arts, and mathematics (STEAM) elements as an alternative project-based learning model (PjBL) for students. The research method used is experimental. Water hyacinth was sun-dried, woven in the form of a placemat with two variations of the test samples at several frequencies of 250 Hz, 500 Hz, 750 Hz, 1000 Hz, and 1500 Hz. Six stages of PjBL are used, and elements of STEAM are integrated. The results of the study obtained the value of Noise Reduction (NR) of sound for test samples 1, test sample 2, or a combination of test samples 1 and 2. Each test sample is effective at 1500 Hz high frequency; namely, test NR 1 = 8.7 dB, test NR 2 = 8.3 dB, and NR Gab=9.3 dB. The combined test sample was also effective at frequencies of 500 Hz and 750 Hz, with NR Gab=4.3 dB and NR Gab=4.7 dB. Following the theory that changes in sound between 3 to 12 dB have effects that humans can feel. This study concludes that natural water hyacinth fiber has fairly good quality as an alternative sound-dampening material. This experimental tool can also be an alternative to the STEAM-integrated PjBL learning model.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88504362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many studies show that student worksheets can be suitable teaching materials to achieve learning objectives, whether at school or college. Also, college student worksheets can make it easier for students to learn computing-based lessons. This study aims to design and develop worksheets and integrate them with computational thinking (CT) skills in computer programming courses. The material intended to be used as a worksheet is how to simulate electromagnetic waves (EM). This worksheet is also designed with group activities and is expected to improve collaboration skills between college students. This study uses research and development (R&D) methods with the 4D model approach but does not do the fourth stage, dissemination. The worksheet developed has six main elements: (1) titles, (2) study guides, (3) essential competencies, (4) subject matter or supporting information, (5) tasks or work steps, and (6) student assessments. The resulting worksheet products have also been assessed by peers and declared worthy as teaching materials. In addition, the resulting worksheet has shown the steps in CT, namely, abstraction, algorithm, and generalization.
{"title":"Design and Development of College Student Worksheets for Simulation of Electromagnetic Waves","authors":"Marlinda Siahaan, B. Z. Siahaan","doi":"10.21009/1.08101","DOIUrl":"https://doi.org/10.21009/1.08101","url":null,"abstract":"Many studies show that student worksheets can be suitable teaching materials to achieve learning objectives, whether at school or college. Also, college student worksheets can make it easier for students to learn computing-based lessons. This study aims to design and develop worksheets and integrate them with computational thinking (CT) skills in computer programming courses. The material intended to be used as a worksheet is how to simulate electromagnetic waves (EM). This worksheet is also designed with group activities and is expected to improve collaboration skills between college students. This study uses research and development (R&D) methods with the 4D model approach but does not do the fourth stage, dissemination. The worksheet developed has six main elements: (1) titles, (2) study guides, (3) essential competencies, (4) subject matter or supporting information, (5) tasks or work steps, and (6) student assessments. The resulting worksheet products have also been assessed by peers and declared worthy as teaching materials. In addition, the resulting worksheet has shown the steps in CT, namely, abstraction, algorithm, and generalization.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82576619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Halim, Oka Melawati, Evendi Evendi, Y. Yusrizal, I. Irwandi
The purpose of the study was to determine the impact of using a problem-based Student Worksheet (SWS) on improving problem-solving skills (PSS) in terms of student Learning Outcomes (LO). The research used a quantitative approach, quasi-experimental method, and the One Group Pretest-Posttest design research. The research sample also involved 31 high school students for the experimental class and 31 for the control class. The research has three variables: problem-based SWS, problem-solving skills (PSS), and Student Learning Outcomes (LO). The problem-solving skill instrument uses five essay questions, and the LO uses 20 multiple choice questions, both of which were developed by the researcher. Data analysis used the N-Gain formula to obtain information on the increase in PSS and LO. Based on the results of data analysis, it was found that the effect of implementing SWS was very significant on students’ PSS and LO. In addition, the application of SWS also affects students’ LO, and some students with high or low LO scores also have high PSS scores or vice versa. Inference from this study, it is hoped that teachers as educators will try to direct students to get used to solving physics problems using a five-stage problem-solving model.
{"title":"The Impact of Problem-Based Student Worksheets on Improving Problem-Solving Skills in terms of Learning Outcomes","authors":"A. Halim, Oka Melawati, Evendi Evendi, Y. Yusrizal, I. Irwandi","doi":"10.21009/1.08114","DOIUrl":"https://doi.org/10.21009/1.08114","url":null,"abstract":"The purpose of the study was to determine the impact of using a problem-based Student Worksheet (SWS) on improving problem-solving skills (PSS) in terms of student Learning Outcomes (LO). The research used a quantitative approach, quasi-experimental method, and the One Group Pretest-Posttest design research. The research sample also involved 31 high school students for the experimental class and 31 for the control class. The research has three variables: problem-based SWS, problem-solving skills (PSS), and Student Learning Outcomes (LO). The problem-solving skill instrument uses five essay questions, and the LO uses 20 multiple choice questions, both of which were developed by the researcher. Data analysis used the N-Gain formula to obtain information on the increase in PSS and LO. Based on the results of data analysis, it was found that the effect of implementing SWS was very significant on students’ PSS and LO. In addition, the application of SWS also affects students’ LO, and some students with high or low LO scores also have high PSS scores or vice versa. Inference from this study, it is hoped that teachers as educators will try to direct students to get used to solving physics problems using a five-stage problem-solving model.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83829328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Development of Computer Based Test Which is Integrated with Bengkulu Local Wisdom to Measure The Scientific Literacy Skills of Junior High School Students","authors":"Nauratun Nazhifah, A. Pasaribu, Ketang Wiyono","doi":"10.21009/1.08105","DOIUrl":"https://doi.org/10.21009/1.08105","url":null,"abstract":"<jats:p>.</jats:p>","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91381703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Implementation and Effect of Problem-Based Learning Based on Local Wisdom Toward Students' Communication and Critical Thinking Ability on Temperature and Heat Material","authors":"Suci Suci, M. Muhaimin, Zurweni Zurweni","doi":"10.21009/1.08115","DOIUrl":"https://doi.org/10.21009/1.08115","url":null,"abstract":"<jats:p>.</jats:p>","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80424815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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