Charm Sains: Jurnal Pendidikan Fisika

Pengaruh Penggunaan Al Generatif Terhadap Physics Learning Anxiety dan Motivasi Belajar Peserta Didik

Juniar Rasyid — 2026-06-28

Physics learning anxiety is one of the psychological factors that influences the motivation and physics learning outcomes of high school students. This study aims to analyze the effect of generative AI use on students’ physics learning anxiety and learning motivation. The research employed a quasi-experimental method with a pretest–posttest control group design involving 60 high school students divided into experimental and control groups. The experimental group participated in learning activities using generative AI, while the control group received conventional instruction. The research instruments consisted of a physics learning anxiety questionnaire and a learning motivation questionnaire that had been tested for validity and reliability. Data were analyzed using appropriate statistical tests. The results show that the use of generative AI significantly reduces students’ physics learning anxiety and increases their learning motivation compared to conventional learning. These findings indicate that generative AI is effective as a learning medium that can reduce learning anxiety and enhance students’ motivation, and it has implications for its use as an innovative and adaptive learning medium in physics education.

Penerapan Pendekatan Belajar Tuntas (Mastery Learning) Pada Mata Kuliah Perencanaan Pembelajaran

Sulistiawati — 2026-06-28

According to Bloom (1971), the basic assumption of the mastery learning approach is that all students can achieve learning objectives if given adequate study time and assistance appropriate to their needs. The application of the mastery learning approach in the Learning Planning course aims to ensure students have the competence to plan learning properly and correctly. This course is taught in semester VI and is one of the courses that prepare students to take the School Field Introduction Program (PLP). This study uses a descriptive method by assessing five types of assignments and one microteaching, namely: (1) Assignment 1 (individual) essay questions to measure students' understanding of learning theory; (2) Assignment 2 (group) synchronization of Basic Competencies (KD) 3 with Bloom's Taxonomy and KD 4 with learning methods and media; (3) Assignment 3 (individual) synchronization of KD, indicators, learning objectives, evaluation questions, and answer keys; (4) Assignment 4 (individual) preparation of learning assessment outlines and instruments. (5) Assignment 5 (individual) preparation of Learning Implementation Plans (RPP). (6) Microteaching. The average score for Assignment 1 was 81.5. For Assignments 2 through 5, each student was allowed three to four consultations before the assignment was deemed worthy of assessment. The average score for Assignments 2-5 reached 90. Based on the final assessment results, all students successfully achieved the learning completion standard. These results indicate that the implementation of the mastery learning approach is effective in improving student competency in the Learning Planning course.

Pemanfaatan Virtual Laboratory PhET dalam Pengembangan Lembar Kerja Praktikum guna Meningkatkan Pemahaman Konsep Gelombang Bunyi

Silvia Anggri Wijaya — 2026-06-28

This study aims to analyze the feasibility of the practicum worksheet developed through the utilization of the Virtual Laboratory PhET based on the assessment of media and material experts, and to determine the improvement in understanding of the concept of sound waves. Based on classroom observations, students’ conceptual understanding of sound waves remains relatively low, as indicated by average diagnostic test scores that have not yet reached the expected mastery standard. In addition, students are not yet able to relate mathematical representations to physical phenomena associated with sound waves in everyday life. Therefore, the practicum worksheet is designed to support the concept exploration process through interactive simulations that allow students to observe and visualize the sound wave phenomenon more concretely. This study uses a 4-D development model that includes the Define, Design, Develop, and Disseminate stages. The research instruments used are validation sheets to assess the feasibility of the practicum worksheet by media and material experts, and a concept understanding test to measure the improvement in students' conceptual understanding. The product feasibility analysis was carried out using a Likert scale, while the improvement in conceptual understanding was analyzed using n-gain calculations. The results of the study indicate that the practicum worksheet utilizing the Virtual Laboratory PhET on the sound wave material is declared feasible for use in learning. The average assessment score from media experts was 3.505 and from material experts was 3.53, which is considered very good. Furthermore, the conceptual understanding test results showed a significant improvement, with an average n-gain score of 0.70, which is considered high. These findings indicate that the use of the PhET Virtual Laboratory in developing practical worksheets is effective in improving understanding of the concept of sound waves.

Pengaruh Model Pembelajaran Problem Based Learning Dan Creative Problem Solving Terhadap Kreativitas Berpikir Siswa

Bulan Muliani Putri — 2026-06-28

This study aims to describe and analyze differences in students’ creative thinking in the 11th grade at MAN Jeneponto regarding the topic of heat through the application of the Problem-Based Learning (PBL) and Creative Problem Solving (CPS) models. Using a quantitative approach with a Pretest-Posttest Two Experimental Groups Design, this study evaluated two experimental groups, each of which was given different treatments to measure the achievement of four main indicators of creativity, namely fluency, flexibility, originality, and elaboration. Data collected through essay test instruments showed that both classes experienced a significant increase in creativity after the learning process was carried out intensively. The results of the Independent Sample T-Test yielded a significance value of less than 0.05, which empirically proves a real difference in effectiveness between the use of the PBL and CPS models on students’ creative thinking. These findings confirm that problem-solving-based learning models have a major positive impact on physics education; the CPS model has been shown to provide students with more space to explore new ideas and discover various creative alternative solutions, while the PBL model is highly effective in honing thinking skills through the analysis of contextual problems relevant to daily life. Overall, the integration of these two models can serve as a superior instructional strategy for educators to optimally stimulate students' cognitive potential. By shifting from conventional methods to student-centered approaches, learners are not only able to master the theoretical concepts of heat but also develop the capacity to apply this knowledge innovatively and systematically.

Pengembangan Lembar Kerja Peserta Didik (LKPD) Berbasis Inkuiri Terbimbing Untuk Meningkatkan Hasil Belajar Fisika

Kornelia Wiwin Dola Putri — 2026-06-28

The use of Student Worksheets (LKPD) in physics learning has not been fully optimized to promote students’ active engagement. Most LKPD used in schools are still conventional, lack variety, and have not adequately facilitated the development of students’ scientific reasoning skills. This study aimed to develop a guided inquiry-based LKPD that is valid, practical, and effective in improving the physics learning outcomes of Grade X TJKT 2 students at SMK Negeri 8 Kupang. The study employed a Research and Development (R&D) approach using the 4D model, which consists of the define, design, develop, and disseminate stages. The results showed that the developed LKPD achieved a high level of validity, with a media expert validation score of 89.41% and material expert validation scores of 80% for content and 76% for language. The LKPD was categorized as highly practical based on teacher responses 90.76% and practical based on student responses 79.84%. Its effectiveness was demonstrated by the increase in the mean pretest score from 40.24 to 77.86 on the posttest, with an N-Gain score of 0.63, indicating a moderate level of improvement. The affective domain achieved an average score of 59.52%, categorized as fairly good, while the psychomotor domain obtained an average score of 66.96%, categorized as fairly skilled. Based on these findings, the guided inquiry-based LKPD was found to be valid, practical, and effective, indicating its suitability for physics instruction. Its implementation contributes to improving students’ learning outcomes, scientific reasoning skills, and active participation in the learning process.

Perbandingan Hasil Belajar Antara Model Pembelajaran Problem Posing dan Problem Solving Peserta Didik

Jufitra Halianti — 2026-06-28

Learning outcomes are indicators of learning success. However, the physics learning process still shows low levels of student engagement, intrinsic motivation, and attention, which in turn affects learning outcomes. The objectives of this study are: to determine the learning outcomes of eighth-grade class VIII.1 students after being taught the problem-posing learning model on the topic of work; to determine the learning outcomes of eighth-grade class VIII.2 students after being taught the problem-solving learning model on the topic of work; to determine the learning outcomes of eighth-grade class VIII.1 students after being taught the problem-solving learning model on the topic of energy; to determine the learning outcomes of eighth-grade Class 2 students after being taught the problem-posing learning model on the topic of energy; to determine the learning outcomes of students in Class VIII.1 and VIII.2 after being taught the problem-posing learning model on the topics of work and energy; to determine the learning outcomes of students in Class VIII.1 and VIII.2 after being taught the problem-solving learning model on the topics of work and energy; and to determine the differences in students’ learning outcomes after being taught the problem-posing and problem-solving models at SMPN 36 Makassar. This study employed an experimental method with a counterbalanced design. The results showed that the average learning outcomes for students in Class VIII.1 on the topic of business using the problem-posing approach were 75.10, for Class VIII.2 using the problem-solving approach were 77.58, for Class VIII.1 on the topic of energy using the problem-solving approach were 79.07, and for Class VIII.2 using the problem-posing approach were 73.03. Overall, the average learning achievement for the problem-posing approach was 74.06, while that for the problem-solving approach was 78.32. Although the average learning achievement of students taught using the problem-solving approach was higher, the analysis results showed that there was no significant difference between the two learning models in terms of student learning achievement. The results of this study are expected to serve as a reference for future research.

Efektivitas Penerapan Project Based Learning Terhadap Keterampilan Berpikir Kritis Peserta Didik Materi Gelombang Pada Kelas XI Di SMAN 4 Bone

Herdayana — 2026-06-28

This research seeks to determine how the adoption of the Project Based Learning framework influences the criticaI thinking abilities of students concerning the subject of waves at SMAN 4 Bone. The approach taken in this research was a quasi-experimental design featuring a posttest-onIy controI group. The subjects involved encompassed ail 11th-grade learners at the institution. The sampIe was divided into an experimentaI group and a controI group, chosen through a purposive sampling method. A muItiple-choice test evaluating criticaI thinking skills served as the measurement tool. Data examination was performed employing both descriptive and inferential techniques. Findings from the research revealed that the mean critical thinking skill score for students in the experimentaIcIass was 73.50, which is categorized as high, whiIe the controI cIass fell within the moderate range. Results from the hypothesis evaluation using an independent sampIe t-test indicate that the execution of the Project Based Learning modeI has been effective. Hence, the Project Based Learning framework can be regarded as a promising method to enhance students' criticaI thinking skilIs regarding wave topics.

Pembelajaran Fisika Berbasis Budaya Permainan Tradisional: Studi Etnofisika pada Permainan Tradisional Egrang

Liza Septia Ahmad — 2026-06-28

Currently, ethnophysics studies particularly those focusing on traditional games are still rarely chosen as research topics. Even when such research does exist, it tends to be more immersive in nature and does not directly engage with the actual objects. However, a holistic approach that directly incorporates traditional games into the learning process would add depth to the material. It could even reveal the various physics concepts embedded in the Egrang game. Yet, most research has not yet addressed the specific physics concepts present in the Egrang game. This represents a research gap: identifying and exploring the physics concepts within the Egrang game. The purpose of this article is to explore the traditional game of egrang as a teaching tool for physics and to analyze which physics concepts are present in the traditional game of egrang as a teaching resource. This study employs a qualitative research method using a literature review approach. The primary sources of research data consist of literature or documents such as books, research reports, and articles published in scientific journals, obtained from libraries, loans, and online searches via official scientific journal portals. Data analysis was conducted using the Miles and Huberman interactive qualitative analysis model throughout the research process. The results of the study show that the traditional egrang game can be used as a teaching tool for physics because it incorporates physics concepts such as mechanical energy and kinetic energy, as well as balance, force, torque, and mass. The traditional egrang game can spark students’ interest in learning physics because it is closely related to everyday life.

Pemanfaatan GeoGebra dalam Memvisualisasikan Konsep Getaran melalui Representasi Fungsi Trigonometri: Studi Komparatif pada Mahasiswa

Aufa Maulida Fitrianingrum — 2026-06-28

This study aimed to analyze the differences in students' ability to visualize vibration concepts through trigonometric function representations under two conditions: manual problem-solving and GeoGebra-assisted problem-solving. This research used a quantitative approach within-subject design without control group. The participants were 18 undergraduate students from the Physics Education Study Program at Universitas Negeri Manado. The research instruments consisted of a task sheet and a questionnaire. The task sheet was used to assess students’ abilities to draw trigonometric function graphs, determine amplitude, frequency, and period, analyse parameter changes, and interpret the relationship between equations and graphs. The questionnaire was administered to examine students’ responses toward the use of GeoGebra. All instruments were validated by three experts and were deemed suitable for use. Data from the task sheet were analyzed using normality testing, paired samples t-test, and N-Gain analysis. The results of the paired samples t-test indicated a statistically significant difference between students' scores in manual problem-solving and GeoGebra-assisted problem-solving (p < 0.05). The N-Gain analysis revealed an improvement in students' achievement, with an average N-Gain score of 0.603, which falls into the moderate category. The questionnaire results indicated very positive responses, with percentages ranging from 91.11% to 98.89% across all indicators. These findings suggest that the use of GeoGebra can assist students in understanding the relationship between trigonometric functions and vibration concepts. GeoGebra can be utilized as an instructional medium to support the physics’ learning that require connections between mathematical and visual representations.

Literature Review Pembelajaran Optik Berbasis STEM di SMA: Tren Pembelajaran dan Keterampilan Abad ke-21

Riva Wondal — 2026-06-28

Science, Technology, Engineering, and Mathematics (STEM)-based learning is a relevant approach for developing 21st-century skills in physics education, particularly in optics. However, the implementation of STEM in optics learning still shows variations in research focus and the skills being developed. This study aims to analyze research trends, learning models, instructional media, developed skills, and future research opportunities in STEM-based optics learning. This study employed a Literature Review method consisting of the stages of identification, screening, eligibility, and inclusion. The literature search was conducted from May to June 2026 using Google Scholar and SINTA with the keywords “Optics,” “STEM,” and “Physics Learning.” The selected articles were Indonesian-language research articles focusing on STEM-based optics learning at the senior high school level, available in full text, and meeting the inclusion criteria. A total of 10 national journal articles were analyzed using descriptive qualitative analysis through the processes of identification, categorization, and synthesis of research findings. The results indicate that STEM-based optics learning is predominantly implemented through the Problem Based Learning (PBL) and Project Based Learning (PjBL) models, supported by instructional media such as e-modules, Augmented Reality (AR), and Pop-Up Books. Critical thinking is the most frequently developed skill, while creative thinking and scientific representation receive relatively less attention. Furthermore, studies integrating critical thinking, creative thinking, and scientific representation within a single STEM-based optics learning framework remain limited. Therefore, future research should focus on developing integrated STEM-based optics learning designs that simultaneously foster these three competencies to support more meaningful physics learning aligned with the demands of the 21st century.

Hubungan Kemampuan Kognitif Siswa dan Kemampuan Psikomotor pada Materi Fisika Asas Kontinuitas

Elizabeth Magdalena Christie Rattu — 2026-06-28

Physics learning is a learning process that encourages students to actively engage in thinking through the development of their skills. The gap between students' cognitive abilities and psychomotor skills may affect the effectiveness of the teaching and learning process. This study aimed to investigate the relationship between students' cognitive abilities and psychomotor skills in learning the physics topic of the continuity principle.This study employed a quantitative approach with a correlational research design. The participants consisted of 30 eleventh-grade students from SMAN 1 Tompaso. The instrument used to measure cognitive ability was a multiple-choice test, while psychomotor skills were assessed using an observation checklist. The data were analyzed using SPSS version 29 through the Pearson Product-Moment correlation test. The results revealed a correlation coefficient of 0.963 with a significance value of 0.001 (p < 0.05), indicating a very strong and positive relationship between the two variables. Therefore, it can be concluded that there is a significant relationship between students' cognitive abilities and psychomotor skills in learning the continuity principle.

Pengaruh Model Pembelajaran Berbasis Masalah dan Motivasi Belajar terhadap Keterampilan Berpikir Kritis Peserta Didik Kelas XI SMA Negeri 9 Bone.

Isna Pujianti — 2026-06-28

This research is experimental research using a 2x2 factorial design. The purpose of this study was to analyze the scores of students' motivation to learn physics and critical thinking skills of students who were taught using problem-based learning or those who were taught using direct learning. In addition, this study was also conducted to determine the effect of problem-based learning models and direct learning on students' motivation to learn physics. The sample in this study amounted to 54 students consisting of two classes, namely class XI MIPA 1 as a class taught using a problem-based learning model and class XI MIPA 2 as a class taught using a direct learning model. Hypothesis testing was carried out using two-way ANOVA, showing the average score of critical thinking skills taught using the direct learning model was 7.37 and those taught using the direct learning model of 5.15. The difference in the average score of critical thinking skills of students who are taught using problem-based learning models and direct learning models for students who have high motivation to learn physics is 8.13 and 5.25. While the average score of critical thinking skills of students who are taught using problem-based learning models and those taught using direct learning models for students who have low motivation to learn physics are 6.3 and 3.63. Based on the description of hypothesis testing, it can be concluded that students who are taught using problem-based learning models have a higher average score than students who are taught using direct learning models and there is an effect of problem-based learning models and direct learning models on students' critical thinking skills.

Pengembangan Modul P5 Berbasis Project Based Learning Tema Berekayasa dan Berteknologi Materi Hukum Archimedes di SMAN 2 Jeneponto

Idris Satria Arjuna Putra — 2026-07-19

This research was motivated by the limited availability of teaching materials supporting the Projek Penguatan Profil Pelajar Pancasila (P5) or Project to Strengthen the Pancasila Student Profile under the theme of "Engineering and Technology," which has hindered the optimal implementation of project-based physics learning. The study aimed to develop and evaluate the validity, practicality, and effectiveness of a P5 module based on Project-Based Learning (PjBL) covering Archimedes' Principle. A Research and Development (R&D) approach was employed using the ADDIE model, comprising the stages of analysis, design, development, implementation, and evaluation. Product validation was conducted by two expert lecturers and a physics teacher, while the trial involved 24 Grade XI students from SMAN 2 Jeneponto. Data collection techniques included expert validation questionnaires, teacher and student response questionnaires, and learning outcome assessments (pre-tests and post-tests). The data were analyzed to determine the module's validity, practicality, and effectiveness. The results indicated a validity score of 86% (categorized as "highly valid"), a practicality score of 98% (categorized as "highly practical"), and an N-Gain score of 0.37 (categorized as "medium"), demonstrating the module's effectiveness in improving student learning outcomes. Consequently, the PjBL-based P5 module on Archimedes' Principle is deemed suitable for use as teaching material to support the implementation of the Kurikulum Merdeka (Independent Curriculum) and P5 activities in schools.