KONSTAN - JURNAL FISIKA DAN PENDIDIKAN FISIKA

Contextual Technology-Based Physics Module on Sound Absorption: Improving Critical Thinking Skills and Scientific Attitudes of Indonesian High School Students

Ridho Adi Negoro, Ani Rusilowati, Bambang Subali — Wed, 28 May 2025 03:38:15 +0000

The development of technology and science demands that education continues to innovate in enhancing students' critical thinking skills and scientific attitudes. One way to achieve this, specifically in physics education, is by developing practical modules that utilize experimental activities to foster critical thinking skills and scientific attitudes. This study aims to (1) develop a practical module on the sound absorption coefficient, (2) test the module's validity, (3) evaluate the practicality of the module in learning, and (4) assess the effectiveness of the module in improving students' critical thinking skills and scientific attitudes. This research employs an R&D approach, utilizing the 4D procedure: define, design, develop, and disseminate. Product trials were conducted using a pretest-posttest control group design. The results show that the developed practical module on the sound absorption coefficient has specific characteristics that integrate the measurement of physical parameters for technologies related to sound-absorbing materials, as well as excellent material and media validity, making it suitable for use and possessing a high level of practicality based on feedback from teachers and students. The module's readability test showed high ease for students in reading the content presented. Additionally, the module's effectiveness is demonstrated by significant improvements in critical thinking skills, with an N-gain of 0.85, and the achievement of scientific attitudes in students after using the practical module, with 79.54% of aspects achieved, which is higher compared to the group using conventional learning modules.

Enhancing Physics Learning with Advance Organizer: A Meta-Cognitive Approach

Aulia Silvina Anandita, Nugroho Prasetya Adi, Habibah Khusna Baihaqi — Tue, 10 Jun 2025 05:05:29 +0000

Physics education often presents challenges for students due to its abstract and complex nature. Many students struggle to comprehend the interrelationships between concepts and tend to memorize formulas without developing a deep conceptual understanding. This study aims to evaluate the effectiveness of the Advance Organizer as a metacognitive approach to enhance students' scientific literacy, conceptual understanding, and mathematical communication skills. The research method employed is Research and Development (R&D) using the 4D model (Define, Design, Develop, and Disseminate), combined with a quasi-experimental design employing the Nonequivalent Control Group Design. The developed instructional materials include lesson plans (RPP), student worksheets (LKPD), interactive visual-based learning media, and assessment instruments. The findings indicate that students in the experimental group using the Advance Organizer demonstrated significantly greater improvements in conceptual understanding compared to the control group. The average scientific literacy score increased from 71.88 to 83.22 (N-Gain = 0.40, moderate category), while mathematical communication skills improved from 68.03 to 79.38 (N-Gain = 0.35, moderate category). Statistical analysis using Hotelling’s T² test revealed a significant difference between the experimental and control groups (F = 14.755, p < 0.05), while effect size analysis using Cohen’s f showed a large impact on scientific literacy (f = 0.625) and a moderate impact on mathematical communication (f = 0.342). Although this strategy proved effective, several challenges were identified, including students' initial difficulties in adapting to active learning methods and the need for teacher training in designing optimal Advance Organizers. This study recommends integrating the Advance Organizer with digital technology and further exploring its application across various physics topics to enhance the effectiveness of metacognitive-based learning.

The Effect of Discovery Learning Model Assisted by Vee Map on Inference Skills and Learning Outcomes Alternating Current Subject Matter

Sabrina Kaneishia, Singgih Bektiarso, Ike Lusi Meilina — Thu, 12 Jun 2025 00:20:40 +0000

The discovery learning model, combined with the Vee map learning approach, has been found to be suboptimal in previous studies for enhancing inference skills and physics learning outcomes. This research is needed to investigate the effect of the discovery learning model, assisted by Vee Map, on the inference skills and physics learning outcomes of high school students in the context of alternating current material. Employing an experimental method with a posttest-only control group design, the study randomly selected a sample, assuming a homogeneous population. The population for this study was drawn from SMA Negeri Ambulu's Class XII. The sample was chosen randomly (cluster random sampling) under the premise of demographic homogeneity, yielding two classes: XII Science and Technology 1 as the experimental class and XII Science and Technology 2 as the control class. Data were gathered through posttests of inference skills and physics learning outcomes in experimental and control classes using alternating current material. Independent sample t-tests revealed a significant effect: inference skills showed a significance of 0.006 < 0.05, and physics learning outcomes had a significance of 0.000 < 0.05. These results validate the alternative hypothesis (H????), confirming a notable difference in students' inference skills between the control and experimental groups, and refute the null hypothesis (H0), which posited no significant difference. Consequently, this study concludes that the discovery learning model, as facilitated by the Vee Map, improves high school students' inference skills and physics learning outcomes in the subject of alternating current.

Load-Dependent Copper Loss Analysis in Educational-Scale Transformers: An Experimental Approach

Defrianto Pratama — Thu, 12 Jun 2025 00:48:50 +0000

This study aims to experimentally investigate the effect of load resistance variation on copper loss and transformer efficiency at the laboratory scale. Two transformer configurations—step-up and step-down—were tested with load resistances ranging from 10 to 500 Ohms. Measurements of voltage, current, and power were taken on both the primary and secondary sides to calculate copper loss and efficiency. The experimental results demonstrate a nonlinear inverse relationship between load resistance and copper loss, consistent with theoretical predictions. The step-up configuration exhibited higher copper loss under low-load conditions, whereas the step-down transformer showed a more stable efficiency profile across varying loads. Statistical validation, as indicated by the coefficient of determination (R² > 0.98) and Root Mean Square Error (RMSE < 0.08 W), demonstrates a strong agreement between the theoretical models and experimental data, confirming the model's accuracy and the reliability of the experimental setup. These findings have practical implications for optimizing transformer loading strategies to reduce long-term energy losses and improve operational efficiency. Moreover, the results support the development of vocational education laboratory modules that link Theory with hands-on learning, enhancing students' understanding of real-world transformer performance and energy efficiency concepts. This study contributes to the field by validating a theoretical model with experimental data, highlighting critical load-loss relationships in transformer operation, and providing a practical framework for both industry applications and technical education.

The Effect of Variation in Number of Blades on Current and Voltage in Simple Waterwheel Props

Sat, 21 Jun 2025 09:23:46 +0000

The world's dependence on fossil fuels has caused energy crises and environmental pollution, making renewable energy a crucial solution to develop. This study aims to analyse the effect of blade number variation on current and voltage in a simple waterwheel system. A quantitative correlational design was used to measure the relationship between the number of blades and the resulting electric current and voltage. The experiment used an educational water turbine generator kit, a digital multimeter, a stopwatch, a beaker, and supporting tools. The procedure involved three stages: assembling the turbine kit, measuring current and voltage across four blade variations, and calculating water flow using a beaker and stopwatch. Blade variations tested were 8, 6, 4, and 2, with each configuration measured four times for accuracy. The results showed a direct correlation between the number of blades and the generated current and voltage. Reducing the blade count from 8 to 2 resulted in a 19.05% decrease in current (from 13.02 A to 10.54 A) and a 52.63% drop in voltage (from 0.38 V to 0.18 V). A key challenge during the experiment was the fluctuating water flow rate, which made it difficult to maintain a perfectly constant flow. Therefore, the flow rate was approximated using the discharge formula and considered relatively stable. This experiment confirms that increasing the number of blades enhances energy conversion efficiency. In conclusion, mechanical energy directly influences electrical output, with blade number being a key factor. Future studies should explore variations in blade design, materials, and water flow control for optimal micro-hydro efficiency.

Identification of Lightweight Concrete Characteristics Based on Density, Compressive Strength, and Absorbency Values with the Addition of Fly Ash and Glass Waste Aggregates

Lalu M. Guguh Putraji, Dian Wijaya Kurniawidi, Lalu Sahrul Hudha — Tue, 24 Jun 2025 00:05:25 +0000

Fly ash and glass waste can pose a significant environmental problem, as they cannot naturally decompose in the environment. This occurs due to the presence of pozzolan and silica in the waste. The purpose of this study is to categorize lightweight concrete and evaluate its properties, including density, compressive strength, and water absorption when incorporating additional fly ash and glass waste. This research uses experimental methods in the laboratory with a total of 72 samples with dimensions (25x25x50) mm in the form of blocks. Concrete samples were divided into two variations of storage duration, namely 21 days and 28 days, and given the same treatment and testing. The fly ash mixture variations used in this study were 0%, 20%, 40%, and 60%, with each variation consisting of 3 samples. The results obtained in this study indicate that, when viewed in terms of age, concrete with a storage period of 28 days exhibits better quality than concrete with a 21-day storage period. Based on the density value, both 21-day-old and 28-day-old concrete samples fall within the quality category of lightweight concrete, as per category A. When viewed from the compressive strength value, 21-day-old and 28-day-old concrete are of C quality. Regarding water absorption, the best value is achieved by the concrete mix with a 20% fly ash content and an 11% water absorption rate. When compared with concrete samples that do not contain fly ash, it is known that the test results on concrete samples without fly ash (0%) have higher compressive strength and density values, and the percentage of water absorption is by SNI standards.

Exploring Ethnoscience in Science Education: A Systematic Literature Review from 2020-2025

Mon, 30 Jun 2025 00:32:09 +0000

This study aims to explore the application of ethnoscience in science education through a systematic literature review from 2020 to May 2025. Ethnoscience, as a culturally-based educational approach, plays a crucial role in contextualizing scientific concepts in students' daily lives. This study employs the PRISMA protocol to ensure traceability and transparency in data collection. Of the 76 articles that met the inclusion criteria, most studies were conducted in Indonesia, focusing on primary and secondary education. The findings reveal that ethnoscience research in science education contributes to improving scientific literacy and 21st-century skills and integrating local wisdom values into pedagogical approaches. However, there remains a lack of cross-country research or intercultural comparisons. This study recommends further research with empirical classroom approaches and cross-cultural studies to enhance the validity and transferability of findings. The results of this review provide valuable insights for curriculum developers, educators, and policymakers to design culturally responsive science learning that aligns with students' sociocultural contexts. The integration of ethnoscience can serve as a strategic approach to promote inclusive education, foster identity awareness, and support the sustainability of local knowledge in formal science curricula.

Development of a STEAM-Based Module to Enhance HOTS (Analytical, Critical, and Creative Thinking) for Pre-service Science Teachers at UNISLA

Agus Santoso, Khoiro Mahbubah, Sendi Faisal Alim — Sat, 05 Jul 2025 01:34:15 +0000

The demand for adaptive graduates in the Society 5.0 era necessitates the enhancement of Higher-Order Thinking Skills (HOTS). However, this is constrained by a lack of innovative teaching materials for pre-service science teachers at the Islamic University of Lamongan. This research aims to develop and assess the feasibility and effectiveness of a STEAM-based module designed to improve HOTS (analytical, critical, and creative thinking). Employing a 4D model of Research and Development (R&D), the product was validated by six experts and trialled with 25 students using a one-group pretest/posttest design. Data were analyzed using feasibility percentages and N-Gain scores. The results indicated that the module was declared "Very Feasible" by the experts, with scores of 88% for material content, 85.8% for language, and 90% for media. The module's implementation proved effective, achieving an average N-Gain score of 0.78 (categorized as "High"). This included improvements in creative thinking (N-Gain 0.85), critical thinking (N-Gain 0.78), and analytical thinking (N-Gain 0.69). Furthermore, the module received a highly positive response from students (89.2%). Therefore, this STEAM-based learning module is proven to be a valid and effective practical solution for enhancing the multiple dimensions of HOTS among pre-service teachers and can serve as a model for developing instructional materials in higher education.

Effect of Elevation Angle on Range, Maximum Height, and Travel Time in Parabolic Motion: A PhET Simulation Approach

Yanto yanto, Azmar Azmar, Adam Malik — Tue, 22 Jul 2025 02:12:13 +0000

A virtual laboratory is one of the innovative solutions in physics learning, especially to overcome the limitations of space, time, and conventional practical tools. This study aims to analyse the effect of elevation angle on the characteristics of parabolic motion, namely the highest point, farthest range, and maximum travel time. The research method used is a simulation-based quantitative experiment using the PhET Projectile Motion platform. The simulation was conducted with a fixed initial velocity of 10 m/s at three elevation angle variations: 30°, 45°, and 60°, with each angle tested 15 times. Results show that the elevation angle significantly affects all observed variables. The maximum height was reached at an angle of 60°, the furthest horizontal reach was obtained at an angle of 45°, and the longest time to peak occurred at an angle of 60°. However, the relationship between elevation angle and parabolic motion outcomes was not linear. These findings strengthen the theoretical understanding of bullet motion and show that virtual simulation can be a valid and effective alternative medium for the exploration of physics concepts. The integration of virtual laboratories such as PhET into the learning process is recommended to improve the quality of students' understanding of two-dimensional motion phenomena.

Integration of Islam and Science in Physics Learning: A Case Study of The First Law of Thermodynamics

Wed, 06 Aug 2025 23:33:23 +0000

There is a strong belief in society that religion and science are two entities that cannot be reconciled. They are separate from one another and have their domains. Integration is the keyword for discussing the relationship between science and religion. The integration of science and religion can be achieved by taking the philosophical core of fundamental Islamic religious sciences as a paradigm for future science. This integration process can be seen as the Islamisation of science as part of the Islamisation of civilization. One example of this integration can be seen when discussing one branch of science, namely physics, about Islamic studies. In this case, one topic is taken from the First Law of Thermodynamics. Thermodynamics is the science that discusses heat and its changes. Heat and its changes have been explained in the Qur'an, as stated in the words of Allah SWT in Surat Al-A'raf, verse 52. For example, the source of heat energy has been explained in Surat Yaasin, verse 80, and Surat Yunus, verse 5, which state that fire is the source of heat. In its transformations, according to the First Law of Thermodynamics, this heat energy can change into changes in internal energy and work. Changes in internal energy occur due to an increase in the system's temperature after heat energy is added, while work arises due to a change in the system's volume after heat energy is added. As an illustration of the First Law of Thermodynamics, let us imagine a balloon. If the balloon is heated, the air particles inside the balloon will experience an increase in temperature. It is the nature of a particle that when its temperature increases, its energy also increases. This increase in energy is what we call an increase in internal energy. Since the internal energy of the gas particles inside the balloon increases, there will be more energy for the gas particles inside the balloon to move and collide with the walls of the balloon. As a result, the volume of the balloon will increase, and work will be done. If the elasticity of the balloon can no longer withstand the collisions of the gas particles inside it, the balloon will burst.

Effect of Applying the Problem-Based Learning (PBL) Model with Powtoon Assessment Media on High School Students' Physics Learning Outcomes

Galuh Rahma Eka Wati, Maryani Maryani, Ike Lusi Meilina — Thu, 14 Aug 2025 01:36:22 +0000

Physics learning in senior high schools often faces challenges due to monotonous teaching methods and a lack of interesting media, resulting in low student interest and learning outcomes. This study aims to determine the effect of implementing the Problem-Based Learning (PBL) model supported by Powtoon-based assessment media on students' physics learning outcomes. Powtoon provides visual animations that can improve students' conceptual understanding. This study employed a quasi-experimental method with a post-test only control group design. The subjects were 72 eleventh-grade students at Arjasa State High School, randomly divided into 36 students in the experimental group and 36 students in the control group. The independent variable in this study was the PBL model with Powtoon media, the dependent variable was students' physics learning outcomes, and the control variables were the same topic and duration of instruction. The instrument used was a test consisting of essay questions. Data analysis was conducted using an independent sample t-test with a significance level of 0.05. The results of the study indicate a significant difference between the learning outcomes of students in the experimental group and the control group, with the experimental group achieving higher scores. Therefore, it can be concluded that the implementation of the PBL model with Powtoon as an assessment medium has a positive effect on students' physics learning outcomes. This approach can be used by teachers to enhance students' conceptual understanding and engagement in physics learning.