https://ejournal.unib.ac.id/jipf <div><strong>Amplitudo: Jurnal Ilmu dan Pembelajaran Fisika</strong> is the name of the new journal for the physics learning journal (Jurnal Pembelajaran Fisika-JPF), which was published once in 2017. Due to some reasons, JPF will not be published again until 2020. Name change for the e-ISSN submission process and the sustainability of this journal going forward.</div> <div> </div> <div>The journal with the name <strong>Amplitudo: Jurnal Ilmu dan Pembelajaran Fisika</strong> would begin publication in September 2021. This journal is a forum for publishing articles on the results of research in the fields of education, learning, and physics. This journal already has an ISSN electronic number, namely <a href="https://issn.brin.go.id/terbit/detail/20220214041069735">2828-2345</a>.</div> <div> </div> <div><strong>Amplitudo: Jurnal Ilmu dan Pembelajaran Fisika </strong> is accredited SINTA 5 based on the Decree of the Director General of Higher Education, Research, and Technology Number 177/E/KPT/2024 concerning <a href="https://drive.google.com/file/d/1KphWSkVhgBGZMWM96uxQXJ2gpeJ3olGt/view?usp=sharing">the Accreditation Ranking of Scientific Journals for Period II of 2024</a>.</div> UNIB Press en-US Amplitudo : Jurnal Ilmu dan Pembelajaran Fisika 2828-2345 <p>Authors who publish in this journal agree with the following terms:</p><ol type="a"><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="https://creativecommons.org/licenses/by/3.0/" target="_new">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="http://opcit.eprints.org/oacitation-biblio.html" target="_new">The Effect of Open Access</a>).</li><li>This work is licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a>.</li></ol><p>• Creative Commons Attribution-ShareAlike (CC BY-SA)</p><p><a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by-sa/4.0/88x31.png" alt="Creative Commons License" /></a></p><p><strong>AMPLITUDO<strong>:</strong> Jurnal Ilmu dan Pembelajaran Fisika</strong> is licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a>.</p><div> </div> https://ejournal.unib.ac.id/jipf/article/view/38218 <p><strong>ABSTRAK</strong></p> <p>&nbsp;</p> <p>Penelitian ini bertujuan untuk meningkatkan literasi sains mahasiswa melalui implementasi pembelajaran etno-STEM berorientasi permainan tradisional Bengkulu. Penelitian ini merupakan Penelitian Tindakan Kelas (<em>Classroom Action Research, </em>dengan empat langkah setiap siklus yaitu: perencanaan (<em>planning</em>), tindakan (<em>acting</em>), Observasi (<em>observation</em>), dan Refleksi (<em>reflection</em>). Subjek dalam penelitian ini adalah seluruh mahasiswa semester 1 Program Studi S1 Pendidikan IPA pada semester ganjil tahun ajaran 2023/2024. Instrumen penelitian ini adalah tes literasi sains mahasiswa. Data penelitian dianalisis secara deskriptif. Hasil penelitian menunjukkan skor rata-rata literasi sains adalah 44,85 dalam kriteria Tidak Baik pada siklus I dan 62,38 dalam kriteria Cukup Baik pada siklus II. Berdasarkan hasil tersebut, terdapat peningkatan literasi sains mahasiswa setelah dilakukan implementasi pembelajaran ethno-STEM berorientasi permainan tradisional Bengkulu.</p> <p>&nbsp;</p> <p>Kata Kunci : Etno-STEM, Permainan Tradisional Bengkulu, Literasi Sains</p> <p>&nbsp;</p> <p><strong>ABSTRACT</strong></p> <p>&nbsp;</p> <p>This study aims to improve students' scientific literacy through the implementation of ethno-STEM learning oriented towards Bengkulu’s traditional games. This study is a Classroom Action Research (CLSR), with four steps in each cycle, namely: planning, acting, observation, and reflection. The subjects in this study were all first-semester students of the Science Education Undergraduate Program in the odd semester of the 2023/2024 academic year. The research instrument was a student scientific literacy test. The research data were analyzed descriptively. The results showed that the average score of scientific literacy was 44.85 in the Not Good criteria in cycle I and 62.38 in the Fairly Good criteria in cycle II. Based on these results, there was an increase in students' scientific literacy after the implementation of ethno-STEM learning oriented towards Bengkulu‘s traditional games.</p> <p>&nbsp;</p> <p>Keywords: Ethno-STEM, Traditional Bengkulu Games, Scientific Literacy</p> Aprina Defianti Indra Sakti Copyright (c) 2024 https://creativecommons.org/licenses/by-sa/4.0 2024-09-30 2024-09-30 4 1 1 8 10.33369/ajipf.4.1.1-8 https://ejournal.unib.ac.id/jipf/article/view/38338 <p><strong>ABSTRAK</strong></p> <p>Penelitian ini bertujuan untuk 1) Mengetahui seberapa besar pemahaman siswa mengenai materi gerak parabola siswa pada Konteks Pembelajaran Fisika SMA Negeri 02 Kota Bengkulu. 2) Menganalisis kebutuhan media pembelajaran berupa alat eksperimen fisika menurut guru dan siswa SMA Negeri 02 Kota Bengkulu. Metode pada penelitian ini adalah mix method yaitu secara kuantitatif dan kualitatif. Hal yang melatarbelakangi penelitian ini yaitu adanya perkembangan teknologi yang mempengaruhi dunia pendidikan. Di mana kegiatan pembelajaran menuntut dikuranginya metode ceramah dan diganti dengan pemakaian banyak media sehingga dapat mengurangi siswa yang terlihat bosan saat proses pembelajaran berlangsung. Siswa dan guru belum pernah melaksanakan praktikum fisika secara <em>konkret</em> di karenakan tidak tersedianya alat praktikum gerak parabola di sekolah, Namun sudah melakukan praktikum <em>virtual</em> berbasis <em>Phet Simulation</em>. Teknik pengumpulan data berupa wawancara untuk kualitatif ke guru fisika dan angket untuk kuantitatif ke siswa. Adapun, instrumen yang digunakan pada penelitian adalah lembar wawancara guru dan lembar angket siswa. Hasil dari wawancara dan angket yang diperoleh adalah 1) Pemahaman siswa terhadap materi gerak parabola cukup rendah dengan persentase sebesar 55,2% dari seluruh responden di karenakan metode yang di gunakan guru masih metode ceramah dan belum ada penggunaan alat eksperimen 2) guru dan siswa merasa sangat membutuhkan pengembangan media pembelajaran fisika berupa alat eksperimen dengan persentase sebesar (72,4%).</p> <p>Kata &nbsp;kunci: Analisis Kebutuhan, Alat Eksperimen, Gerak Parabola</p> <p>&nbsp;</p> <p><strong>ABS</strong><strong>T</strong><strong>R</strong><strong>A</strong><strong>C</strong><strong>T</strong></p> <p><strong>&nbsp;</strong><em>This research aims to 1) Find out how much students understand about parabolic motion in the Physics Learning Context of SMA Negeri 02 Bengkulu City. 2) Analyze the need for learning media in the form of physics experimental tools according to teachers and students of SMA Negeri 02 Bengkulu City. The method in this research is a mix method, namely quantitative and qualitative. The background to this research is technological developments that influence the world of education. Where learning activities require reducing the lecture method and replacing it with the use of lots of media so that it can reduce students who appear bored during the learning process. Students and teachers have never carried out concrete physics practicums due to the unavailability of parabolic motion practicum equipment at school, but have carried out virtual practicums based on Phet Simulation. Data collection techniques include qualitative interviews with physics teachers and quantitative questionnaires with students. Meanwhile, the instruments used in the research were teacher interview sheets and student questionnaires. The results of the interviews and questionnaires obtained were 1) Students' understanding of parabolic motion material was quite low with a percentage of 55.2% of all respondents because the method used by teachers was still the lecture method and there was no use of experimental equipment. 2) Teachers and students felt really needs the development of physics learning media in the form of experimental tools with a percentage of (72.4%). </em></p> <p><em>Keywords: Needs Analysis, Experimental Tools, Parabolic Motion</em></p> Klarisa Y Sari Fadillah E Nurannisa Bodi Gunawan Henny Johan Copyright (c) 2024 https://creativecommons.org/licenses/by-sa/4.0 2024-09-30 2024-09-30 4 1 9 14 10.33369/ajipf.4.1.9-14 https://ejournal.unib.ac.id/jipf/article/view/38339 <p><strong>A</strong><strong>B</strong><strong>S</strong><strong>T</strong><strong>R</strong><strong>A</strong><strong>K</strong></p> <p>Penelitian ini bertujuan untuk mendeskripsikan pengaruh,, besar pengaruh dan respon peserta didik terhadap penerpan model <em>prolem based learning</em> berbantu LKPD terhadap kemampuan berpikir kritis peserta didik di SMA Negeri 4 Kota Bengkulu, jumlah sampel pada penelitian ini sebanyak 66 siswa yang diambil melalui teknik <em>random sampling</em>. Adapun jenis penelitian ini <em>quasi experiment</em> dengan menggunakan rancangan<em> pretes&nbsp; t-posttest</em> <em>control group design.</em> Adapun instrumen yang digunakan dalam penelitian ini adalah tes kemampuan berpikir kritis dan angket respon peserta didik. Hasil dari penelitian ini menunjukkan bahwa penerapan model <em>problem based leaning </em>berbantuan LKPD berdasarkan uji <em>sampel t-tes</em> memperoleh nilai signifikansi 0,000 ≤ 0,05 yang menunjukkan bahwa terdapat perbedaan kemampuan berpikir kritis antara kelas kontrol dan kelas eksperimen, berdasarkan perhitungan <em>effect size</em> didapatkan hasil 1,13 yang dikategorikan tinggi. Serta respon peserta didik terhadap penerapan model <em>problem based learning </em>untuk meningkatkan kemampuan berpikir kritis peserta didik didapatkan persentase sebesar 76% dalam kategori sangat baik. Berdasarkan hasil beberapa uji diatas dapat disimpulkan bahwa penerapan model <em>problem based learning </em>berbantu LKPD dapat meningkatkan kemampuan berpikir kritis peserta didik.</p> <p>Kata kunci : model <em>problem based learning,</em> LKPD, kemampuan berpikir kritis</p> <p>&nbsp;</p> <p><strong>ABS</strong><strong>T</strong><strong>R</strong><strong>A</strong><strong>C</strong><strong>T</strong></p> <p><em>This research aims to describe the influence, influence and response of students to the application of the problem based learning model assisted by LKPD on students' critical thinking abilities at SMA Negeri 4 Bengkulu City. The population of this study were students of class XI MIPA SMA Negeri 4 Bengkulu City. The total sample in this study was 66 students taken using random sampling techniques. This type of research is a quasi experiment using a pretest t-posttest control group design. The instruments used in this research were critical thinking ability tests and student response questionnaires. The results of this research show that the application of the problem based leaning model assisted by LKPD based on the sample t-test obtained a significance value of 0.000 ≤ 0.05 which shows that there is a difference in critical thinking abilities between the control class and the experimental class, based on the effect size calculation the results were 1, 13 are categorized as high. As well as students' responses to the application of the problem based learning model to improve students' critical thinking skills, a percentage of 76% was obtained in the very good category. Based on the results of several tests above, it can be concluded that the application of the problem based learning model assisted by LKPD can improve students' critical thinking abilities.</em></p> <p><em>Keywords</em><strong><em>:</em></strong><em> Problem Based Learning Model, LKPD, Critical Thinking Skills.</em></p> Emilia Denti Desy H Putri Andik Purwanto Copyright (c) 2024 https://creativecommons.org/licenses/by-sa/4.0 2024-09-30 2024-09-30 4 1 15 23 10.33369/ajipf.4.1.15-23 https://ejournal.unib.ac.id/jipf/article/view/38342 <p><strong>A</strong><strong>B</strong><strong>S</strong><strong>T</strong><strong>R</strong><strong>A</strong><strong>K</strong></p> <p><strong>&nbsp;</strong>Tujuan dari penelitian ini adalah menghasilkan produk media pembelajaran Interaktif berbasis <em>Adobe Flash</em>, mendeskripsikan respon siswa terhadap media pembelajaran, dan meningkatkan hasil belajar siswa pada materi vektor,. Metode penelitian yang digunakan adalah Research and Development dengan menerapkan model <em>ADDIE</em>. Instrumen yang digunakan dalam penelitian ini adalah angket, observasi, wawancara dan tes peningkatan hasil belajar. Hasil dari penelitian ini didapatkan bahwa hasil uji produk media pembelajaran Interaktif berbasis <em>Adobe Flash</em> yang dikembangkan sangat layak dengan presentase rata-rata (84,89%). Hasil uji Respon siswa terhadapat produk media pembelajaran Interaktif berbasis <em>Adobe Flash</em> yang dikembangkan sangat baik dengan presentase rata-rata (85,15%) peningkatkan hasil belajara siswa pada materi vektor dengan media pembelajaran Interaktif berbasis <em>Adobe Flash</em> yang didapatakan dari hasil perhitungan <em>N-Gain</em> yang berupa skor <em>Pretest</em> dan <em>Postest </em>dikategori tinggi dengan hasil 0,76. Berdasarkan penelitian yang telah di lakukan dapat disimpulkan yaitu 1) Produk media pembelajaran Interaktif berbasis <em>Adobe Flash</em> yang dikembangkan sangat layak untuk diuji cobakan 2) Produk media pemebelajaran yang dikembangkan meningkatan hasil belajar siswa yang tinggi, 3) Respon siswa terhadap media pembelajaran yang dikembangkan sangat baik.</p> <p>Kata kunci : Adobe Flash, Interaktif, Hasil Belajar, Vektor</p> <p>&nbsp;</p> <p>&nbsp;</p> <p><strong>ABS</strong><strong>T</strong><strong>R</strong><strong>A</strong><strong>C</strong><strong>T</strong></p> <p><strong>&nbsp;</strong><em>The objectives of this research are to produce interactive learning media products based on Adobe Flash, and to describe student responses to learning media and to improve student learning outcomes on vector material. The research method used is Research and Development by applying the ADDIE model. The instruments used in this research were questionnaires, observations, interviews and tests to improve learning outcomes. The results of this research showed that the test results for the interactive learning media products based on Adobe Flash that were developed were very feasible with an average percentage (84.89%). Test results: Student responses to the interactive learning media products based on Adobe Flash which were developed were very good with an average percentage (85.15%) of increasing student learning outcomes on vector material with interactive learning media based on Adobe Flash which was obtained from the results of the N-Gain calculation. In the form of Pretest and Posttest scores in the high category with a result of 0.76. Based on the research that has been carried out, it can be concluded that 1) The interactive learning media products based on Adobe Flash that have been developed are very suitable for testing. 2) The learning media products that have been developed have increased student learning outcomes, 3) The response of students to the learning media that has been developed is very good.</em></p> <p><em>Keywords</em><strong><em>:</em></strong><em> Adobe Flash, Interactive, Learning Outcomes, Vectors</em></p> Rizki T Saputra Iwan Setiawan Rosane Medriati Copyright (c) 2024 https://creativecommons.org/licenses/by-sa/4.0 2024-09-30 2024-09-30 4 1 24 33 10.33369/ajipf.4.1.24-33 https://ejournal.unib.ac.id/jipf/article/view/38573 <p><strong>A</strong><strong>B</strong><strong>S</strong><strong>T</strong><strong>R</strong><strong>A</strong><strong>K</strong></p> <p><strong>&nbsp;</strong></p> <p>Kesulitan belajar mengerjakan soal dapat diartikan sebagai suatu kondisi yang tidak memungkinkan siswa dapat menggunakan informasi dalam soal untuk menyelesaikan permasalahan yang muncul dalam soal disebabkan adanya gangguan yang menghambat belajarnya. Kemampuan dalam menyelesaikan soal bergambar merupakan suatu kemampuam memahami teori-teori dan konsep materi fisika dalam bentuk gambar serta kemampuan berhitung siswa yang baik terhadap materi yang dipelajari. Dalam menganalisis kesulitan siswa menyelesaikan soal fisika bergambar &nbsp;menggunakan teori polya yang memiliki empat tahap penyelesaian, yaitu pemahaman masalah, pemikiran suatu rencana, pelaksanaan rencana dan peninjauan kembali. Penelitian ini bertujuan untuk &nbsp;menganalisis kesulitan siswa dalam menyelesaikan soal fisika bergambar dan menganalisis bentuk kesulitan yang di alami siswa. Metode yang digunakan dalam penelitian ini adalah deskriptif. Dari hasil penelitian didapatkan bahwa siswa banyak mengalami kesulitan dalam menyelesaikan soal fisika bergambar sebesar 86,67%. Siswa kesulitan dalan menuliskan diketahui dan ditanya dari soal, kesulitan mengubah bentuk sistematis soal, kesulitan memahami simbol fisika, kesulitan menentukan rumus, kesulitan mensubsitusikan angka ke dalam rumus &nbsp;dan siswa banyak tidak melakukan pengecekan kembali terhadap jawaban.&nbsp;</p> <p>&nbsp;</p> <p>Kata kunci&nbsp;: Kesulitan, Teori Polya, Soal Fisika Bergambar</p> <p>&nbsp;</p> <p><strong>AB</strong><strong>S</strong><strong>T</strong><strong>R</strong><strong>A</strong><strong>C</strong><strong>T</strong></p> <p><strong>&nbsp;</strong></p> <p><em>Learning difficulties in solving problems can be defined as a condition that prevents students from utilizing the information in the questions to resolve the issues presented, due to disruptions that hinder their learning. The ability to solve pictorial problems is a skill that involves understanding theories and concepts of physics through images, as well as the students' proficiency in calculations related to the material studied. In analyzing students' difficulties in solving pictorial physics problems, Polya's theory, which consists of four stages of problem-solving-understanding the problem, devising a plan, executing the plan, and reviewing the solution-was employed. This study aims to analyze students' difficulties in solving pictorial physics problems and to examine the types of difficulties experienced by the students. The method used in this research is descriptive. The results indicate that students face significant challenges in solving pictorial physics problems, with a difficulty rate of 86.67%. Students struggle with identifying knowns and unknowns in the questions, converting problems into systematic forms, understanding physics symbols, determining formulas, substituting numbers into formulas, and many do not perform a review of their answers.</em></p> <p><em>&nbsp;</em></p> <p><em>Keywords</em><strong><em>:</em></strong><em>&nbsp;Difficulties, Polya's Theory, Pictorial Physics Problems</em></p> Maya Wirahayu Afrizal Mayub Sutarno Sutarno Copyright (c) 2024 https://creativecommons.org/licenses/by-sa/4.0 2024-09-30 2024-09-30 4 1 34 38 10.33369/ajipf.4.1.34-38