Journal of Physics Education : Review and Research

Analysis of Student Learning Outcomes According to the Implementation of the Project Based Learning

Syamsul Wahid S* — 2025-06-06

This research aims to determine the learning outcomes according to the project-based learning at the Statistics course of the Physics Department, Faculty of Mathematics and Natural Sciences, Makassar State University. The type of research is descriptive survey research to obtain quantitative data. The population in this study were all students in the Physics Department, class of 2023/2024 who are currently in semester 3 consisting of 4 classes with a total of 93 students. The total sample in this study was 65 people. The sampling technique in this study used purposive sampling. The variables in this study were learning outcomes and project-based learning. The data obtained showed that the learning outcomes of the statistics course of the Physics Department, Faculty of Mathematics and Natural Sciences, Makassar State University were mostly in the very high category with a percentage reaching 90%. The learning outcome value factor was very high because students understood the material given by the lecturer very well, strong learning motivation and effective learning strategies were applied. The learning model used by lecturers in the statistics course in the Physics Department is the Project Based Learning model.

The Effect Of Problem-Based Learning Model On The Creative Thinking Ability Of Physics Students Of Class XI Of Sma Negeri 10 Makassar

Anita Wulandari* — 2025-06-06

This study aims to determine the effect of problem-based learning on the creative thinking skills of 11th-grade students at SMA Negeri 10 Makassar in physics lessons. The research method used is quantitative with a posttest-only control design. The research sample consisted of 28 students divided into two groups: one taught using problem-based learning and the other using a conventional model. The instrument used was an essay test on creative thinking skills, validated using the Gregory test. The results showed that students taught with problem-based learning had an average score of 32.14, while those taught with the conventional model had an average score of 31.00. Inferential analysis showed no significant difference in creative thinking skills between students taught using problem-based learning and those taught using the conventional model. However, problem-based learning still encourages students to actively engage in learning and helps them develop creative thinking skills, which are essential for solving various physics problems in everyday life.

Analysis Of Critical Thinking Ability In Physics Of High School 17 Bone

Aqil Marwan — 2025-06-06

Critical thinking is an essential skill that students must develop, particularly in physics, which demands conceptual understanding and logical reasoning. This study aims to describe the level of critical thinking ability among Grade XI Science students at SMAN 17 Bone on the topic of static fluids through the implementation of the Problem-Based Learning (PBL) model. A quantitative descriptive method was employed, using essay tests based on five critical thinking indicators: providing simple explanations, building basic skills, drawing conclusions, providing further explanations, and developing strategies and tactics. The results showed that 81.48% of students were in the “Very Good” category, and 14.81% were in the “Good” category, with an average score of 24.70. The highest performance was in the “providing further explanation” indicator (70.06%), while the lowest was in “drawing conclusions” (57.41%). These findings indicate that the PBL model is effective in enhancing students' critical thinking skills, although improvements are needed in conclusion-making and strategic planning. The use of relevant contexts and real-world problem-solving approaches supported the success of the learning process.

The Influence of Mathematical Logical Intelligence and Spatial Visual Intelligence on the Ability to Interpret Kinematic Graphics

Usman* — 2025-06-06

This research aims to describe the influence of mathematical logical intelligence and visual spatial intelligence on the ability to interpret kinematic graphs for class XI MIPA SMA Negeri 5 Makassar, both individually and in groups. This research is ex-post facto research. The research population was all students in class XI MIPA SMA Negeri 5 Makassar totaling 288. The sampling method used was simple random sampling. The technique used to determine the sample size was the Solvin technique at the α = 0.05 level and the sample obtained was 190 people. Measurement of mathematical logical intelligence and visual spatial intelligence with the ability to interpret kinematic graphs using test instruments in the form of multiple-choice questions each with 15 questions and the Test of Understanding Graph – Kinematics version 4.0 with 20 questions. The research data was processed using descriptive statistics, linear regression and product moment correlation. The results of the research reveal that (1) there is a significant influence between logical-mathematical intelligence and the ability to interpret kinematic graphs of class XI MIPA students at SMA Negeri 5 Makassar, (2) there is a significant influence between visual-spatial intelligence and the ability to interpret kinematic graphs of class SMA Negeri 5 Makassar and (3) there is a significant influence of logical-mathematical intelligence and visual-spatial intelligence together on the ability to interpret kinematic graphs of students in class XI MIPA SMA Negeri 5 Makassar.

Effect of Zoom-Assisted Learning Media on Physics Concept Understanding at MAN Pinrang

Ihfa Indira Nurnaifah Idris* — 2025-06-06

The advancement of information technology has significantly transformed the education landscape, particularly in facilitating distance learning. Applications like Zoom have enabled real-time interaction between teachers and students, regardless of their physical location. This shift became especially prominent during the COVID-19 pandemic, which accelerated the adoption of digital platforms in education. Zoom-based learning offers a flexible, interactive, and student-centered environment. However, the effectiveness of such media in enhancing conceptual understanding—especially in abstract subjects like physics—remains a key question. Preliminary observations at MAN Pinrang revealed that Zoom is already used as a learning tool, but its actual impact on students’ conceptual understanding is still unclear. Therefore, this study aims to investigate the effect of Zoom-assisted learning media on students’ understanding of physics concepts. A quantitative approach with an ex post facto design was applied. The sample consisted of 70 students from class XII MIPA 2 and XII MIPA 3 at MAN Pinrang, selected using purposive sampling. Data were collected through questionnaires, observation, and documentation. The findings show that Zoom-based media supports interactive learning, promotes student independence, and has a statistically significant influence on physics concept comprehension, although the effect size is categorized as small (value 0.101 > 0.025).