Jurnal Pendidikan Fisika dan Sains (JPFS)

Examining Students’ Ability to Identify Cognitive Learning Theories through the Case Analysis Game with Rotation (CAGeR)

Understanding learning theories is essential for prospective teachers, yet students often experience difficulties identifying theoretical perspectives within authentic instructional situations. This study aims to examine students’ ability to identify cognitive learning theories through a case-based game activity involving rotating case analysis. The study employed a descriptive qualitative design. The participants were sixteen undergraduate students in a physics education program who worked collaboratively in four groups. Students analysed four instructional cases representing different cognitive learning theories and provided written explanations for their answers. The results show that all groups correctly identified the theory represented in the misconception case. Most groups also successfully recognized the discovery learning situation. However, only half of the groups correctly identified the theories related to instructional organization and problem solving. These findings suggest that students are more familiar with learning situations involving conceptual conflict and discovery learning than with those related to instructional structure and hierarchical learning processes. The activity provided opportunities for students to interpret teaching situations and connect theoretical concepts with classroom practices.

Pengaruh Model Pembelajaran Invitation into Inquiry terhadap Hasil Belajar Peserta Didik pada Materi Energi Alternatif di Kelas X SMAN 2 Jeneponto

riki prayanto

This research aims to determine the effect of the Invitation into Inquiry learning model on students' learning outcomes in the topic of alternative energy for grade X students at SMAN 2 Jeneponto. This study used a quasi-experimental design with a non-equivalent pretest-posttest control group design. The sample consisted of two classes selected using cluster random sampling, namely class X.2 as the experimental class and class X.6 as the control class. The experimental class was taught using the Invitation into Inquiry learning model, while the control class used conventional learning methods. Data were collected using multiple-choice tests consisting of 20 items. The results showed that the average posttest score of the experimental class was 72.78, while the control class was 65.28. Hypothesis testing using the Independent Samples t-test showed a significance value of 0.003 < 0.05, indicating a significant difference between the two classes. The N-gain analysis also showed that the improvement in the experimental class was better than the control class. Therefore, the Invitation into Inquiry learning model has a positive effect on students’ learning outcomes in learning physics, especially on alternative energy material.

Analisis Pemanfaatan Teknologi Digital dan Jejaring Pembelajaran terhadap Efektivitas Belajar Siswa

angel Nainggolan

Perkembangan teknologi digital telah membawa perubahan yang signifikan dalam proses pembelajaran di era pendidikan abad ke-21. Namun pemanfaatan teknologi dalam pembelajaran ini sering kali belum sepenuhnya sesuai dengan kerangka teori belajar yang terintegrasi secara sistematis. Penelitian ini bertujuan untuk menganalisis pemanfaatan teknologi digital serta jejaring pembelajaran terhadap pemahaman serta efektivitas belajar siswa dalam perspektif teori belajar abad ke-21. Penelitian ini menggunakan pendekatan kuantitatif dengan teknik pengumpulan data melalui kuesioner yang disebarkan secara berani menggunakan Google Form. Responden yang diperoleh pada penelitian ini berjumlah 199 siswa yang berasal dari tiga sekolah, yaitu SMA Negeri 3 Rantau Utara, SMA Negeri 7 Sarolangun, dan SMA Negeri 1 Dua Koto. Instrumen dalam penelitian terdiri dari 15 pernyataan dengan skala likert empat tingkat. Analisis data dilakukan secara deskriptif dan dilanjutkan dengan analisis regresi linier berganda menggunakan Microsoft Excel. Hasil penelitian yang diperoleh menunjukkan bahwa sebagian besar siswa memiliki persepsi positif terhadap penggunaan teknologi digital karena dapat membantu mempermudah dalam memahami materi serta meningkatkan minat dan hasil belajar. Namun demikian, keterbatasan akses tetap menjadi kendala dalam implementasi pembelajaran digital di beberapa sekolah tertentu. Secara menyeluruh, pemanfaatan dalam teknologi digital yang didukung oleh pendekatan konektivisme berpotensi meningkatkan efektivitas dan kualitas proses pembelajaran.

Artificial Intelligence–Assisted Science Learning in Elementary Education: A Systematic Literature Review on Pedagogical Models, Learning Outcomes, and Ethical Issues

Damar Septian

This systematic literature review examines the integration of Artificial Intelligence (AI) in elementary science education, focusing on pedagogical models, learning outcomes, and ethical considerations. Following the PRISMA 2020 framework, a comprehensive search of the Scopus database identified 637 initial records. After applying inclusion criteria (peer-reviewed empirical studies, elementary education context, AI-assisted science learning, published 2019–2025), 28 articles were selected for final analysis. Findings reveal three primary pedagogical approaches: inquiry-based learning with AI scaffolding, project-based learning enhanced by generative AI, and game-based learning for AI concept introduction. Documented learning outcomes include improved scientific literacy (N-gain scores up to 0.73), enhanced computational thinking skills, positive attitudes toward science, and development of science process skills. However, ethical concerns regarding algorithmic bias, data privacy, over-reliance on AI, and equitable access remain insufficiently addressed in current literature. This review synthesizes current evidence to propose a framework for responsible AI integration in elementary science education, identifying significant research gaps and providing recommendations for pedagogy, policy, and future research.

Analisis Peningkatan Hasil Belajar Siswa Dengan Menggunakan Model Pembelajaran Kooperatif Tipe Jigsaw Kolaborasi Teams Games Tournament (TGT)

Nikmat

Penelitian ini bertujuan untuk menganalisis peningkatan hasil belajar fisika siswa setelah diterapkan model pembelajaran kooperatif tipe Jigsaw kolaborasi Teams Games Tournament (TGT). Latar belakang penelitian ini adalah rendahnya hasil belajar fisika siswa yang disebabkan oleh pembelajaran yang masih berpusat pada guru serta kurangnya keterlibatan aktif siswa dalam proses pembelajaran. Penelitian ini menggunakan metode pre-eksperimen dengan desain one group pretest–posttest. Subjek penelitian adalah siswa kelas XI SMAN 13 Jeneponto. Teknik pengumpulan data dilakukan melalui tes hasil belajar berupa pretest dan posttest. Data yang diperoleh dianalisis menggunakan analisis deskriptif dan uji N-Gain untuk mengetahui tingkat peningkatan hasil belajar siswa. Hasil penelitian menunjukkan bahwa terdapat peningkatan hasil belajar fisika siswa setelah penerapan model pembelajaran kooperatif tipe Jigsaw kolaborasi TGT dengan nilai N-Gain berada pada kategori sedang. Temuan ini menunjukkan bahwa model pembelajaran kooperatif tipe Jigsaw kolaborasi TGT efektif dalam meningkatkan hasil belajar fisika siswa. Dengan demikian, model pembelajaran ini dapat dijadikan sebagai alternatif strategi pembelajaran untuk meningkatkan keaktifan dan hasil belajar siswa dalam pembelajaran fisika di SMA.

The Effect of the Differentiated Approach-Based Problem-Based Learning Model on Student Learning Outcomes in Work and Energy

Suci Wardani. R, Muh. Syihab Ikbal, Ali Umar Dani

This study was conducted to examine the physics learning outcomes of students instructed through a differentiated Problem-Based Learning (PBL) model, to identify the learning outcomes of students taught using a conventional instructional approach, and to investigate the differences in learning achievement between the two groups on the topic of work and energy in grade XI at SMAN 14 Makassar. The research employed a quasi-experimental method using a Matching Only Posttest-Only Control Group Design. Class XI.1 was assigned as the experimental group, while class XI.3 served as the control group. Data analysis was carried out using both descriptive and inferential statistics, including tests of normality, homogeneity, and the t-test. The results of the descriptive analysis indicated that the experimental group achieved a mean score of 78.22, which falls into the high category, whereas the control group obtained an average score of 72.74, categorized as moderate. The hypothesis test results using the independent sample t-test showed an Asymp. Sig (2-tailed) value of 0.039, which was smaller than the significance level of 0.05 (0.039 < 0.05).