JPPF is a national journal that publishes the scientific articles in the fields of physics learning and science learning. The focus of the articles which published in this journal comes from the scope of the Physics and Science learning including learning planning, learning implementation, learning assessment, and learning management and policies. This journal also publishes the articles originating from the integration of physics learning and science learning with other fields of science and the latest approaches in education. The objective of JPPF is to facilitate students of the master's degree program in Physics education and other researchers to publish their scientific articles in the fields of physics learning and science learning. One of the main performances of postgraduate students is publishing their scientific articles in national and international journals. Scientific articles can be generated through assignments in their courses and thesis research. This journal provides an opportunity for Physics Education Master's Degree students to publish their scientific articles. This journal also provides a good opportunity for researchers in the fields of physics learning and science learning to publish their scientific articles in this journal. JPPF has implemented an online journal system known as OJS with version 2. OJS is a web-based online journal management develope by PKP.
Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)
Role of Physics Student Worksheet Integrated PBL Model to Improve the 21st Century: A Systematic Literature Review
This study aims to systematically analyze the role of Problem-Based Learning (PBL)-b Student Worksheets in improving 21st-century skills, which include critical, creative, collaborative, and communicative thinking skills in physics learning. The method employed is a literature review, examining 15 relevant national and international articles published between 2015-2025. The results of the study show that the implementation of PBL-based student worksheet is consistently able to improve critical thinking skills through scientific analysis and reflection activities, as well as encourage students' creativity in producing innovative ideas based on contextual problems. In addition, the incorporation of collaboration rubrics and digital-based activities has been proven to strengthen interaction, responsibility, and communication between students in physics learning. The integration of digital collaboration aspects and authentic assessment makes the student worksheet not only a learning medium but also a means of strengthening scientific character and social skills in the 21st century. This research makes an important contribution to the development of PBL-based physics learning tools that are relevant to the challenges of the digital era and can be used as a reference for teachers and curriculum developers to create active, reflective, and collaborative learning.
Copyright (c) 2025 Sharvina Salsabil, Pakhrur Razi, Hufri, Dea Stivani Suherman (Author) https://creativecommons.org/licenses/by/4.0
Role of Physics Student Worksheet in Facilitating the Student’ Scientific Literacy Skills: A Systematic Literature Review
This study aims to systematically analyze the role of Student Worksheets in facilitating the improvement of students’ scientific skills. Student worksheets serve as an instructional medium that encourages students to engage actively in the process of observation, experimentation, and reasoning to develop scientific literacy. Using a systematic literature review approach, this research examined 15 articles published in SINTA-indexed national journals between 2015 and 2025. The review process involved identifying, selecting, and analyzing articles that focused on the development or implementation of student worksheets to enhance students’ scientific skills. Data were analyzed descriptively and thematically to identify trends, models, and outcomes from previous studies. The findings reveal that most student worksheets were developed using active learning models, such as Problem-Based Learning (PBL), Guided Inquiry, Learning Cycle 5E, STEM, and Ethnoscience, all of which have been proven valid, practical, and effective in improving students’ reasoning, analytical thinking, and inquiry abilities. The integration of digital and contextual elements further supports engagement and aligns with 21st-century learning competencies. Therefore, student worksheets can be regarded as an effective educational tool to strengthen students’ scientific skills and promote inquiry-based learning in various scientific contexts.
Copyright (c) 2025 Shabrina Muthia Herman, Pakhrur Razi, Hamdi, Selma Riyasni (Author) https://creativecommons.org/licenses/by/4.0
Integration Artificial Intelligence in Video Media to Improve Student Motivation: Systematic Literature Review
This study aims to systematically analyze the integration of Artificial Intelligence (AI) in video-based learning media and its impact on enhancing students’ learning motivation through a Systematic Literature Review (SLR) approach. Fifteen national and international journal articles published between 2015 and 2025 were systematically reviewed through the stages of identification, selection, eligibility, and synthesis. The analysis focused on the configuration of AI integration in educational videos, its contribution to students’ learning motivation, and the challenges of implementation in diverse educational contexts. The findings reveal that the integration of AI in video learning effectively increases students’ motivation, engagement, and interest by providing adaptive feedback, personalized content, and interactive learning experiences. Furthermore, AI-based videos promote self-regulated learning and enhance learners’ confidence in managing their study processes. However, successful implementation remains dependent on teachers’ digital competence, technological infrastructure, and ethical data management. Overall, integrating AI into video-based learning holds strong potential to create engaging, adaptive, and learner-centered environments that foster sustained learning motivation.
Physics Learning, Artificial Intelligence, Video Media, Concept Understanding, Literature Review
Copyright (c) 2025 Shalehani, Pakhrur Razi, Hamdi, Hayyu Yumna (Author) https://creativecommons.org/licenses/by/4.0
The Effectiveness of Problem-Based Learning-Based E-SWS on Sound Wave Material to Improve Students' Critical Thinking Skills
Critical thinking skills are essential in facing the challenges of the 21st century, especially in physics learning, which requires analysis and problem solving. However, many students still find it difficult to develop these skills, especially in sound wave material, which is abstract and difficult to visualize. This study aims to determine the effectiveness of using PBL-based E-SWS in improving students' critical thinking skills. The method used is quantitative with a posttest-only control group quasi-experimental design. The research subjects were two 11th grade physics classes at SMAS Adabiah Padang: the experimental class used PBL-based E-SWS and the control class used conventional SWS. The instrument consisted of essay questions based on five critical thinking indicators. The results showed that the average posttest score of the experimental class was 73.984, which was higher than that of the control class, which was 63.083. The t-test showed that the t-count value of 2.167 was greater than the t-table value of 2.0003, with a significance level of 5%. These results indicate a statistically significant difference. It can be concluded that PBL-based E-SWS is effective in improving students' critical thinking skills in sound wave material.
E-LKPD, Problem Based Learning, Sound Waves, Critical Thinking Skills
Copyright (c) 2025 Asyifa Hanesty Putri, Hidayati, Yenni Darvina, Hayyu Yumna (Author) https://creativecommons.org/licenses/by/4.0
Bibliometric Analysis of Electronic Student Worksheets Research Trends in Physics Learning in Indonesia
The rapid development of technology in education encourages the use of digital learning materials such as the Electronic Student Worksheets to improve the effectiveness of physics learning. However, comprehensive mapping of Electronic Student Worksheets research trends in Indonesia remains limited. This study aims to analyze publication trends, research characteristics, topic relationships, and identify research gaps related to Electronic Student Worksheets in physics learning in Indonesia. This research employs a bibliometric analysis approach by integrating the PRISMA method as a guideline for the identification, screening, and eligibility assessment of articles. Data were collected from Google Scholar and Scopus databases using the keyword. “Electronic Student Worksheets” and “Physics Learning,” covering the period 2020–202. Through the PRISMA flow, 506 eligible articles were obtained after screening and removing duplicates. Data analysis was conducted using Publish or Perish (PoP) and VOSviewer software through three visualization types: network visualization, overlay visualization, and density visualization to explore keyword relationships, topic trends, and research density. The results show that Electronic Student Worksheets publications have increased significantly since 2022, dominated by studies at the senior high school level and using applications such as Augmented Reality, Flip PDF, Wizer, Phet, and Liveworksheet, meanwhile the learning models that are often integrated are Problem Based Learning and Project Based Learning. Seventeen topic clusters and seventy-nine keywords were identified, with emerging themes including differentiated learning, socio scientific issues, and renewable energy material. The study concludes that Electronic Student Worksheets research trends are growing rapidly but remain limited to specific education levels and general topics. Future researchers are advised to expand the scope to vocational and higher education levels and explore teacher involvement in the development and implementation of Electronic Student Worksheets in Indonesia.
Copyright (c) 2025 MUTIARA KHARISMA RIADHI, Hidayati, Fatni Mufit, Selma Riyasni (Author) https://creativecommons.org/licenses/by/4.0
Effectiveness of E-SWS Sound Waves using the Discovery Learning Model on Student Learning Outcomes
Learning physics on the subject of sound waves remains a challenge because abstract concepts are often difficult for students to understand. This study aims to test the effectiveness of using E-SWS sound waves using a Discovery Learning model that has been revised in accordance with the Independent Curriculum on student learning outcomes in cognitive and psychomotor aspects. The research method used is quasi-experimental with a posttest only control group design. The research sample consisted of two classes, Phase F5 and F6, at SMA Negeri 3 Payakumbuh, with F5 as the experimental class using Discovery Learning-based E-SWS and F6 as the control class using the Discovery Learning model without E-SWS. The research instruments were multiple-choice tests to measure cognitive aspects and science process skill observation sheets for psychomotor aspects. Data analysis was conducted through a two-sample t-test. The results showed that the average posttest score for the experimental class was 89.2, which was higher than that of the control class, which was 73.7. In terms of psychomotor skills, the average score for the experimental class was 78, which was also higher than that of the control class, which was 67.5. The t-test showed that the t-count was greater than the t-table, indicating a significant difference in both aspects. It was concluded that E-SWS using the Discovery Learning model was effective in improving students' cognitive learning outcomes and science process skills.
Effectiveness, E-LKPD, Discovery Learning Model, Learning Outcomes
Copyright (c) 2025 Az Zahra Murmiftah, Hidayati, Asrizal, Fuja Novitra (Author) https://creativecommons.org/licenses/by/4.0
Analysis of the Validity of Problem-Based Learning Physics Modules to Facilitate Scientific Literacy in High School Student
This research is driven by the students’ scientific literacy has not been well facilitated because the teaching materials used have not optimally supported its development. The purpose of this study is to develop and analyze the validity of the problem-based learning physics module intended to facilitate students’ scientific literacy. This study employed a research and development (R&D) method to develop and validate the module. The validation process was carried out by three physics lectures from the State University of Padang (UNP) and two high school physics teachers. Expert validation was carried out to assess six component: content feasibility, presentation, graphics, language, problem-based learning steps, and scientific literacy. Based on the data analysis, the developed module obtained a Aiken’s V index of 0.89, which falls into the valid category. Therefore, it can be concluded that the problem-based learning physics module developed to facilitate high school students’ scientific literacy is valid and appropriate for use as an innovative teaching material that effectively supports the physics learning process, particularly on the topic of climate change.
Copyright (c) 2025 Nesa Fadila Zulfa, Drs. Hufri, M.Si, Yenni Darvina, Emiliannur, Hidayati, Letmi Dwiridal (Author) https://creativecommons.org/licenses/by/4.0
The Importance of Integrating Education for Sustainable Development in Global Warming Assessments to Improve Students' Critical Thinking Skills
This research was motivated by the fact that the assessments used in physics education still do not facilitate students' critical thinking skills. The purpose of this study was to analyze the need to develop critical thinking skills assessments integrated with Education for Sustainable Development (ESD) in physics education to support Sustainable Development Goal (SDG) 13: Climate Action. In the 21st century, students need not only conceptual understanding but also critical thinking skills to address global environmental challenges. Using a descriptive quantitative approach, this study involved 33 Grade X Phase E students through Ennis-based critical thinking tests, student questionnaires, and teacher interviews. The results showed that students' critical thinking skills were mostly in the moderate to low range, with the lowest performance on the “advanced clarification” indicator, indicating difficulty in connecting physics concepts with real-life phenomena. However, students demonstrated good sustainability awareness (71.9%–75.17%) and strong technological skills (80.57%), indicating readiness for digital-based assessment. ESD dimension analysis showed effective integration between environmental, cultural, economic, and social aspects in promoting climate action. Teacher interviews confirmed that existing assessments were inadequate in measuring critical thinking and its relationship to ESD. Therefore, the development of electronic assessments is essential to improve critical thinking and sustainability awareness on the topic of global warming. This innovation supports transformative and holistic learning that empowers students to actively contribute to achieving Sustainable Development Goal (SDG) 13 Climate Action.
Assessment, Critical thinking skills, ESD, Physics, Wizer.me
Copyright (c) 2025 Sri Ramadhani Dar, Emiliannur, Festiyed, Selma Riyasni, Nanang Winarno (Author) https://creativecommons.org/licenses/by/4.0
Design and Validity of a Cognitive Conflict-Based Physics Educational Game to Support Students’ Conceptual Understanding of Rectilinear Motion Material
Understanding concepts is important in learning physics because it helps students connect theories with real-life phenomena, develop scientific reasoning, and avoid misconceptions. However, in practice, physics learning still faces challenges, especially in the topic of straight-line motion. One solution is an educational physics game based on cognitive conflict, which is expected to improve students' concept understanding and correct misconceptions. This research is a type of development research using the Plomp development model. The educational game developed is based on cognitive conflict and consists of four stages: 1) Activating prior knowledge and misconceptions, 2) Presenting cognitive conflict, 3) Discovering concepts and equations, and 4) Reflection. The validity results for the physics educational game are V = 90, which is in the very valid category, and the practicality results are 92.48, which is in the very practical category. Based on these results, it can be concluded that the physics educational game based on cognitive conflict for improving students' concept understanding in the topic of straight-line motion meets good validity criteria and can be used in the learning process as an interactive teaching material.
Physics Educational Games, Cognitive Conflict, Concept Understanding, Staight Motion
Copyright (c) 2025 Rina Oktaviani, Fatni Mufit, Letmi Dwiridal, Fuja Novitra (Author) https://creativecommons.org/licenses/by/4.0
Design and Validity of Electronic Assessments to Assess Students' Critical Thinking Skills on Momentum and Impulse Materials
Learners in the 21st century must have 4C skills, among these is the capacity for critical thought, especially in physics learning. Students' critical thinking abilities must be examined in order to prepare them for the twenty-first century. Assessment instruments that specifically assess students' critical thinking skills on momentum and impulse material are not yet available. So this research aims to develop a valid electronic assessment to assess students' critical thinking skills on momentum and impulse material. This research is development research (R&D) using the Plomp model. The data collection instruments used were interview sheets, self-evaluation sheets and validation sheets. The developed electronic assessment was validated by three validators. The electronic assessment had a high validity category in terms of material substance, learning design, visual communication, and software use, according to the validity analysis results. From the validation results with an average value of 0.92, it shows that the electronic assessment to assess students' critical thinking skills on momentum and impulse material is declared valid and feasible to use.
Copyright (c) 2025 Diah Ayu Oktaviawati, Fatni Mufit (Author) https://creativecommons.org/licenses/by/4.0
Effectiveness of Electronic Student Worksheet using Problem Based Learning Model on Heat and Heat Transfer Material on the Learning Outcomes of Grade XI Students
In the current era of digital transformation in education, the quality and variety of learning resources play a crucial role in fostering meaningful learning experiences. However, how student learning outcomes remain a critical issue at MAN Kota Solok, particularly due to the limited variety and lack of attractiveness of the teaching materials currently used. This problem underscores the urgency of developing innovative learning resources that can increase student engagement and conceptual understanding. As a solution, this study implements an Electronic Student Worksheet based on the Problem-Based Learning model, which is designed to make learning more interactive and meaningful. The purpose of this study was to determine the effectiveness of the PBL-based Electronic Student Worksheet in improving student learning outcomes. This research employed a quasi-experimental design with a Posttest-Only Control Design, involving two groups: an experimental group using the PBL-based Electronic Student Worksheet and a control group using the conventional worksheets provided by the school. Data were collected through cognitive posttests and psychomotor assessments during the learning process. The findings revealed that the experimental group achieved higher average scores in both cognitive and psychomotor domains than the control group. Furthermore, hypothesis testing showed that the calculated t-value exceeded the critical t-value, indicating a significant difference between the two groups. These results demonstrate that implementing the PBL-based Electronic Student Worksheet effectively enhances student learning outcomes. This study contributes to the development of innovative digital learning resources that not only foster active student participation but also promote deeper conceptual understanding.
Copyright (c) 2025 Mutiara Puspita, Hidayati, Harman Amir, Selma Riyasni (Author) https://creativecommons.org/licenses/by/4.0
Design of Electronic Worksheets Integrated with Problem Based Learning and Ethnoscience to Improve Critical Thinking Skills of High School Students
The rapid advancements in science and technology in the 21st century necessitate significant improvements in the quality of education, especially in fostering students' critical thinking skills. These skills are crucial in the study of physics, as they encompass logical reasoning that can be substantiated. However, current assessments reveal that students' critical thinking abilities are notably lacking, with an average test score of only 46. 78, categorizing them as low performers. This shortfall can largely be attributed to passive learning methods and teaching materials that fail to align with students' learning styles. To tackle this issue, it is essential to develop teaching materials that promote critical thinking. One promising approach is the creation of electronic-based student worksheets that incorporate the Problem-Based Learning (PBL) model alongside an ethnoscience perspective. The PBL model encourages students to actively engage in analyzing problems systematically, while the ethnoscience approach integrates local wisdom into the learning process, making it more relevant and meaningful. This innovative combination aims to transform E-Student Worksheets into a powerful tool for enhancing student engagement and boosting critical thinking skills.
Copyright (c) 2025 Herli Gusmita utami, Emiliannur (Author) https://creativecommons.org/licenses/by/4.0
Needs Analysis for the Development of E-Student Worksheet on Measurement and Quantity Assisted by Web Wordwall Integrated with the PBL Model
Education in Indonesia continues to transform with technology integration, yet its utilization remains suboptimal. This study analyzes the needs for developing a web-assisted E-Student Worksheet (E-SWS) using wordwall integrated with Problem-Based Learning (PBL), to enhance students' understanding of physics concepts and scientific process skills. The research employs the Educational Design Research method in the Preliminary Research phase. The subjects include 34 tenth-grade students from Sungai Tarab Public Senior High School 1, assessed through practical activities for scientific process skills, and 20 students surveyed to identify learning needs. Knowledge scores were taken from summative assessments on measurement and quantity topics. Questionnaire results show that 80% of students struggle with physics concepts, 90% require extended time for comprehension, and 60% need additional learning resources. All students use learning materials such as Student Worksheet (SWS), but only 70% have access to printed versions. The average knowledge score is 35, while scientific process skills score 57, indicating low comprehension. Teachers face challenges in implementing the independent curriculum due to limited training and resources. This study recommends developing an interactive PBL-based E-SWS to enhance student engagement, conceptual understanding, and scientific process skills.
E-Student Worksheet (E-SWS), Problem-Based Learning (PBL), Scientific Process Skills
Copyright (c) 2025 Andiken Ferdy, Asrizal (Author) https://creativecommons.org/licenses/by/4.0
Validity Analysis of Electronic Student Worksheets Based on Guided Inquiry to Improve Students' Critical Thinking Skills
This research was motivated by the fact that the teaching materials used in physics learning are still largely dominated by conventional textbooks, teacher’s books, and Student Worksheets (SWS). The aim of this study is to develop guided inquiry-based Student Worksheets that can enhance students' critical thinking skills in the topics of temperature and heat. The developed Student Worksheets are expected to be not only valid in terms of content and structure but also effective in facilitating a more meaningful learning experience for students. This study employs a Research and Development (R&D) approach. The validation process was carried out by three physics lecturers from the State University of Padang (UNP). The analysis of the validation instrument results showed that the developed Student Worksheets obtained a validation score of 0.95, which falls into the "very valid" category. Therefore, the product developed in this study a guided inquiry-based Student Worksheet is considered valid and suitable for use as an innovative teaching material to improve students' critical thinking skills in understanding the concepts of temperature and heat.
Guided inquiry model, critical thinking, liveworksheet, temperature and heat
Copyright (c) 2025 Wulandahri Wulandahri, Hidayati, Yenni Darvina, Fuja Novitra (Author) https://creativecommons.org/licenses/by/4.0
Effects of the Project-Based Learning Model on Students’ Learning Outcomes: A Meta Analysis
Twenty first century education faces a major challenge to prepare students with relevant skills in facing the rapid advancement of technology. One approach that is widely recognized as being able to answer this challenge is the project-based learning model or Project-Based Learning (PjBL). This model emphasizes contextual learning, where students are actively involved in designing, developing, and completing projects that are relevant to the real world. With this approach, students not only learn cognitively but also develop critical thinking skills, collaboration, communication, and creativity. However, although many studies show the advantages of PjBL, the results reported are often diverse and sometimes contradictory. Several studies show that PjBL significantly improves student learning outcomes, both in cognitive, affective, and psychomotor aspects. In contrast, other studies report less significant or even inconsistent impacts. This raises questions about how much influence PjBL has overall on learning outcomes, and what factors influence the effectiveness of this model. To answer this question, a synthesis of data from various studies is needed through a meta-analysis approach. This approach allows researchers to integrate quantitative data from various studies and produce more comprehensive conclusions. This study aims to evaluate the influence of the PjBL model on student learning outcomes as a whole, as well as to identify moderator variables that influence the success of its implementation. The results of the study are expected to provide significant contributions to the development of educational policies and teaching practices at various levels of education.
Copyright (c) 2025 intan Purnama Yani, Asrizal, Usmeldi (Author) https://creativecommons.org/licenses/by/4.0
Effects of Research-Based Science Learning on Students' Critical Thinking Skills: A Bibliometric Analysis
In the era of industrial revolution 4.0, 21st century skills such as critical thinking, collaboration, communication and creativity have become essential for individual success in an ever-evolving work environment. There is an urgency to conduct research on the effects of research-based learning in improving students' critical thinking skills, which can provide a strong foundation for learners to succeed in a dynamic and complex future. This study utilized bibliometric research method. Articles were searched using the keywords “Critical Thinking; Research Based Learning”. The search included patterns of trends in scholarly publications related to the exploitation and protection of river turtle populations, as well as patterns in author relationships between relevant articles. Data were analyzed and visualized using VOS viewer software. Results Visualization analysis of journals on research-based learning highlighted that topic such as “research samples” and “worksheets” dominated the literature, reflecting consistency in the development of research-based learning practices in the classroom.
Copyright (c) 2025 Rahmadini Lasonia Putri, Andani Intan Ridha Illahi, Sylvia Muharani Ulmi, Fauziah Ulmi, Asrizal (Author) https://creativecommons.org/licenses/by/4.0
Practicality of E-Modules Based on Contextual Teaching and Learning Models on Renewable Energy Material for Phase E Students
This study was driven by the need for teaching materials that aligned with the Merdeka Curriculum, particularly in context-based learning that connected subject matter to real-life situations. However, the limited availability of relevant teaching materials and the inadequate use of technology in the learning process remained obstacles in enhancing students' understanding of renewable energy concepts. Therefore, this study aimed to develop a practical e-module based on a contextual learning model for Phase E students. The e-module development followed the ADDIE model, which consisted of analysis, design, development, implementation, and evaluation stages. The practicality test involved three high school physics teachers using a teacher practicality instrument questionnaire and 69 Phase E students using a student practicality instrument questionnaire. The results indicate that the developed e-module falls into the "highly practical" category, with an average score of 96% from teachers and 82% from students. Based on these findings, it is concluded that the e-module meets practicality standards and is suitable for supporting students' understanding of renewable energy concepts in school learning.
Copyright (c) 2025 Hufri, Alifa Hanazahra, Hidayati, Rahmat Hidayat (Author) https://creativecommons.org/licenses/by/4.0
Trends in Problem Based Learning Model Based on Lesson Study on Learning Outcomes: A Bibliometric Analysis
Twenty first century education focuses on developing critical skills, creativity, collaboration, and communication, utilizing digital technology and innovative learning models. This study aims to evaluate the effectiveness of a problem-based learning (PBL) model based on lesson study in improving student learning outcomes. This research uses bibliometric analysis method, examining the literature from 2019-2024 with Publish or Perish and VOSviewer tools. The results showed that research on lesson study-based PBL in learning is still a relatively new and promising area. Network visualization and keyword density show that this topic has potential for further development. Recent trends show that the integration of PBL and lesson study can improve students' conceptual understanding and practical skills, and address low learning outcomes. This research highlights the importance of implementing innovative learning models to support the improvement of learning quality and student learning outcomes in a broader context.
Copyright (c) 2025 Aisyah Rehan Fadhillah, Annisa Fadhilaturrahmi, Rofifah Widara, Asrizal, Mutiara Nurul Fitri (Author) https://creativecommons.org/licenses/by/4.0
Development of Student Worksheet on Fluid Material by Integrating Guided Inquiry Model to Promote Students' Science Process Skills
The teaching materials used by schools experience a lack of quality teaching materials or are not available at all. The standard of teaching materials that do not meet student requirements causes them to be unable to accommodate various levels of student ability, including in training student skills. In the era of competency-based curriculum, teaching materials should be capable of supporting the enhancement of student skills. The focus of this problem is a cause of weak science process skills amongs students. This study purpose to produce a Guided Inquiry Student Worksheet (SWS) Model to Develop Science Process Skills in Fluid Material for Class XI / Phase F that is valid and practical. The research approach is Research and Development (R&D) using 4D. Research is limited to the practicality stage in small group tests. The instruments used are validation questionnaires and practicality questionnaires. The data source obtained from the validation results by 3 experts. The practicality data source obtained from teachers and students of class X SMAN 16 Padang. The data analysis technique to analyze the level of validity of Students Worksheet (SWS) uses a Likert scale with the Aiken's V formula and analyzes the practicality of Students Worksheet (SWS) using a statistical analysis formula. The validation results of the Guided Inquiry model students worksheet obtained a value of 0.87 in the very valid category. The teacher's practicality score of 99% places it in the very practical category, while the student’s score of 90% also falls within this category.
Students Worksheep, Guided Inquiry, Science Process Skills, Fluid
Copyright (c) 2025 Chintya Larayesa Satria, Asrizal, Yurnetti, Hidayati (Author) https://creativecommons.org/licenses/by/4.0
The Effect of Using Interactive Multimedia Based on Cognitive Conflict-Based Learning on Global Warming Material on Student Retention
The aim of learning physics is that students understand the learning concept before moving on to the next material. Physics learning is conditional in that concepts are mutually continuous so students must understand the material before continuing to the next material. In fact, in the field, students still experience conceptual misunderstandings in global warming material. The way out to overcome this is the use of interactive multimedia based on cognitive conflict to correct students' misconceptions and make them last longer in students' memories. The aim of this research is to see the effect of using interactive multimedia based on cognitive conflict on student retention. This research was conducted using a quasi-experimental design or quasi-experimental method. This research design uses a nonequivalent control group design, with two sample classes, namely the experimental class and the control class, each consisting of 28 students. The research instrument was 25 concept test questions about global warming material, with data collection through pretest, posttest and retest. The hypothesis analysis technique uses the Mann-Whitney test. The results indicate that students in the experimental class had higher retention compared to those in the control class. Although both groups experienced a decline in memory, the decrease was less significant in the experimental class. The hypothesis test yielded a result of 0,11 at a 0.05 significance level, confirming a significant impact of interactive multimedia based on cognitive conflict on student retention in the global warming topic. Therefore, in can be conclude that this learning approach effectively enhances student retention.
Copyright (c) 2025 Nahdhah Muhdia, Fatni Mufit (Author) https://creativecommons.org/licenses/by/4.0
Students' Conceptual Understanding of Measurement Topic in Development of Digital Teaching Materials Based on the Cognitive Conflict Learning Model Using Kodular
Physics learning often challenges students due to the abstract nature of the concepts. Effective teaching methods are needed to improve students' understanding, one of which is the cognitive conflict learning model. This model helps address misconceptions and clarify difficult concepts. This study aims to analyze students' conceptual understanding in developing digital teaching materials using the cognitive conflict model with Kodular on the topic of measurement at SMA Negeri 13 Padang. A descriptive qualitative approach was used, consisting of four stages: distributing questionnaires to physics teachers, developing research instruments, collecting data through observation and the Three-Tier Diagnostic Test, and analyzing students' responses. The subjects were 36 tenth-grade students in phase E3. The results show that 73.87% of students have misconceptions, 22.78% lack a solid understanding, and only 3.35% demonstrate correct understanding. These findings highlight the need for more effective learning models to enhance students' conceptual understanding.
Conceptual Understanding, Cognitive Conflict Learning Model, Kodular
Copyright (c) 2025 Yessi Ramadhani, Wahyuni Satria Dewi, Fatni Mufit, Emiliannur (Author) https://creativecommons.org/licenses/by/4.0
Effects of Problem-Based Learning Model with Wordwall Media on Students' Critical Thinking Skills
The research aims to improve the appearance of critical thinking by using a problem-based learning model assisted by wordwall media. Method of research is quasi-experimental with a post-test only control grup design, the research was done at SMAN 4. The phase E population was sampled using a lateral random cluster, where the control class was phase E7 and the experimental class was phase E6. The assessment is carried out in the form of test questions with cognitive data results as independent variables and skill data as bound variables. The experimental and control classes obtained average cognitive results of 68.61 and 57.22, while the skill scores were 68,5 and 60,56. The magnitude of the relationship between the PBL model with wordwall assistance media and critical thinking skills using a t-test with a calculated t result class experiment of 5.27 and class control is 3.88 with a table t of two class is 2.12. the study concluded that there was a significant relationship and linearity in the PBL model with wordwall assistance media on students' critical thinking skills.
Copyright (c) 2025 Rana Khairunnisa, Wahyuni Satria Dewi, Yenni Darvina, Dea Stivani Suherman (Author) https://creativecommons.org/licenses/by/4.0
Cognitive Conflict-Based Learning Materials Integrated with Augmented Reality: Is It Practical in Learning Global Warming?
The low understanding of concepts in physics learning is still a common problem, including in the topic of global warming. The use of technology such as augmented reality that has the potential to improve understanding of physics concepts is still rarely applied. One way to overcome this problem is to develop physics teaching materials based on cognitive conflict integrated with augmented reality in global warming learning. This study aims to test the level of practicality of global warming teaching materials products based on cognitive conflict. This study reports the development stages in the Plomp model, especially at the small group evaluation stage. The instrument used in this study was a practicality questionnaire analysed using a percentage technique. The four aspects tested in this study were aspects of ease of use, attractiveness, efficiency and benefits with an average for each aspect in sequence of 91.66; 94.91; 92.78; and 94.99 with very practical criteria. And the average value of the results of the practicality test of the teaching material product reached 93.58 which was very practical. Global warming teaching materials based on cognitive conflict integrated with augmented reality are practical for students in terms of ease of use, attractiveness, benefits and efficiency.
Copyright (c) 2025 Salsabilla Mulya Putri, Fatni Mufit, Hidayati, Fuja Novitra (Author) https://creativecommons.org/licenses/by/4.0
Improvement Ability Students' Science Literacy in Aspects Knowledge and Competence Using the PBL Model
Scientific Literacy is important in improving physics learning outcomes. looking at the situation in the field, student scientific literacy abbilities are still very low. The learningcarried out by students has mot simulated aspects of scientific literacy. the solutions given is to apply the PBL model. This research aims to find out whether there is an increase in students scientific literacy skill before and after carrying out learning using the PBL model. This research is a quantitative research with a pretest-posttest control group design. The population of this study was class X SMAN 1 Sungai Limau. The sampel is class X.3. the research Instruments used are teaching modules and stientific literacy tests. The data analysis techniques used are descriptive analisis techniques, normality tests, and hypothesis test. Based on the result of research hypothesis testing on students’ scientific literacy abilities, a significance value of 0.000000004 was obtained at a significance value at significance 0.05. Therefore, is accepted and is rejected. This means that there is an increase in scientific literacy abilities in the knowledge aspect and competency aspect after using the PBL model in class X at SMAN 1 Sungai Limau
Copyright (c) 2025 Ramadi, Wahyuni Satria Dewi, Yenni Darvina, Fuja Novitra (Author) https://creativecommons.org/licenses/by/4.0