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)
Trends and Research Opportunities of Integration ESD and STEM in Science Education: A Bibliometric Analysis
Rapid changes of the 21st century require education to develop essential skills, sustainability literacy, and complex problem-solving abilities. However, many studies indicate that students’ competencies remain low, particularly in environmental awareness, critical thinking, and problem-solving. This condition highlights the need for innovation in science learning that is more relevant to global challenges. Therefore, integrating STEM (Science, Technology, Engineering, and Mathematics) with Education for Sustainable Development (ESD) has become an important approach to improving the quality of learning. This study aims to map research trends and opportunities related to ESD-STEM integration through bibliometric analysis. Data were collected from Scopus-indexed articles published between 2015 and 2025 and analyzed using VOSviewer, including publication performance, co-authorship, keyword occurrence, and thematic mapping analyses. The results show a significant increase in publications, particularly since 2020, focusing on STEM, sustainability, and pedagogical innovation. The dominant subject areas include social sciences, computer science, and engineering, with major contributions from the United States, Indonesia, and Malaysia. These findings confirm that ESD-STEM integration promotes interdisciplinary, contextual, and sustainability-oriented learning, while opening opportunities for future research.
Copyright (c) 2026 Nora Fauziah Daulay, Asrizal, Harman Amir, Azifa. Feziyasti (Author) https://creativecommons.org/licenses/by/4.0
Research Mapping of E-Assessment in Physics and Science Education: A Bibliometric Analysis
Assessment is a fundamental component of physics and science education; however, the implementation of e-assessment faces unique challenges related to the complexity of abstract concepts and the limitations of comprehensively mapping research trends. This study aims to analyze publication trends, collaboration patterns, knowledge structures, and future development directions of e-assessment in physics and science education through a bibliometric approach. Data were collected from the Scopus database in March 2026 using keywords related to e-assessment and physics or science education, yielding 190 documents from 2016 to 2026. Analysis was conducted using VOSviewer for network mapping and visualization, and Microsoft Excel for preliminary analysis. The results indicate that the number of publications increased significantly following the COVID-19 pandemic, with the United States as the primary contributor and Indonesia ranking fourth. The mapping reveals that research focus has shifted from merely applying digital technology toward integrating artificial intelligence and large language models into adaptive and personalized assessment. New findings also indicate the emergence of atomized problem-solving approaches and the use of translanguaging as an inclusive and equitable assessment practice. In conclusion, e-assessment in physics and science education is evolving toward a convergence of technological innovation and robust pedagogy, with the primary benefit of providing a roadmap for researchers, educators, and policymakers in developing assessments that are adaptive, personalized, and responsive to the cognitive, linguistic, and cultural diversity of students in the digital age.
Copyright (c) 2026 Fauziah Ulmi, M.Pd, Prof. Dr. Asrizal, M.Si, Syafri, M.Si (Author) https://creativecommons.org/licenses/by/4.0
Needs Analysis to Develop of Project Based Learning Module Assisted by Heyzine Application to Improve Students’ Creative Thinking Skills
Efforts to develop 21st century skills have been carried out by changing the curriculum from the 2013 curriculum to an independent curriculum based on 21st century learning. One of the main focuses in this ability is the development of four core competencies known as 4C, including critical thinking and problem solving skills, creativity and innovation, collaboration skills, and effective communication skills. One of the four most important skills that must be developed by students is creative thinking skills. However, in reality, mastery of this ability is still relatively low. This low ability is caused by the teaching materials used in the learning process that have not been fully designed to support students' creative thinking skills and the Project Based Learning (PJBL) learning model. This study aims to analyze the need for developing E-modules based on Project Based Learning (PJBL). This study uses a development research approach with a 4-D model (Define, Design, Development, and Disseminate), which is limited to the Development stage. The results of the study revealed three main findings from the needs analysis: (1) students' creative thinking skills are still low, with a score of 36; (2) Based on teacher interviews, the teaching materials used in the learning process have not been fully designed to support students' creative thinking skills, and the Project Based Learning (PJBL) learning model is one of the learning models applied by teachers but is not yet optimal; (3) Determination of student characteristics, with scores for each indicator, student background 70.25, student learning interest 67.5, student learning motivation 66.67, student learning style 70.88, and digital learning 76.38. The research conclusion obtained from the needs analysis is that the development of an E-Module based on the Project Based Learning model assisted by the Heyzine application to facilitate students' creative thinking skills is very much needed by students.
Copyright (c) 2026 M. Ilham, Dea Stivani Suherman, Ratnawulan, Fadhila Ulfa Jhora (Author) https://creativecommons.org/licenses/by/4.0
Effectiveness of Augmented Reality in Enhancing Critical Thinking in Physics Learning: A Meta-Analysis
This study addresses the challenge of students’ difficulty in understanding abstract concepts in physics, which often leads to low critical thinking skills. Augmented Reality (AR) has emerged as a promising technology that can provide interactive and contextual visualization to support learning. This study aims to examine the effectiveness of AR in enhancing students’ critical thinking skills in physics learning. A meta-analysis approach was employed by analyzing 24 relevant studies that met the inclusion criteria. Data were analyzed by calculating effect size using Microsoft Excel and JASP, and the results were visualized using a forest plot. In addition, moderator analyses were conducted based on education level and learning materials. The findings reveal that AR has a high level of effectiveness, with an overall effect size of 0.765. This indicates that AR significantly improves students’ critical thinking skills in physics learning. Therefore, AR can be considered an effective and innovative learning medium to support physics education.
Augmented Reality; Meta-Analysis; Critical Thinking; Physics Learning; Effect Size
Copyright (c) 2026 Martin Albertus Silitonga, Emilinannur (Author) https://creativecommons.org/licenses/by/4.0
Needs Analysis for the Development of E-Student Worksheets for the PBL Model Based on PhET Simulations Oriented to Local Wisdom to Improve Students' Problem-Solving Skills for Fluid Material
Physics plays an important role in developing problem-solving skills as a 21st-century learning demand. However, in fluid materials, this ability is still low due to difficulties in understanding abstract concepts and the limited use of interactive media. This research aims to determine the initial problem-solving ability and the need for the development of teaching materials. The study used a descriptive approach in the form of a preliminary study at MAN 3 Padang City in class XI Science 2 with 26 students. Data was collected through tests, interviews, and questionnaires, then analyzed descriptively. The results showed that 53.8% of students were in the category of failure, 3.8% lacking, 15.4% adequate, 15.4% good, and 11.5% very good, so problem-solving skills are still low. In addition, students have good technological readiness, but have not been supported by adequate learning media. Therefore, it is necessary to develop E-LKPD based on Problem-Based Learning (PBL) supported by PhET Interactive Simulations simulations and oriented to local wisdom to improve students' understanding of concepts and problem-solving skills.
Copyright (c) 2026 Mazra Atur Rifka, Hidayati (Author) https://creativecommons.org/licenses/by/4.0
Analysis of Scientific Literacy and Need to Develop POE-Based Student Worksheet in Dynamic Material for High School
This research is motivated by the importance of scientific literacy skills in physics learning, especially in dynamics material that requires students to be able to understand concepts, interpret data, and explain scientific phenomena logically. However, students' scientific literacy skills are classified as not yet optimally developed. This study aims to analyze the level of students' scientific literacy and identify the need for the development of Predict-Observe-Explain (POE)-based Student Worksheets (LKPD), especially in dynamics material. This study uses a descriptive method with quantitative and qualitative approaches. The subjects of the study were 30 students of grade XI Phase F2 of Madrasah Aliyah in Pariaman City. Data were obtained through scientific literacy tests, student needs questionnaires, document analysis, and interviews with physics teachers. The results showed that the average scientific literacy ability of students in the indicator of explaining scientific phenomena was 58.66%, the indicator of evaluating and designing scientific investigations was 46.67%, and the indicator of interpreting data and scientific evidence was 46.66%. These results indicate that students' scientific literacy abilities are still categorized as moderate and need to be improved, especially in the ability to design investigations and interpret scientific data. Therefore, it is necessary to develop LKPD based on the POE model which can facilitate prediction, observation, and scientific explanation activities so that it can support the improvement of students' scientific literacy outcomes in dynamics learning.
Copyright (c) 2026 Salsa Kurnia Magfirah, Selma Riyasni, Asrizal, Fauziah Ulmi (Author) https://creativecommons.org/licenses/by/4.0
Design and Validity of Electronic Assessment to Assess Students’ Critical Thinking Abilities on Rectilinear Motion Topic
Learning in the 21st century must include 4C skills, including critical thinking skills, especially in physics learning. Students' critical thinking skills need to be assessed to prepare them for the 21st century. Assessment instruments that specifically evaluate students' critical thinking skills on linear motion material are not yet available. Therefore, this study aims to develop a valid electronic assessment to evaluate students' critical thinking skills on linear motion material. This research is a development study (R&D) using the Plomp model. The data collection instruments used were interview sheets, self-evaluation sheets, and validation sheets. The electronic assessment developed was validated by three validators. Electronic assessment has a high validity category in terms of content, learning design, visual communication, and software usage, according to the validity analysis results. Based on the validation results with an average score of 0.85, it indicates that the electronic assessment used to evaluate students' critical thinking skills on the topic of linear motion is considered valid and suitable for use for use in assessing students' critical thinking skills.
Copyright (c) 2026 Elvi Tiarahmah, Fatni Mufit, Letmi Dwiridal, Fuja Novitra (Author) https://creativecommons.org/licenses/by/4.0
Needs Analysis of Authentic Electronic Assessment Based on Critical Thinking Abilities Integrated with Education for Sustainable Development in Measurement Topic
We cannot avoid technological developments in the 21st century. The development of technology is evenly distributed and increasingly prevalent in every field of life, including in the field of Education. In 21st century education, technology has become the main complement to the learning process. 21st century learning focuses on student center learning which aims to improve four learning competencies, namely critical thinking, cooperation, communication, and creative thinking (4C Skills). One of the abilities expected in the 21st century is critical thinking. This study aims to analyze the need for the creation of authentic e-assessments based on ESD-integrated critical thinking skills in measurement materials. This study uses a qualitative descriptive approach with the Research and Development (R&D) method of the 4-D model at the definition stage. The research subjects consisted of 26 students of SMAN 1 Nan Sabaris who were selected using purposive sampling techniques. The object of the research is in the form of an authentic e-assessment based on critical thinking skills and integrated ESD Measurement Material. Data collection techniques include questionnaires of student needs, teacher interviews, and critical thinking ability tests. The test results show that students' critical thinking skills are still relatively low with an average percentage of 27.88%. In schools, teachers still tend to carry out conventional assessments that are not authentic, have not been integrated with Education for Sustainable Development (ESD), have not assessed critical thinking skills, and have not made optimal use of digital media.
Copyright (c) 2026 Salma Nur Hamidah, Emiliannur, Festiyed, Hayyu Yumna, Lukman Hakim, Nanang Winarno (Author) https://creativecommons.org/licenses/by/4.0
Effects of Digital Teaching Materials on Physics Learning Outcomes for High School Students: A Systematic Literature Review
The development of digital technology encourages the utilization of digital teaching materials in physics learning to enhance the effectiveness of the learning process. This research focuses on identifying the influence of digital teaching materials on physics learning in senior high schools. The research was conducted using a Systematic Literature Review (SLR) method. Six national articles published between 2021–2025 were analyzed based on theme suitability, quality, and empirical findings. The study results show that digital teaching materials such as e-modules, E-LKPD, interactive presentations, and application-based visual media have been proven to improve student learning outcomes, motivation, and critical thinking skills. The use of digital media also facilitates understanding of concepts and increases student activity through more engaging and interactive presentations. Thus, digital teaching materials have a positive influence and are worthy of integration into high school physics learning to support adaptive and technology-relevant education.
Copyright (c) 2026 Muhammad Hasan Fadli, Salsabilla Mulya Putri, Festiyed, Asrizal (Author) https://creativecommons.org/licenses/by/4.0
Effects of a Scaffolding Problem-Solving Model on Students’ Problem-Solving Abilities in Work and Energy
A preliminary study's findings, which showed that pupils at SMA Negeri 7 Tasikmalaya had poor problem-solving abilities with an average score of only 32% in the low category, served as the impetus for this investigation. Determining the impact of using scaffolding problem-solving model on the material of effort and energy in class X at SMA Negeri 7 Tasikmalaya during the 2024/2025 academic year was the aim of this study. The methodology used was a quasi-experiment with a matching only posttest only control group design. 433 students made up the study population, and two classes X-7 and X-8 were purposefully chosen as a sample. Measurement of problem-solving ability was carried out through a descriptive test. At a 0.05 threshold of significance, the hypothesis findings test using the t-test revealed that the tcount (5.341) was greater than the ttable (1.669), so Ha was accepted. The scaffolding problem solving model has been shown to provide gradual assistance, encourage activeness, systematic thinking, and evaluation of student solutions. Thus, it can be concluded that this model is influential in addressing problem-solving abilities in work and energy materials.
Copyright (c) 2026 Rosa Filiyani, Rifa'atul Maulidah, Ernita Susanti (Author) https://creativecommons.org/licenses/by/4.0
Practicality of Electronic Assessment to Assess Student Critical Thinking Ability on Circular Motion Material
This study is motivated by the importance of critical thinking skills as essential 21st-century competencies that need to be effectively trained and assessed in physics learning, particularly in circular motion material. However, existing assessments are still limited, less interactive, lack contextual representation of real phenomena, and do not provide optimal feedback to measure students’ critical thinking abilities. Therefore, this study aims to determine the practicality of an electronic assessment developed to assess students’ critical thinking skills on circular motion material. The assessment instrument was developed using Wizer.me and Google Sites platforms by integrating critical thinking indicators proposed by Ennis. This research employed the Development Research method using the Plomp development model combined with Tessmer’s formative evaluation, which includes self-evaluation, one-to-one evaluation, and small group evaluation stages. Data were collected through a practicality questionnaire and analyzed using quantitative descriptive methods. The results showed that in the one-to-one evaluation stage, the average practicality score was 81% based on students’ responses and 92% based on teachers’ responses, both categorized as very practical. In the small group evaluation stage, the average score was 88%, also categorized as very practical. These findings indicate that the developed electronic assessment is easy to use, engaging, efficient, and beneficial in helping teachers assess students’ critical thinking abilities. Therefore, this electronic assessment is feasible to be used as an alternative assessment tool in physics learning.
Copyright (c) 2026 Nuri Yuliani, Fatni Mufit, Festiyed, Emiliannur (Author) https://creativecommons.org/licenses/by/4.0
Needs Analysis of Interactive Multimedia Teaching Materials on Alternative Energy Content to Facilitate Students' Concept Mastery and Technology Literacy
One of the abilities that 21st-century students must possess is technology literacy. This study aims to analyze students' concept mastery and technology literacy on the alternative energy topic.Based on observations at SMA N 4 Solok, several issues were found in physics learning, namely problems with the alternative energy topic, low student learning outcomes, and low student technology literacy. To respond to this, a needs analysis stage was carried out using a Research and Development (R&D) approach, utilizing the Hannafin and Peck model.Data was collected through a questionnaire given to 35 students and 1 physics teacher, a discourse test to reveal issues with the alternative energy topic and technology literacy, and mid-semester exam results to assess concept mastery.The analysis results indicate that teaching materials are not optimally supporting ICT-based learning, and students' scores are still below the Minimum Competency Criteria (KKM). These findings highlight the need to develop innovative, interactive, and contextual multimedia teaching materials to facilitate more meaningful physics learning.
Copyright (c) 2026 Qurroh Ayun Aunillah, Asrizal (Author) https://creativecommons.org/licenses/by/4.0
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