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)
Practicality of a Cognitive Conflict-Based Physics Website Integrated with AR-STEM to Promote Critical Thinking and Misconception Remediation in Dynamic Fluid
Ideally, physics learninghould be supported by innovative instructional materials that can develop students' critical thinking skills and help them overcome misconceptions. One potential solution is a cognitive conflict-based physics website integrated with Augmented Reality (AR) and STEM. This study aimed to analyze the practicality of a cognitive conflict-based physics website integrated with AR and STEM as a digital learning resource. The study was part of a research and development project employing the Plomp model, focusing on the one-to-one evaluation and small group evaluation stages. The participants consisted of 12 senior high school students in Phase E at SMA Negeri 6 Padang. Data were collected using a practicality questionnaire covering four aspects: ease of use, attractiveness, efficiency, and usefulness. The data were analyzed using percentage analysis. The results showed that the website achieved an average practicality score of 88% in the one-to-one evaluation stage and 86% in the small group evaluation stage, both categorized as highly practical. Furthermore, all practicality aspects were rated as highly practical during the small group evaluation. These findings indicate that the website is easy to use, engaging, efficient, and beneficial for physics learning. Therefore, the cognitive conflict-based physics website integrated with AR and STEM is suitable for use as a digital learning resource and is ready to proceed to the effectiveness testing stage to investigate its impact on students' critical thinking skills and the remediation of misconceptions.
Copyright (c) 2026 Irene Dwi Cahyani, Fatni Mufit, Hidayati, Yeka Hendriyani, Zahra Fathanah (Author) https://creativecommons.org/licenses/by/4.0
Effectiveness of Dual Space Inquiry Based E-Module on Student Learning Outcomes and Motivation in Work and Energy Material
Physics learning should enable students to achieve strong conceptual understanding and high learning outcomes while remaining actively motivated throughout the learning process. However, learning outcomes and learning motivation in physics remain challenging, particularly in the topic of work and energy, where students often experience difficulties in understanding concepts and actively engaging in learning. Preliminary study findings indicated that students' physics learning outcomes remained low, with a mastery rate of only 22%. Student learning motivation was also suboptimal, as evidenced by low percentages across several motivation indicators. To address these issues, a Dual Space Inquiry-based e-module was implemented as an interactive digital learning resource. This study aimed to examine the effectiveness of the Dual Space Inquiry-based e-module in improving students' learning outcomes and motivation. A pre-experimental method with a one-group pretest-posttest design was employed. The sample consisted of 30 students from class X.E1, selected using purposive sampling. Data were collected via learning outcome tests and learning motivation questionnaires. Results showed that the average learning outcome score increased from 49.67 to 80.50, with an N-Gain of 0.59 (medium category) and an effect size of 1.61. Learning motivation increased from 67.27 to 81.47, with an N-Gain of 0.43 (medium category) and an effect size of 2.391. Paired sample t-test results yielded a significance value of <0.05. Thus, the Dual Space Inquiry-based e-module is effective in enhancing students' learning outcomes and motivation and serves as an alternative digital teaching material for physics instruction.
Dual Space Inquiry, e-module, learning outcomes, learning motivation, work and energy
Copyright (c) 2026 Zahara Rahmadhani, Fuja Novitra, Yenni Darvina, Emiliannur (Author) https://creativecommons.org/licenses/by/4.0
Effect of Dual Space Inquiry E-Student Worksheet on Improving Physics Learning Outcomes in Temperature and Heat Material
Low student learning outcomes on the topics of temperature and heat indicate the need for learning materials that can increase student engagement in the learning process. Ideally, physics learning can facilitate students to actively construct knowledge through inquiry activities supported by the use of technology. One solution that can be applied is Dual Space Inquiry E-Student Worksheet, which integrates online and offline learning activities. This study aims to find out the effect of using Dual Space Inquiry E-Student Worksheet on the physics learning outcomes of 11th-grade students at SMA Negeri 1 Pancung Soal for the 2025/2026 academic year. This study used a quasi-experimental method with a posttest-only control group design. The research population consisted of 207 students, with classes XI F1 and XI F2 purposively selected as the sample. Learning outcome data were collected through objective tests and analyzed using a t-test. The analysis results showed a significance value of 0.047 < 0.05, so H₁ is accepted. The study’s findings indicate that using a Dual Space Inquiry E-Student Worksheet has a significant effect on students’ learning outcomes. These results suggest that integrating online and offline learning spaces can create a more meaningful learning experience, increase student participation, and strengthen understanding of concepts in the topics of temperature and heat. The implication of this research is that Dual Space Inquiry E-Student Worksheet can be used as an innovative teaching material alternative to support more effective physics learning that meets the demands of digital-era education
Copyright (c) 2026 Zelfi Nurfadillah, Fuja Novitra, Hufri, Hayyu Yumna (Author) https://creativecommons.org/licenses/by/4.0
Development of E-Student Worksheet Based on STEM Approach with PBL Model to Facilitate Critical Thinking Skills on Momentum and Impulse Material
This research is motivated by the low critical thinking skills of students in physics learning and the unavailability of digital teaching materials capable of supporting the implementation of the Independent Curriculum. This study aims to develop and analyze the validity of Electronic Student Worksheets based on the Science, Technology, Engineering, and Mathematics (STEM) approach with the Problem Based Learning (PBL) model on momentum and impulse material to facilitate critical thinking skills of high school students. This study uses the Research and Development (R&D) method with the Four-D (4D) model limited to the define, design, and develop stages. Product validity was assessed by three expert validators using validation instruments analyzed with the Aiken's V index. The results showed that the developed E-Student Worksheet obtained an average validity value of 0.87 with a very valid category. All assessment aspects, namely material substance, visual communication display, E-Student Worksheet components, software utilization, STEM approach, PBL model, and critical thinking skills, were in the very valid category. Based on these results, the STEM-based E-Student Worksheet with the PBL model is declared suitable for use as a digital teaching material to support physics learning on momentum and impulse materials and has the potential to facilitate the development of students' critical thinking skills.
Copyright (c) 2026 Febriyanti, Ratnawulan, Hidayati, Emiliannur (Author) https://creativecommons.org/licenses/by/4.0
Effects of a Dual Space Inquiry Based E-Module on Students' Learning Outcomes in Work and Energy
Learning outcomes are one indicator of successful learning, influenced by the use of appropriate instructional models and teaching materials. However, teaching physics on the topic of Work and Energy still faces various challenges, particularly in helping students understand abstract concepts. One approach to addressing this issue is through the use of Dual Space Inquiry-based e-modules that integrate inquiry activities in both digital and real-world learning environments. This study aims to analyze the effect of Dual Space Inquiry-based e-modules on student learning outcomes in the topic of Work and Energy. This study employed a quantitative method using a posttest-only control group design. The sample consisted of 76 tenth-grade students at SMA N 4 Padang, divided into an experimental class and a control class. Learning outcome data were obtained through a posttest and analyzed using appropriate statistical tests. The results showed that students who learned using the Dual Space Inquiry-based e-module achieved better learning outcomes than those in the control class. These findings indicate that the Dual Space Inquiry-based e-module can serve as an innovative teaching resource that supports physics learning and helps improve students’ learning outcomes in the topic of Work and Energy.
Dual Space Inquiry, E-Module, Learning Outcomes, Work and Energy, Physics Learning.
Copyright (c) 2026 Nabilah Zhahirah, Fuja Novitra, Hufri, Hayyu Yumna (Author) https://creativecommons.org/licenses/by/4.0
Need Analysis to Develop Alternative Energy E-Student Worksheet Integrated Inquiry Learning and Local Wisdomto Facilitate Students' Critical Thinking Skills
This study aims to develop an E-Student Worksheet on alternative energy integrated with Inquiry Based Learning (IBL), local wisdom, and Canva AI to facilitate the critical thinking skills of Phase E senior high school students. This research is motivated by the low level of students' critical thinking skills, limited digital teaching materials, and difficulties in understanding physics concepts. To address these challenges, a digital E-Student Worksheet was developed by integrating inquiry-based activities, local wisdom of West Pasaman, and interactive Canva AI features. This study employed the Research and Development (R&D) method using the 4D model, consisting of Define, Design, Develop, and Disseminate stages. Research data were collected through preliminary studies, student needs questionnaires, teacher interviews, and validity and practicality assessments. The preliminary study showed that students' critical thinking skills were relatively low, with an average achievement of 49.70%. The developed E-Student Worksheet is expected to serve as a valid and practical digital learning resource that facilitates students' critical thinking skills in physics learning
E- Student Worksheet, Inquiry-Based Learning, Local Wisdom, Canva AI, Critical Thinking
Copyright (c) 2026 Tiara Julia, Emiliannur, Hidayati, Renol Afrizon (Author) https://creativecommons.org/licenses/by/4.0
Needs Analysis to Develop Linear Motion E-Student Worksheet Based on Inquiry Learning Model and Local Wisdom to Improve Student’s Critical Thinking Skills
Twenty-first-century physics learning requires innovative teaching materials to improve students' critical thinking skills. Currently, physics instruction still relies on conventional printed textbooks that lack variation. This study aims to analyze the need for developing an E-Student Worksheet based on Inquiry learning and oriented to local wisdom in linear motion kinematics material to enhance high school students' critical thinking skills. The study used a descriptive approach with a preliminary study research type. The subjects consisted of one physics teacher and 34 tenth-grade students at SMA Negeri 9 Padang. Data was obtained and triangulated through a structured combination of observations, interviews, questionnaires, and critical thinking skills tests. The results showed that students' critical thinking skills were still relatively low, with an average score of 38.4%, especially in the analysis indicator. In addition, students strongly need interactive digital teaching materials that systematically support contextual, inquiry-based learning. Therefore, developing an E-Student Worksheet based on Inquiry learning oriented to local wisdom is highly important to support more active and meaningful physics learning.
Copyright (c) 2026 Farah Azzahra Ramadhina, Hidayati, Desnita, Leni Aziyus Fitri (Author) https://creativecommons.org/licenses/by/4.0
Effects of E-Module Integrated Problem Based Learning Model of Fluid Material on Student’s Learning Outcomes
Improving students’ physics learning outcomes is one of the primary goals of implementing the Independent Curriculum, which emphasizes active, independent, and student-centered learning, However, students learning outcomes on fluid materials remain relatively low because the teaching materials commonly used in schools have not fully facilitated active learning and problem-solving activities. To address this issue, the use of Problem-Based Learning (PBL)-based E-Modules is proposed as an alternative solution to create more meaningful and independent learning experiences. This study aims to analyze the effect of the use of Problem Based Learning (PBL)-based E-Modules on physics learning outcomes of grade XI students of SMA Negeri 14 Padang on fluid materials. The research uses a quasi-experimental method with a Posttest-Only Control Design. The research sample consisted of 71 students divided into experimental classes and control classes. The experimental class uses PBL-based E-Modules, while the control class uses teaching materials commonly used in schools. The research data includes learning outcomes of cognitive, affective, and psychomotor aspects obtained through tests and observation sheets. The results showed that the average learning outcomes of students in cognitive, affective, and psychomotor aspects in the experimental class were higher than in the control class. These findings show that the use of Problem Based Learning-based E-Modules is effective in improving students' physics learning outcomes on fluid materials. The use of PBL-based E-Modules provides benefits in creating more active, meaningful learning, and supports the development of students' knowledge, attitudes, and skills in learning fluid material.
E-Module, , Problem Based Learning, Learning Outcomes, Physics education, fluid
Copyright (c) 2026 Amelia Agustin, Hidayati, Fatni Mufit, Renol Afrizon (Author) https://creativecommons.org/licenses/by/4.0
Effectiveness of Cognitive Conflict-Based Teaching Material Integrated with Augmented Reality in Improving Students’ Conceptual Understanding and Self-Efficacy on Light Waves
Effective physics learning should enable students to develop sound conceptual understanding and strong self-efficacy to solve scientific problems. Physics learning on light waves remains challenging due to students’ low conceptual understanding, misconceptions, and low self-efficacy caused by abstract concepts and teacher-centered instruction. These challenges highlight the need for innovative teaching materials. This study aimed to investigate the effectiveness of Augmented Reality (AR)-integrated cognitive conflict-based teaching materials in improving students’ conceptual understanding and self-efficacy. A quasi-experimental study employing a nonequivalent pretest–posttest control group design was conducted with 36 experimental and 33 control class students at SMA Negeri 1 Batusangkar. Data from a validated four-tier diagnostic test and self-efficacy questionnaire were analyzed using descriptive statistics, Mann–Whitney U, and Independent Sample t-tests. Results showed the experimental class's correct understanding increased from 26% to 80%, while misconceptions decreased from 40% to 8%. Statistical analysis revealed significant differences in conceptual understanding (p < .001) and self-efficacy (p < .001) between classes. These findings demonstrate that AR-integrated cognitive conflict-based materials effectively enhance both cognitive and affective outcomes, serving as an impactful instructional alternative to overcome learning difficulties in abstract physics topics.
Copyright (c) 2026 Intan Tresna Ayu, Fatni Mufit, Ratnawulan, Selma Riyasni (Author) https://creativecommons.org/licenses/by/4.0
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