DESIGN AND VALIDITY OF E-MODULES BASED ON COGNITIVE CONFLICT IN MEASUREMENT MATERIALS FOR GRADE X SENIOR HIGH SCHOOL/MADRASAH ALIYAH
DOI:
https://doi.org/10.24036/ple.v3i4.288Keywords:
E-modules, Cognitive Conflict Learning Model, Measurement, MisconceptionAbstract
Physics education in school often faces challenges due to students’ limited conceptual understanding and persistent misconceptions, particularly in measurement topics. This study aims to develop and evaluate an e-module based on cognitive conflict to address these issues. The research was a development study based on the Plomp model, which includes preliminary research, prototyping, and an assessment phase. The resulting e-module presents a structured learning sequence that activates students’ preconceptions, introduces cognitive conflict, facilitates the discovery of key concepts, and promotes reflection. Designed using Canva Pro and Heyzine Flipbook, that e-module was validated by experts, achieving a high score of 0.95, indicating its suitability in terms of content, visual design, learning structure, and software functionality. The findings suggest that a cognitive conflict-based e-module is an effective tool for enhancing conceptual understanding and reducing misconceptions in the measurement, offering practical value for physics learning in schools.
Downloads
References
Lumbantobing SS. Penerapan Modul Elektronik Berbantuan Sigil Untuk Meningkatkan Pemahaman Konsep Siswa Pada Materi Kesetimbangan Benda Tegar. J Penelit Pembelajaran Fis. 2023;14(2):222–30.
Syafria Nur Hariyanti, Usfin Hikmawati, Bugar Ali Yunanto, Fitria Rahmawati, Wirawan Fadly, Julianto dan UAD. Epistemic MEP 16 % Overall Similarity. 2025;1(1):40–55.
Mufit F, Fauzan A. Model Pembelajaran Berbasis Konflik Kognitif (PbKK) [Internet]. Sustainability (Switzerland). Purwokerto: CV IRDH; 2019. Available from: http://scioteca.caf.com/bitstream/handle/123456789/1091/RED2017-Eng-8ene.pdf?sequence=12&isAllowed=y%0Ahttp://dx.doi.org/10.1016/j.regsciurbeco.2008.06.005%0A
https://www.researchgate.net/publication/305320484_SISTEM_PEMBETUNGAN_
TERPUSAT_STRATEGI_MELESTARI
Wilujeng I, Hidayatullah Z. Alternative learning model in physics learning: Effect of the conceptual change model with cognitive conflict on critical thinking skill. Momentum Phys Educ J. 2021;5(2):111–20.
Pratama RA, Saregar A. Development Of Students' Work Sheets (LKPD) Based On Scaffolding To Train Concept Understanding. Ann Tour Res [Internet]. 2019;3(1):1–2. Available from: http://www.sciencedirect.com/science/article/pii/S0160738315000444
Fitria E, Raha K, Utara M. Upaya Meminimalkan Miskonsepsi dalam Memahami Fisika melalui Implementasi Tes Pilihan Benar-Salah Terintegrasi Interview Pada Peserta Didik Kelas X MA Negeri 1 Sanana Kabupaten Kepulauan Sula. J Ilm Wahana Pendidik [Internet]. 2024;10(13):831–49. Available from: https://doi.org/10.5281/zenodo.13131481
Yuli F, Mufit F. Disain dan Validitas Bahan Ajar Berbasis Konflik Kognitif Mengintegrasikan Virtual Laboratory pada Materi Optik untuk Meningkatkan Pemahaman Konsep Siswa SMA/MA. J Penelit Pembelajaran Fis. 2021;7(1):101–12.
Amelia O, Sundari PD, Mufit F, Dewi WS. Analisis Kebutuhan Pengembangan E-Modul dengan Pendekatan Contextual Teaching and Learning Untuk Meningkatkan Pemahaman Konsep Pada Materi Energi Terbarukan. J Ilm Profesi Pendidik. 2024;9(1):34–9.
Emilya WT, Mufit F. Validity of E-module Based on Cognitive Conflict Integrated Augmented Reality for Improving Students' Physics Science Literacy. J Penelit Pendidik IPA. 2023;9(12):11010–7.
Fadllan A. Model Pembelajaran Konflik Kognitif Untuk Mengatasi Miskonsepsi Pada Mahasiswa Tadris Fisika Program Kualifikasi S.1 Guru Madrasah. Phenom J Pendidik MIPA. 2011;1(2):139–59.
Mufit F. Model Pembelajaran Berbasis Konflik Kognitif (PbKK) untuk Meningkatkan Pemahaman Konsep dan Meremediasi Miskonsepsi. 2018;37. Available from: https://osf.io/preprints/inarxiv/zqvrd/
Mufit F. The Study of Misconceptions on Motion’s Concept and Remediation Using Real Experiment Video Analysis. Asean Comp Educ Res Netw Conf. 2018;1–7.
Plomp T, Nieveen N. Educational Design Research [Internet]. Netherlands Institute for Curriculum Development: SLO. 2013. 1–206 p. Available from: http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ815766
Aiken LR. Three coefficients for analyzing the reliability and validity of ratings, educational and psychological measurement. Educ Psychol Meas. 1985;45(1):131–42.
Pratama V, Anggraini SF, Yusri H, Mufit F. Disain dan Validitas E-Modul Interaktif Berbasis Konflik Kognitif untuk Remediasi Miskonsepsi Siswa pada Konsep Gaya. J Eksakta Pendidik. 2021;5(1):68–76.
Ilahi TDW, Mufit F, Hidayati H, Afrizon R. Disain dan Validitas Multimedia Interaktif Berbasis Konflik Kognitif pada Materi Vektor untuk Kelas X SMA/MA. J Penelit Pembelajaran Fis. 2021;12(2):182–95.
Fadhilah A, Mufit F, Asrizal. Analisis Validitas dan Praktikalitas Lembar Kerja Siswa Berbasis Konflik Pada Materi Gerak Lurus dan Gerak Parabola. Pillar Phys Educ. 2020;13(1):57–64.
Khairunnisa H, Kamus Z, Murtiani. Analisis Efektivitas Pengembangan Bahan Ajar Fisika dengan Konten Kecerdasan Sosial pada Materi Gerak Parabola, Gerak Melingkar dan Hukum Newton untuk Kelas X SMA. Pillar Phys Educ J UNP [Internet]. 2018;11(2):121–8. Available from: http://ejournal.unp.ac.id/students/index.php/pfis/article/view/3095
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Zaidida Rahmi, Fatni Mufit
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Physics Learning and Education is licensed under a 