Physics Learning and Education

The Effect of The Generative Learning Model Based on Cognitive Conflict Assisted by Learning Videos on The Critical Thinking Skills of Grade XI Senior High School Students

Dina Olivia — 2026-03-01

Students' critical thinking skills in physics at the high school level are still low, even tho teachers have used several innovative learning models such as problem-based learning and inquiry. The models used are not yet optimal for improving students' critical thinking skills. Students are not yet able to connect prior knowledge with new knowledge to build a complete new understanding. This is because the available learning media still doesn't visually present phenomena that can spark students' curiosity and encourage their critical thinking skills. The cognitive conflict-based generative model assisted by learning videos is one of the proposed alternatives to solve the above problems. This study aims to determine the effect of a cognitive conflict-based generative learning model assisted by instructional videos on students' critical thinking skills in static fluids material. The design of this quasi-experimental research is a posttest-only control group. The study population includes all eleventh-grade high school students, consisting of two classes: XI F1 and XI F2, with a total sampling technique used for data collection. The instrument used is a critical thinking ability test sheet in the form of essay questions. The data was analyzed using a two-sample t-test. The research results show that students' critical thinking skills in the experimental class are higher than in the control class. Based on the results of the two-mean equality test, the calculated "t" value is 3.59, which is greater than the table "t" value of 2.003 at a significance level of 5%. The same treatment was given to both the experimental and control classes, except that the experimental class used a cognitive conflict-based generative learning model assisted by video learning, while the control class used the models and media commonly used by teachers in schools. This means the difference is caused by the treatment given. Therefore, the use of a cognitive conflict-based generative learning model assisted by video learning significantly affects students' critical thinking skills.

Design of Educational Game Teaching Materials Based on Cognitive Conflict on Particle Dynamics Material

Widia Eka Putri — 2026-03-30

Conceptual understanding plays a crucial role in physics learning because it enables students to connect theory with real phenomena, build scientific reasoning, and prevent misconceptions. However, the reality of learning shows that students' conceptual understanding, especially of Newton's laws, is still low. This condition calls for innovation in teaching materials, one of which is through the development of educational games based on the cognitive conflict learning model. This study aims to develop a valid and practical cognitive conflict learning model-based physics educational game to improve students' conceptual understanding. The research includes development research using the Plomp model, which consists of preliminary research, development or prototyping, and assessment stages. The research was limited to one-to-one practicality testing. Data were obtained through a preliminary study of students in classes XI F4 and XI F5 taught by physics teachers at SMA Pembangunan Laboratorium UNP. Validation was carried out by three physics lecturers from FMIPA UNP, while practicality testing was carried out on three students in class XI Fase F at the same school. The research instruments included open-ended questionnaires, concept comprehension tests, teaching material needs questionnaires, self-evaluation sheets, validity sheets, and practicality sheets. Data analysis used descriptive, V Aiken, and percentage techniques. The results showed that students needed technology-based teaching materials to improve their concept comprehension. The physics educational game on Newton's Law material was successfully developed with excellent quality. The self-evaluation results were 96 percent, the average validity was 0.93, and the practicality was 90.06 percent, all of which were categorized as very good. The game was declared valid and practical for use in high school physics learning and will be followed up with an effectiveness test of the educational game product.

The Role of Student Worksheets in Deep Learning-Based Inquiry Learning Models in Physics Education: A Systematic Literature Review

Jihan Defina — 2026-03-31

Physics learning in schools is expected to facilitate not only the acquisition of conceptual knowledge but also the development of students’ scientific reasoning and higher-order thinking skills. One learning strategy that has gained attention in physics education is inquiry-based learning, particularly when supported by appropriate instructional materials. Student Worksheets play an important role in guiding students through structured learning activities that encourage active engagement and conceptual construction. In addition, the deep learning approach emphasizes meaningful learning, reflection, and the integration of knowledge across concepts. This study aims to systematically examine the role of Student Worksheets within inquiry-based learning models that are integrated with a deep learning approach in physics education. A Systematic Literature Review (SLR) was conducted by analyzing 15 relevant national and international journal articles published over the last ten years. The findings indicate that inquiry-based Student Worksheets designed according to deep learning principles contribute positively to students’ conceptual understanding, critical thinking skills, and learning engagement in physics. These results highlight the potential of integrating inquiry learning and deep learning approaches through well-designed Student Worksheets to enhance the quality of physics learning.

Practicality of Student Worksheet on Global Warming Generative Learning Model Based on Cognitive Conflict to Facilitate Students’ Problem Solving Ability

Raudatul Jannah — 2026-03-01

Physics learning requires supporting teaching materials, especially on the subject of global warming. This subject requires students' problem-solving ability. Preliminary studies show that students' problem-solving ability are still relatively low. One possible alternative to address this issue is to develop a global warming worksheet based on a generative learning model using cognitive conflict to facilitate students' problem-solving ability. The purpose of this study is to determine the validity and practicality of the global warming worksheet using a generative learning model based on cognitive conflict. This research is a development (R&D) that uses the ADDIE development model. The ADDIE development model is one of the systematic learning design models. The object of this study is a global warming worksheet using a generative model based on cognitive conflict. The measurement data used are validity and practicality. The data obtained were analyzed using descriptive statistical techniques. The validity test indicates that the worksheets were valid for use with a score of 0.91 by experts. The practicality test results showed that the worksheets were very practicable for use with a score of 99.22% by practitioners and 88.01% by users. The results of the study concluded that the developed worksheets were valid and very practicable for use in supporting physics learning

The Effect of Learning Using the LKPD-Assisted PjBL Model on Creative Thinking Ability in Class X Phase E of SMAN 2 Sijunjung

Bunga Amanda Idha — 2026-03-01

Students’ creative thinking skills in physics learning, particularly on alternative energy topics, remain relatively low due to teacher-centered instructional practices. This study aimed to examine the effect of the Project Based Learning (PjBL) model assisted by Student Worksheets (LKPD) on students’ creative thinking skills.

This research employed a quantitative approach using a quasi-experimental design with a nonequivalent control group. The sample consisted of two classes of grade X Phase E students at SMAN 2 Sijunjung, with class X E8 as the experimental group and X E7 as the control group. Data were collected using a creative thinking skills test administered as pretest and posttest. The data were analyzed using normality tests, homogeneity tests, and independent sample t-tests.

The results showed that the experimental class achieved a higher mean posttest score 76.1 compared to the control class 63.1. The t-test results indicated a significant difference at the 5% significance level. These findings indicate that the LKPD-assisted PjBL model has a significant positive effect on students’ creative thinking skills in learning alternative energy concepts.

Analysis of The Needs for Developing E-LKPD with The Concept of Heat Integrated with Ethnoscience and Joyfull Learning to Facilitate Students’ Knowledge and Communication Skills

Suci Agusfina Sari — 2026-03-30

The development of science and technology (IPTEK) has brought significant changes in the world of
education, especially in supporting the achievement of 21st century skills such as critical thinking, creativity,
communication, and collaboration (4C). However, the results of the needs analysis at SMA Negeri 1 Enam
Lingkung show that the use of technology-based learning devices, such as E-LKPD (Electronic Student
Worksheets), is still not optimal. Teachers still predominantly use printed LKPDs that have not been integrated
with the ethnoscience approach and joyful learning model, so they do not support the improvement of students'
knowledge and communication skills. Students also experience various obstacles, such as difficulty understanding
the material on the concept of heat, low learning outcomes, and communication skills that are still relatively low.
This study uses a quantitative descriptive method to identify the needs of teachers and students for the development
of E-LKPD on the concept of heat that is integrated with ethnoscience and joyful learning. The results of the
analysis show the need to develop interactive and contextual E-LKPDs to facilitate the improvement of students'
knowledge and communication skills, while supporting the implementation of the independent curriculum and 21st
century learning.

Validity Validity Analysis of Joyful Learning Integrated Measurement E-Module for Student Knowledge and Creative Thinking

Kuntum Khaira Ummah — 2026-03-01

This study aims to analyze the validity of the development of digital teaching materials for measurement topics that integrate a joyful learning approach to facilitate students' knowledge and creative thinking skills. The applied method is Research and Development (R&D) based on the Hannafin and Peck model, which includes the analysis, design, and development stages. The validity of the teaching materials was assessed by three validators through aspects of material substance, learning design, visual communication, software utilization, integration of joyful learning, and knowledge and creative thinking skills. The results showed that the teaching materials were classified as very valid with an average score of 0.88. Specifically, the validity scores reached 0.84 for material substance, 0.93 for learning design, 0.90 for visual communication, 0.92 for software utilization, 0.89 for integration of joyful learning, and 0.82 for knowledge and creative thinking skills. These findings confirm the product's suitability to scientific standards, the Independent Curriculum, and 21st-century learning needs. The integration of digital technologies such as Canva, Liveworksheet, and Google Forms improves the quality of the teaching materials, resulting in a fun, interactive, and adaptive learning experience. Thus, this research contributes significantly to the development of innovative, valid, and effective physics learning media in strengthening students' knowledge and creative thinking skills.

Analysis of Validity, Reliability, Difficulty Level, and Discrimination Power of Students’ Critical Thinking Skill Test on Phase F Fluid Materials in Senior High School

Nur Tasya Putri — 2026-03-01

A high-quality assessment instrument is one that provides data that reflects actual conditions, is consistent
and reliable, demonstrates varying levels of difficulty, and has a good discrimination index. Therefore, this study
aims to test the validity, reliability, difficulty level, and analytical power of the items used to assess students'
critical thinking skills. This study is descriptive and evaluative. The subjects were 31 11th-grade students at SMA
Negeri 2 Painan. The data collection method used was a test.
The study results indicated that for Grade XI, 17 test items were deemed valid, whereas 1 item was invalid.
The reliability coefficient for Grade XI was 0.877, demonstrating that the test instrument is reliable. Regarding
difficulty level, all 18 items were classified as difficult. In terms of discrimination power, 5 items fell into the poor
category, while 13 items were categorized as fair.
Based on the analysis of physics test items on the topic of fluids for the 2024/2025 academic year at SMA
Negeri 2 Painan, it was concluded that the 11th-grade test items were valid and reliable. This indicates that the
test items can be used as an evaluation tool.