Physics Learning and Education

Validity of Scientific Higher Order Thinking Assessment Based on Dual Space Inquiry for Static Electricity Material

Putri Fatika Sari Daulay — 2026-09-28

This research aimed to develop a Scientific Higher Order Thinking (S-HOT) assessment based on Dual Space Inquiry (DSI) for static electricity material and determine the validity level of the developed assessment instrument. The research employed the Research and Development (R&D) method using the Plomp development model, which consists of preliminary research, prototyping phase, and assessment phase. However, the research was limited to the prototyping phase, particularly the validity testing stage. The developed assessment instrument was validated by three experts in physics education using validation sheets covering content feasibility, language appropriateness, presentation feasibility, and graphical feasibility aspects. The validation data were analyzed using Aiken’s V formula. The results showed that the developed S-HOT assessment based on DSI obtained valid to highly valid categories in all assessed aspects. The content feasibility aspect obtained an average Aiken’s V value of 0.78 with a valid category, while the language appropriateness, presentation feasibility, and graphical feasibility aspects obtained average values of 0.87, 0.91, and 0.88 respectively with highly valid categories. These findings indicate that the developed assessment instrument is feasible to be used in physics learning to facilitate students’ higher-order scientific thinking skills, including scientific reasoning, critical thinking, creative thinking, metacognitive skills, and self-efficacy. Therefore, the S-HOT assessment based on Dual Space Inquiry can be used as an alternative assessment instrument to support inquiry-based and technology-integrated physics learning.

Validation Analysis of E-Modules Fluid Dynamics Based Dual Space Inquiry to Facilitate Critical Thinking Skills of Senior High School Students

Sintia Arianti — 2026-09-28

The rapid development of technology in the 21st century has encouraged the world of education to utilize technology to improve the quality of learning. Critical thinking is one of the important skills that needs to be developed in order to face the challenges of this century. The application of the inquiry model is one effective approach to facilitate this skill. Therefore, educators or teachers need to integrate information and communication technology with the inquiry model, especially in physics learning, which requires active student involvement. In order for this integration to be balanced between online and offline activities, teaching materials that support scientific and digitally flexible learning are needed. One solution is to design a E-Module Dynamic Fluid Based Dual Space Inquiry to Facilitate Critical Thinking Skills of Senior High School Students. The design of the E-Module dynamic fluid based on Dual Space Inquiry refers to Research and Development (R&D) conducted through the ADDIE model. This research was only conducted in 3 stages of analysis, design, and development. The results of the study show that the teaching materials developed in the form of a E-Module Fluid Dynamics based Dual Space Inquiry to facilitate students' critical thinking skills are valid according to experts in terms of content feasibility, learning design, visual communication display, software utilization, Dual Space Inquiry, and critical thinking skills with a validation score of 0.96. Based on the research conducted, it can be concluded that E-Modules Fluid Dynamics based on Dual Space Inquiry to facilitate students' critical thinking skills are valid and can be used in physics learning.

Creating E-LKPD Containing Ethnoscience Model Problem Based Learning Material on Global Warming to Improve Students' Critical Thinking Skills

SHINDY VERLITA SHINDY — 2026-09-28

This research is motivated by the low critical thinking skills of students on global warming material and the need for innovative teaching materials that integrate local wisdom with technology. This research aims to produce E-LKPD containing ethnoscience with a valid Problem Based Learning (PBL) model to improve students' critical thinking skills. The research method used is Research and Development (R&D) with the Dick and Carey development model. The validity of E-LKPD was assessed by five validators covering aspects of material substance, learning design, visual communication display, software utilization, ethnoscience, PBL model, and critical thinking skills. The validation results show an average score for each aspect as follows: material substance (0.95), learning design (0.96), visual communication display (0.96), software utilization (0.99), ethnoscience (0.85), PBL (0.99), and critical thinking skills (0.95). Overall, the average value of the validity of this E-LKPD containing ethnoscience is 0.94 with a very valid category. Thus, it can be concluded that the PBL-based E-LKPD containing ethnoscience on the global warming material is very valid and suitable for use in the learning process to improve students' critical thinking skills.