Physics Learning and Education

Validation Analysis of Interactive Teaching Materials on Environmental Pollution Integrated with Ethno-Meaningful Learning to Facilitate Students' Knowledge and Creative Thinking Skills

Widia Efrisa Widia — 2025-06-30

Technological advancements play a vital role in supporting educational processes, particularly in the development of instructional materials. A needs analysis conducted at SMA N 1 Dua Koto revealed that teachers continue to face difficulties in designing technology-based teaching resources. Existing teaching materials have yet to make a significant impact on the improvement of students' knowledge and creative thinking skills. One promising approach to address this issue is the development of interactive teaching materials that integrate ethnoscience and meaningful learning principles. This study aims to evaluate the validity of interactive teaching materials on environmental pollution that are integrated with ethno-meaningful learning. The research employed a Research and Development (R&D) design using the Hannafin and Peck model. The object of the research was the interactive teaching material itself. Data were collected through instruments such as needs analysis questionnaires, validity assessments, and practicality evaluations. The data were analyzed using descriptive statistical methods, particularly Aiken’s V formula. The results of the validation process indicated an average Aiken’s V score of 0.91 which falls into the “valid” category. These findings suggest that the developed teaching materials are both valid and suitable for implementation in classroom settings, with the potential to significantly enhance students’ knowledge and creative thinking skills.

THE VALIDITY AND PRACTICALITY OF PHYSICS LEARNING MEDIA ON MEASUREMENT TOPIC USING GOOGLE SITES

Desi Ramadani — 2025-06-30

This research addresses the need for engaging and accessible physics learning media by developing and evaluating a Google Sites-based resource for the topic of Measurement, designed for tenth-grade students. This study employed a Research and Development (R&D) methodology, utilizing the ADDIE model, but was limited to the analysis, design, and development phases, which included comprehensive feasibility testing. The feasibility assessment involved two key stages: a validity test conducted by a panel of six experts (three UNP Physics lecturers and three senior Physics teachers from SMAN 5 Padang) , and a practicality test with end-users (three Physics teachers and 40 tenth-grade students at SMAN 5 Padang). Data were collected using validated questionnaires. The validity data were analyzed using Aiken's V statistic, while practicality data were analyzed using descriptive percentage analysis. The findings indicated a high level of validity, with an average Aiken's V score of 0.90. The practicality assessment also yielded positive results, with teachers awarding an average score of 93.6% (Very Practical), and students providing an average score of 84.21% (Very Practical). These results confirm that the developed Google Sites-based learning media is both valid and highly practical for implementation in the physics learning process.

LEARNING STYLES OF SMAN 1 LAREH SAGO HALABAN STUDENTS AS THE BASIS FOR DEVELOPING EDUPARK TEACHING MATERIALS

Mauliditia Regita Cahyani — 2025-06-30

Understanding the learning styles of learners can create a supportive environment so that learners can more easily absorb information optimally. This research aims to analyze the learning styles of students at SMAN 1 Lareh Sago Halaban with the hope that the results of the analysis can be used as a basis for developing edupark teaching materials that suit the needs of students. This type of research is descriptive analysis. This research was conducted at SMAN 1 Lareh Sago Halaban involving 56 students. Data were collected using a questionnaire designed based on the learning style model. The results obtained prove that students have varied learning styles, but are more inclined to visual learning styles, namely 55% of students. Some learners find it easier to understand material that involves hearing and movement. By recognizing the different learning styles of learners, edupark teaching materials can be developed according to various needs and improve learning effectiveness.

APPLICATION OF AUGMENTED REALITY BASED ON COGNITIVE CONFLICT AND STEM TO IMPROVE STUDENTS' ATTITUDES IN 21ST CENTURY LEARNING

Lukman Agusto — 2025-06-30

This research seeks to ascertain the efficacy of incorporating cognitive conflict-based Augmented Reality into STEM curricula on students' views towards the content of Newton's Law of Gravity and Kepler's Law. The method used is pre-experimental with a One-Group Pretest-Posttest design, involving 17 students of phase F of SMA Negeri 1 Candung. The instrument used is an attitude questionnaire adapted from the Colorado Learning Attitudes about Science Survey (CLASS) and has been validated by experts. Data were analyzed using the Shapiro-Wilk normality test and Hypothesis testing using the Paired t-test. The results showed a significant increase in students' attitudes after AR-based learning, with a significance value (p = 0.005) <0.05. These findings indicate that the use of AR integrated with cognitive conflict and the STEM approach shows the potential for a positive impact on students' attitudes in physics learning. With the goals of enhancing students' emotional elements within the framework of 21st century learning, this research adds to the development of technology-based physics learning innovations.

Design of Cognitive Conflict-Based Generative Learning LKPD on Measurement Material to Improve Creative Thinking Ability of Class X High School Learners

Hidayatul Fitri — 2025-06-30

Education and learning play an important role in developing individual character and skills. Learning is a process that is specifically designed to help individuals develop their thinking skills. Learning models can be an effective tool to achieve optimal learning. LKPD will certainly be more effective with the help of learning models in improving student learning outcomes. The problem found is that the use of LKPD in learning has not helped students to construct new knowledge with old knowledge they already have, the learning model is not optimal for building new knowledge of students and students' creative thinking skills are still relatively low. This research aims to develop a valid and practical cognitive conflict-based generative learning LKPD.

This research uses the Research and Development (R&D) method with the 4D development model (define, design, develop, disseminate). The define stage includes needs analysis and problem identification. At the design stage, the LKPD was designed by considering the content, structure, and aesthetic components. The develop stage involves validity testing by experts, as well as practicality testing by practitioners and users.

Based on the validation and practicality instruments that have been analyzed, it can be concluded that the LKPD for cognitive conflict-based learning on measurement material produced is valid with Aiken's V of (0.9) with a valid category. While the practicality of educators and students is obtained at (90.1) and (90.4) with a very practical category.

Needs Analysis To Develop Heat Ict Based Teaching Material With Ethno-Pbl To Promote Students’ Critical And Creative Thinking Skills

Afifah Afifah — 2025-06-30

Critical and creative thinking skills are essential 21st-century competencies that students need to master. However, in reality, the mastery of these skills remains relatively low. This low level of skill is caused by the limited availability of teaching materials that are not yet integrated with Information and Communication Technology (ICT), ethnoscience, and the Problem-Based Learning (PBL) model. This study aims to analyze the needs for developing heat ICT-based teaching materials integrated with the ethno-PBL approach. The research method used is descriptive quantitative research. Data were collected through questionnaire instruments filled out by both the researcher and students. The results of the study revealed six key findings from the needs analysis: (1) the context of heat teaching materials scored 53.75; (2) the integration of ethnoscience into teaching materials scored 31.67; (3) the integration of the PBL model into teaching materials scored 48; (4) students' learning interest scored 57; (5) students' learning motivation scored 47; and (6) students' critical and creative thinking skills were still low, with scores of 39 and 36 respectively. The conclusion drawn from the needs analysis is that the development of heat ICT-based teaching materials integrated with the ethno-PBL approach is highly needed by senior high school students to support the enhancement of their critical and creative thinking skills.