Physics Learning and Education

DESIGN AND VALIDITY OF E-MODULES BASED ON COGNITIVE CONFLICT IN MEASUREMENT MATERIALS FOR GRADE X SENIOR HIGH SCHOOL/MADRASAH ALIYAH

Zaidida Rahmi — 2025-11-25

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.

DESIGN OF AN ELECTRONIC ASSESSMENT TO ASSESS STUDENTS’ CRITICAL THINKING ABILITIES ON STATIC FLUID MATERIAL

Amelia zelika Herawan — 2025-11-30

Assessment of students’ critical thinking abilities is a crucial component of 21st-century learning. This study aims to design an electronic assessment instrument to evaluate students’ critical thinking skills in the topic of static fluid using a summative assessment approach. The instrument consists of twenty multiple-choice questions developed based on Ennis’s critical thinking indicators. The research employed the Plomp model, which includes three stages: preliminary research, prototyping, and assessment development. Validation by three experts indicated a high level of validity (Aiken’s V = 0.83), while the practicality test showed positive responses from both students (83.9) and teachers (88.4). The reliability coefficient was 0.75 (high category), with items categorized as easy to moderate in difficulty and adequate in discrimination power (0.36). This study contributes by providing a digital-based assessment tool that supports the measurement of higher-order thinking in physics education. However, the study was limited by a small sample size and testing conducted only on static fluid material. Future research is recommended to expand the sample and apply the instrument across different physics topics to enhance its generalizability.

Design of Interactive Learning Media Using Google Sites Assisted Inquiry Learning to Improve Critical Thinking Ability of Studets at SMAN 2 Painan

M. Al Fadhiel — 2025-11-10

The development of 21st-century technology demands more interactive and student-centered learning. However, preliminary studies at SMAN 2 Painan showed that students' critical thinking skills on heat were still low. This was due to the teacher-centered learning style, which resulted in students being less active, and the media used did not support exploration and discovery of concepts. To address these issues, this study developed an interactive, inquiry-based learning media supported by Google Sites. The development process followed the Dick and Carey model, with expert validation and practicality testing on 30 students and 3 Physics teachers. The validation results showed a Cohen's Kappa value of 0.96 (very valid), while the practicality test produced a value of 0.88 (very practical). These findings suggest that Google Sites can be an effective alternative to support inquiry-based learning and improve students' critical thinking skills. Consequently, this media can be used as an adaptive and accessible digital learning innovation. However, this study was limited to a small sample size, focused on only one topic, and did not examine the long-term impact of media use.

Creation Alternative Energy Electronic Student Worksheets (E-LKPD) Based on the "Nabuang Sarok" Waste Management Program to Improve Students Environmental Concern

Febby Putri Iryanto — 2025-11-11

Through the use of online graphic design platform CANVA and waste management programs, this study seeks to create electronic student worksheets to enhance students environmental awareness using Model Problem Based Learning on alternative energy. The ASSURE model, which includes the development stage, is applied uses the Research and Development methodology. At SMA Negeri 8 Padang, observations the school environment and needs analysis involving 1 physics teacher and 28 students were conducted as part of the analysis stage. Based on these initial observations, it was found that students' environmental awareness was still low. In addition, students understanding of alternative energy was quite limited because digital teaching materials had not been fully utilized. Based on these identified problems, digital student worksheets on waste management programs were created to boost environmental awareness using the Model PBL. By using the Kappa Moment, the product feasibility validity test test conducted by three physics lecturers confirmed the content, language, presentation, and graphics were valid. Revisions were made based on their feedback. Based on results, it was shown the electronic student worksheet on alternative energy based on the waste management program "Nabuang Sarok" is appropriate to use, especially in the independent curriculum, to improve students' environmental awareness.

Design and Validity of Electronic Assessments to Assess Students’ Creative Thinking Abilities on The Topic of Newton’s Laws

Rofifah Widara — 2025-11-11

This study aims to develop and validate a comprehensive electronic assessment package to measure students' creative thinking abilities on the topic of Newton’s Laws. While creative thinking abilities are important to foster creativity, as one of 21st century skills, physics assessments often do not specifically measure this ability. This research addresses that gap by designing a complete and modern assessment system that uniquely integrates diagnostic, formative, and summative instruments into a single package. The study employed a Research and Development (R&D) method, adapting the Plomp model with a focus on the preliminary and prototyping stages. The feasibility of the product was tested through content validation by three experts, with the data analyzed using the Aiken's V index. The results show that all three instruments (diagnostic, formative, and summative), achieved a high validity category. In conclusion, the developed electronic assessment package is a valid and feasible instrument for comprehensively assessing creative thinking abilities in physics