Physics Learning and Education

Development and Validity of Electronic Worksheet Based on POE (Predict-Observe-Explain) to Enhance Students Conceptual Understanding on Measurement Materials

mairesma ires — 2026-06-25

The main problems in physics learning at schools are still low learning outcomes and students’ conceptual understanding, especially on the topic of measurement. One solution to overcome these problems is to develop teaching materials in the form of POE (Predict-Observe-Explain) based E-LKPD. This study aims to describe the characteristics of the E-LKPD and determine its validity, so that it can be used in the learning process. This research is a development research using the Plomp model, which includes three main stages: preliminary research, prototyping phase, and assessment phase. Based on the results, the POE (Predict-Observe-Explain) based E-LKPD on measurement topic has been designed with the following characteristics: (1) the E-LKPD is arranged according to the POE learning model, consisting of activities of predicting, observing & measuring, explaining understood concepts, and evaluation; (2) the E-LKPD is developed using Canva Pro and Heyzine Flipbook; (3) the POE based E-LKPD obtained a validation score of 0.93, categorized as valid in terms of content/material appropriateness, language, presentation, graphic design, application of the POE model, and digital media aspects.

The Effect of Using Worksheets Based on the Problem-Based Learning Model on Students’ Critical Thinking Skills in Vector and Kinematics for 11th Grade

Sarah Novita — 2026-06-25

This study was motivated by the low level of critical thinking skills among students at SMAN 1 Tanjung Raya. This situation is caused by a learning process that does not fully utilize a learning model appropriate to its stages, resulting in students being passive during the learning process. Therefore, an educational innovation is needed that actively involves students and fosters critical thinking skills through the use of worksheets based on the problem-based learning model. This study aims to analyze the effect of using worksheets based on the problem-based learning model on the critical thinking skills of students at SMAN 1 Tanjung Raya. The research design used is a quasi-experiment with a posttest-only control design. The study population consists of all students in Grade 11 Phase F at SMAN 1 Tanjung Raya for the 2025/2026 academic year. The sampling technique employed is purposive sampling. The sample in this study consisted of the 11th-grade health major class, comprising 31 students as the experimental group, and the 11th-grade engineering major 2 class, comprising 32 students as the control group. Data on critical thinking skills were obtained through a test instrument in the form of essay questions. The analysis techniques used were the normality test, homogeneity test, and hypothesis testing using the independent samples T-test. The results of the study indicate that the average critical thinking skills of students in the experimental class were higher than those of the control class, specifically . The results of the hypothesis test showed that the significance value obtained was 0.00, which is smaller than the significance level of 0.005. Thus, the null hypothesis “ ” was rejected, and the alternative hypothesis “ ” was accepted. It can be concluded that there is an effect of using worksheets based on the problem-based learning model on students’ critical thinking skills in the vector and kinematics material for 11th grade.

Needs Analysis for the Development of a Dual Space Inquiry-Based E-Module on Momentum and Impulse Material

Zacka Hafidhon Faiz Faizal — 2026-06-25

The implementation of the Merdeka Curriculum emphasizes student-centered learning and supports the development of 21st-century competencies through the integration of technology in learning. In physics learning, students are expected not only to understand concepts theoretically but also to conduct scientific investigations independently. However, physics learning in schools still faces several challenges, such as teacher-centered instruction, the use of less interactive printed teaching materials, and students’ difficulties in understanding momentum and impulse concepts. Therefore, digital teaching materials that support active and inquiry-based learning are needed. This study aims to analyze the need for developing a Dual Space Inquiry-based E-Module on momentum and impulse material. This study employed the Research and Development (R&D) method using the 4-D model proposed by Thiagarajan, Semmel, and Semmel, but was limited to the Define stage. The research subjects consisted of physics teachers and senior high school students. Data were collected through document analysis, teacher interviews, and student characteristic questionnaires. The data were analyzed descriptively using qualitative and quantitative approaches. The results of the needs analysis showed that students still experience difficulties in understanding momentum and impulse concepts, physics learning is still dominated by conventional methods, and the teaching materials used have not optimally supported inquiry-based learning and technology integration. In addition, students showed interest in the use of interactive digital teaching materials in physics learning. Based on these findings, the development of a Dual Space Inquiry-based E-Module on momentum and impulse material is needed to support more interactive and meaningful physics learning.

Analysis of the Needs of Interactive E-Lkpd on Kinematics Material Based on Dual Space Inquiry to Stimulate Students' Critical Thinking Skills

Yelli Pradila — 2026-06-25

This study aimed to analyze the need for developing a Dual Space Inquiry (DSI)-based interactive Electronic Student Worksheets (E-SWS) on kinematics to stimulate students’ critical thinking skills. The study was conducted at the define stage of the 4D development model, including front-end analysis, learner analysis, task analysis, concept analysis, and learning objective formulation. Data were collected through observations, interviews, questionnaires, document analysis, and critical thinking tests involving one physics teacher and 30 Grade XI students at SMA Negeri 1 Tigo Nagari. The results showed that students’ critical thinking skills were very low across all indicators. In addition, learning remained teacher-centered, student involvement in inquiry activities was limited, and the use of digital teaching materials was not yet optimal. These findings indicate the need for a DSI-based interactive E-SWS that supports inquiry-based and technology-integrated learning to stimulate students’ critical thinking skills in kinematics

Validity of E-LKPD Based on Problem Based Learning Using Live Worksheets to Improve Creative Thinking Skills on Renewable Energy Material

Selfi Selfi — 2026-06-25

This study aims to develop a Problem-Based Learning (PBL)-based Electronic Student Worksheet (E-LKPD) using Live Worksheets on renewable energy topics and to determine its validity. The research uses a Research and Development (R&D) approach with the 4D model (define, design, develop). Data were collected through a validation questionnaire assessed by three experts using the Aiken’s V index. The results show an average validity score of 0.93, categorized as very valid, indicating that the product is feasible for use in physics learning. The integration of Live Worksheets also provides interactive digital support that has the potential to enhance students’ creative thinking skills. However, this study is limited to the validity stage; therefore, further research is needed to examine its practicality and effectiveness in classroom implementation.

Needs Analysis to Develop Scientific Higher Order Thinking Assessment Based on Dual Space Inquiry for Kinematics Material

Fatimah Tussukriyah Caniago — 2026-06-25

The demands of 21st-century learning require students to develop higher-order thinking skills, particularly Scientific Higher Order Thinking (S-HOT), which includes scientific reasoning, critical thinking, creative thinking, self-efficacy, and metacognition. This study aims to conduct a needs analysis for the development of S-HOT-based assessment using the Dual Space Inquiry (DSI) approach in kinematics. The study employs a quantitative descriptive method, referring to the preliminary research stage of the Plomp development model, with data collected through questionnaires, observations, interviews, and document analysis. The results of the needs analysis indicate that students’ Scientific Higher Order Thinking (S-HOT) skills have not yet developed optimally, and their implementation in learning remains limited. In addition, the assessments used tend to focus on procedural problem-solving and have not yet accommodated the comprehensive measurement of higher-level scientific thinking processes. These findings reveal a gap between the demands of physics learning and the assessment practices currently implemented. The implications of this study highlight the importance of developing assessments that not only function to measure learning outcomes but also promote students’ higher-level scientific thinking skills. Therefore, it is necessary to develop assessment instruments based on Dual Space Inquiry (DSI) that can comprehensively integrate S-HOT indicators. Future research is recommended to proceed to the stages of development, validation, and practicality testing of S-HOT-based DSI assessments in physics learning.

A Systematic Review of Misconceptions in Particle Dynamics: Identification, Causes, and Remediation

Muhammad Faldi Maliqi — 2026-06-25

Particle dynamics is a foundational branch of physics, yet students frequently struggle with abstract concepts, leading to persistent misconceptions that hinder scientific reasoning. This study aims to analyze the specific concepts prone to misconceptions in particle dynamics, identify their primary causes, and evaluate the effectiveness of various remediation strategies to improve conceptual understanding. This research employed a descriptive quantitative design using the Systematic Review method following the PRISMA 2020 guidelines. A total of 20 scientific articles published between 2020 and 2025, indexed in national and international databases, were analyzed. The study integrated a bibliometric approach using VOSviewer software to visualize research trends and keyword networks, ensuring a robust and objective synthesis of the current literature. The findings indicate that misconceptions are most prevalent in Newton’s Laws (45%), followed by the Law of Conservation of Momentum (35%), and force and net force (30%). The primary cause of these errors is students' internal prior conceptions (65%), often derived from intuitive daily experiences that conflict with scientific principles. Effective remediation strategies identified include active learning models such as guided inquiry, generative learning, and cognitive conflict approaches. Furthermore, the integration of interactive simulations like PhET and E-LKPD significantly enhanced the remediation process by providing essential visual scaffolding. Misconceptions in particle dynamics remain a major challenge, predominantly rooted in intuitive reasoning regarding force and motion. Successful remediation requires pedagogical shifts toward active student involvement and the use of technology-based visualizations to facilitate conceptual change. These results provide a vital scientific reference for educators to design targeted interventions and for curriculum developers to address conceptual gaps early in physics education.

Practicality Analysis of Project-Based Learning Electronic Modules to Facilitate Students' Creative Thinking Skills with the Help of the Heyzine Application on Climate Change Material

M Ilham — 2026-06-25

21st-century learning is often associated with the term 4C skills: critical thinking, creativity, collaboration, and communication. Creative thinking is one of the skills that students must have in 21st-century learning. Based on a preliminary study, it was found that students' creative thinking skills are still in the very low category, especially on climate change material. This needs to be followed up for student success in 21st-century learning. One alternative solution that might be able to overcome this problem is to develop teaching materials in the form of project-based electronic modules to facilitate students' creative thinking skills on climate change material. The purpose of this study was to determine the practicality of project-based electronic modules to facilitate students' creative thinking skills on climate change material by teachers and students. This study used the Research and Development (R&D) method with a 4D development model limited to the development stage, which includes definition, design, and development. The object of this study was a project-based electronic module. Data collection in this study was validity measurement data by three experts from UNP and practicality measurement data by teachers and students. The data obtained were then analyzed using validity analysis techniques with Moment Kappa (k) and product practicality analysis. The results of the validity assessment of the electronic module based on project-based learning obtained a score of 0.87 in the very valid category. Furthermore, the results of the practicality assessment of the electronic module based on project-based learning by teachers with an average score (0.9) and students obtained an average score (0.91). The results of this study indicate that the electronic module based on project-based learning to facilitate students' creative thinking abilities assisted by the heyzine application on the climate change material developed is very valid and very practical to use in the physics learning process, especially on climate change material.

Needs Analysis for the Development of an Inquiry-Based Learning E-Module Integrated with Deep Learning to Facilitate Students’ Creative Thinking Skills on Heat Concepts

Syalsahadi Rivai — 2026-06-25

Efforts to develop 21st-century skills are focused on a student-centered learning approach, where educators act as facilitators in supporting the learning process. One of the main focuses in this skill is the development of four core competencies known as the 4Cs: creative thinking, critical thinking, communication, and collaboration skills. One of the four most important skills that students must develop is creative thinking. However, in reality, mastery of this skill remains relatively low. This low ability is caused by teaching materials used in the learning process that have not been fully designed to support students' creative thinking skills and the inquiry-based learning model. This study aims to analyze the needs of e-modules based on an inquiry-based learning model integrated with deep learning. This study used a development research approach with the 4-D model (Define, Design, Development, and Disseminate), which was limited to the Development stage. The results revealed three main findings from the needs analysis: (1) the creative thinking skills of 11th-grade students at SMAN 2 Padang are still classified as very low with an average score of 40%; (2) the teaching materials used are still limited to printed textbooks and are not yet able to optimally facilitate students' creative thinking skills; (3) The results of the analysis of student characteristics show that 92% of students have a positive view of the use of digital teaching materials. Support for these digital learning materials is also seen from the results of the questionnaire which shows that students find it easier to understand Physics material through videos or online simulations and require learning materials equipped with visual elements, multimedia, such as images, animations, and learning videos, with an average percentage of 92%. In addition, the potential for utilizing digital learning materials in the learning process is considered very large, considering that around 91% of students already have smartphones that can be used for digital-based learning. The research conclusion obtained from the needs analysis is that the development of E-Modules based on inquiry-based learning integrated with deep learning to facilitate students' creative thinking skills on heat material is very much needed by students