Physics Learning and Education

The The Effectiveness of Integrated Scientific Literacy Student Worksheets for the Use of Physics Practical Kits on Temperature and Heat Materials on the Learning Outcomes of Grade XI Senior High School Students

Aulia Firdaus — Sat, 27 Sep 2025 00:00:00 +0000

The Independent Curriculum (Curriculum Merdeka) is a curriculum that allows all educational units the freedom to utilize various teaching tools to improve learning outcomes. However, student learning outcomes at SMAN 2 Lubuk Sikaping are still relatively low. A possible solution to improve student learning outcomes is to use integrated scientific literacy worksheets (LKPD). The purpose of this study was to determine the effectiveness of scientific literacy worksheets on the learning outcomes of grade XI students in Phase F at SMAN 2 Lubuk Sikaping.

This study used a quasi-experimental design. It employed a posttest-only control group design. The population was all grade XI students in Phase F at SMAN 2 Lubuk Sikaping. The sampling technique used was cluster random sampling. The sample size for this study was grades XI and X in Phase E7. The experimental class used a physics worksheet containing scientific literacy, while the control class used the school-provided worksheets.

The research results show that the implementation of student worksheets (LKPD) containing scientific literacy significantly improves student learning outcomes, both in terms of knowledge and skills. This is evidenced by the results of the hypothesis test or t-test conducted on student learning outcomes in two aspects: knowledge and skills. The results obtained were t-test > t-table, thus confirming and rejecting

A Validity Analysis of Ethno-STEM Integrated E-SWS Development to Facilitate Students' Knowledge and Creative Thinking Skills

Cindy Yulia Putri — Sat, 27 Sep 2025 00:00:00 +0000

Pengetahuan dan keterampilan berpikir kreatif merupakan unsur penting dalam pembelajaran abad 21. Namun kenyataan di lapangan menunjukkan bahwa pengetahuan dan keterampilan berpikir kreatif siswa masih tergolong rendah. Salah satu penyebabnya adalah penggunaan bahan ajar yang belum kontekstual dan belum mengaitkan konsep IPA dengan budaya lokal dan kehidupan sehari-hari. Solusi untuk mengatasi permasalahan tersebut adalah dengan mengembangkan E-LKPD terintegrasi Etno-STEM sebagai bahan ajar inovatif yang memadukan unsur budaya lokal dengan pendekatan sains, teknologi, rekayasa, dan matematika. Penelitian ini bertujuan untuk mengembangkan dan menganalisis keabsahan E-LKPD terintegrasi Etno-STEM untuk memfasilitasi pengetahuan dan keterampilan berpikir kreatif siswa pada materi kalor. Penelitian ini menggunakan metode Research and Development (R&D) dengan model Hannafin & Peck yang meliputi tahapan analisis kebutuhan, desain, pengembangan, dan implementasi. Validasi dilakukan oleh tiga orang dosen fisika Universitas Negeri Padang (UNP) dengan menggunakan instrumen yang meliputi delapan komponen utama yaitu, substansi materi, tampilan komunikasi visual, desain pembelajaran, pemanfaatan perangkat lunak, integrasi etno-stem, kemampuan pengetahuan, dan keterampilan berpikir kreatif. Hasil validasi menunjukkan bahwa semua aspek memperoleh skor validitas tinggi dengan nilai 0,87 yang mengklasifikasikan E-SWS ini dalam kategori "valid". E-SWS dirancang dengan Canva dan disajikan melalui Liveworksheet yang memberikan pengalaman belajar yang interaktif dan inovatif. Integrasi etno-STEM yang memadukan unsur budaya lokal dengan konsep sains, teknologi, rekayasa, dan matematika menciptakan pembelajaran kontekstual. Oleh karena itu, E-SWS yang dikembangkan dalam penelitian ini layak digunakan sebagai bahan ajar yang kreatif, inovatif, dan kontekstual sejalan dengan Kurikulum Merdeka dan pembelajaran abad 21.

Needs Analysis of Physics E-Modules Based on Dual Space Inquiry Framework to Stimulate Students' Creative Thinking Ability on Static Fluid Material

Fitri Hayati, Fuja Novitra, Fatni Mufit, Dea Stivani Suherman — Wed, 17 Sep 2025 00:00:00 +0000

In order to encourage students' creative thinking regarding static fluid material, this study aims to assess the need for physics e-modules based on the Dual Space Inquiry framework. This research employs a development (R&D) methodology using the Dick and Carey instructional design model. Descriptive quantitative data analysis was used in the study. The results showed that students’ creative thinking abilities were still categorized as low, with an average percentage of 24.22%. Observations revealed that the learning approach used had not effectively encouraged students’ creative thinking, and that teachers were still relying on print-based instructional resources. Furthermore, based on a questionnaire completed by students, static fluid was identified as a topic that is difficult for them to understand. In light of these issues, there is a need for teaching materials that are both technology-based and capable of stimulating students' creative thinking skills. Therefore, the researchers propose a physics e-module based on the Dual Space Inquiry framework as a solution to enhance students’ creative thinking in learning static fluid material.

Analysis of the Needs for Developing an Integrated Sound Wave E-Module with Ethnoscience and Meaningful Learning to Facilitate Students' Knowledge and Creative Thinking Skills

Rani Aprilia, Asrizal Asrizal — Sat, 27 Sep 2025 00:00:00 +0000

Education in the 21^stcentury requires students to have the ability to adapt, think critically, and creatively, which is in line with the direction of the Merdeka Curriculum which emphasizes mastery of essential competencies and the formation of the Pancasila Student Profile. However, preliminary findings at SMAN 1 Lembah Gumanti indicate that there are still various obstacles in the physics learning process, especially on sound waves. These obstacles include the low use of technology-based teaching materials such as e-modules, not optimal application of ethnoscience and meaningful learning approaches, and the lack of creative thinking skills and conceptual understanding of students. Through a descriptive statistical approach, this study maps the factual conditions of learning in the school. The results of the analysis showed that the teaching materials used were still dominated by printed versions that were less attractive and did not support the development of 21^st century skills. The average score of students' knowledge reached 64.9%, while creative thinking skills were still relatively low with an average score of 50.8%. On the other hand, teachers have not fully integrated local cultural values through the ethnoscience approach or optimally applied the meaningful learning approach in the learning process. These facts emphasize the need for learning innovation through the development of physics e-modules integrated with ethnoscience and meaningful learning approaches to improve learning quality.

The Effect of Problem-Based Learning E-Module on Students’ Problem-Solving Skills in Heat and Heat Transfer Topics at SMAN 2 Koto XI Tarusan

Azzah Afifah — Sat, 27 Sep 2025 00:00:00 +0000

This research intends to examine how Problem-Based Learning (PBL)-based e-modules influence students' problem-solving skills regarding heat and heat transfer concepts. The study was driven by the inadequate problem-solving abilities noted in students at SMAN 2 Koto XI Tarusan, mainly because of the prevalence of expository teaching techniques and the constraints of traditional learning resources. A quantitative method utilizing a quasi-experimental non-equivalent control group design was utilized. The sample comprised 60 Grade XI students split into two groups: one group utilized PBL-based e-modules, whereas the other group employed traditional materials. Data were gathered through pretests and posttests consisting of essay questions. The Mann-Whitney U test was utilized because the data did not follow a normal distribution. Findings showed a notable difference in problem-solving skills between the two groups. The experimental group demonstrated a significant rise in the average score of the posttest (77.10) in contrast to the pretest (40.03), whereas the control group saw a slight increase from 44.00 to 58.07. Enhancements were noted in all problem-solving metrics. Analysis of data using the Mann-Whitney test indicated a statistically significant difference in problem-solving abilities between the experimental group and the control group. The findings from the Mann-Whitney test showed a significance level of <0.05, thereby underscoring a significant impact of the use of project-based learning (PBL) e-modules on improving students' problem-solving skills specifically concerning heat and thermal transfer. This methodological framework has demonstrated success in tackling current challenges, aligning with the requirements of 21st-century skills and the implementation of the Independent Curriculum.

Making Of Digital Assessments Using Wizer.Me In The Pbl Learning Model To Measure High School Student’s Critical Thinking Abilities On Temperature And Heat Materials

Halimatul Faradila — Sun, 28 Sep 2025 00:00:00 +0000

Through the use of the Wizer.me digital platform and the Problem Based Learning (PBL) learning model, this study attempts to develop a digital evaluation to gauge high school students' critical thinking abilities about temperature and heat. The Plomp development model, which comprises a development or prototype stage and a preliminary research stage, was used in the study's Research and Development (R&D) methodology. At SMA Negeri 1 Banuhampu, teacher interviews and the students' initial critical thinking ability tests were analyzed as part of the preliminary research stage. The findings of the investigation demonstrated that pupils' critical thinking abilities remained weak. Additionally, students' comprehension of temperature and heat concepts was also comparatively inadequate, and schools had not fully adopted digital evaluations. Based on these findings, a digital assessment prototype was developed that was made according to Ennis's critical Based on these results, a digital assessment prototype was created using the syntax of the PBL paradigm and Ennis' critical thinking markers. This digital evaluation makes use of five PBL model syntaxes. Using Aiken's V formula, three physics lecturers evaluated the assessment prototype. The results showed that the content, language, presentation, and graphics aspects of the assessment fell into the extremely valid category. The product revision incorporates the validators' suggestions and input. The study's findings show that the digital assessment with essay questions is appropriate for use as a tool to gauge students' critical thinking abilities about heat and temperature. In order to promote the development of 21st-century abilities, this study suggests using essay-based digital evaluations in physics education.

Validity Analysis of Ethno-Inquiry Integrated Digital Teaching Materials to Facilitate Creative Thinking and Students' Science Process Skills

Adela Nabilla Mutiara — Thu, 18 Sep 2025 00:00:00 +0000

Creative thinking skills and science processes are the main demands in 21st century learning, especially in physics subjects that demand conceptual understanding and exploratory abilities. However, the reality in the field shows that physics learning is still conventional and minimal utilization of contextual and digital media. To answer this problem, ethno-inquiry integrated digital teaching materials were developed as an innovative solution that combines technology, local culture, and scientific approaches. The purpose of this research is to develop and analyze the validity of digital teaching materials to facilitate students' creative thinking skills and science process on heat material. This research uses the Research and Development (R&D) method with the Hannafin & Peck model through the stages of needs analysis, design, development, and implementation. Validation was conducted by three experts using instruments covering five main aspects: material substance, visual communication, learning design, software utilization, and ethno-inquiry integration. The validation results showed that all aspects obtained an average score of 0.92 which was classified as "valid". These teaching materials were designed using Canva and presented through the heyzine flipbook platform, which provides an interesting and contextual digital learning experience. Thus, this teaching material is proven to be valid and has the potential to be an alternative physics learning that is adaptive to the Merdeka Curriculum and 21st century skills-based learning needs.

Validity and Practicality of Instrument Minimum Competency Assessment (AKM) Reading Literacy and Numeracy Literacy of High School Students on Temperature and Heat Material

Aulia Ulfa, Desnita Desnita, Festiyed Festiyed, Emiliannur Emiliannur — Sat, 27 Sep 2025 00:00:00 +0000

Penelitian ini bertujuan untuk menghasilkan instrumen asesmen kompetensi minimal (AKM) yang
valid secara teoritis, praktis, serta valid dan reliabel secara empiris. Metode penelitian yang digunakan adalah R&D dengan model ADDIE.
Data validitas diperoleh dari hasil validasi 3 dosen ahli Fisika FMIPA UNP,
data praktikalitas diperoleh dari guru dan siswa SMAN 13 Padang dan data uji coba terbatas diperoleh dari 25
siswa SMAN 13 Padang. Teknik pengumpulan data dalam penelitian ini menggunakan validitas instrumen, praktikalitas, dan
butir-butir instrumen AKM. Instrumen AKM ini telah tervalidasi dan dinyatakan valid dengan nilai rata-rata
0,95. Hasil uji praktikalitas oleh guru memperoleh rata-rata 94,66% dengan kategori sangat kuat
dan praktikalitas oleh siswa memperoleh nilai rata-rata 85,22% dengan kategori sangat kuat. Seluruh butir yang diuji
dinyatakan valid dan reliabel secara empiris. Reliabilitas instrumen AKM sebesar 0,913 dengan
kategori sangat tinggi. Dengan demikian, dapat disimpulkan bahwa instrumen AKM dapat digunakan untuk mengukur
kemampuan literasi membaca dan literasi numerasi siswa.

Electronic Assessment of Momentum and Impulse Materials is Practical: In Assessing Students' Critical Thinking Skills?

Diah Ayu Oktaviawati, Fatni Mufit — Wed, 17 Sep 2025 00:00:00 +0000

The problem of low critical thinking skills in physics learning and the unavailability of assessments that assess students' critical thinking skills, especially in momentum and impulse material. The use of technology that has not been maximized in learning. One solution to some of these problems is to develop electronic assessments to assess students' critical thinking skills on momentum and impulse materials. This study aims to analyze the practicality of electronic assessment products to assess critical thinking skills on momentum and impulse materials. This research uses the Plomp model. This research reports the development stage in the Plomp model, namely at the one to one and small group practicality test stages. This research instrument is in the form of a practicality questionnaire which is analyzed by percentage technique. The results of the practicality test of the electronic assessment product obtained an average percentage of 89.48 with very practical criteria. Electronic assessment to assess students' critical thinking skills on momentum and impulse material is declared practical for students from the aspects of convenience, attractiveness, efficiency and benefits so that it is feasible to use.

Design of Electronic LKPD with Integrated STEM PBL Model on Heat Material

Selvia Selvia, Fatni Mufit — Sat, 27 Sep 2025 00:00:00 +0000

In the current era of the 21st century, rapid technological progress and the increasing complexity of life demand students to develop critical thinking, creativity, and independent problem-solving skills. Preliminary findings at SMA Negeri 1 Bonjol revealed that students still exhibit low proficiency in solving physics problems. As a solution, this study developed an Electronic Student Worksheet (LKPD) using a STEM-integrated PBL model focused on the topic of heat, aimed at enhancing students' problem-solving abilities. Employing a development and design research approach based on the Plomp model, this study aimed to design and assess the validity and practicality of the LKPD product. The results indicate that the LKPD can be effectively integrated into STEM learning, is suitable for classroom implementation, and achieved a validity score of 0.95, categorized as very valid. Practicality testing also yielded very high results, with scores of 86.41% in the one-on-one stage and 87.79% in the small group stage. Thus, the STEM-integrated PBL-based Electronic LKPD on heat material has been proven to be both valid and practical in improving students' problem-solving skills.