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All Journal Jurnal Penelitian Pembelajaran Fisika
Emiliannur Emiliannur
Department of Physics, Padang State University, Padang

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Design of Electronic Worksheets Integrated with Problem Based Learning and Ethnoscience to Improve Critical Thinking Skills of High School Students Herli Gusmita Utami; Emiliannur Emiliannur
Jurnal Penelitian Pembelajaran Fisika Vol. 11 No. 2 (2025): JPPF (Jurnal Penelitian Pembelajaran Fisika)
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v11i2.16

Abstract

The rapid advancements in science and technology in the 21st century necessitate significant improvements in the quality of education, especially in fostering students' critical thinking skills. These skills are crucial in the study of physics, as they encompass logical reasoning that can be substantiated. However, current assessments reveal that students' critical thinking abilities are notably lacking, with an average test score of only 46. 78, categorizing them as low performers. This shortfall can largely be attributed to passive learning methods and teaching materials that fail to align with students' learning styles. To tackle this issue, it is essential to develop teaching materials that promote critical thinking. One promising approach is the creation of electronic-based student worksheets that incorporate the Problem-Based Learning (PBL) model alongside an ethnoscience perspective. The PBL model encourages students to actively engage in analyzing problems systematically, while the ethnoscience approach integrates local wisdom into the learning process, making it more relevant and meaningful. This innovative combination aims to transform E-Student Worksheets into a powerful tool for enhancing student engagement and boosting critical thinking skills.
The Importance of Integrating Education for Sustainable Development in Global Warming Assessments to Improve Students' Critical Thinking Skills Sri Ramadhani Dar; Emiliannur Emiliannur; Festiyed Festiyed; Selma Riyasni; Nanang Winarno
Jurnal Penelitian Pembelajaran Fisika Vol. 11 No. 2 (2025): JPPF (Jurnal Penelitian Pembelajaran Fisika)
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v11i2.23

Abstract

This research was motivated by the fact that the assessments used in physics education still do not facilitate students' critical thinking skills. The purpose of this study was to analyze the need to develop critical thinking skills assessments integrated with Education for Sustainable Development (ESD) in physics education to support Sustainable Development Goal (SDG) 13: Climate Action. In the 21st century, students need not only conceptual understanding but also critical thinking skills to address global environmental challenges. Using a descriptive quantitative approach, this study involved 33 Grade X Phase E students through Ennis-based critical thinking tests, student questionnaires, and teacher interviews. The results showed that students' critical thinking skills were mostly in the moderate to low range, with the lowest performance on the “advanced clarification” indicator, indicating difficulty in connecting physics concepts with real-life phenomena. However, students demonstrated good sustainability awareness (71.9%–75.17%) and strong technological skills (80.57%), indicating readiness for digital-based assessment. ESD dimension analysis showed effective integration between environmental, cultural, economic, and social aspects in promoting climate action. Teacher interviews confirmed that existing assessments were inadequate in measuring critical thinking and its relationship to ESD. Therefore, the development of electronic assessments is essential to improve critical thinking and sustainability awareness on the topic of global warming. This innovation supports transformative and holistic learning that empowers students to actively contribute to achieving Sustainable Development Goal (SDG) 13 Climate Action.
Analysis of the Validity of Problem-Based Learning Physics Modules to Facilitate Scientific Literacy in High School Student Nesa Fadila Zulfa; Hufri Hufri; Yenni Darvina; Emiliannur Emiliannur; Hidayati Hidayati; Letmi Dwiridal
Jurnal Penelitian Pembelajaran Fisika Vol. 11 No. 2 (2025): JPPF (Jurnal Penelitian Pembelajaran Fisika)
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v11i2.24

Abstract

This research is driven by the students’ scientific literacy has not been well facilitated because the teaching materials used have not optimally supported its development. The purpose of this study is to develop and analyze the validity of the problem-based learning physics module intended to facilitate students’ scientific literacy. This study employed a research and development (R&D) method to develop and validate the module. The validation process was carried out by three physics lectures from the State University of Padang (UNP) and two high school physics teachers. Expert validation was carried out to assess six component: content feasibility, presentation, graphics, language, problem-based learning steps, and scientific literacy. Based on the data analysis, the developed module obtained a Aiken’s V index of 0.89, which falls into the valid category. Therefore, it can be concluded that the problem-based learning physics module developed to facilitate high school students’ scientific literacy is valid and appropriate for use as an innovative teaching material that effectively supports the physics learning process, particularly on the topic of climate change.
Development of E-Student Worksheet Based on STEM Approach with PBL Model to Facilitate Critical Thinking Skills on Momentum and Impulse Material Febriyanti Febriyanti; Ratnawulan Ratnawulan; Hidayati Hidayati; Emiliannur Emiliannur
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 2 (2026): JPPF (Jurnal Penelitian Pembelajaran Fisika) : In Progress
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v13i2.75

Abstract

This research is motivated by the low critical thinking skills of students in physics learning and the unavailability of digital teaching materials capable of supporting the implementation of the Independent Curriculum. This study aims to develop and analyze the validity of Electronic Student Worksheets based on the Science, Technology, Engineering, and Mathematics (STEM) approach with the Problem Based Learning (PBL) model on momentum and impulse material to facilitate critical thinking skills of high school students. This study uses the Research and Development (R&D) method with the Four-D (4D) model limited to the define, design, and develop stages. Product validity was assessed by three expert validators using validation instruments analyzed with the Aiken's V index. The results showed that the developed E-Student Worksheet obtained an average validity value of 0.87 with a very valid category. All assessment aspects, namely material substance, visual communication display, E-Student Worksheet components, software utilization, STEM approach, PBL model, and critical thinking skills, were in the very valid category. Based on these results, the STEM-based E-Student Worksheet with the PBL model is declared suitable for use as a digital teaching material to support physics learning on momentum and impulse materials and has the potential to facilitate the development of students' critical thinking skills.
Effectiveness of Dual Space Inquiry Based E-Module on Student Learning Outcomes and Motivation in Work and Energy Material Zahara Rahmadhani; Fuja Novitra; Yenni Darvina; Emiliannur Emiliannur
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 2 (2026): JPPF (Jurnal Penelitian Pembelajaran Fisika) : In Progress
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v13i2.77

Abstract

Physics learning should enable students to achieve strong conceptual understanding and high learning outcomes while remaining actively motivated throughout the learning process. However, learning outcomes and learning motivation in physics remain challenging, particularly in the topic of work and energy, where students often experience difficulties in understanding concepts and actively engaging in learning. Preliminary study findings indicated that students' physics learning outcomes remained low, with a mastery rate of only 22%. Student learning motivation was also suboptimal, as evidenced by low percentages across several motivation indicators. To address these issues, a Dual Space Inquiry-based e-module was implemented as an interactive digital learning resource. This study aimed to examine the effectiveness of the Dual Space Inquiry-based e-module in improving students' learning outcomes and motivation. A pre-experimental method with a one-group pretest-posttest design was employed. The sample consisted of 30 students from class X.E1, selected using purposive sampling. Data were collected via learning outcome tests and learning motivation questionnaires. Results showed that the average learning outcome score increased from 49.67 to 80.50, with an N-Gain of 0.59 (medium category) and an effect size of 1.61. Learning motivation increased from 67.27 to 81.47, with an N-Gain of 0.43 (medium category) and an effect size of 2.391. Paired sample t-test results yielded a significance value of <0.05. Thus, the Dual Space Inquiry-based e-module is effective in enhancing students' learning outcomes and motivation and serves as an alternative digital teaching material for physics instruction.
Co-Authors Febriyanti Febriyanti Festiyed Festiyed Fuja Novitra Herli Gusmita Utami Hidayati Hidayati Hufri Hufri Letmi Dwiridal Nanang Winarno Nesa Fadila Zulfa Ratnawulan Ratnawulan Selma Riyasni Sri Ramadhani Dar Yenni Darvina Zahara Rahmadhani