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

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Design and Validity of Electronic Assessments to Assess Students' Critical Thinking Skills on Momentum and Impulse Materials Diah Ayu Oktaviawati; Fatni Mufit
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.v11i2.20

Abstract

Learners in the 21st century must have 4C skills, among these is the capacity for critical thought, especially in physics learning. Students' critical thinking abilities must be examined in order to prepare them for the twenty-first century. Assessment instruments that specifically assess students' critical thinking skills on momentum and impulse material are not yet available. So this research aims to develop a valid electronic assessment to assess students' critical thinking skills on momentum and impulse material. This research is development research (R&D) using the Plomp model. The data collection instruments used were interview sheets, self-evaluation sheets and validation sheets. The developed electronic assessment was validated by three validators. The electronic assessment had a high validity category in terms of material substance, learning design, visual communication, and software use, according to the validity analysis results. From the validation results with an average value of 0.92, it shows that the electronic assessment to assess students' critical thinking skills on momentum and impulse material is declared valid and feasible to use.
Design and Validity of a Cognitive Conflict-Based Physics Educational Game to Support Students’ Conceptual Understanding of Rectilinear Motion Material Rina Oktaviani; Fatni Mufit; Letmi Dwiridal; Fuja Novitra
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.v11i2.22

Abstract

Understanding concepts is important in learning physics because it helps students connect theories with real-life phenomena, develop scientific reasoning, and avoid misconceptions. However, in practice, physics learning still faces challenges, especially in the topic of straight-line motion. One solution is an educational physics game based on cognitive conflict, which is expected to improve students' concept understanding and correct misconceptions. This research is a type of development research using the Plomp development model. The educational game developed is based on cognitive conflict and consists of four stages: 1) Activating prior knowledge and misconceptions, 2) Presenting cognitive conflict, 3) Discovering concepts and equations, and 4) Reflection. The validity results for the physics educational game are V = 90, which is in the very valid category, and the practicality results are 92.48, which is in the very practical category. Based on these results, it can be concluded that the physics educational game based on cognitive conflict for improving students' concept understanding in the topic of straight-line motion meets good validity criteria and can be used in the learning process as an interactive teaching material.
Practicality of a Cognitive Conflict-Based Physics Website Integrated with AR-STEM to Promote Critical Thinking and Misconception Remediation in Dynamic Fluid Irene Dwi Cahyani; Fatni Mufit; Hidayati Hidayati; Yeka Hendriyani; Zahra Fathanah
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.v13i2.83

Abstract

Ideally, physics learninghould be supported by innovative instructional materials that can develop students' critical thinking skills and help them overcome misconceptions. One potential solution is a cognitive conflict-based physics website integrated with Augmented Reality (AR) and STEM. This study aimed to analyze the practicality of a cognitive conflict-based physics website integrated with AR and STEM as a digital learning resource. The study was part of a research and development project employing the Plomp model, focusing on the one-to-one evaluation and small group evaluation stages. The participants consisted of 12 senior high school students in Phase E at SMA Negeri 6 Padang. Data were collected using a practicality questionnaire covering four aspects: ease of use, attractiveness, efficiency, and usefulness. The data were analyzed using percentage analysis. The results showed that the website achieved an average practicality score of 88% in the one-to-one evaluation stage and 86% in the small group evaluation stage, both categorized as highly practical. Furthermore, all practicality aspects were rated as highly practical during the small group evaluation. These findings indicate that the website is easy to use, engaging, efficient, and beneficial for physics learning. Therefore, the cognitive conflict-based physics website integrated with AR and STEM is suitable for use as a digital learning resource and is ready to proceed to the effectiveness testing stage to investigate its impact on students' critical thinking skills and the remediation of misconceptions.
Co-Authors Diah Ayu Oktaviawati Fuja Novitra Hidayati Hidayati Irene Dwi Cahyani Letmi Dwiridal Rina Oktaviani Yeka Hendriyani Zahra Fathanah