Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Jurnal Penelitian Pembelajaran Fisika
Pakhrur Razi
Department of Physics, Padang State University, Padang

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Role of Physics Student Worksheet in Facilitating the Student’ Scientific Literacy Skills: A Systematic Literature Review Shabrina Muthia Herman; Pakhrur Razi; Hamdi Hamdi; Selma Riyasni
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.v11i2.31

Abstract

This study aims to systematically analyze the role of Student Worksheets in facilitating the improvement of students’ scientific skills. Student worksheets serve as an instructional medium that encourages students to engage actively in the process of observation, experimentation, and reasoning to develop scientific literacy. Using a systematic literature review approach, this research examined 15 articles published in SINTA-indexed national journals between 2015 and 2025. The review process involved identifying, selecting, and analyzing articles that focused on the development or implementation of student worksheets to enhance students’ scientific skills. Data were analyzed descriptively and thematically to identify trends, models, and outcomes from previous studies. The findings reveal that most student worksheets were developed using active learning models, such as Problem-Based Learning (PBL), Guided Inquiry, Learning Cycle 5E, STEM, and Ethnoscience, all of which have been proven valid, practical, and effective in improving students’ reasoning, analytical thinking, and inquiry abilities. The integration of digital and contextual elements further supports engagement and aligns with 21st-century learning competencies. Therefore, student worksheets can be regarded as an effective educational tool to strengthen students’ scientific skills and promote inquiry-based learning in various scientific contexts.
Role of Physics Student Worksheet Integrated PBL Model to Improve the 21st Century: A Systematic Literature Review Sharvina Salsabil; Pakhrur Razi; Hufri Hufri; Dea Stivani Suherman
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.v11i2.32

Abstract

This study aims to systematically analyze the role of Problem-Based Learning (PBL)-b Student Worksheets in improving 21st-century skills, which include critical, creative, collaborative, and communicative thinking skills in physics learning. The method employed is a literature review, examining 15 relevant national and international articles published between 2015-2025. The results of the study show that the implementation of PBL-based student worksheet is consistently able to improve critical thinking skills through scientific analysis and reflection activities, as well as encourage students' creativity in producing innovative ideas based on contextual problems. In addition, the incorporation of collaboration rubrics and digital-based activities has been proven to strengthen interaction, responsibility, and communication between students in physics learning. The integration of digital collaboration aspects and authentic assessment makes the student worksheet not only a learning medium but also a means of strengthening scientific character and social skills in the 21st century. This research makes an important contribution to the development of PBL-based physics learning tools that are relevant to the challenges of the digital era and can be used as a reference for teachers and curriculum developers to create active, reflective, and collaborative learning.
Integration Artificial Intelligence in Video Media to Improve Student Motivation: Systematic Literature Review Shalehani Shalehani; Pakhrur Razi; Hamdi Hamdi; Hayyu Yumna
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.v11i2.33

Abstract

This study aims to systematically analyze the integration of Artificial Intelligence (AI) in video-based learning media and its impact on enhancing students’ learning motivation through a Systematic Literature Review (SLR) approach. Fifteen national and international journal articles published between 2015 and 2025 were systematically reviewed through the stages of identification, selection, eligibility, and synthesis. The analysis focused on the configuration of AI integration in educational videos, its contribution to students’ learning motivation, and the challenges of implementation in diverse educational contexts. The findings reveal that the integration of AI in video learning effectively increases students’ motivation, engagement, and interest by providing adaptive feedback, personalized content, and interactive learning experiences. Furthermore, AI-based videos promote self-regulated learning and enhance learners’ confidence in managing their study processes. However, successful implementation remains dependent on teachers’ digital competence, technological infrastructure, and ethical data management. Overall, integrating AI into video-based learning holds strong potential to create engaging, adaptive, and learner-centered environments that foster sustained learning motivation.
Co-Authors Dea Stivani Suherman Hamdi Hamdi Hayyu Yumna Hufri Hufri Selma Riyasni Shabrina Muthia Herman Shalehani Shalehani Sharvina Salsabil