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All Journal Jurnal Pendidikan Fisika BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains
Putri Zuhra
Universitas Negeri Padang
Education Physics

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The Effect of Using Macromedia Flash Learning Media on Students’ Higher-Order Cognitive Learning Outcomes in Physics Putri Zuhra; Fatni Mufit; Lufri
Jurnal Pendidikan Fisika Vol. 15 No. 1 (2026)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/2h05bw85

Abstract

Higher-order cognitive ability is an important competence that needs to be developed in physics learning. However, physics instruction is still often abstract and teacher-centered, which limits its effectiveness in fostering students’ thinking abilities. This study aims to examine the effect of Macromedia Flash learning media on students’ higher-order cognitive ability in physics. A quasi-experimental method with a pretest–posttest control group design was employed. The study involved tenth-grade students divided into experimental and control groups. The research instrument was an essay-based test designed to measure students’ higher-order cognitive ability in physics, predominantly covering the cognitive domains of analyzing (C4), evaluating (C5), and creating (C6). The data were analyzed using an independent samples t-test. The results indicate a significant difference in higher-order cognitive ability between students who learned using Macromedia Flash–based media and those who learned through conventional methods (p < 0.05). Therefore, Macromedia Flash learning media have a positive effect on improving students’ higher-order cognitive learning outcomes in physics. The results suggest that the implementation of Macromedia Flash instructional media has the potential to effectively enhance students' higher-order thinking skills in physics education.
Analisis Kualitas Instrumen Asesmen Sains Siswa Kelas V Sekolah Dasar dalam Konteks Deep Learning Menggunakan Model Rasch Zikra; Dewi Juita; Putri Zuhra; Yusmaridi M; Festiyed; Skunda Diliarosta; Fatni Mufit
BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains Vol. 9 No. 3 (2026): BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/kskmqp27

Abstract

This study aimed to evaluate the psychometric quality of a science assessment instrument designed for fifth-grade elementary school students in a deep learning instructional context using the Rasch model. This study used a descriptive quantitative approach with a one-parameter logistic Rasch model (1-PL) analyzed using Winsteps software version 5.10.4.0 applied to 20 dichotomous multiple-choice items administered to 29 fifth-grade elementary school students; the analysis covered item difficulty, construct validity, unidimensionality based on PCA of standardized residuals, person ability, person fit, and instrument reliability. The results showed strong reliability with a KR-20 coefficient of 0.89, person reliability of 0.84, and item reliability of 0.81; the raw variance explained by the measures reached 42.9% exceeding the 40% Rasch standard and all unexplained variance contrasts remained below 10% confirming that the instrument is unidimensional; 19 of the 20 items were valid while item A10 showed misfit (Outfit MNSQ = 2.45; ZSTD = 2.15); and the distribution of student ability indicated 20.69% in the high category, 62.07% moderate, and 17.24% low with six students exhibiting inconsistent response patterns. This study concludes that the science assessment instrument developed within the deep learning framework demonstrates adequate psychometric quality for measuring fifth-grade elementary school students' science competence. Keywords: Deep Learning, Item Response Theory, Rasch Model, Science Assessment, Unidimensionality, Construct Validity.  
Co-Authors Dewi Juita Fatni Mufit Festiyed Lufri Lufri Skunda Diliarosta Yusmaridi M Zikra