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All Journal Berkala Ilmiah Pendidikan Fisika Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
Fadiya Haya
Universitas Syiah Kuala
Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Other

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Effectiveness of the PISA-DigiPjBL Model in Enhancing Scientific Literacy, Critical Thinking Skills, and Deep Learning of Physics Education Students Mawarni Saputri; Musdar Musdar; Fadiya Haya
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 1: January 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i1.18990

Abstract

This study examines the effectiveness of the PISA-DigiPjBL learning design in enhancing scientific literacy, critical thinking skills, and deep learning among undergraduate Physics Education students. A quasi-experimental study with a non-equivalent control group design was conducted involving 69 students enrolled in a Static Fluids course at Universitas Syiah Kuala, consisting of an experimental group (35 students) and a control group (34 students). The experimental group engaged in PISA-oriented digital project-based learning supported by a virtual laboratory, while the control group implemented conventional project-based learning supported by physical laboratory activities without digital integration. Accordingly, the findings are interpreted as the effect of an integrated PISA-oriented digital project-based learning environment rather than a single instructional component. Scientific literacy and critical thinking skills were measured using validated essay-based tests, while deep learning was assessed through a structured observation sheet capturing students’ learning behaviors during instructional activities. Content validity for all instruments was established through expert judgment, and reliability analyses indicated high internal consistency for the tests and excellent inter-rater agreement for the observation instrument. Data were analyzed using normality and homogeneity tests followed by independent sample t-tests. The results show that the experimental group achieved significantly higher gains in scientific literacy and critical thinking skills than the control group (α = 0.05), with large effect sizes (Cohen’s d = 1.30 for scientific literacy and 1.17 for critical thinking). Observational data further indicate that students in the experimental group demonstrated very high levels of deep learning behaviors, characterized by active engagement and collaboration, critical problem solving, creativity and innovation, and real-world application of physics concepts. These findings suggest that the PISA-DigiPjBL learning design is effective in promoting meaningful and deep learning in physics education at the higher education level when PISA-oriented project-based learning is integrated with digital learning environments.
Tracking Problem-Solving Behavior in One-Dimensional Kinematics: A Study of Physics Education Undergraduates Suci Rizkina Tari; Fitria Herliana; Fadiya Haya
Berkala Ilmiah Pendidikan Fisika Vol 14, No 2 (2026): JUNE 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v14i2.26058

Abstract

A qualitative study was employed to explore undergraduate Physics Education students’ behavior during problem-solving of one-dimensional kinematics. Six undergraduate students from Physics Education program were chosen as the participants. The main data for this research were gathered through the think-aloud technique, which involved recording participants’ verbalizations, transcribing, and coding the data. This analysis was further supported by observations, interviews, and students’ written responses. The study identified twenty-four distinct behaviors commonly exhibited by students when solving problems related to one-dimensional kinematics. These behaviors included initial reading, repeated reading, strategic reading, organizing information, clarifying the problem context, drawing a visual representation, recalling relevant knowledge, identifying the goal, selecting the appropriate formula, identifying the variable, developing the plan, formulating a sub-plan, linking the concept, considering the formula, considering the variable, checking the plan, checking the computation, estimating the answer, recognizing error, evaluating the plan, reflecting on themselves, performing basic calculation, performing algebra, and presenting or writing down the solution. These behaviors were categorized into eight broader groups, which allowed for a clearer interpretation of students' behavior during problem-solving. The eight categories of behavior revealed in this study align with Polya’s four-step problem-solving model and Schoenfeld’s theory of metacognition. The results offer meaningful insights into the ways students interpret, plan, and evaluate solutions to physics problems. The findings also provide important implications for physics education by offering insights that lecturers can use to design learning instruction that explicitly supports the development of students’ problem-solving skills. Future research is suggested to design targeted interventions that support the development of expert-like problem-solving in undergraduate physics education based on the results of this study.
Co-Authors Fitria Herliana Mawarni Saputri Musdar Musdar Suci Rizkina Tari