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All Journal JURNAL TUNAS PENDIDIKAN International Journal of Educational Development and Innovation
Vina Bekti Utami
Universitas Negeri Jakarta
Education Languange, Linguistic, Communication & Media Mathematics Other

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MODUL DIGITAL FISIKA BERBASIS SCIENCE, ENVIRONMENT, TECHNOLOGY, AND SOCIETY (SETS) PADA MATERI PEMANASAN GLOBAL Ananda Putri Rizky ananda; Vina Serevina; Vina Bekti Utami
Jurnal Tunas Pendidikan Vol. 8 No. 1 (2025): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v8i1.3433

Abstract

This study aims to develop a SETS-based digital physics module (Science, Environment, Technology, and Society) on Global Warming material that is valid for use as self-teaching material for grade X high school students. The research employed the Research and Development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data were collected using Google Forms questionnaires and validation test sheets. The results of the preliminary research conducted with students and teachers at SMAN 54 Jakarta, involving a total of 54 respondents, showed that 31.5% of respondents have a strong understanding of how science, environment, technology, and society are interrelated in their daily lives, and 96.3% believe that SETS-based digital modules can help increase awareness of global warming issues. The validation of the SETS-based digital physics module on global warming material, developed using Canva, was conducted by material experts (score 87.78%), learning experts (score 74%), and media experts (score 82.5%). The results of the product trial at school showed positive responses from teachers (score 93%) and students (score 90.81%). Based on these results, the developed SETS-based digital physics module is very valid for use as self-teaching material in physics learning on the topic of Global Warming.
Development and Validation of a Five-Tier Diagnostic Test for Identifying High School Students' Misconceptions in Static Fluid Concepts Muhammad Roihan Ilham; Handjoko Permana; Vina Bekti Utami
International Journal of Educational Development and Innovation Vol 7, No 1 (2026): August
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijedi.v7i1.88723

Abstract

This study developed a valid and feasible five-tier diagnostic test for identifying high school students’ misconceptions in static fluids. Conventional assessment instruments often have difficulty distinguishing conceptual errors from answers produced through random guessing. The study adopted a Research and Development (R&D) approach using the 4D model, which was limited to the define, design, and develop stages because of time constraints. A total of 63 eleventh-grade students were selected through convenience sampling, including 28 students for empirical testing and 35 students for instrument implementation. Expert appraisal resulted in a very high level of content validity, as indicated by an Aiken’s V coefficient of 0.956, while the physics teacher assessment produced a feasibility score of 89.06%, confirming that the instrument was highly suitable for classroom use. The empirical test retained 28 valid items with very high internal consistency, reflected in a Cronbach’s alpha coefficient of 0.943, and discrimination indices ranging from 0.200 to 0.775. The implementation results showed that Conceptual Understanding was the dominant profile at 46.22%. However, Misconceptions were still identified in 10.91% of the responses, with the highest rate occurring in Archimedes’ principle at 19.34%. Compared with existing four-tier diagnostic tests, the main contribution of this instrument lies in its open-ended fifth tier, which helps minimize lucky-guess responses and provides clearer evidence of students’ physical reasoning. Therefore, the instrument offers a more detailed means of identifying students' cognitive obstacles and provides teachers with a stronger basis for designing targeted remedial instruction.
Co-Authors Ananda Putri Rizky ananda Handjoko Permana Muhammad Roihan Ilham Vina Serevina