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All Journal Jurnal Manajemen Pendidikan Momentum: Physics Education Journal
Fadhila Ulfa Jhora
Universitas Negeri Padang, Indonesia
Education Physics

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Enhancing student comprehension of crystal structures: The effectiveness of Vesta as a learning tool Khoirotun Nadiyyah; Rika Aprianti; Zakirman Zakirman; Widiasih Widiasih; Fadhila Ulfa Jhora; Ratnawulan Ratnawulan
Momentum: Physics Education Journal Vol. 9 No. 1 (2025)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v9i1.10448

Abstract

The advancement of technology in education was evident in the development of digital-based learning media. It was expected to serve as a stimulus in transforming knowledge for students, particularly in abstract subjects such as crystal structures. Understanding crystal structures was crucial for studying the physical properties of materials, making it important for students to enhance their comprehension. The research objective was to determine the effectiveness of using Vesta software as a learning media to enhance students' understanding of crystal structures by employing standardized assessment instruments. This research was conducted using a quantitative approach focused on collecting numerical data and statistical analysis through an experimental method involving two groups of students taking a solid-state physics course. The research design involved a control and an experimental group. Both groups were given the same subject but using different learning media. The instrument used was a multiple-choice test that had been rigorously validated through validity, reliability, difficulty level, and discrimination index. Effectiveness was evaluated using independent sample t-test analysis with the aid of SPSS software. Instrument testing data revealed that out of 40 developed questions, 20 met the standards to be used as instruments. The results indicated a highly significant enhancement in students' understanding of crystal structures after using the Vesta software as a learning media, as represented by a sig. (2-tailed) value of 0.000. The findings indicate that Vesta can be integrated into science teaching. Further research can test the effectiveness of implementing Vesta in distance learning.
VALIDITAS DAN KEPRAKTISAN E-LKPD BERBASIS MODEL PROBLEM BASED LEARNING PADA MATERI FLUIDA STATIS UNTUK MEMFASILITASI KEMAMPUAN BERPIKIR KRITIS SISWA FISIKA SMA/MA Ghina Hanifah; Ratnawulan Ratnawulan; Ahmad Fauzi; Fadhila Ulfa Jhora
Jurnal Manajemen Pendidikan Vol. 11 No. 5 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i5.3844

Abstract

Students' critical thinking in physics remains low, and conventional worksheets rarely provide interactive, structured problem-solving activities. This study aimed to develop a Problem Based Learning (PBL)-based electronic student worksheet (E-LKPD) on static fluids that is valid and practical for facilitating the critical thinking skills of senior high school students. This research and development study used the 4D model (Define, Design, Develop); the Disseminate stage was not carried out. An initial test based on five Ennis indicators was given to 20 students. Three validators assessed the product (82 items, six aspects), and practicality was examined in a limited trial with one physics teacher and 20 students. Validity and practicality were analyzed using Aiken's V. Initial critical thinking averaged 46.59% (Very Low), with indicator scores of 45.00%–48.00%. The E-LKPD was very valid (overall V = 0.909; aspect range 0.895–0.919). Practicality was very high according to the teacher (V = 0.982) and the students (V = 0.814), although the students' ratings of the Implementation and Benefit indicators were in the moderate category (V = 0.792 and V = 0.800). The E-LKPD links each PBL syntax to Ennis's critical thinking indicators and reports validity and practicality evidence from experts, a teacher, and students. The findings support validity and practicality only; effectiveness in improving critical thinking has not been tested and requires a pretest–posttest study.
Co-Authors Ahmad Fauzi Ghina Hanifah Khoirotun Nadiyyah Ratnawulan Ratnawulan Rika Aprianti Widiasih Widiasih Zakirman