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All Journal Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) JIPI (Jurnal IPA dan Pembelajaran IPA)
Fuja Novitra
Universitas Negeri Padang, Indonesia

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Design and Validation of Cognitive Conflict-Deep Learning Based Gamification Teaching Materials Based on Students' Misconception Profiles to Support Conceptual Understanding on Work and Energy Salsabilla Mulya Putri; Fatni Mufit; Fuja Novitra; Zahra Fathanah
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.2329

Abstract

Students' conceptual understanding of work and energy remains low due to the high prevalence of misconceptions, indicating the need for teaching materials that effectively facilitate conceptual reconstruction. Therefore, this study aimed to design and validate cognitive conflict-deep learning-based gamification teaching materials on work and energy. This study employed the educational design research (EDR) approach using the Plomp model, consisting of the preliminary research stage and the development/prototyping stage up to expert review. The research involved 155 twelfth-grade students from two public senior high schools in Padang Pariaman Regency and four physics teachers. Data were collected using a 20-item four-tier multiple choice diagnostic test and teacher interview guidelines. The findings revealed that 80.6% of students experienced misconceptions, 15.3% did not understand the concepts, and only 4.1% demonstrated correct conceptual understanding. The highest misconceptions occurred in kinetic energy, potential energy, the relationship between work and potential energy, and the law of conservation of mechanical energy. Based on these findings, gamification teaching materials integrating the four phases of the cognitive conflict model and the three pillars of deep learning (mindful learning, meaningful learning, and joyful learning) were developed. Validation by three experts using Aiken's V produced an average score of 0.92, indicating that the teaching materials were very valid. Therefore, the developed teaching materials are feasible to proceed to practicality and effectiveness testing to improve students' conceptual understanding of work and energy
Framework of Interactive E-Assessment with Cognitive Conflict Phenomena to Measure Critical Thinking Ability: Analysis of Teachers’ Perceptions and Students’ Perspectives Liza Okwan Admas; Fatni Mufit; Emiliannur; Fuja Novitra; Zahra Fathanah
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 9 No. 4: DECEMBER 2025
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i4.120

Abstract

The PISA 2022 results indicate that Indonesia ranked 69th out of 81 participating countries, reflecting students’ low critical thinking ability, particularly in understanding scientific concepts. This condition highlights the need for more effective and interactive learning and assessment practices. This study aims to describe a framework of an interactive electronic assessment (e-assessment) incorporating cognitive conflict phenomena based on teachers’ perceptions and students’ perspectives. The research employed a qualitative descriptive design involving 15 physics teachers and 254 senior high school students from public schools in Pesisir Selatan Regency. Data were collected using adapted questionnaires on teachers’ perceptions and students’ perspectives and analyzed using a Likert scale. The results showed that teachers’ perceptions of interactive e-assessment were categorized as very good across pedagogical aspects, facility conditions, performance expectations, behavioral intention, and social influence. Meanwhile, students’ perspectives were categorized as good, covering socio-emotional, efficiency, actual behavior, and preference aspects. Based on these findings, a framework of interactive electronic assessment based on cognitive conflict was developed and subsequently validated by four experts, with results indicating that the framework was valid. Overall, both teachers and students responded positively to the implementation of interactive e-assessment. These findings suggest that the development of cognitive conflict–based electronic assessment is essential, as it has the potential to enhance students’ critical thinking skills, learning motivation, and the overall quality of physics learning in the digital era
Co-Authors Emiliannur Fatni Mufit Liza Okwan Admas Salsabilla Mulya Putri Zahra Fathanah Zahra Fathanah