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All Journal Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) JIPI (Jurnal IPA dan Pembelajaran IPA)
Zahra Fathanah
Universiti Malaya, Kuala Lumpur, Malaysia

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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
Does a Cognitive Conflict-Based Physics Website Integrated with Augmented Reality and STEM Improve Critical Thinking and Remediate Misconceptions on Two-Dimensional Motion? Indah Zalsabila; Fatni Mufit; Emiliannur Emiliannur; Hidayati Hidayati; Yeka Hendriyani; Zahra Fathanah
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 2: JUNE 2026
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.v10i2.2078

Abstract

Critical thinking and conceptual understanding are essential competencies in physics learning, yet students still experience low critical thinking skills and high levels of misconceptions, particularly in two-dimensional motion topics. This research sought to evaluate the extent to which an augmented reality (AR) and STEM integrated cognitive conflict-based physics website contributes to the development of critical thinking skills and the correction of misconceptions in two-dimensional motion concepts. The study employed a quantitative approach using a quasi-experimental method with a nonequivalent pretest-posttest control group design. The participants were 63 tenth-grade students of SMAN 2 Lubuk Sikaping, including 32 students in the experimental group and 31 students in the control group. A validated and reliable four-levels multiple-choice test was employed to collect data on critical thinking abilities and misconceptions concurrently. Descriptive statistics and the Mann–Whitney U test were employed to analyze the collected data. The results showed that the experimental class achieved a higher mean posttest score in critical thinking skills (64,3) than the control class (39,1). The Mann–Whitney test showed a significant difference between the two groups (p < 0.05). In addition, the percentage of misconceptions in the experimental class decreased from 80.0 to 46.0, while the control class showed only a slight reduction. The results of the study show that the AR-STEM integrated cognitive conflict-based physics website effectively improves critical thinking skills and corrects misunderstandings in two-dimensional motion learning. Therefore, the website can serve as an innovative learning resource to support meaningful physics learning and conceptual change.
Co-Authors Emiliannur Emiliannur Fatni Mufit Fuja Novitra Hidayati Hidayati Indah Zalsabila Salsabilla Mulya Putri Yeka Hendriyani