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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Indo-MathEdu Intellectuals Journal Journal of Innovative Physics Teaching (JIPT) IJIS Edu : Indonesian Journal of Integrated Science Education
Novitra, Fuja
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Education Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Analysis of Students' Concept Understanding Using the STEM Integrated Cognitive Conflict Model Nabila, Putri; Mufit, Fatni; Novitra, Fuja
Jurnal Penelitian Pendidikan IPA Vol 11 No 4 (2025): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i4.10281

Abstract

This study aims to analyze the conceptual understanding and needs of teaching materials based on the STEM integrated cognitive conflict model. The study was conducted in three high schools in Padang City (SMAN 4, SMAN 9, and SMAN 11) using a survey method with a qualitative descriptive approach. Data were collected through a diagnostic test of 15 kinematics and dynamics questions, which were classified into four categories of conceptual understanding: understand, doubt, misconception, and do not know the concept. The results showed that the average student conceptual understanding was below 50%, with the highest misconception in dynamics material (41.82%) and the highest conceptual ignorance in kinematics material (51.91%). It was found that the learning approach was still teacher-centered, not encouraging active concept construction. The integration of the cognitive conflict model with the STEM approach is recommended to improve students' conceptual understanding, because it is able to stimulate cognitive reflection through conflict situations and link concepts to real-world applications. These findings indicate that the model has great potential to overcome misconceptions and build a more meaningful understanding of physics.
Pengaruh Model Pembelajaran Project Based Learning Terintegrasi STEM Terhadap Pemahaman Konsep Fisika Siswa di SMAN 1 X Koto Tanah Datar Utia, Rahimatul; Yurnetti, Yurnetti; Hidayati, Hidayati; Novitra, Fuja
Indo-MathEdu Intellectuals Journal Vol. 6 No. 1 (2025): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i1.2634

Abstract

This study aims to find out the influence of the Integrated Project Based Learning learning model of the Science Technology Engineering and Mathematics (STEM) approach on the understanding of physics concepts of grade X students of SMAN 1 X Koto Tanah Datar. This study was carried out using a quantitative method with the Quasy Experiment type. The research instrument is in the form of a multiple-choice test with 5 choices. Before the test is given, the instrument will be tested for validity, reliability, difficulty, and differentiation. A total of 67 students of Class X Phase E became the study sample, namely 32 students from the experimental group and 35 students from the control group. The methods used to analyze the data include homogeneity tests, normality tests, and hypothesis tests. The findings of the study in the hypothesis test showed a significance value of < 0.05 which means that the use of the STEM integrated PjBL learning model affects the understanding of physics concepts of grade X students of SMAN 1 X Koto Tanah Datar.
Cognitive Conflict Integrated CRT Approach Analysis of Students' Conceptual Understanding Using E-Modules Yulianda, Yulianda; Mufit, Fatni; Novitra, Fuja
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.10285

Abstract

This study aims to analyse students’ conceptual understanding and the needs for interactive teaching materials based on a cognitive conflict model integrated with a Culturally Responsive Teaching (CRT) approach. The research was conducted through a survey in three high schools in Padang City: SMAN 4, SMAN 9, and SMAN 11. A qualitative descriptive method was used, supported by a diagnostic test comprising 15 questions classified into four categories: conceptual understanding, lack of understanding, misconceptions, and not knowing the concept. The findings indicate that students’ average conceptual understanding remains below 50%. Significant misconceptions were identified in dynamics (41.82%), while high levels of conceptual ignorance were found in kinematics (51.91%). The needs analysis shows that teachers and students require interactive and culturally relevant materials to address these persistent misconceptions and support clearer conceptual construction. The results suggest that teaching materials incorporating cognitive conflict strategies can effectively challenge students’ initial ideas, while the CRT approach contextualises physics concepts within students’ cultural experiences. In conclusion, the development of interactive e-modules integrating cognitive conflict and CRT is needed to address conceptual difficulties and improve students’ understanding of fundamental physics concepts
Development of Interactive E-Modules for Literacy Courses in Physics Learning Assisted by Google Sites to Improve Students’ Problem-Solving Skills Suherman, Dea Stivani; Novitra, Fuja; Oktavia, Rani; Yumna, Hayyu; Asrizal
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.13463

Abstract

This study aims to determine the needs analysis, validity, and limited practicality of interactive e-modules assisted by Google Sites to improve problem-solving skills in literacy courses in physics learning. The study adopts a development approach grounded in the Plomp model. The data were then analyzed using descriptive statistical analysis techniques. The needs analysis shows low problem-solving skills and a lack of contextual teaching materials, thus requiring the development of more innovative e-modules. The analysis results also show that the characteristics of the students are in the good category, thus supporting the implementation of these teaching materials. The validity of the developed interactive e-module reached 0.86, indicating that the e-module is valid. The average practicality score was 0.70, which falls into the practical category. These results indicate that the interactive e-module developed is necessary, valid, and practical. These findings confirm that the e-module has met the quality criteria for development, making it suitable for use in learning and ready to proceed to the effectiveness testing stage to assess its potential in improving students' problem-solving skills.
The Effectiviness of The Generative Learning Model with Cognitive Conflict Strategy on Students’ Science Literacy in Fluid Material in Grade XI Siti Rahma Fitri Yani; Akmam, Akmam; Darvina, Yenni; Novitra, Fuja
Journal of Innovative Physics Teaching Vol. 3 No. 2 (2025): Journal of Innovative Physics Teaching (JIPT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jipt/vol3-iss2/105

Abstract

Science literacy is an important skill in modern science education, involving understanding concepts, reasoning scientifically, and applying science in everyday situations. However, the level of science literacy among students in Indonesia is still low, as seen in the 2022 PISA results, which are below the global average. This shows the need for learning models that can increase cognitive participation and form a deep conceptual understanding. Generative learning models, which focus on knowledge construction through the integration of prior knowledge with new learning experiences, are considered suitable for improving science literacy, especially when combined with cognitive conflict strategies. This study aims to examine the impact of a generative learning model that uses cognitive conflict strategies on students' science literacy on the topic of Fluids in Grade XI Phase F. This study applied a quasi-experimental method with a single group pretest-posttest design. The results show an increase in the average score from 63.75 on the pretest to 91.25 on the posttest. The hypothesis test produced a significance value of 0.000 (less than 0.05) with an N-Gain of 0.7667, which is classified as high. These findings prove that the generative learning model with cognitive conflict strategies is effective in improving students' science literacy.
Design of STEM-based E-Student Worksheet Global Warming to Improve High School Students' Critical Thinking Skills Sahri Ropiah Lubis; Riyasni, Selma; Yurnetti, Yurnetti; Novitra, Fuja
Journal of Innovative Physics Teaching Vol. 3 No. 2 (2025): Journal of Innovative Physics Teaching (JIPT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jipt/vol3-iss2/111

Abstract

This research was motivated by the importance of critical thinking skills in understanding environmental issues such as global warming. Preliminary findings showed that the critical thinking skills of Grade X students at SMAN 3 Padang were still low, reaching only 29.67%. Learning also remained limited to the use of student worksheets that were not STEM-based and lacked optimal technology integration. This study aimed to develop a STEM-integrated E-student worksheet to support interactive learning and improve students’ critical thinking skills. The study used a Research and Development (R&D) method with the 4-D model (Define, Design, Develop, Disseminate), limited to the Develop stage. The product was created using Liveworksheets and validated by experts, physics teachers, and students. The expert validation achieved an average score of 0.94 (valid), covering material substance (0.95), instructional design (0.96), visual communication (0.98), software use (0.87), STEM assessment (0.91), and critical thinking assessment (0.95). Practicality tests resulted in 95% from teachers and 92% from students, categorized as very practical. Thus, the STEM-based E-student worksheet is valid, practical, and potentially improves students’ critical thinking skills.
Need Analysis of a Physics E-Book on Global Warming Based on the Dual Space Inquiry Framework to Improve Students’ Scientific Literacy Nngsih, Fitria; Novitra, Fuja; Fauzi, Ahmad; Emiliannur, Emiliannur
Journal of Innovative Physics Teaching Vol. 3 No. 2 (2025): Journal of Innovative Physics Teaching (JIPT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jipt/vol3-iss2/113

Abstract

This research is motivated by the low scientific literacy of students as indicated by the PISA 2022 results, as well as the continued dominance of printed teaching materials in schools. This condition limits students’ opportunities to engage in scientific thinking, interpret data, and use scientific evidence effectively. The purpose of this study is to analysis the need for developing an interactive e-book based on the Dual Space Inquiry Framework (DSIF) on the topic of global warming to improve students’ scientific literacy. The study employed a needs analysis approach within the Analysis stage of the ADDIE development model by collecting quantitative data related to scientific literacy indicators and the frequency of teaching material usage. The analysis shows that all scientific literacy indicators fall into the low category with an average score of 70.3%, particularly in the abilities to interpret data and evaluate scientific arguments. The data on teaching material usage also reveal a dominance of printed books at 91%, while digital teaching materials are used by only 37% of students and interactive e-books by merely 12%. These findings not only illustrate the low level of scientific literacy but also highlight an urgent need for more interactive digital learning media. Based on this analysis, the Analysis stage of ADDIE emphasizes the necessity of developing a DSIF-based interactive e-book as an innovative solution that will proceed to the Design and Develop stages to produce teaching materials capable of supporting inquiry, conceptual understanding, and scientific thinking skills.
The Effectiveness of Generative Learning Model in Enhancing Students' Science Competence: A Meta-Analysis (2015-2024) Ahzari, Serli; Akmam, Akmam; Mufit, Fatni; Novitra, Fuja
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 8, No 1 (2026): January 2026
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v8i1.6905

Abstract

This meta-analysis examined the effectiveness of the generative learning model in enhancing students’ science competence across educational levels from 2015-2024. Analysis of studies revealed high effectiveness across elementary (ES=1.11), junior high (ES=1.18), and senior high school (ES=1.02) levels. The model showed the most potent effects in teaching Work and Energy (ES=4.07), Newton’s Laws (ES=2.90), and Light (ES=1.67). Regarding student competencies, the model was most effective in developing Generic Physics Skills (ES=4.07), Concept Mastery (ES=1.75), and Science Process Skills (ES=1.67) while showing moderate effects on critical thinking and problem-solving abilities. Results indicate that the generative learning model is particularly effective for teaching conceptual physics topics and developing practical skills, though its impact varies across different learning outcomes and subject areas. 
Co-Authors Ahzari, Serli Akmam Akmam Asrizal Emiliannur Emiliannur Fatni Mufit Fauzi Ahmad Muda Hayyu Yumna Hidayati Hidayati Nabila, Putri Nngsih, Fitria Oktavia, Rani Riyasni, Selma Sahri Ropiah Lubis Siti Rahma Fitri Yani Suherman, Dea Stivani Utia, Rahimatul Yenni Darvina Yulianda, Yulianda Yurnetti, Yurnetti