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All Journal International Journal of Advances in Applied Sciences Jurnal Penelitian dan Pembelajaran Fisika Jurnal Inovasi Pendidikan IPA Edufisika: Jurnal Pendidikan Fisika Jurnal Penelitian Pembelajaran Fisika Panrita Abdi - Jurnal Pengabdian pada Masyarakat Jurnal Penelitian Pendidikan IPA (JPPIPA) Indonesian Journal of Science and Mathematics Education ORBITA: Jurnal Pendidikan dan Ilmu Fisika JURNAL EKSAKTA PENDIDIKAN (JEP) Jurnal Pendidikan Fisika dan Teknologi JURNAL PENDIDIKAN MIPA Pelita Eksakta PAKAR Pendidikan Pillar of Physics Education : Jurnal Berkala Ilmiah Pendidikan Fisika SEMESTA: Journal of Science Education and Teaching Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Journal of Innovative Physics Teaching (JIPT) Physics Learning and Education Edusainstika: Jurnal Pembelajaran MIPA JIPI (Jurnal IPA dan Pembelajaran IPA) Journal of Authentic Research
Renol Afrizon
Universitas Negeri Padang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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The Needs Analysis for an Educational Physics Game with Scientific Literacy and Ethnoscientific Content Socrates, Tegar Putra; Afrizon, Renol; Hidayati, Hidayati; Hidayat, Rahmat
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 9 No 1 (2023): Januari - Juni
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v9i1.5079

Abstract

The advancement of science and technology in the era of the Industrial Revolution 4.0 encourages government regulations in changing all life governance, including education. The independent curriculum is used as a solution to answer the demands of the world of education and to be able to create active and creative learning. In learning Physics in schools, its application is rarely exemplified in everyday life.  Physics learning is only taught theoretically and has minimal explanation related to the implementation of Physics, so learning becomes less meaningful. Cultural or ethnoscientific approaches are important in implementing learning so that community culture is not lost. It can help improve students' scientific literacy and make science learning more meaningful for students. One of the technology-based learning media that can be developed is Physics educational games. This study aims to analyze the development needs of Physics educational games containing scientific literacy and ethnoscience. This type of research is descriptive quantitative. This research data instrument uses observation sheets and questionnaires. Data collection techniques are carried out through methods: (1) observation and (2) questionnaires. The research technique used is the quantitative descriptive analysis technique. The study subjects were 42 grade X students of SMAN 1 Padang. The students are represented by three classes X at SMAN 1 Padang, grouped into high, medium and low-level classes. The results showed that using learning media increased student participation in learning and made it easier for students to understand the material. Linking Physics learning with the local culture can make Physics learning more meaningful and increase students' scientific literacy. These results illustrate the need to develop physics educational games based on scientific literacy and ethnoscience.
Validitas E-LKM Interaktif pada Materi Kinematika Berbasis Dual space inquiry untuk Menstimulus Kemampuan Berpikir Kritis Murid Yelli Pradila; Fuja Novitra; Akmam Akmam; Renol Afrizon
JURNAL PENDIDIKAN MIPA Vol. 16 No. 3 (2026): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v16i3.4756

Abstract

Tujuan dari penelitian ini adalah untuk mengembangkan E-LKM interaktif pada materi kinematika berbasis Dual space inquiry dengan tujuan meningkatkan kemampuan berpikir kritis murid dan memastikan validitasnya. Ini didasarkan pada fakta bahwa penggunaan bahan ajar digital dalam pembelajaran fisika belum optimal. Studi ini menerapkan pendekatan Research and Development (R&D), yang terdiri dari model 4D, yang terdiri dari tahap definei, design, develop dan disseminate. Penelitian ini menggunakan lembar validasi yang dinilai oleh lima ahli dengan indeks Aiken's V. Hasilnya menunjukkan bahwa E-LKM interaktif memperoleh nilai validitas rata-rata sebesar 0,9 dan termasuk dalam kategori valid untuk setiap komponen yang dinilai. Oleh karena itu, disarankan bahwa E-LKM interaktif pada materi kinematika berbasis dual space inquiry dapat digunakan sebagai bahan ajar yang mendukung pembelajaran fisik dan meningkatkan kemampuan berpikir kritis murid.
Needs Analysis to Develop Scientific Higher Order Thinking Assessment Based on Dual Space Inquiry for Kinematics Material Fatimah Tussukriyah Caniago; Fuja Novitra; Hidayati Hidayati; Renol Afrizon
Physics Learning and Education Vol. 4 No. 2 (2026): June Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v4i2.333

Abstract

The demands of 21st-century learning require students to develop higher-order thinking skills, particularly Scientific Higher Order Thinking (S-HOT), which includes scientific reasoning, critical thinking, creative thinking, self-efficacy, and metacognition. This study aims to conduct a needs analysis for the development of S-HOT-based assessment using the Dual Space Inquiry (DSI) approach in kinematics. The study employs a quantitative descriptive method, referring to the preliminary research stage of the Plomp development model, with data collected through questionnaires, observations, interviews, and document analysis. The results of the needs analysis indicate that students’ Scientific Higher Order Thinking (S-HOT) skills have not yet developed optimally, and their implementation in learning remains limited. In addition, the assessments used tend to focus on procedural problem-solving and have not yet accommodated the comprehensive measurement of higher-level scientific thinking processes. These findings reveal a gap between the demands of physics learning and the assessment practices currently implemented. The implications of this study highlight the importance of developing assessments that not only function to measure learning outcomes but also promote students’ higher-level scientific thinking skills. Therefore, it is necessary to develop assessment instruments based on Dual Space Inquiry (DSI) that can comprehensively integrate S-HOT indicators. Future research is recommended to proceed to the stages of development, validation, and practicality testing of S-HOT-based DSI assessments in physics learning.
Analysis of the Needs of Interactive E-Lkpd on Kinematics Material Based on Dual Space Inquiry to Stimulate Students' Critical Thinking Skills Yelli Pradila; Fuja Novitra; Akmam Akmam; Renol Afrizon
Physics Learning and Education Vol. 4 No. 2 (2026): June Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v4i2.337

Abstract

This study aimed to analyze the need for developing a Dual Space Inquiry (DSI)-based interactive Electronic Student Worksheets (E-SWS) on kinematics to stimulate students’ critical thinking skills. The study was conducted at the define stage of the 4D development model, including front-end analysis, learner analysis, task analysis, concept analysis, and learning objective formulation. Data were collected through observations, interviews, questionnaires, document analysis, and critical thinking tests involving one physics teacher and 30 Grade XI students at SMA Negeri 1 Tigo Nagari. The results showed that students’ critical thinking skills were very low across all indicators. In addition, learning remained teacher-centered, student involvement in inquiry activities was limited, and the use of digital teaching materials was not yet optimal. These findings indicate the need for a DSI-based interactive E-SWS that supports inquiry-based and technology-integrated learning to stimulate students’ critical thinking skills in kinematics
Need Needs Analysis for the Design of STEM-Based Electronic Worksheets to Facilitate Students’ Science Literacy in Thermodynamics Nurhamiza Syazana; Dea Stivani Suherman; Hamdi; Renol Afrizon
Edusainstika Vol 6 No 1 (2026)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/je.v6i1.17440

Abstract

Physics education requires the development of teaching materials capable of fostering students’ science literacy, particularly in the abstract and complex subject of thermodynamics. This study developed a STEM-based electronic student worksheet (E-LKPD) design using Liveworksheet to provide interactive and contextual learning at SMAN 2 Padang Panjang. The research method employed a Research and Development (R&D) approach, which included needs analysis, identification of student characteristics, and teacher interviews as initial data. Science literacy test results showed that the average student scores for the indicators “explaining phenomena scientifically” were 46%, “designing and evaluating investigations” were 51%, and “researching, evaluating, and using scientific information for decision-making” were 12%, all of which were classified as very low. An analysis of student characteristics revealed varying levels of interest and motivation to learn, while the available instructional materials consisted primarily of text-based worksheets and routine exercises that did not sufficiently support exploration, concept development, and active student engagement. These conditions highlight the need for instructional materials that are more adaptive, activity-rich, and contextual. The STEM-based electronic student worksheet design is viewed as a relevant and interactive teaching material capable of integrating conceptual, procedural, and reflective activities, as well as implicitly facilitating students’ comprehensive science literacy, helping them connect thermodynamics concepts to real-world phenomena, and enhancing a more meaningful learning experience.
Validitas Isi Asesmen Scientific Higher-Order Thinking Berbasis Dual Space Inquiry pada Materi Kinematika Caniago, Patimah Tussukriyah; Novitra, Fuja; Hidayati, Hidayati; Afrizon, Renol
Journal of Authentic Research Vol. 5 No. 3 (2026): August
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v5i3.6289

Abstract

Keterbatasan asesmen fisika yang masih berfokus pada prosedur dan jawaban akhir menyulitkan pengukuran Scientific Higher-Order Thinking (S-HOT), khususnya pada kinematika yang menuntut interpretasi fenomena, data, diagram, dan grafik gerak. Penelitian ini bertujuan memperoleh bukti awal validitas isi asesmen S-HOT berbasis Dual Space Inquiry (DSI) pada materi kinematika. Penelitian menggunakan Educational Design Research dengan model Plomp dan artikel ini melaporkan tahap preliminary research serta development/prototyping. Prototipe mengintegrasikan lima dimensi S-HOT—penalaran ilmiah, berpikir kritis, berpikir kreatif, efikasi diri sains, dan metakognisi—ke dalam fase orientasi, konseptualisasi, eksplorasi, kesimpulan dan asesmen, serta refleksi. Tiga dosen Departemen Fisika Universitas Negeri Padang menilai prototipe secara ahli menggunakan lembar validasi skala lima poin yang mencakup 27 indikator pada aspek isi, bahasa, penyajian, dan kegrafisan. Data dianalisis dengan koefisien Aiken’s V. Rata-rata V masing-masing aspek adalah 0,88, 0,90, 0,94, dan 0,94, dengan rata-rata keseluruhan 0,92. Pada tingkat indikator, 19 dari 27 indikator mencapai nilai kritis V = 0,92 untuk tiga validator dan lima kategori penilaian, sedangkan delapan indikator memerlukan revisi, terutama pada kedalaman materi, pencegahan miskonsepsi, kejelasan kalimat, rubrik penskoran, dan proporsi tampilan. Temuan menunjukkan bukti awal validitas isi yang cukup kuat untuk melanjutkan revisi prototipe, tetapi belum mendukung klaim reliabilitas, validitas konstruk, kepraktisan, atau efektivitas. Uji keterbacaan, uji coba terbatas, analisis butir, dan pengujian empiris diperlukan pada tahap berikutnya. Physics assessments that emphasize procedures and final answers provide limited evidence of students’ Scientific Higher-Order Thinking (S-HOT), particularly in kinematics, which requires the interpretation of phenomena, data, motion diagrams, and graphs. This study aimed to obtain initial content-validity evidence for an S-HOT assessment based on Dual Space Inquiry (DSI) for kinematics. The study employed Educational Design Research using the Plomp model; this article reports the preliminary research and development/prototyping phases. The prototype integrated five S-HOT dimensions—scientific reasoning, critical thinking, creative thinking, science self-efficacy, and metacognition—within the DSI phases of orientation, conceptualization, exploration, conclusion and assessment, and reflection. Three lecturers from the Department of Physics, Universitas Negeri Padang, served as expert validators. They evaluated the prototype using a five-point validation sheet comprising 27 indicators across content, language, presentation, and graphic-design aspects. The ratings were analyzed using Aiken’s V. The mean V values were 0.88 for content, 0.90 for language, 0.94 for presentation, and 0.94 for graphic design, with an overall mean of 0.92. At the indicator level, 19 of 27 indicators reached the critical value of V = 0.92 for three validators and five response categories; eight indicators required revision, particularly those concerning content depth, misconception prevention, sentence clarity, scoring rubrics, and visual proportion. These findings provide initial content-validity evidence for further prototype revision but do not establish reliability, construct validity, practicality, or effectiveness. Readability testing, limited piloting, item analysis, and empirical validation are therefore required.
Co-Authors aisyah fadillah Akmam Akmam Alia Rizky Allin Wel Ningsi Amali Putra Anisa Meysi Wardi Anisa Triwijaya Aprina Maharani Zuna Arnis Nasution Asmi Putri Asrizal Asrizal A Asrizal Asrizal Azmi, Mohd Syahriman Mohd Caniago, Patimah Tussukriyah Dea Stivani Suherman Desnita dwi putri ramadhani Dwi Yulianti Efni Zalpita Emiliannur Emiliannur Fatimah Tussukriyah Caniago Fatimah Zahara Fatni Mufit Fauzi Ahmad Muda Febrian Syah Festiyed Fitratul Hayana Habibah Fitriane Salsabila Z Fuja Novitra fuzia anggraini Gusnedi Gusnedi H Hidayati Hamdi Hamdi Rifai Hanifah Ahmad Hidayati Hidayati Hidayati Hidayati Hidayati Hidayati Hidayati Hidayati Hidayati Hufri Hufri Iin Eka Cahyani Ikram, Riziqul Ilahi, Tut Dunya Wahyuni Indah Septia Ningsih Isnaini, Fiqran Judyanto Sirait Khairil Arif Kitty Mulyati Chania Korry Nilyani Laras Setia Ningsih Letmi Dwiridal Letmi Dwiridal Mairizwan Mairizwan Mairizwan, Mairizwan Maria Silitonga , Haratua Tiur Mohtar, Lilia Ellany Muhammad Arlim Muhammad Musa Syarif Hidayatullah nabila aulia rahma Nadilla Rahmi Fitri Nadya Putri Herman Najmil Khaira Nofisatul Hayati Nurhamiza Syazana Nurmala Sari Lubis Nurul Zakiatin Nafsih Oktavia, Rani Poppy Julia Oxana Putra, Amali Putri Dwi Sundari Putri, Niken Dwi Rahmat Hidayat Rahmat Hidayat Rahmi Laila Ramli Ramli Ratnawulan . Relsas Yogica, Relsas Rika Adhia Putri rika septian amelia Roni Jarlis Rozi, Nur Erwani Silvi Yulia Sari Silvia Agustin Siti Fauziah Socrates, Tegar Putra Uswatun Hasanah Wahyuni Satria Dewi Wina Nanda Putri wita nirmala Wiwit Mila Sari Yelli Pradila Yenni Darvina Yolly Sawitri Yuli Hafizah Yulkifli Yulkifli Yunita Syafitri Zaitul Hidayat Zulhendri Kamus