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All Journal International Journal of Evaluation and Research in Education (IJERE) EKSAKTA: Journal of Sciences and Data Analysis RADIASI: Jurnal Berkala Pendidikan Fisika Penelitian Pendidikan Jurnal Penelitian dan Pembelajaran Fisika Jurnal Geliga Sains: Jurnal Pendidikan Fisika Tadris: Jurnal keguruan dan Ilmu Tarbiyah JFA (Jurnal Fisika dan Aplikasinya) Edufisika: Jurnal Pendidikan Fisika Gravity : Jurnal Ilmiah Penelitian dan Pembelajaran Fisika Berkala Ilmiah Pendidikan Fisika Jurnal Penelitian Pembelajaran Fisika JPSE (Journal of Physical Science and Engineering) JOIV : International Journal on Informatics Visualization Edukasi: Jurnal Pendidikan JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) JIPF (Jurnal Ilmu Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar INDONESIAN JOURNAL OF APPLIED PHYSICS Journal of Natural Science and Integration ORBITA: Jurnal Pendidikan dan Ilmu Fisika Journal of Physics and Its Applications JURNAL EKSAKTA PENDIDIKAN (JEP) KONSTAN - JURNAL FISIKA DAN PENDIDIKAN FISIKA JPF : JURNAL PENDIDIKAN FISIKA JURNAL PENDIDIKAN TAMBUSAI Bio-Lectura MANAZHIM EDUTEC : Journal of Education And Technology Pelita Eksakta Indonesian Review of Physics (IRiP) Jurnal Ilmiah Profesi Pendidikan Physics Education Research Journal Attractive : Innovative Education Journal Natural Science: Jurnal Penelitian Bidang IPA dan Pendidikan IPA Journal of Innovation in Educational and Cultural Research Navigation Physics : Journal of Physics Education Pillar of Physics Education : Jurnal Berkala Ilmiah Pendidikan Fisika Pillar of Physics: Jurnal Berkala Ilmiah Fisika Indo-MathEdu Intellectuals Journal INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS Indonesian Journal Of Educational Research and Review Rausyan Fikr: Jurnal Ilmu Studi Ushuluddin dan Filsafat Tsaqofah: Jurnal Penelitian Guru Indonesia JRFES JURNAL FIRNAS Indonesian Research Journal on Education Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Journal of Innovative Physics Teaching (JIPT) Physics Learning and Education JIPI (Jurnal IPA dan Pembelajaran IPA) Journal of Learning and Technology in Physics Jurnal Pendidikan Progresif AL-ADABIYAH: Jurnal Pendidikan Agama Islam Journal of Experimental and Applied Physics Jurnal Penelitian Pembelajaran Fisika IJIS Edu : Indonesian Journal of Integrated Science Education
Fatni Mufit
Universitas Negeri Padang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Design and Validity of Electronic Assessments to Assess Students’ Creative Thinking Abilities on The Topic of Newton’s Laws Widara, Rofifah; Mufit, Fatni; Darvina, Yenni; Suherman, Dea Stivani
Physics Learning and Education Vol. 3 No. 4 (2025): December Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v3i4.264

Abstract

This study aims to develop and validate a comprehensive electronic assessment package to measure students' creative thinking abilities on the topic of Newton’s Laws. While creative thinking abilities are important to foster creativity, as one of 21st century skills, physics assessments often do not specifically measure this ability. This research addresses that gap by designing a complete and modern assessment system that uniquely integrates diagnostic, formative, and summative instruments into a single package. The study employed a Research and Development (R&D) method, adapting the Plomp model with a focus on the preliminary and prototyping stages. The feasibility of the product was tested through content validation by three experts, with the data analyzed using the Aiken's V index. The results show that all three instruments (diagnostic, formative, and summative), achieved a high validity category. In conclusion, the developed electronic assessment package is a valid and feasible instrument for comprehensively assessing creative thinking abilities in physics
Design of an Electronic Assessment to Assess Students' Critical Thinking Abilities on Static Fluid Material Herawan, Amelia zelika; Mufit, Fatni; Festiyed, Festiyed; Riyasni, Selma
Physics Learning and Education Vol. 3 No. 4 (2025): December Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v3i4.271

Abstract

Assessment of students’ critical thinking abilities is a crucial component of 21st-century learning. This study aims to design an electronic assessment instrument to evaluate students’ critical thinking skills in the topic of static fluid using a summative assessment approach. The instrument consists of twenty multiple-choice questions developed based on Ennis’s critical thinking indicators. The research employed the Plomp model, which includes three stages: preliminary research, prototyping, and assessment development. Validation by three experts indicated a high level of validity (Aiken’s V = 0.83), while the practicality test showed positive responses from both students (83.9) and teachers (88.4). The reliability coefficient was 0.75 (high category), with items categorized as easy to moderate in difficulty and adequate in discrimination power (0.36). This study contributes by providing a digital-based assessment tool that supports the measurement of higher-order thinking in physics education. However, the study was limited by a small sample size and testing conducted only on static fluid material. Future research is recommended to expand the sample and apply the instrument across different physics topics to enhance its generalizability.
Design and Validity of E-Modules Based on Cognitive Conflict in Measurement Materials for Grade X Senior High School/Madrasah Aliyah Rahmi, Zaidida; Mufit, Fatni
Physics Learning and Education Vol. 3 No. 4 (2025): December Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v3i4.288

Abstract

Physics education in school often faces challenges due to students’ limited conceptual understanding and persistent misconceptions, particularly in measurement topics. This study aims to develop and evaluate an e-module based on cognitive conflict to address these issues. The research was a development study based on the Plomp model, which includes preliminary research, prototyping, and an assessment phase. The resulting e-module presents a structured learning sequence that activates students’ preconceptions, introduces cognitive conflict, facilitates the discovery of key concepts, and promotes reflection. Designed using Canva Pro and Heyzine Flipbook, that e-module was validated by experts, achieving a high score of 0.95, indicating its suitability in terms of content, visual design, learning structure, and software functionality. The findings suggest that a cognitive conflict-based e-module is an effective tool for enhancing conceptual understanding and reducing misconceptions in the measurement, offering practical value for physics learning in schools.
The Learning Motivation of Tadris Science Students at UIN Imam Bonjol Padang on Online Learning Raudhatul Jannah; Lufri Lufri; Andromeda Andromeda; Fatni Mufit; Sandijal Putra
EDUTEC : Journal of Education And Technology Vol. 5 No. 2 (2022): March 2022
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/edu.v5i3.305

Abstract

The research objective is to understand the learning motivation of Tadris IPA students at UIN Imam Bonjol Padang in online learning. The sample in the survey research is 36 students of Tadris IPA with data collection in the form of a motivational aspect questionnaire containing 10 statements via google form. Questionnaire analysis shows that the average aspect of motivation is 84% ??(very high motivation). It can be concluded that the Tadris IPA students of UIN Imam Bonjol Padang are very motivated to learn during online learning.
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. 
The Impact of Problem-Based Learning on Science Learning to Improve Students' Critical Thinking and Problem-Solving Skills: A Meta-Analysis Nurul Aripin; Festiyed; Yerimadesi; Heffi Alberida; Yuni Ahda; Fatni Mufit
Jurnal Penelitian Pendidikan IPA Vol 11 No 6 (2025): June
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i6.10051

Abstract

This meta-analysis investigates the effectiveness of the Problem-Based Learning (PBL) model in enhancing students' critical thinking and problem-solving skills in science education. A total of 42 peer-reviewed articles published between 2020 and 2024 were analyzed, covering diverse educational levels and scientific disciplines. The analysis revealed a large average effect size (ES = 0.798; 95% CI: 0.782–0.813), indicating a strong positive impact of PBL. The low standard error (SE = 0.043–0.060) reflects high estimation precision. Statistical tests, including funnel plot symmetry, Trim-and-Fill analysis (p = 0.991), and Egger’s regression test (p = 0.947), confirm the absence of significant publication bias. Moreover, residual heterogeneity was minimal (τ² = 0.000), validating the appropriateness of the fixed-effects model. These findings provide robust empirical evidence that PBL is consistently effective across various contexts in improving students’ 21st-century competencies. The study offers meaningful implications for educators and policymakers in designing science learning strategies that foster higher-order thinking skills.
Analysis of Students' Concept Understanding Using the STEM Integrated Cognitive Conflict Model Putri Nabila; Fatni Mufit; Fuja Novitra
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.
Cognitive Conflict Integrated CRT Approach Analysis of Students' Conceptual Understanding Using E-Modules Yulianda Yulianda; Fatni Mufit; Fuja Novitra
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
The Impact of Augmented Reality Based on STEM-Integrated Cognitive Conflict-Based Learning on Student Scientific Literacy, Self-Efficacy, and Retention Mufit, Fatni; Abdilah, Zuhdi; Hidayati, Hidayati; Riyasni, Selma; Fathanah, Zahra
Jurnal Pendidikan Sains Indonesia Vol 13, No 4 (2025): OCTOBER 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i4.49121

Abstract

This research is motivated by the fact that students have low scientific literacy, self-efficacy, and retention in physics learning, especially on the topics of Newtons law of gravity and Keplers law. This problem is compounded by the use of printed teaching materials that have not been able to develop these three things optimally. Therefore, this study aims to determine the effectiveness and impact of augmented reality (AR)-based teaching materials designed with a STEM-integrated cognitive conflict-based learning (CCBL) in improving scientific literacy, self-efficacy, and student retention. The study employs a quasi-experimental method with a non-equivalent post-test only control group design. The subjects of the study were grade XI phase F students at MAN 1 Padang. The instruments used were scientific literacy tests, self-efficacy questionnaires, and retention tests. Data were analyzed using non-parametric statistical tests in SPSS to determine the differences between the two classes. The results showed that there were significant differences in scientific literacy, self-efficacy, and student retention between the experimental and control classes. Classes using AR learning materials based on STEM-integrated CCBL showed better results compared to control classes. This indicates that the implementation of these learning materials is effective in improving students' abilities in cognitive, affective, and psychomotor abilities. It can therefore be concluded that AR-based STEM-integrated cognitive conflict learning can effectively address the challenges of 21st-century physics education, particularly with regard to improving student scientific literacy, self-efficacy, and retention
Analyzing Students’ Creative Thinking Skills as a Basis for Developing Digital Physics Teaching Materials on Renewable Energy Topics Rizki, Suci; Razi, Pakhrur; Mufit, Fatni; Novitra, Fuja
Jurnal Pendidikan Fisika Vol. 14 No. 1 (2026): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/g9jhh304

Abstract

The rapid advancement of digital technology demands creative, contextual, and sustainability-aligned physics learning. However, high school physics instruction, particularly on renewable energy topics, remains largely conventional and relies on static media, limiting students’ opportunities to develop creative thinking skills. This study aimed to analyze students’ creative thinking skills and learning needs, providing an empirical foundation for the development of contextual, interactive digital physics teaching materials on renewable energy. A descriptive quantitative research design was employed, supported by qualitative data from the teachers’ interviews. The participants consisted of 266 tenth-grade students and three physics teachers from three public senior high schools in Tebo Regency, Indonesia. Data were collected using a 32-item learning-needs questionnaire, a creative thinking skills test based on fluency, flexibility, originality, and elaboration indicators, and semi-structured interviews with teachers. Quantitative data were analyzed using descriptive statistics, and qualitative data were examined through thematic analysis. The results indicate that teacher-centered practices, with limited use of interactive digital media, still dominate physics instruction. Students demonstrated a high demand for contextual, problem-based, and digital learning environments, with an overall learning needs mean score of 82.5%. However, students’ creative thinking skills were generally low, with an average score of 41.8%, particularly in fluency, flexibility, and originality, while elaboration emerged as the relatively strongest indicator. The novelty of this study lies in integrating students’ creative thinking profiles with their learning needs and classroom practices to provide an empirical basis for the instructional design. The findings indicate a significant gap between students’ learning needs and current instructional practices, underscoring the need to develop contextual, interactive digital physics teaching materials. This study contributes to physics education by offering diagnostic evidence to guide the design of digital learning innovations that foster creative thinking and sustainability-oriented understanding.
Co-Authors - Hamdi Abdilah, Zuhdi Afriandi, Muhammad Afriza, Nada Agus Pramono Ahmad Fauzi Ahzari, Serli Aini, Mirza Aivani Caesaria Akmam Akmam Aldilla, Endang Alfi Sahrin Ali, Eisa Putri Amali Putra Amalia Putra Amanda, Fleony Dea Amelia, Ocha Anabel, Haura Fitri Andri Yanto Putra Andriyani, Dwi Rika Andromeda Andromeda Andromeda Andromeda Andromeda Andromeda Andromeda Andromeda Andromeda Anelfia, Syifa Chaerunisa Anggia Murni, Khairunisa Anggreani, Yulita Anjani, Hilmi Rizki Annisa Fadhilah Annisa N Annisa N As rizal Asrizal Asrizal Asrizal Asrizal A asrizal A Asrizal A Asrizal Asrizal Atifah Hirahmah Atikah Dian Fitri Azmi Asra Azmi Renaldi Renaldi Alrahmadana Azriyanti, Riza Carnesia, Mita Depitra Wiyaguba Desestra Desestra Desnita Dessupri Niarti Devana DEVI PERMATA SARI Dewi Juita Dewi Ratna Sari Dewi, Utari Prisma Dhanil, Muhammad Dhea Febriya Diana Zulyetti Dirman, Hendra Musfa Dwi Agustina Dwi Putri, Melisa Dwi Rika Andriyani Efendi, Elvaretta Elsa Feryani Harifan Elvi Suryanti Emiliannur Emiliannur Emilya, Wulanda Tri Emilya, Wulanda Try Ermina Sari Fadhiel, M. Al Fadhillah, Aisyah Rehan fadillah, Muhammad Aizri Fathanah, Zahra Febiola, Nadia Febriya, Dhea Festiyed Festiyed Festiyed Festiyed Feziyasti, Azifa Filda Rinawan Fitri Hayati Fitri, Aidina Milla Fitri, Atikah Dian Fuja Novitra Gunawan, Maulina Suryati Gusnedi Gusnedi Gusnedi Gusnedi Guswina, Sri Habibah, Rahmi Hafizah Rahmi Fitri Hamdi Hamdi Hamdi Hamdi Hamdi Rifai Hamidi Rifai Hanifah Hanifah Hanifah, Elsa Syadza Harman Amir Hayyu Yumna Heffi Alberida Hendra Musfa Dirman Herawan, Amelia zelika hidayanti, hidayanti Hidayati Hidayati Hidayati Hidayati Hidayatullah Hilman Yusri Hirahmah, Atifah Hufri Hufri Hurriyah Hurriyah Ilahi, Tut Dunya Wahyuni Ilwandri Ilwandri Ina, Felina Ardini Indriyani, Ririn Irfan Luthfi Iswandi Iswandi IZZAH, NURUL Jasmi, Lidya Jenny Capriconia Karzah, Khofifah Kolotosa, Julio Fadjar Larasati Gustia Ayopma Letmi Dwiridal Letmi Dwiridal Letmi Dwiridal Lidya Jasmi Lubis, Rizqi Rohimah Lufri Lufri Mahrizal Mahrizal Maidani, Delvi Putri Marjuni Marjuni Marjuni Marjuni Martala Sari Media Febrina Mega Elvianasti Metia Husra Husnuzan Meysi, Nur Afrianti Miftahul Arrazi Mugni Bustari Muhammad Aizri Fadillah Muhammad Dhanil Mulyana, Venny Mulyandri Putra Mustika Hayati Mutia Rosiana Nita Putri Nadia Zuwita Nadya Fitra Kurnia Nadya Sari Putri Nafsih, Nurul Zakiatin Nailul Rahmah Pohan Nilyani, Korry Noer, Fadhlina Nofi Yendri Sudiar Novebrini, Sintya Nur Hikmah Nur Hikmah Nur Ifani Rizkita Nurfah Wilda Nurhikmah Nurhikmah Nurmala Dewi Siregar Nurul Aripin Nurul Azkia Firmonia Nurul Azmi Oktaviawati, Diah ayu Pakhrur Razi Pebriani, Tri Ulfa Pohan, Nailul Rahmah Prima Lestari Atmam Puja Asni Wahyu Puri Pramudiani Putra, Amali Putra, Nuhamdin Putra, Nurhamdin Putri Dwi Sundari Putri Lingga Harmita Putri Nabila Putri, Fina Afriani Putri, Prima Isma Putri, Vania Angelia Putri, Widya Iswara Rahmat Hidayat Rahmi, Zaidida Ramli Ramli Rania Atara Isra Ratnawulan . Raudhah Awal Raudhatul Jannah Raudhatul Jannah Reni Defrianti Reni Puspitasari Reni Saputri Renol Afrizon Revi Gina Gunawan Revi Indriani Reza Sri Mardayani Rif'il Husniyah Rikizaputra Rikizaputra rina, rina novita Rio Anshari, Rio Riri Jonuarti Risaldi Putra Riyasni, Selma Rizal, Fitriyani Rizka Melia Putri Rizki, Suci Roza, Media RR. Ella Evrita Hestiandari Safahi, Luthpi Sandijal Putra Saputra, Iwan Saputri, Indah Sari, Nurul Fadillah Satria Dewi, Wahyuni Sayriani, Elvi Selvia Selvia Shintya Ruci Pratama Shofiah Aini Siagian, Gunaria Silvi Yulia Sari Siti Asma hanum Siti Fauziah Socrates, Tegar Putra Solly Aryza Sonia Fitri Anggraini Suhadah, Olivia Suherman, Dea Stivani Suriza Putri Syafriani Syafriani Syafrilianto, Syafrilianto Syamsidar Syamsidar Syarafina R Tanjung, Mardia Roza Tika, Luth Fiyyah Atiqah Tisa Febri Delvia Ulfa, Jufiani Viki Pratama Viviandri Viviandri Wahyuni S.D Wahyuni Satria Dewi Wedara Yuliatri Widara, Rofifah Wirahmawati, Apriani Yanuar, Dinda Yeka Hendriyani Yenni Darvina Yerimadesi Yogi AlFajar Yoli Wilanda Fitri Yori Deswita Yosi Apri Malita YUDI, MUHAMMAD WAHYUDI Yul Ifda Tanjung Yuli, Fatma Yulianda Yulianda Yuliani, Nuri Yulkifli Yulkifli Yuni Ahda Yurnetti, Yurnetti Zaitul Hidayat Zaitul Hidayat Zulherman Zulrahayu, Vevy Zurhaimi, Tri Zeni Adha