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<![CDATA[Analyzing Students’ Critical Thinking as a Basis for Developing Interactive Physics Multimedia with Generative Learning and Cognitive Conflict Strategies ]]>
<![CDATA[Ahzari, Serli]]>;
<![CDATA[Akmam, Akmam]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 13, No 2 (2025): PENDIDIKAN FISIKA ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/jpf.v13i2.17702
<![CDATA[The increasing complexity of abstract concepts in physics education and the low level of students’ critical thinking skills demand innovative instructional strategies aligned with 21st-century competencies. This study aims to analyze students’ critical thinking skills as the foundation for developing physics interactive multimedia using a generative learning model integrated with a cognitive conflict strategy. The research was conducted in three public high schools in Lima Puluh Kota Regency using a quantitative descriptive survey method, involving 125 eleventh-grade students. Data were collected using five validated instruments: teacher questionnaires on instructional practices and critical thinking, student learning style and attitude surveys, a multimedia needs assessment, and a critical thinking skills test. Results show that current instruction relies heavily on static and non-interactive media such as PowerPoint and videos, failing to support students’ varied learning styles especially the dominant visual preference (53.06%). While students exhibit moderately positive attitudes toward physics learning (65.69%), their critical thinking skills are critically low (average score 27.80%), particularly in inference (24.00%) and evaluation (28.00%) indicators. These findings underscore the urgent need to develop visual and interactive multimedia that facilitates cognitive conflict and deeper reflection. The novelty of this study lies in linking multimedia design with cognitive strategies tailored to enhance critical thinking in physics. The study contributes to physics education by offering empirical evidence for the pedagogical integration of generative learning and cognitive conflict approaches in digital environments, paving the way for targeted multimedia interventions that promote critical reasoning in conceptually demanding physics topics.]]>
<![CDATA[Design of Cognitive Conflict-Based Generative Learning LKPD on Measurement Material to Improve Creative Thinking Ability of Class X High School Learners ]]>
<![CDATA[Fitri, Hidayatul]]>;
<![CDATA[Akmam, Akmam]]>;
<![CDATA[Ratnawulan, Ratnawulan]]>;
<![CDATA[Suherman, Dea Stivani]]>
<![CDATA[ Physics Learning and Education Vol. 3 No. 2 (2025): June Edition ]]>
Publisher : <![CDATA[Department of Physics Universitas Negeri Padang ]]>
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DOI: 10.24036/ple.v3i2.221
<![CDATA[Education and learning play an important role in developing individual character and skills. Learning is a process that is specifically designed to help individuals develop their thinking skills. Learning models can be an effective tool to achieve optimal learning. LKPD will certainly be more effective with the help of learning models in improving student learning outcomes. The problem found is that the use of LKPD in learning has not helped students to construct new knowledge with old knowledge they already have, the learning model is not optimal for building new knowledge of students and students' creative thinking skills are still relatively low. This research aims to develop a valid and practical cognitive conflict-based generative learning LKPD. This research uses the Research and Development (R&D) method with the 4D development model (define, design, develop, disseminate). The define stage includes needs analysis and problem identification. At the design stage, the LKPD was designed by considering the content, structure, and aesthetic components. The develop stage involves validity testing by experts, as well as practicality testing by practitioners and users. Based on the validation and practicality instruments that have been analyzed, it can be concluded that the LKPD for cognitive conflict-based learning on measurement material produced is valid with Aiken's V of (0.9) with a valid category. While the practicality of educators and students is obtained at (90.1) and (90.4) with a very practical category.]]>
<![CDATA[Design of Cognitive Conflict-Based Generative Learning LKPD on Fluid Material to Improve Critical Thinking Ability of Grade XI High School Learners ]]>
<![CDATA[Anabel, Haura Fitri]]>;
<![CDATA[Akmam, Akmam]]>;
<![CDATA[Mufit, Fatni]]>;
<![CDATA[Emiliannur, Emiliannur]]>
<![CDATA[ PILLAR OF PHYSICS EDUCATION Vol 18, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/17504171074
<![CDATA[Learning in the twenty-first century places a strong emphasis on developing higher order thinking skills (HOTS), particularly critical thinking abilities, which are crucial for understanding physics. An essential part of preparing pupils is education with critical thinking skills through an active and planned learning process. In fact, in learning Physics, students have low critical thinking skills. This demonstrates that in order to solve this issue, the learning method must be innovative. One effective way is in the form of Learner Worksheets (LKPD) by applying creative and innovative learning models. LKPD helps facilitate the learning process through structured guidance, motivate students to learn actively, improve concept understanding and critical thinking skills. This study employs the 4D development model and the R&D approach. With an Aiken'V of 0.93, the validity analysis's findings demonstrated the validity of the Generative Learning LKPD Based on Cognitive Conflict on Fluid Material. The next stage of the practicality test produced by educators was very practical at 89%. The practicality test produced by the user is very practical at 90%. Based on the study's findings, it can be said that the LKPD generated has demonstrated a sufficient degree of validity and applicability. Thus, it is determined that the use of Cognitive Conflict-Based Generative Learning (LKPD) on Fluid Material is employed and is amenable to further testing.]]>
<![CDATA[Liveworksheet-Based Student Worksheet for Senior High School in Physics Learning ]]>
<![CDATA[Harmita, Putri Lingga]]>;
<![CDATA[Dewi, Wahyuni Satria]]>;
<![CDATA[Akmam, Akmam]]>;
<![CDATA[Hidayati, Hidayati]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 6 No. 2 (2023): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v6i2.18004
<![CDATA[Physics learning should be equipped with technology-assisted student worksheets following the demands of the 2013 curriculum and contain steps in the scientific approach. This study aimed to produce electronic student worksheets based on liveworksheets on sound waves. This research is development research using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation. This research was conducted in a school in Salimpaung. Data collection is based on product validation and trial results. The data analysis technique used is descriptive statistics. The validation results of the three validators who rated it gave an average score of 87.4% in the "highly valid" category. The result of the product trial by 25 students achieved an average score of 91% with the criteria of "very practical ."Student understanding seems to increase after using electronic student worksheets. Thus, the products developed are easy and interesting to use in learning physics and can increase student understanding. It is suggested that future researchers develop electronic student worksheets on different materials.]]>
<![CDATA[Analyzing Students’ Critical Thinking as a Basis for Developing Interactive Physics Multimedia with Generative Learning and Cognitive Conflict Strategies ]]>
<![CDATA[Ahzari, Serli]]>;
<![CDATA[Akmam, Akmam]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol. 13 No. 2 (2025): PENDIDIKAN FISIKA ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/jpf.v13i2.17702
<![CDATA[The increasing complexity of abstract concepts in physics education and the low level of students’ critical thinking skills demand innovative instructional strategies aligned with 21st-century competencies. This study aims to analyze students’ critical thinking skills as the foundation for developing physics interactive multimedia using a generative learning model integrated with a cognitive conflict strategy. The research was conducted in three public high schools in Lima Puluh Kota Regency using a quantitative descriptive survey method, involving 125 eleventh-grade students. Data were collected using five validated instruments: teacher questionnaires on instructional practices and critical thinking, student learning style and attitude surveys, a multimedia needs assessment, and a critical thinking skills test. Results show that current instruction relies heavily on static and non-interactive media such as PowerPoint and videos, failing to support students’ varied learning styles especially the dominant visual preference (53.06%). While students exhibit moderately positive attitudes toward physics learning (65.69%), their critical thinking skills are critically low (average score 27.80%), particularly in inference (24.00%) and evaluation (28.00%) indicators. These findings underscore the urgent need to develop visual and interactive multimedia that facilitates cognitive conflict and deeper reflection. The novelty of this study lies in linking multimedia design with cognitive strategies tailored to enhance critical thinking in physics. The study contributes to physics education by offering empirical evidence for the pedagogical integration of generative learning and cognitive conflict approaches in digital environments, paving the way for targeted multimedia interventions that promote critical reasoning in conceptually demanding physics topics.]]>
<![CDATA[The Implementation of a Generative Learning Model With Contextual Approach Toward Physics Learning Outcomes ]]>
<![CDATA[Parni, Nurul Hasanah]]>;
<![CDATA[Akmam, Akmam]]>
<![CDATA[ Physics Learning and Education Vol. 1 No. 3 (2023): September Edition ]]>
Publisher : <![CDATA[Department of Physics Universitas Negeri Padang ]]>
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DOI: 10.24036/ple.v1i3.72
<![CDATA[Learning is an interactive process among students to accomplish the educational outcome. The problem occurring is that the students give few participations in during the learning process, since they only listen to the teachers, as a result, they are not able to develop their own knowledge so the learning outcome is low. The solution offered to improve the learning outcome is implement generative learning model which is based on contextual approach. The goal of the study is to discover the impact of generative learning model based on contextual approach toward the results of students learning about dynamic fluid material in the second grade of High School 13 Padang particularly science students. This is a quasi experiment research with Post-test Only Control Design. The population of this research is science students of High School number 13 Padang in the year of 2022/2023. The technique used to achieve data is Purposive Sampling. The sample is XI Science 1 students as experiment class and XI Science 3 as control group. The instrument applied is written test in form of multiple questions. Data analysis was done by mean similarity test. The result showed a significant variation between students learning outcome from the group which utilized generative learning model PBL. The average of student’s learning outcome in experiment group is 73.14 and control group PBL is 69.83. Based on the equality test two averages are obtained tcount 9.70 and ttable=1.995 in significant level alfa = 0,05. The H0 requirement refused is if ttable < tcount. The mark of tcount is in the denial of H0 hereby Hi is received. It proves that generative learning model based on contextual approach affected students learning outcome.]]>
<![CDATA[Implementation of Generative Learning Models with Probing Question Methods in Static Fluid Learning ]]>
<![CDATA[Hendini, Elvira]]>;
<![CDATA[Akmam, Akmam]]>;
<![CDATA[Gusnedi, Gusnedi]]>;
<![CDATA[Sundari, Putri Dwi]]>
<![CDATA[ Physics Learning and Education Vol. 1 No. 3 (2023): September Edition ]]>
Publisher : <![CDATA[Department of Physics Universitas Negeri Padang ]]>
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DOI: 10.24036/ple.v1i3.85
<![CDATA[Learners who cannot connect the new knowledge received with previous knowledge will find it difficult to understand learning, causing low learning outcomes. The solution offered is to apply a generative learning model with the probing question method. The purpose of the study was to determine the effect of applying a generative learning model with probing question method on the learning outcomes of students in Static Fluid material class XI SMAN 14 Padang. The type of research is Quasi Experimental. The study population was all students of class XI MIPA. Sampling using purposive sampling technique. The research sample is XI MIPA 4 class as an experimental class and XI MIPA 5 class as a control class. A written page in the shape of an objective serves as the tool. The findings revealed a substantial contrast between classes using PBL learning models with probing question techniques and classes using generative learning models with these techniques in terms of the learning outcomes of the students. When compared to the control class, the experimental class's average learning outcomes were 81, while it was 78.4. At a significant threshold of alpha = 0.05, it was determined that tcount = 8.704 and ttable = 1.995 based on the equality test of the two averages. If ttable< tcount, then H0 must be disregarded. The significance of tcount lies in the rejection of H0 and acceptance of H1, which demonstrate that the generative learning model with the probing question method has a beneficial impact on learning outcomes.]]>
<![CDATA[Menganalisis Kebutuhan Peserta Didik terhadap Bahan Ajar yang ada di SMAN 1 Koto Balingka ]]>
<![CDATA[Fitri, Hidayatul]]>;
<![CDATA[Akmam, Akmam]]>;
<![CDATA[Ratnawulan, Ratnawulan]]>;
<![CDATA[Suherman, Dea Stivani]]>
<![CDATA[ Indonesian Research Journal on Education Vol. 4 No. 4 (2024): irje 2024 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/irje.v4i4.1370
<![CDATA[Analisis kebutuhan ini bertujuan untuk memfasilitasi guru dalam menyampaikan materi pembelajaran dan mendukung siswa dalam memahami pelajaran, penelitian ini menerapkan pendekatan kuantitatif dengan responden dari siswa kelas X Fase E di SMAN 1 Koto Balingka. Melalui metode survei dan wawancara, data dikumpulkan dari peserta didik, guru, dan pihak sekolah untuk memahami harapan dan tantangan yang dihadapi dalam penggunaan bahan ajar. Hasil penelitian menunjukkan bahwa banyak peserta didik merasa bahan ajar yang ada kurang relevan dengan konteks kehidupan sehari-hari dan minat mereka. Selain itu, keterbatasan akses terhadap sumber belajar yang variatif juga menjadi kendala.]]>
<![CDATA[Deskripsi Kebutuhan LKPD Berbasis Problem Based Learning dalam Pembelajaran Fisika ]]>
<![CDATA[Andra Yufa, Sri]]>;
<![CDATA[Dwi Sundari, Putri]]>;
<![CDATA[Akmam, Akmam]]>;
<![CDATA[Satria Dewi, Wahyuni]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 8 No. 1 (2024): April 2024 ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
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DOI: 10.31004/jptam.v8i1.13728
<![CDATA[Bahan ajar termasuk dalam komponen sumber belajar yang semestinya pendidik kembangkan, ada banyak jenis dari bahan ajar yang efektif dalam menunjang proses belajar menuju kualitas yang lebih bagus, satu diantranya yakni lembar kerja. Rendahnya hasil proses belajar dari peserta didik pada proses belajar fisika yang satu diantara sebabnya ialah dari sumber belajar yang dipakai yakkni LKS dan buku cetak. Penelitian ini masuk dalam jenis deskriptif kualitatif yakni tentang analisis apa yang diperlukan mengacu terhadap observasi awal di sekolah serta kajian – kajian literatur yang sejalan terhadap penelitian ini. Subjek penelitian ini ialah guru bidang studi fisika pada SMA 4 Kota Padang. Setelah melakukan analisis kebutuhan, disimpulkan bahwa diperlukan bahan ajar yang bisa memberikan kemudahan bagi siswa untuk paham akan materi yang diberikan pada pelajaran. Solusi bahan ajar tersebut yakni bahan ajar lembar kerja siswa dengan basis model problem based learning pada materi fluida dinamis dan suhu kalor]]>
<![CDATA[Pengaruh Model Pembelajaran Generatif Berbantuan Media Mind Mapping terhadap Kompetensi Fisika Siswa Kelas XI MIA SMAN 1 Painan ]]>
<![CDATA[Lestra, Dila Ayu]]>;
<![CDATA[Akmam, Akmam]]>;
<![CDATA[Darvina, Yenni]]>;
<![CDATA[Novitra, Fuja]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 8 No. 3 (2024) ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
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<![CDATA[Siswa kurang aktif dan kritis pada proses pembelajaran. Siswa sekedar menyimak apa yang guru jelaskan tanpa memahami isinya, dan melupakannya pada pembelajaran berikutnya sehingga mengurangi efektivitas pembelajaran. Solusi yang mungkin dilakukan yakni melalui penerapan model ajar generatif dengan bantuan media mind mapping. Tujuan dilaksanakannya penelitian yakni mengetahui pengaruh dari model ajar generatif yang dibantu dengan media mind mapping ditinjau dari kompetensi fisika siswa Kelas kelas XI MIA SMAN 1 Painan. Hipotesis penelitian ini yakni ditemukan pengaruh dari penerapan model ajar generatif yang dibantu dengan media mind mapping ditinjau dari hasil belajar materi dinamika gerak. Penelitian ini berjenis eksperimen semu. Populasi untuk penelitian yakni keseluruhan siswa kelas XI FASE SMAN 1 Painan tahun akadmik 2023/2024. Teknik purposive sampling dipakai untuk pengambilan sampel. Sampel penelitiannya yakni Kelas XI FASE 1 dan Kelas XI FASE 2. Instrumen yang digunakan berupa lembar berupa pertanyaan objektif. Uji-t digunakan untuk analisis data, dan tingkat signifikansinya adalah 0,05. Setelah dilakukan penelitian, kedua kelas sampel tersebut diberi perlakuan yang berbeda. Penelitian memperlihatkan ditemukannya perbedaan yang signifikan dari kelas yang menerapkan model ajar generatif dibantu dengan media mind mapping terhadap kelas yang menerapkan model ajar yang biasa guru pakai melalui bantuan media mind mapping. Nilai belajar siswa rata-rata untuk kelas yang memakai model ajar generatif diraih 79,20, dan nilai belajar siswa rata-rata untuk kelas yang memakai model ajar yang biasa dipakai pendidik diraih 76,15. Dampak dari model ajar generatif yang dibantu dengan media mind mapping terlihat pada hasil proses belajar siswa yang dianalisis dan diuji hipotesisnya.Berdasarkan uji hipotesis diperoleh ttabel adalah 1,09 dan thitung adalah 2,00 . Syarat H0 ditolak adalah jika t_tabel<thitung. Nilai thitung berada dalam penolakan H0, sehingga H1 diterima. Karena semua variabel dikontrol, kecuali model proses belajar sehingga bisa diraih Kesimpulan yakni penerapan model ajar generatif yang dibantu dengan media mind mapping pada materi Dinamika Gerak menyumbangkan pengaruh positif untuk hasil belajar peserta didik.]]>
