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<![CDATA[Analisis Hubungan Digital Attitude and Literacy dengan 21st-Century Competencies Siswa SMA di Provinsi Jambi ]]>
<![CDATA[Fuja Novitra]]>;
<![CDATA[Festiyed Festiyed]]>;
<![CDATA[Yohandri Yohandri]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 4 No 2 (2020): JEP (Jurnal Eksakta Pendidikan) ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol4-iss2/489
<![CDATA[This study aims to analyze the correlation between digital attitude and literacy of students with their 21st-century competencies. This research is a quantitative study with a correlation research design. Sample of 156 students from 5 schools in Jambi province. This research method is correlation analysis, data is obtained from questionnaires answered by respondents. The results showed that digital literacy of students has a significant and positive correlation with their 21st-century competencies with significance 0,000. Thus, it was concluded that 21st century competencies was developed along with the development of digital literacy for the development of students’ 21st-century skills, and to realize learning under the demands of 21st-century learning.]]>
<![CDATA[Efektivitas Penggunaan Modul Fisika Berbasis Inquiry Learning dalam meningkatkan Creative Thinking Skills Peserta Didik ]]>
<![CDATA[Fuja Novitra]]>
<![CDATA[ JURNAL PENDIDIKAN ROKANIA Vol 4 No 1 (2019): Jurnal Pendidikan Rokania ]]>
Publisher : <![CDATA[STKIP ROKANIA ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui gambaran peningkatan Creative Thinking Skills peserta didik setelah menggunakan Modul Fisika Berbasis Inquiry Learning dan untuk mengetahui seberapa besar keefektifan penggunaan Modul Fisika Berbasis Inquiry Learning terhadap hasil belajar peserta didik. Metode yang digunakan adalah Pre-Experimental Design dengan menggunakan One Group Pre-Test and Post-Test.. Instrumen penelitian yang digunakan adalah instrumen tes hasil belajar. Teknik analisis data yang digunakan, yaitu analisis data statistik deskriptif. Hasil Creative Thinking Skills peserta didik mengalami peningkatan pada setiap pertemuan dengan rata-rata nilai gain dari setiap pertemuan adalah 0,33. Pada aspek sikap ilmiah peserta didik mengalami peningkatan pada setiap pertemuan dan secara keseluruhan sikap peserta didik berada dalam kategori baik dengan rata-rata sebesar 75,71. Nilai aspek pengetahuan rata-rata peserta didik dari 4 pertemuan tersebut berada di atas nilai ketuntasan, yaitu 76,92. Pada aspek keterampilan ilmiah peserta didik mengalami peningkatan pada setiap pertemuan dan secara keseluruhan rata-rata keterampilan peserta didik adalah 80,77 dan berada pada pada interval 75-90 dengan kategori sangat baik. Dengan demikian, Modul Fisika Berbasis Inquiry Learning efektif digunakan karena nilai hasil belajar peserta didik secara klasikal sebanyak 75% mencapai standar KKM dan secara keseluruhan rata-rata Creative Thinking Skills peserta didik adalah 79,89 dan berada pada interval 66-79 dengan kategori kreatif.]]>
<![CDATA[ANALISIS AWAL WAHANA TIGER CAMP LUBUK MINTURUN KOTA PADANG SEBAGAI EDUPARK DALAM PEMBELAJARAN FISIKA ]]>
<![CDATA[Puti Ramadhani]]>;
<![CDATA[Fuja Novitra]]>
<![CDATA[ Jurnal Sains dan Pendidikan Fisika Vol 19, No 3 (2023): JURNAL SAINS DAN PENDIDIKAN FISIKA ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.35580/jspf.v19i3.47880
<![CDATA[Edupark merupakan pembelajaran fisika ditempat wisata alam dan buatan yang dikaitkan dengan konsep-konsep fisika yang dijadikan sarana pembelajaran. Tiger Camp Lubuk Minturun, Padang merupakan kawasan wisata lokal yang memiliki beberapa objek wisata buatan. Pada umumnya pengunjung objek wisata hanya memanfaatkan pemandangan alamuntuk berfoto, kolam renang, villa, dan beberapa objek wisata lain. Tanpa mereka sadari ternyata banyak sekali konsep-konsep esensial fisika yang terdapat didalamnya.Tujuan dari penelitian ini adalah mengetahui konsep-konsep esensial fisika pada wahana Tiger Camp. Pengumpulan data dilakukan dengan survei dan dokumentasi. Hasil penelitian menunjukan bahawa terdapat konsep esensial fisika pada wahana tiger camp lubuk minturun dalam pembelajaran fisika kurikulum 2013.]]>
<![CDATA[Inquiry-Based Learning in a Digital Environment for 21st-Century Skills in Physics Course: a Review of Recent Research ]]>
<![CDATA[Novitra, Fuja]]>;
<![CDATA[Al Farisi, Salman]]>;
<![CDATA[Angreni, Siska]]>
<![CDATA[ PILLAR OF PHYSICS EDUCATION Vol 17, No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/16176171074
<![CDATA[Inquiry-based learning (IBL) and 21st-century skills have received significant attention from educational researchers and practitioners in the field of physics education. With numerous studies affirming the positive effects of IBL, an increasing number of researchers are exploring IBL to foster various competencies within schools. However, little is known about how IBL in digital environments can influence students' 21st-century skills. This paper reviews recent literature on IBL and identifies a substantial body of research targeting enhancements in 21st-century skills resulting from IBL in digital settings. Findings indicate that integrating IBL with digital elements holds considerable potential to enrich learning experiences and develop 21st-century skills. The conceptual framework of such learning is grounded in theories of learning such as constructivism, cognitive theory, experiential learning, and connectivism. The instructional structure should be configured to has a balance between scientific processes and technological integration. This study also offers valuable insights for researchers, instructional designers, and educators in the field of physics education involved in the design and implementation of IBL in digital environments.]]>
<![CDATA[Technology Integration in the Project Based Learning Model: Bibliometric Analysis 2015-2024 ]]>
<![CDATA[Ahzari, Serli]]>;
<![CDATA[Yani, Intan Purnama]]>;
<![CDATA[Asrizal, Asrizal]]>;
<![CDATA[Novitra, Fuja]]>
<![CDATA[ PILLAR OF PHYSICS EDUCATION Vol 17, No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/16204171074
<![CDATA[This study aims to conduct a bibliometric analysis of scientific publications discussing technology integration in the Project-Based Learning (PjBL) model during the 2015-2024 period. With the evolving 21st-century educational paradigm, PjBL has emerged as one of the most promising pedagogical approaches. In this context, the integration of technology in PjBL becomes an important catalyst that expands the scope and depth of learning experiences while preparing students to face challenges in the digital era. This research applies a bibliometric analysis methodology and systematic literature review, utilizing the Publish or Perish (POP) application for data collection and VOSviewer for data analysis and visualization. The results reveal emerging research trends, collaboration patterns, and focus areas in the scientific literature related to technology integration in PjBL. The bibliometric analysis uncovers research dynamics and knowledge gaps that need to be addressed. These findings provide valuable insights for researchers, practitioners, and policymakers in optimizing the implementation of technology-based PjBL and formulating educational policies responsive to technological developments and 21st-century learning needs. The results of this study are expected to contribute significantly to the academic community and educational practitioners in developing more effective technology-based PjBL implementation strategies and fostering interdisciplinary collaboration to advance education in the digital age.]]>
<![CDATA[THE EFFECT OF THE SEARCH, SOLVE, CREATE, AND SHARE MODEL ON STUDENTS’ SCIENCE PROCESS SKILLS IN MEASUREMENT MATERIAL ]]>
<![CDATA[Miftahurrahmah, Miftahurrahmah]]>;
<![CDATA[Darvina, Yenni]]>;
<![CDATA[Yurnetti, Yurnetti]]>;
<![CDATA[Novitra, Fuja]]>
<![CDATA[ PILLAR OF PHYSICS EDUCATION Vol 17, No 4 (2024) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/16691171074
<![CDATA[This research aims to determine the impact of using the Search, Solve, Create, and Share (SSCS) learning model on students' science process skills in measurement material. The research method used is a pre-experiment with one group pretest-posttest design. The sample in this study was obtained through simple random sampling technique. Science process skills data were obtained using performance assessments. The results of hypothesis testing using the paired sample t-test can be concluded that th>tt, namely 5.874> 2.056. Based on the statistics, H0 is denied and Hi is accepted, indicating a significant difference between students' average pretest and posttest scores. The rise in student learning outcomes is considered moderate with score 0.304. The effect size test findings received a price of 1.22 which are in the high range. It is possible to conclude that giving treatment using the SSCS learning model has a significant effect on student science process skills on measurement material in the high range.]]>
<![CDATA[Improving the Competence of Junior High School Teachers In Designing Instructional Media to Facilitate Flexible Learning ]]>
<![CDATA[Novitra, Fuja]]>;
<![CDATA[Anshari, Rio]]>;
<![CDATA[Fitri, Bali Yana]]>;
<![CDATA[Suherman, Dea Stivani]]>
<![CDATA[ Pelita Eksakta Vol 7 No 2 (2024): Pelita Eksakta, Vol. 7, No. 2 ]]>
Publisher : <![CDATA[Fakultas MIPA Universitas Negeri Padang ]]>
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DOI: 10.24036/pelitaeksakta/vol7-iss2/249
<![CDATA[Learning has undergone a significant transformation in recent years. Technological advances have made it possible to use various digital platforms to support learning [1], [2]. In this era, the phenomenon of learning flexibility has become a top priority for educational institutions in various countries [3]. Flexible learning will help increase the effectiveness of learning and help students develop skills that are relevant to an increasingly complex world of work [4]. Learning flexibility in the era of digital technology in science education does not only include a combination of online or offline learning [5], but must also have a pedagogical framework that is oriented towards a balance of digital experience and scientific experience [6] [7] [8]. To achieve a balanced combination of digital and scientific experiences, teachers need to provide relevant resources, including interactive digital platforms and scientific tools. In addition, teachers must plan and implement practical activities that involve students in direct experience in the real world. To accommodate this, teaching materials are needed that implement a learning framework that integrates constructivist learning theory with connectivistic learning theory [9] [10] [11], so that science learning supported by various digital platforms can be more effective.However, conditions in the field show that the majority of teachers have not been able to implement this flexible learning framework and develop their teaching materials. Based on early observations at junior high schools in Agam Regency that the Community Service Team has carried out, the percentage of teachers who are able to implement the learning framework is only around 10%. The lack of socialization from the government and academics regarding the implementation of flexible learning frameworks in the digital era has also resulted in the low ability of junior high school science teachers in Agam Regency to be able to develop teaching materials that are able to facilitate flexible learning in the era of digital technology (only around 5%).The Community Partnership Program (PKM) in the form of Mentoring MGMP Science Teachers in Agam Regency in Developing Teaching Materials to facilitate Flexible Learning in the Digital Technology Era is a solution that needs to be implemented. The ultimate goal of this assistance is to increase teacher readiness to implement the flexible learning framework and develop teaching materials. The results of mentoring activities show that the final competency level achieved was 81% and digital teaching material products were obtained.]]>
<![CDATA[Pengaruh Model Pembelajaran Project Based Learning Terintegrasi STEM Terhadap Pemahaman Konsep Fisika Siswa di SMAN 1 X Koto Tanah Datar ]]>
<![CDATA[Utia, Rahimatul]]>;
<![CDATA[Yurnetti, Yurnetti]]>;
<![CDATA[Hidayati, Hidayati]]>;
<![CDATA[Novitra, Fuja]]>
<![CDATA[ Indo-MathEdu Intellectuals Journal Vol. 6 No. 1 (2025): Indo-MathEdu Intellectuals Journal ]]>
Publisher : <![CDATA[Lembaga Intelektual Muda (LIM) Maluku ]]>
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DOI: 10.54373/imeij.v6i1.2634
<![CDATA[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.]]>
<![CDATA[Pembuatan E-LKPD Model Problem Based Learning Terintegrasi Phet Simulation Untuk Meningkatkan Kemampuan Pemecahan Masalah Fisika Siswa SMA ]]>
<![CDATA[Yusra, Farhan]]>;
<![CDATA[Festiyed, Festiyed]]>;
<![CDATA[Hidayati, Hidayati]]>;
<![CDATA[Novitra, Fuja]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 9 No. 1 (2025) ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
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DOI: 10.31004/jptam.v9i1.25050
<![CDATA[Pendidikan abad 21 merupakan suatu bentuk implementasi pendidikan yang menuntut peserta didik untuk memiliki penguasaan terhadap lima keterampilan abad 21, yaitu kemampuan berpikir kritis, komunikasi, kolaborasi, komunikasi, kreativitas, dan pemecahan masalah. Berdasarkan hasil studi penelitian awal, diketahui bahwa peserta didik di SMA Negeri 1 Bukit Sundi masih memiliki kemampuan pemecahan masalah fisika yang rendah. Solusi yang ditawarkan adalah dengan membuat produk E-LKPD Model Problem Based Learning Terintegrasi Phet Simulation untuk Meningkatkan Kemampuan Pemecahan Masalah Fisika Siswa SMA. Penelitian ini termasuk penelitian Research and Development (R&D) dengan desain penelitian ASSURE. Tujuan penelitian ini adalah untuk mengetahui cara pembuatan produk E-LKPD serta besarnya nilai validitas dan praktikalitas dari produk E-LKPD yang dibuat. Hasil penelitian ini menunjukkan bahwa E-LKPD ini dapat terintegrasi dengan phet Simulation dan dapat digunakan dalam pembelajaran serta memiliki nilai validitas dan praktikalitas sebesar 0,93 dan 0,91 dengan kategori Sangat Tinggi. Kesimpulan yang diperoleh adalah produk E-LKPD yang dibuat memiliki tingkat kelayakan dan kegunaan yang sangat tinggi serta dapat meningkatkan kemampuan pemecahan masalah fisika siswa SMA.]]>
<![CDATA[Efektivitas Game Edukasi Fisika Bermuatan Literasi Saintifik dan Etnosains Pada Materi Hukum Newton Tentang Gerak ]]>
<![CDATA[Ikram, Riziqul]]>;
<![CDATA[Hidayati, Hidayati]]>;
<![CDATA[Dwiridal, Letmi]]>;
<![CDATA[Novitra, Fuja]]>
<![CDATA[ Jurnal Pendidikan Fisika dan Sains Vol 8 No 01 (2025): GRAVITASI: JURNAL PENDIDIKAN FISIKA DAN SAINS ]]>
Publisher : <![CDATA[Program Studi Pendidikan Fisika FKIP Universitas Samudra ]]>
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DOI: 10.33059/gravitasi.jpfs.v8i01.11643
<![CDATA[Kompetensi siswa pada mata pelajaran fisika di kelas XI SMAN 1 Batang Kapas belum mencapai Kriteria Ketercapaian Tujuan Pembelajaran (KKTP). Hal ini disebabkan oleh beberapa faktor seperti kegiatan pembelajaran siswa hanya mendengar dan mencatat apa yang disampaikan oleh guru, guru sering menggunakan metode ceramah, serta media pembelajaran yang digunakan belum inovatif dan interaktif. Oleh karena itu, penelitian dilakukan untuk memberikan solusi dengan menggunakan game edukasi fisika bermuatan literasi saintifik dan etnosains pada materi hukum newton tentang gerak dalam pembelajaran di kelas XI SMAN 1 Batang Kapas. Penelitian ini bertujuan untuk melihat perbedaan antara hasil belajar siswa yang menggunakan media game edukasi fisika dengan siswa yang tidak menggunakannya serta mengetahui keefektifan game edukasi fisika terhadap hasil belajar siswa kelas XI. Untuk mencapai tujuan penelitian, dilakukan penelitian eksperimen semu dengan rancangan Randomized Control Group Posttest Only Design. Populasi penelitian ini adalah siswa kelas XI SMAN 1 Batang Kapas tahun ajaran 2024/2025, dan pengambilan sampel dilakukan dengan teknik Purposive Sampling. Instrumen penelitian yang digunakan berupa tes tertulis untuk kompetensi pengetahuan. Data yang diperoleh dianalisis dengan menggunakan analisis kesamaan dua rata-rata. Hasil penelitian menunjukkan nilai rata-rata kompetensi pengetahuan pada kelas eksperimen 77,19 dan kelas kontrol 54,69. Dari uji t’ diperoleh t’ hitung > t’ tabel, sehingga hipotesis kerja diterima untuk kompetensi pengetahuan. Kesimpulan penelitian yaitu adanya perbedaan antara hasil belajar siswa yang menggunakan game edukasi fisika dengan siswa yang tidak menggunakan game edukasi fisika serta game edukasi fisika efektif untuk digunakan.]]>
