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All Journal Jurnal Sains dan Pendidikan Fisika Jurnal Penelitian Pendidikan IPA (JPPIPA) JURNAL PENDIDIKAN ROKANIA JURNAL EKSAKTA PENDIDIKAN (JEP) JPF : JURNAL PENDIDIKAN FISIKA JURNAL PENDIDIKAN TAMBUSAI Pelita Eksakta Gravitasi: Jurnal Pendidikan Fisika dan Sains Jurnal Ilmiah Profesi Pendidikan Pillar of Physics Education : Jurnal Berkala Ilmiah Pendidikan Fisika Indo-MathEdu Intellectuals Journal Tsaqofah: Jurnal Penelitian Guru Indonesia Jurnal MIPA dan Pembelajarannya Journal of Innovative Physics Teaching (JIPT) Physics Learning and Education IJIS Edu : Indonesian Journal of Integrated Science Education Jurnal Penelitian Pembelajaran Fisika
Fuja Novitra
Universitas Negeri Padang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Education Energy Immunology & microbiology Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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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. 
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
Development of Interactive E-Modules for Literacy Courses in Physics Learning Assisted by Google Sites to Improve Students’ Problem-Solving Skills Dea Stivani Suherman; Fuja Novitra; Rani Oktavia; Hayyu Yumna; 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.
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.
Community Assistance in Promotion Strategy and Tourism Services of Puncak Pato Fuja Novitra; Selma Riyasni; Dea Stivani Suherman; Festiyed Festiyed; Yenni Darvina
Pelita Eksakta Vol 9 No 1 (2026): Pelita Eksakta, Vol. 9, No. 1
Publisher : Fakultas MIPA Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pelitaeksakta/vol9-iss1/319

Abstract

Puncak Pato possesses rich natural and cultural potential, yet its tourism promotion and service quality remain limited. This community engagement program aimed to strengthen local capacity in developing promotion strategies and improving tourism services. The activities involved socialization, training, focus group discussions, and field mentoring. Post-test results showed a significant improvement, with an average of 87.5% correct responses, particularly in cultural understanding, hospitality ethics, and basic photography and videography skills (90–100%). The program also produced an output in the form of promotional videos of Nagari Batu Bulek, collaboratively created and shared on social media as digital promotion media. These achievements demonstrate the community’s enhanced digital literacy, creativity, and confidence in managing local tourism independently. Overall, the program contributed to strengthening Puncak Pato’s branding and competitiveness while promoting sustainable community-based tourism development.
Improving the Competence of Junior High School Teachers in Designing Instructional Material and Assessment for the Implementation of the Kurikulum Merdeka Fuja Novitra; Rio Anshari; Khairil Arif
Pelita Eksakta Vol 9 No 1 (2026): Pelita Eksakta, Vol. 9, No. 1
Publisher : Fakultas MIPA Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pelitaeksakta/vol9-iss1/331

Abstract

The digital technology–driven pedagogical transformation has established new standards in modern learning practices, including increased demands for flexibility, innovation, and adaptive instructional approaches. In Indonesia, the Merdeka Curriculum represents a strategic response to these developments by emphasizing differentiated instruction and the integration of digital technologies to address diverse student learning needs. This Community Partnership Program (PKM) was designed to support science teachers affiliated with the Science Subject Teachers’ Forum (MGMP IPA) of Solok City in strengthening their pedagogical and digital competencies through structured training on the development of digital learning materials and assessments grounded in differentiated instruction. The program was implemented through several stages, including preparation, delivery of conceptual content, hands-on digital product development, and evaluation of participants’ competencies. The evaluation results indicate positive outcomes, including enhanced understanding of digital learning trends (87%), improved ability to implement differentiated instruction (82%), and increased competence in developing digital learning materials and assessments (83%). These findings demonstrate that technology-based training provides a substantive contribution to reinforcing teachers’ readiness to meet the demands of the Merdeka Curriculum. The practical implication underscores the need for sustained and scalable training initiatives to further support broader educational transformation.
Co-Authors Afriza, Nada Ahmad Fauzi Ahzari, Serli Akmam Akmam Angreni, Siska Arianti, Sintia Asrizal Asrizal Asrizal Az Zahra Murmiftah Azizah, Izzati Bali Yana Fitri Daulay, Putri Fatika Sari Dea Stivani Suherman Denisa Rizka Maulia Desnita Elvi Tiarahmah Emiliannur Emiliannur Fadhiel, M. Al Farisi Engrini Fatni Mufit Fatni Mufit Fatni Mufit Fatni Mufit Mufit Fauzi Ahmad Muda Festiyed Fitri Hayati Hanifah, Elsa Syadza Harman Amir Hayyu Yumna Hidayati Hidayati Hidayati Hidayati Hidayati Hidayati Ikram, Riziqul Khairil Arif Lestra, Dila Ayu Letmi Dwiridal Letmi Dwiridal Letmi Dwiridal Lukman Hakim Maulia, Denisa Rizka Metta Liana Miftahurrahmah Miftahurrahmah, Miftahurrahmah Nabila, Diva Syukra Nabila, Yafiatul Nanang Winarno Nngsih, Fitria Pakhrur Razi Puti Ramadhani Putra, Reky Putri Nabila Rahma Doni Ramadi Ramadi Rani Oktavia Rina Oktaviani Rio Anshari Rio Anshari, Rio Riyasni, Selma Rizki, Suci Sahri Ropiah Lubis Salman Al Farisi, Salman Salsabilla Mulya Putri Salsa Siti Rahma Fitri Yani Suherman, Dea Stivani Suriza Putri Utia, Rahimatul Wahyuni Satria Dewi Wahyuni Satria Dewi Wulandahri Wulandahri Yani, Intan Purnama Yenni Darvina Yenni Darvina Yenni Darvina Yenni Yohandri Yulianda Yulianda Yurnetti Yurnetti Yurnetti, Yurnetti Yusra, Farhan