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All Journal Jurnal Sains dan Pendidikan Fisika Jurnal Penelitian Pendidikan IPA (JPPIPA) JURNAL PENDIDIKAN ROKANIA Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL EKSAKTA PENDIDIKAN (JEP) JPF : JURNAL PENDIDIKAN FISIKA JURNAL PENDIDIKAN TAMBUSAI JURNAL PENDIDIKAN MIPA 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 Science and Education Journal Journal of Innovative Physics Teaching (JIPT) Physics Learning and Education Journal of Authentic Research IJIS Edu : Indonesian Journal of Integrated Science Education Jurnal Penelitian Pembelajaran Fisika Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) JIPI (Jurnal IPA dan Pembelajaran IPA)
Fuja Novitra
Universitas Negeri Padang
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Energy Immunology & microbiology Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Design and Validity of Electronic Assessment to Assess Students’ Critical Thinking Abilities on Rectilinear Motion Topic Elvi Tiarahmah; Fatni Mufit; Letmi Dwiridal; Fuja Novitra
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 1 (2026): JPPF (Jurnal Penelitian Pembelajaran Fisika)
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v12i1.44

Abstract

Learning in the 21st century must include 4C skills, including critical thinking skills, especially in physics learning. Students' critical thinking skills need to be assessed to prepare them for the 21st century. Assessment instruments that specifically evaluate students' critical thinking skills on linear motion material are not yet available. Therefore, this study aims to develop a valid electronic assessment to evaluate students' critical thinking skills on linear motion material. This research is a development study (R&D) using the Plomp model. The data collection instruments used were interview sheets, self-evaluation sheets, and validation sheets. The electronic assessment developed was validated by three validators. Electronic assessment has a high validity category in terms of content, learning design, visual communication, and software usage, according to the validity analysis results. Based on the validation results with an average score of 0.85, it indicates that the electronic assessment used to evaluate students' critical thinking skills on the topic of linear motion is considered valid and suitable for use for use in assessing students' critical thinking skills.
Analisis Validitas Asesmen Scientific Higher Order Thinking Berbasis Dual Space Inquiry untuk Materi Listrik Arus Searah Toni Atul Akbar; Fuja Novitra; Festiyed Festiyed; Fauziah Ulmi
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.v16i3.4436

Abstract

Pendidikan abad ke-21 menuntut kemampuan berpikir tingkat tinggi dalam menghadapi tantangan global. Dalam konteks pembelajaran fisika, kemampuan Scientific Higher order Thinking (S-HOT) menjadi salah satu kemampuan yang diperlukan, namun dalam prakteknya kemampuan tersebut belum berkembang secara optimal sehingga dibutuhkan asesmen yang valid untuk mengukur sekaligus memfasilitasi kemampuan tersebut. Penelitian ini bertujuan untuk menganalisis nilai validitas dari asesmen yang telah dibuat. Data validitas diperoleh dari tiga orang validator ahli dosen fisika FMIPA UNP melalui lembar validitas berbasis skala Likert yang memuat aspek kelayakan isi, kebahasaan, penyajian, kegrafisan, kesesuaian model DSI, dan kesesuaian indikator S-HOT. Data yang diperoleh kemudian dianalisis dengan menggunakan persamaan Aiken’s V untuk memperoleh nilai validitas dari asesmen. Hasil penelitian menunjukkan bahwa nilai validitas pada aspek kelayakan isi sebesar 0,93, kebahasaan 0,92, penyajian 0,96, kegrafisan 1,00, kesesuaian model DSI 0,92, dan kesesuaian S-HOT 0,93 dengan rata-rata keseluruhan sebesar 0,94 berkategori sangat valid. Dengan demikian, asesmen yang dibuat telah memenuhi kriteria validitas produk pembelajaran. Berdasarkan hasil penelitian, dapat disimpulkan bahwa asesmen telah valid sehingga dapat dijadikan solusi alternatif untuk mengembangkan kemampuan S-HOT peserta didik.
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
Needs Analysis for the Development of a Dual Space Inquiry-Based E-Module on Momentum and Impulse Material Zacka Hafidhon Faiz Faizal; Fuja Novitra; Hufri Hufri; Selma Riyasni
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.v4i2.353

Abstract

The implementation of the Merdeka Curriculum emphasizes student-centered learning and supports the development of 21st-century competencies through the integration of technology in learning. In physics learning, students are expected not only to understand concepts theoretically but also to conduct scientific investigations independently. However, physics learning in schools still faces several challenges, such as teacher-centered instruction, the use of less interactive printed teaching materials, and students’ difficulties in understanding momentum and impulse concepts. Therefore, digital teaching materials that support active and inquiry-based learning are needed. This study aims to analyze the need for developing a Dual Space Inquiry-based E-Module on momentum and impulse material. This study employed the Research and Development (R&D) method using the 4-D model proposed by Thiagarajan, Semmel, and Semmel, but was limited to the Define stage. The research subjects consisted of physics teachers and senior high school students. Data were collected through document analysis, teacher interviews, and student characteristic questionnaires. The data were analyzed descriptively using qualitative and quantitative approaches. The results of the needs analysis showed that students still experience difficulties in understanding momentum and impulse concepts, physics learning is still dominated by conventional methods, and the teaching materials used have not optimally supported inquiry-based learning and technology integration. In addition, students showed interest in the use of interactive digital teaching materials in physics learning. Based on these findings, the development of a Dual Space Inquiry-based E-Module on momentum and impulse material is needed to support more interactive and meaningful physics learning.
Pengaruh E-Modul Berbasis Dual Space Inquiry Terhadap Keterampilan Berpikir Kritis Siswa Pada Materi Gelombang Mekanik Yunia Loreza; Fuja Novitra; Fatni Mufit; Dea Stivani Suherman
Science and Education Journal (SICEDU) Vol 5 No 2 (2026): Science and Education Journal 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/sicedu.v5i2.749

Abstract

Keterampilan berpikir kritis merupakan salah satu kompetensi esensial yang harus dikuasai siswa di era abad ke-21. Namun, hasil studi awal menunjukkan bahwa keterampilan berpikir kritis siswa kelas XI Fisika Moving SMAN 9 Padang masih berada pada kategori sangat rendah dengan persentase rata-rata sebesar 32%. Kondisi ini dipengaruhi oleh penggunaan bahan ajar yang belum optimal dalam melatih seluruh indikator keterampilan berpikir kritis, serta pembelajaran yang masih berlangsung satu arah. Oleh karena itu, diperlukan inovasi bahan ajar yang mampu mendorong keterlibatan aktif siswa dalam proses berpikir ilmiah secara sistematis. Penelitian ini bertujuan untuk mengetahui pengaruh e-modul berbasis Dual Space Inquiry (DSI) terhadap keterampilan berpikir kritis siswa pada materi gelombang mekanik. Jenis penelitian yang digunakan adalah kuasi eksperimen dengan desain posttest only control group design. Kelas eksperimen menggunakan e-modul berbasis DSI yang memuat lima fase pembelajaran, yaitu orientasi, konseptualisasi, eksplorasi, kesimpulan dan penilaian, serta refleksi. Kelas Kontrol menerapkan pembelajaran konvensional menggunakan buku teks yang tersedia di sekolah. Setelah pelaksanaan penelitian kedua kelas sampel diuji menggunakan uji normalitas, uji homogenitas, dan uji kesamaan dua rata-rata. Analisis data menggunakan uji-t pada taraf nyata α = 0,05. Dari hasil analisis diperoleh bahwa terdapat pengaruh yang signifikan penggunaan e-modul berbasis DSI terhadap keterampilan berpikir kritis siswa pada materi gelombang mekanik. Hal ini dibuktikan oleh hasil uji hipotesis yang menunjukkan th > tt yaitu 2,852 >2,004 pada taraf nyata α = 0,05, sehingga H1 diterima. Nilai rata-rata posttest kelas eksperimen (71,375) lebih tinggi secara signifikan dibandingkan kelas control (64,379). Perbedaan ini mencerminkan keunggulan e-modul berbasis DSI dalam melatih keterampilan berpikir kritis siswa secara lebih terstruktur dan sistematis karena setiap fase DSI secara eksplisit melatih satu atau lebih indikator keterampilan berpikir kritis, mulai dari interpretasi pada fase orientasi hingga regulasi diri pada fase refleksi.
Analyzing Students’ Creative Thinking Skills as a Basis for Developing Digital Physics Teaching Materials on Renewable Energy Topics Suci Rizki; Pakhrur Razi; Fatni Mufit; Fuja Novitra
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.
Need Analysis of Interactive Electronic Student Worksheets on Dynamic Fluids Based on Dual Space Inquiry to Stimulate Students’ Science Process Skills Winda Rudespika; Fuja Novitra; Akmam Akmam; Selma Riyasni
Journal of Innovative Physics Teaching Vol. 4 No. 1 (2026): Journal of Innovative Physics Teaching (JIPT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jipt/vol4-iss1/127

Abstract

This research is motivated by the urgency of the Science–A Process Approach (SAPA), which emphasizes the importance of science process skills in physics learning. However, classroom practices still show low student engagement in scientific activities and are dominated by conventional teaching materials. This research aims to analyze the need for developing interactive Electronic Student Worksheets based on the Dual Space Inquiry approach to stimulate students’ science process skills on dynamic fluid topics. The research uses an Educational Design Research approach with the Plomp model, focusing on the preliminary research phase through needs analysis. Data were collected through observations, interviews, and questionnaires involving students and teachers and analyzed descriptively. The results indicate that students’ science process skills are generally low, especially in classifying, inferring, predicting, and communicating. In addition, teaching materials have not optimally integrated science process skills and show minimal use of digital technology, while students have a high demand for interactive digital learning materials. These findings reveal a gap between SAPA-based learning expectations and classroom practices. Therefore, the development of interactive Electronic Student Worksheets based on Dual Space Inquiry is recommended to support inquiry-based learning and improve students’ science process skills.
Analisis Kesiapan Uji Efektivitas E-Modul Berbasis Dual Space Inquiry terhadap Hasil Belajar Fisika pada Materi Gelombang Bunyi Aini, Ummil; Novitra, Fuja; Festiyed, Festiyed; Yumna, Hayyu
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/gzdd5y87

Abstract

Studi ini bertujuan untuk menilai kesiapan empiris dan metodologis untuk menguji efektivitas e-modul berbasis Dual Space Inquiry (DSI) terhadap hasil belajar kognitif siswa pada materi gelombang bunyi. Penelitian menggunakan pendekatan deskriptif kuantitatif melalui analisis hasil belajar awal siswa, wawancara guru, telaah bahan ajar, dan uji coba instrumen penelitian. Data hasil belajar awal diperoleh dari 63 siswa kelas XI Fase F, sedangkan uji coba instrumen dilakukan pada 30 responden dengan menggunakan 29 butir soal pilihan ganda. Kualitas instrumen dianalisis berdasarkan validitas butir, reliabilitas, tingkat kesukaran, dan daya pembeda. Hasil analisis menunjukkan bahwa hasil belajar awal siswa pada materi gelombang bunyi masih rendah, dengan sebagian besar siswa belum mencapai ketuntasan belajar. Hasil wawancara dan telaah bahan ajar menunjukkan bahwa pembelajaran masih menggunakan sumber belajar yang dominan bersifat statis dan belum mengintegrasikan simulasi, aktivitas inkuiri, serta refleksi pembelajaran secara sistematis. Uji coba instrumen menunjukkan bahwa instrumen memiliki konsistensi internal yang memadai berdasarkan nilai reliabilitas KR-20 sebesar 0,79, sehingga dapat digunakan sebagai instrumen awal setelah mempertimbangkan hasil analisis butir. Temuan penelitian ini menunjukkan adanya kebutuhan terhadap bahan ajar yang mampu memfasilitasi pembelajaran fisika yang lebih interaktif dan bermakna. Selain itu, hasil studi pendahuluan ini memberikan dasar empiris dan metodologis untuk melanjutkan pengujian efektivitas e-modul berbasis Dual Space Inquiry terhadap hasil belajar kognitif siswa pada materi gelombang bunyi. This study aims to assess the empirical and methodological readiness to test the effectiveness of e-modules based on Dual Space Inquiry (DSI) on students' cognitive learning outcomes on sound wave materials. The research uses a quantitative descriptive approach through the analysis of students' initial learning outcomes, teacher interviews, study of teaching materials, and testing of research instruments. Data on initial learning outcomes were obtained from 63 students in grade XI Phase F, while instrument trials were carried out on 30 respondents using 29 multiple-choice questions. The quality of the instruments was analyzed based on the validity of the grain, reliability, level of difficulty, and differentiating power. The results of the analysis showed that students' initial learning outcomes on sound wave material were still low, with most students not yet reaching learning completion. The results of interviews and study of teaching materials show that learning still uses predominantly static learning resources and has not integrated simulations, inquiry activities, and systematic learning reflection. The instrument test showed that the instrument had adequate internal consistency based on the KR-20 reliability value of 0.79, so that it could be used as an initial instrument after considering the results of the item analysis. The findings of this study show that there is a need for teaching materials that are able to facilitate more interactive and meaningful physics learning. In addition, the results of this preliminary study provide an empirical and methodological basis to continue testing the effectiveness of e-modules based on Dual Space Inquiry on students' cognitive learning outcomes on sound wave materials. .
Co-Authors Afriza, Nada Ahmad Fauzi Ahzari, Serli Aini, Ummil Akmam Akmam Akmam Akmam Angreni, Siska Ani Rahmadani Hasibuan Arianti, Sintia arifatin nadia Asrizal Asrizal Asrizal Az Zahra Murmiftah Azizah, Izzati Bali Yana Fitri Caniago, Patimah Tussukriyah Daulay, Putri Fatika Sari Dea Stivani Suherman Denisa Rizka Maulia Desnita Elvi Tiarahmah Emiliannur Emiliannur Emiliannur Emiliannur Emiliannur Farisi Engrini Fatimah Tussukriyah Caniago Fatni Mufit Fatni Mufit Fatni Mufit Fatni Mufit Mufit Fauzi Ahmad Muda Fauziah Ulmi Festiyed Festiyed Fitri Hayati Fuja Novitra Hanifah, Elsa Syadza Harman Amir Hayyu Yumna Hayyu Yumna Hayyu Yumna Hayyu Yumna Hidayati Hidayati Hidayati Hidayati Hidayati Hidayati Hidayati Hidayati Hidayati Hidayati Hufri Hufri Hufri Hufri Hufri Hufri Hufri Ikram, Riziqul Khairil Arif Lestra, Dila Ayu Letmi Dwiridal Letmi Dwiridal Letmi Dwiridal Liza Okwan Admas Lukman Hakim M. Al Fadhiel Maulia, Denisa Rizka Metta Liana Miftahurrahmah Miftahurrahmah, Miftahurrahmah Muhammad Rizki Nabila, Diva Syukra Nabila, Yafiatul Nabilah Zhahirah Nanang Winarno Nngsih, Fitria Pakhrur Razi Puti Ramadhani Putra, Reky Putri Nabila Rahma Doni Ramadi Ramadi Rani Oktavia Renol Afrizon Rina Oktaviani Rio Anshari Rio Anshari, Rio Riyasni, Selma Sahri Ropiah Lubis Salman Al Farisi, Salman Salsabilla Mulya Putri Salsabilla Mulya Putri Salsa Sarah Novita Selma Riyasni Siti Rahma Fitri Yani Suci Rizki Suherman, Dea Stivani Suriza Putri Tisa Gianesa Suzry Toni Atul Akbar Utia, Rahimatul Wahyuni Satria Dewi Wahyuni Satria Dewi Winda Rudespika Wulandahri Wulandahri Yani, Intan Purnama Yelli Pradila Yenni Darvina Yenni Darvina Yenni Darvina Yenni Yohandri Yulianda Yulianda Yunia Loreza Yurnetti Yurnetti Yurnetti, Yurnetti Yusra, Farhan Zacka Hafidhon Faiz Zacka Hafidhon Faiz Faizal Zahara Rahmadhani Zahra Fathanah Zahra Fathanah Zelfi Nurfadillah