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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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Design and Validity of a Cognitive Conflict-Based Physics Educational Game to Support Students’ Conceptual Understanding of Rectilinear Motion Material Rina Oktaviani; Fatni Mufit; Letmi Dwiridal; Fuja Novitra
Jurnal Penelitian Pembelajaran Fisika Vol. 11 No. 2 (2025): 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.v11i2.22

Abstract

Understanding concepts is important in learning physics because it helps students connect theories with real-life phenomena, develop scientific reasoning, and avoid misconceptions. However, in practice, physics learning still faces challenges, especially in the topic of straight-line motion. One solution is an educational physics game based on cognitive conflict, which is expected to improve students' concept understanding and correct misconceptions. This research is a type of development research using the Plomp development model. The educational game developed is based on cognitive conflict and consists of four stages: 1) Activating prior knowledge and misconceptions, 2) Presenting cognitive conflict, 3) Discovering concepts and equations, and 4) Reflection. The validity results for the physics educational game are V = 90, which is in the very valid category, and the practicality results are 92.48, which is in the very practical category. Based on these results, it can be concluded that the physics educational game based on cognitive conflict for improving students' concept understanding in the topic of straight-line motion meets good validity criteria and can be used in the learning process as an interactive teaching material.
Effectiveness of E-SWS Sound Waves using the Discovery Learning Model on Student Learning Outcomes Az Zahra Murmiftah; Hidayati Hidayati; Asrizal Asrizal; Fuja Novitra
Jurnal Penelitian Pembelajaran Fisika Vol. 11 No. 2 (2025): 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.v11i2.27

Abstract

Learning physics on the subject of sound waves remains a challenge because abstract concepts are often difficult for students to understand. This study aims to test the effectiveness of using E-SWS sound waves using a Discovery Learning model that has been revised in accordance with the Independent Curriculum on student learning outcomes in cognitive and psychomotor aspects. The research method used is quasi-experimental with a posttest only control group design. The research sample consisted of two classes, Phase F5 and F6, at SMA Negeri 3 Payakumbuh, with F5 as the experimental class using Discovery Learning-based E-SWS and F6 as the control class using the Discovery Learning model without E-SWS. The research instruments were multiple-choice tests to measure cognitive aspects and science process skill observation sheets for psychomotor aspects. Data analysis was conducted through a two-sample t-test. The results showed that the average posttest score for the experimental class was 89.2, which was higher than that of the control class, which was 73.7. In terms of psychomotor skills, the average score for the experimental class was 78, which was also higher than that of the control class, which was 67.5. The t-test showed that the t-count was greater than the t-table, indicating a significant difference in both aspects. It was concluded that E-SWS using the Discovery Learning model was effective in improving students' cognitive learning outcomes and science process skills.
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.
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