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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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Validitas Isi Asesmen Scientific Higher-Order Thinking Berbasis Dual Space Inquiry pada Materi Kinematika Caniago, Patimah Tussukriyah; Novitra, Fuja; Hidayati, Hidayati; Afrizon, Renol
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/jar.v5i3.6289

Abstract

Keterbatasan asesmen fisika yang masih berfokus pada prosedur dan jawaban akhir menyulitkan pengukuran Scientific Higher-Order Thinking (S-HOT), khususnya pada kinematika yang menuntut interpretasi fenomena, data, diagram, dan grafik gerak. Penelitian ini bertujuan memperoleh bukti awal validitas isi asesmen S-HOT berbasis Dual Space Inquiry (DSI) pada materi kinematika. Penelitian menggunakan Educational Design Research dengan model Plomp dan artikel ini melaporkan tahap preliminary research serta development/prototyping. Prototipe mengintegrasikan lima dimensi S-HOT—penalaran ilmiah, berpikir kritis, berpikir kreatif, efikasi diri sains, dan metakognisi—ke dalam fase orientasi, konseptualisasi, eksplorasi, kesimpulan dan asesmen, serta refleksi. Tiga dosen Departemen Fisika Universitas Negeri Padang menilai prototipe secara ahli menggunakan lembar validasi skala lima poin yang mencakup 27 indikator pada aspek isi, bahasa, penyajian, dan kegrafisan. Data dianalisis dengan koefisien Aiken’s V. Rata-rata V masing-masing aspek adalah 0,88, 0,90, 0,94, dan 0,94, dengan rata-rata keseluruhan 0,92. Pada tingkat indikator, 19 dari 27 indikator mencapai nilai kritis V = 0,92 untuk tiga validator dan lima kategori penilaian, sedangkan delapan indikator memerlukan revisi, terutama pada kedalaman materi, pencegahan miskonsepsi, kejelasan kalimat, rubrik penskoran, dan proporsi tampilan. Temuan menunjukkan bukti awal validitas isi yang cukup kuat untuk melanjutkan revisi prototipe, tetapi belum mendukung klaim reliabilitas, validitas konstruk, kepraktisan, atau efektivitas. Uji keterbacaan, uji coba terbatas, analisis butir, dan pengujian empiris diperlukan pada tahap berikutnya. Physics assessments that emphasize procedures and final answers provide limited evidence of students’ Scientific Higher-Order Thinking (S-HOT), particularly in kinematics, which requires the interpretation of phenomena, data, motion diagrams, and graphs. This study aimed to obtain initial content-validity evidence for an S-HOT assessment based on Dual Space Inquiry (DSI) for kinematics. The study employed Educational Design Research using the Plomp model; this article reports the preliminary research and development/prototyping phases. The prototype integrated five S-HOT dimensions—scientific reasoning, critical thinking, creative thinking, science self-efficacy, and metacognition—within the DSI phases of orientation, conceptualization, exploration, conclusion and assessment, and reflection. Three lecturers from the Department of Physics, Universitas Negeri Padang, served as expert validators. They evaluated the prototype using a five-point validation sheet comprising 27 indicators across content, language, presentation, and graphic-design aspects. The ratings were analyzed using Aiken’s V. The mean V values were 0.88 for content, 0.90 for language, 0.94 for presentation, and 0.94 for graphic design, with an overall mean of 0.92. At the indicator level, 19 of 27 indicators reached the critical value of V = 0.92 for three validators and five response categories; eight indicators required revision, particularly those concerning content depth, misconception prevention, sentence clarity, scoring rubrics, and visual proportion. These findings provide initial content-validity evidence for further prototype revision but do not establish reliability, construct validity, practicality, or effectiveness. Readability testing, limited piloting, item analysis, and empirical validation are therefore required.
Effect of Dual Space Inquiry E-Student Worksheet on Improving Physics Learning Outcomes in Temperature and Heat Material Zelfi Nurfadillah; Fuja Novitra; Hufri Hufri; Hayyu Yumna
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 2 (2026): JPPF (Jurnal Penelitian Pembelajaran Fisika) : In Progress
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.v13i2.65

Abstract

Low student learning outcomes on the topics of temperature and heat indicate the need for learning materials that can increase student engagement in the learning process. Ideally, physics learning can facilitate students to actively construct knowledge through inquiry activities supported by the use of technology. One solution that can be applied is Dual Space Inquiry E-Student Worksheet, which integrates online and offline learning activities. This study aims to find out the effect of using Dual Space Inquiry E-Student Worksheet on the physics learning outcomes of 11th-grade students at SMA Negeri 1 Pancung Soal for the 2025/2026 academic year. This study used a quasi-experimental method with a posttest-only control group design. The research population consisted of 207 students, with classes XI F1 and XI F2 purposively selected as the sample. Learning outcome data were collected through objective tests and analyzed using a t-test. The analysis results showed a significance value of 0.047 < 0.05, so H₁ is accepted. The study’s findings indicate that using a Dual Space Inquiry E-Student Worksheet has a significant effect on students’ learning outcomes. These results suggest that integrating online and offline learning spaces can create a more meaningful learning experience, increase student participation, and strengthen understanding of concepts in the topics of temperature and heat. The implication of this research is that Dual Space Inquiry E-Student Worksheet can be used as an innovative teaching material alternative to support more effective physics learning that meets the demands of digital-era education
Effects of a Dual Space Inquiry Based E-Module on Students' Learning Outcomes in Work and Energy Nabilah Zhahirah; Fuja Novitra; Hufri Hufri; Hayyu Yumna
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 2 (2026): JPPF (Jurnal Penelitian Pembelajaran Fisika) : In Progress
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.v13i2.66

Abstract

Learning outcomes are one indicator of successful learning, influenced by the use of appropriate instructional models and teaching materials. However, teaching physics on the topic of Work and Energy still faces various challenges, particularly in helping students understand abstract concepts. One approach to addressing this issue is through the use of Dual Space Inquiry-based e-modules that integrate inquiry activities in both digital and real-world learning environments. This study aims to analyze the effect of Dual Space Inquiry-based e-modules on student learning outcomes in the topic of Work and Energy. This study employed a quantitative method using a posttest-only control group design. The sample consisted of 76 tenth-grade students at SMA N 4 Padang, divided into an experimental class and a control class. Learning outcome data were obtained through a posttest and analyzed using appropriate statistical tests. The results showed that students who learned using the Dual Space Inquiry-based e-module achieved better learning outcomes than those in the control class. These findings indicate that the Dual Space Inquiry-based e-module can serve as an innovative teaching resource that supports physics learning and helps improve students’ learning outcomes in the topic of Work and Energy.
Effectiveness of Dual Space Inquiry Based E-Module on Student Learning Outcomes and Motivation in Work and Energy Material Zahara Rahmadhani; Fuja Novitra; Yenni Darvina; Emiliannur Emiliannur
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 2 (2026): JPPF (Jurnal Penelitian Pembelajaran Fisika) : In Progress
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.v13i2.77

Abstract

Physics learning should enable students to achieve strong conceptual understanding and high learning outcomes while remaining actively motivated throughout the learning process. However, learning outcomes and learning motivation in physics remain challenging, particularly in the topic of work and energy, where students often experience difficulties in understanding concepts and actively engaging in learning. Preliminary study findings indicated that students' physics learning outcomes remained low, with a mastery rate of only 22%. Student learning motivation was also suboptimal, as evidenced by low percentages across several motivation indicators. To address these issues, a Dual Space Inquiry-based e-module was implemented as an interactive digital learning resource. This study aimed to examine the effectiveness of the Dual Space Inquiry-based e-module in improving students' learning outcomes and motivation. A pre-experimental method with a one-group pretest-posttest design was employed. The sample consisted of 30 students from class X.E1, selected using purposive sampling. Data were collected via learning outcome tests and learning motivation questionnaires. Results showed that the average learning outcome score increased from 49.67 to 80.50, with an N-Gain of 0.59 (medium category) and an effect size of 1.61. Learning motivation increased from 67.27 to 81.47, with an N-Gain of 0.43 (medium category) and an effect size of 2.391. Paired sample t-test results yielded a significance value of <0.05. Thus, the Dual Space Inquiry-based e-module is effective in enhancing students' learning outcomes and motivation and serves as an alternative digital teaching material for physics instruction.
Design of Interactive Learning Media Using Google Sites Assisted Inquiry Learning to Improve Critical Thinking Ability of Studets at SMAN 2 Painan M. Al Fadhiel; Festiyed Festiyed; Desnita Desnita; Fuja Novitra
Physics Learning and Education Vol. 3 No. 4 (2025): December Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v3i4.262

Abstract

The development of 21st-century technology demands more interactive and student-centered learning. However, preliminary studies at SMAN 2 Painan showed that students' critical thinking skills on heat were still low. This was due to the teacher-centered learning style, which resulted in students being less active, and the media used did not support exploration and discovery of concepts. To address these issues, this study developed an interactive, inquiry-based learning media supported by Google Sites. The development process followed the Dick and Carey model, with expert validation and practicality testing on 30 students and 3 Physics teachers. The validation results showed a Cohen's Kappa value of 0.96 (very valid), while the practicality test produced a value of 0.88 (very practical). These findings suggest that Google Sites can be an effective alternative to support inquiry-based learning and improve students' critical thinking skills. Consequently, this media can be used as an adaptive and accessible digital learning innovation. However, this study was limited to a small sample size, focused on only one topic, and did not examine the long-term impact of media use.
Bahasa Inggris Tisa Gianesa Suzry; Ahmad Fauzi; Fatni Mufit; Fuja Novitra
Jurnal Penelitian Pendidikan IPA Vol 12 No 7 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i7.15312

Abstract

This needs assessment study reveals a significant gap between the demands of the Merdeka Curriculum and the actual conditions of disaster-related learning about volcanoes in schools located in high-risk eruption areas of West Sumatra. Although the learning outcomes require students to design simple mitigation strategies, most schools have not achieved these competencies due to students’ low understanding of evacuation procedures and disaster preparedness. This situation is exacerbated by limited infrastructure: the majority of schools lack functional science laboratories and have very restricted internet access. However, there is strong potential shown by students' high enthusiasm for creative project-based learning. Therefore, the development of low-cost, low-tech, fully offline interactive project media using local or recycled materials is urgently needed. Such media are expected to improve students' scientific understanding of volcanic hazards, enhance disaster literacy, and foster creativity, critical thinking, and the competencies mandated in the Pancasila Student Profile. Thus, this media development serves as a strategic solution to support sustainable education in disaster-prone regions.
ANALISIS UJI VALIDITAS DAN PRAKTIKALITAS E-MODUL MOMENTUM DAN IMPULS BERBASIS MODEL PEMBELAJARAN DUAL SPACE INQUIRY Zacka Hafidhon Faiz; Fuja Novitra; Hufri; Selma Riyasni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.56919

Abstract

This study aimed to analyze the validity and practicality of a momentum and impulse E-module based on the Dual Space Inquiry learning model as a digital teaching material in physics learning. The study employed a Research and Development (R&D) method using the 4D development model (Define, Design, Develop, Disseminate) and was limited to the Develop stage. Research instruments consisted of validation sheets and practicality questionnaires. The validity test involved experts in material, media, and instructional design, while practicality testing was conducted with teachers and students. Data were analyzed using descriptive quantitative analysis through validity and practicality index calculations. The findings showed that the average product validity score was 0.88, categorized as valid, while the overall E-module validation score reached 0.93, also categorized as valid. The practicality test results indicated average scores of 0.90 from students and 0.91 from teachers, both categorized as very practical. Therefore, the momentum and impulse E-module based on the Dual Space Inquiry learning model is considered feasible and demonstrates a high level of usability for implementation in physics learning.
ANALISIS UJI VALIDITAS DAN RELIABILITAS INSTRUMEN TES KEMAMPUAN BERPIKIR KRITS PADA MATERI FLUIDA STATIS arifatin nadia; Desnita; Hidayati; Fuja Novitra
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59894

Abstract

Critical thinking skills are one of the skills of the 21st century that need to be measured using valid and reliable instruments. Therefore, this study aims to analyze the feasibility of critical thinking ability test instruments on Static Fluid materials through content validity, empirical validity, and reliability tests. This study uses a quantitative approach with a descriptive method. The research subjects consisted of three lecturers of Physics Education at Padang State University as validators and 34 grade XI students of SMAN 6 Padang. The research instrument included expert validation sheets as many as 20 statement items and a critical thinking ability test in the form of six phenomena-based essay questions developed into 24 questions based on Facione's critical thinking indicators, namely interpretation, analysis, evaluation, and inference. The validity of the contents was analyzed using the Aiken's V index, the validity of the item using Pearson's Product Moment correlation, and the reliability using the Cronbach's Alpha coefficient. The results showed that the value of Aiken's V ranged from 0.7222–0.8000 so that all aspects of the instrument were declared valid. The results of the empirical validity test showed that 20 out of 24 questions were valid, while 4 were invalid. The reliability test of 20 valid questions obtained a Cronbach's Alpha value of 0.912 with a very high category. Thus, the test instruments developed meet the criteria of validity and reliability so that they are suitable for measuring students' critical thinking skills on Static Fluid materials.
ANALISIS UJI VALIDITAS DAN RELIABILITAS INSTRUMEN TES KEMAMPUAN BERPIKIR KRITS PADA MATERI FLUIDA STATIS Arifatin Nadia; Desnita; Hidayati; Fuja Novitra
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60018

Abstract

Critical thinking skills are one of the skills of the 21st century that need to be measured using valid and reliable instruments. Therefore, this study aims to analyze the feasibility of critical thinking ability test instruments on Static Fluid materials through content validity, empirical validity, and reliability tests. This study uses a quantitative approach with a descriptive method. The research subjects consisted of three lecturers of Physics Education at Padang State University as validators and 34 grade XI students of SMAN 6 Padang. The research instrument included expert validation sheets as many as 20 statement items and a critical thinking ability test in the form of six phenomena-based essay questions developed into 24 questions based on Facione's critical thinking indicators, namely interpretation, analysis, evaluation, and inference. The validity of the contents was analyzed using the Aiken's V index, the validity of the item using Pearson's Product Moment correlation, and the reliability using the Cronbach's Alpha coefficient. The results showed that the value of Aiken's V ranged from 0.7222–0.8000 so that all aspects of the instrument were declared valid. The results of the empirical validity test showed that 20 out of 24 questions were valid, while 4 were invalid. The reliability test of 20 valid questions obtained a Cronbach's Alpha value of 0.912 with a very high category. Thus, the test instruments developed meet the criteria of validity and reliability so that they are suitable for measuring students' critical thinking skills on Static Fluid materials.
ANALISIS KELAYAKAN INSTRUMEN BERPIKIR KREATIF SISWA PADA MATERI FLUIDA STATIS Ani Rahmadani Hasibuan; Desnita; Hidayati; Fuja Novitra
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60019

Abstract

The ability to think creatively is one of the achievements of the 21st century that needs to be measured accurately through valid and reliable instruments. Therefore, before being used in research, the creative thinking ability test instrument needs to go through a testing process to ensure that the instrument is able to measure the ability in question accurately and consistently. This study aims to analyze the feasibility of creative thinking ability test instruments on Static Fluid materials through content validity, empirical validity, and reliability tests. This study uses a quantitative approach with a descriptive method. The research subjects consisted of three validators who were lecturers of Physics Education at Padang State University and 30 students in grade XII of SMA Pembangunan Laboratory UNP. The research instrument is in the form of an expert validation sheet consisting of 22 statement items and a creative thinking ability test in the form of six phenomena-based essay questions which are developed into 18 questions based on critical thinking indicators according to Facione, namely interpretation, analysis, evaluation, and inference. The validity of the contents was analyzed using the Aiken's V index, the validity of the item was used Pearson's Product Moment correlation, while the reliability of the instrument was analyzed using Cronbach's Alpha coefficient. The results showed that the validity of the content of the instrument obtained an Aiken's V value ranging from 0.7222–0.8000 so that all aspects of the assessment met the valid criteria. The results of the empirical validity test showed that of the 18 questions tested, as many as 15 questions were declared valid and 3 questions were declared invalid. Furthermore, the results of the reliability test on 15 valid questions obtained a Cronbach's Alpha value of 0.955 in the very high category. Thus, the critical thinking ability test instrument developed has met the criteria of validity and reliability so that it is suitable for use as a research instrument to measure students' creative thinking skills in Static Fluid material.
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