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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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ANALISIS KEMAMPUAN BERPIKIR KREATIF PESERTA DIDIK PADA PEMBELAJARAN FISIKA SMA MATERI FLUIDA DINAMIS DI SMA NEGERI 7 PADANG Muhammad Rizki; Fuja Novitra; Festiyed; Hayyu Yumna
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62852

Abstract

Creative thinking skills are one of the 21st-century skills that are important to develop in physics learning. However, the profile of students' creative thinking ability in dynamic fluid materials still needs to be studied as a basis for improving learning. This study aims to describe the creative thinking ability of senior high school students in dynamic fluid materials. The study employed a quantitative descriptive approach involving 69 students of Grade XI at SMA Negeri 7 Padang in the 2025/2026 Academic Year, selected through a purposive sampling technique. Data were collected using an essay test based on Munandar's creative thinking indicators, which had been validated by experts, and were analyzed descriptively. The results showed that the average percentage of students' creative thinking skills was 50.63%, categorized as sufficient. The percentages for the indicators of fluency, flexibility, originality, and elaboration were 61%, 51.5%, 49.5%, and 40.5%, respectively. The findings indicate that students are more capable of generating various ideas than of developing ideas in detail, while their originality and elaboration skills still need improvement. Therefore, the results of this study can serve as a reference for teachers in designing physics learning activities that support the development of students' creative thinking skills.
Design and Validation of Cognitive Conflict-Deep Learning Based Gamification Teaching Materials Based on Students' Misconception Profiles to Support Conceptual Understanding on Work and Energy Salsabilla Mulya Putri; Fatni Mufit; Fuja Novitra; Zahra Fathanah
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.2329

Abstract

Students' conceptual understanding of work and energy remains low due to the high prevalence of misconceptions, indicating the need for teaching materials that effectively facilitate conceptual reconstruction. Therefore, this study aimed to design and validate cognitive conflict-deep learning-based gamification teaching materials on work and energy. This study employed the educational design research (EDR) approach using the Plomp model, consisting of the preliminary research stage and the development/prototyping stage up to expert review. The research involved 155 twelfth-grade students from two public senior high schools in Padang Pariaman Regency and four physics teachers. Data were collected using a 20-item four-tier multiple choice diagnostic test and teacher interview guidelines. The findings revealed that 80.6% of students experienced misconceptions, 15.3% did not understand the concepts, and only 4.1% demonstrated correct conceptual understanding. The highest misconceptions occurred in kinetic energy, potential energy, the relationship between work and potential energy, and the law of conservation of mechanical energy. Based on these findings, gamification teaching materials integrating the four phases of the cognitive conflict model and the three pillars of deep learning (mindful learning, meaningful learning, and joyful learning) were developed. Validation by three experts using Aiken's V produced an average score of 0.92, indicating that the teaching materials were very valid. Therefore, the developed teaching materials are feasible to proceed to practicality and effectiveness testing to improve students' conceptual understanding of work and energy
Framework of Interactive E-Assessment with Cognitive Conflict Phenomena to Measure Critical Thinking Ability: Analysis of Teachers’ Perceptions and Students’ Perspectives Liza Okwan Admas; Fatni Mufit; Emiliannur; Fuja Novitra; Zahra Fathanah
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 9 No. 4: DECEMBER 2025
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i4.120

Abstract

The PISA 2022 results indicate that Indonesia ranked 69th out of 81 participating countries, reflecting students’ low critical thinking ability, particularly in understanding scientific concepts. This condition highlights the need for more effective and interactive learning and assessment practices. This study aims to describe a framework of an interactive electronic assessment (e-assessment) incorporating cognitive conflict phenomena based on teachers’ perceptions and students’ perspectives. The research employed a qualitative descriptive design involving 15 physics teachers and 254 senior high school students from public schools in Pesisir Selatan Regency. Data were collected using adapted questionnaires on teachers’ perceptions and students’ perspectives and analyzed using a Likert scale. The results showed that teachers’ perceptions of interactive e-assessment were categorized as very good across pedagogical aspects, facility conditions, performance expectations, behavioral intention, and social influence. Meanwhile, students’ perspectives were categorized as good, covering socio-emotional, efficiency, actual behavior, and preference aspects. Based on these findings, a framework of interactive electronic assessment based on cognitive conflict was developed and subsequently validated by four experts, with results indicating that the framework was valid. Overall, both teachers and students responded positively to the implementation of interactive e-assessment. These findings suggest that the development of cognitive conflict–based electronic assessment is essential, as it has the potential to enhance students’ critical thinking skills, learning motivation, and the overall quality of physics learning in the digital era
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