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All Journal RADIASI: Jurnal Berkala Pendidikan Fisika Jurnal Penelitian dan Pembelajaran Fisika WAPFI (Wahana Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) Pendas : Jurnah Ilmiah Pendidikan Dasar ORBITA: Jurnal Pendidikan dan Ilmu Fisika JURNAL PENDIDIKAN TAMBUSAI Pelita Eksakta Jurnal Ilmiah Profesi Pendidikan Pillar of Physics Education : Jurnal Berkala Ilmiah Pendidikan Fisika Jurnal Tadris IPA Indonesia Indo-MathEdu Intellectuals Journal Jurnal Luminous: Riset Ilmiah Pendidikan Fisika Jurnal Pijar MIPA Jurnal MIPA dan Pembelajarannya Journal of Innovative Physics Teaching (JIPT) Physics Learning and Education Jurnal Pendidikan MIPA Journal of Educational and Learning Studies
Emiliannur Emiliannur
Department Of Physics, Universitas Negeri Padang, Jl. Prof. Dr. Hamka Air Tawar Padang 25131, Indonesia
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Energy Environmental Science Immunology & microbiology Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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VALIDITY AND PRACTICALITY OF A COGNITIVE CONFLICT-BASED ELECTRONIC ASSESSMENT ON WORK AND ENERGY TO EVALUATE HIGH SCHOOL STUDENTS’ CRITICAL THINKING SKILLS Amalia Salsabila; Fatni Mufit; Yenni Darvina; Emiliannur Emiliannur
Physics Learning and Education Vol. 4 No. 1 (2026): March Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v4i1.330

Abstract

The integration of information and communication technology (ICT) in education has encouraged the use of electronic assessments to support the evaluation of higher-order thinking skills, particularly critical thinking in physics learning. However, existing assessments are still limited in effectively measuring these skills. This study aims to develop a cognitive conflict-based electronic assessment on work and energy and to determine its content validity and practicality in evaluating high school students’ critical thinking skills. This study employed a Research and Development (R&D) method using Plomp’s model, which consists of preliminary research, development or prototyping, and assessment stages. The subjects were physics teachers and students of State Senior High School 10 Padang with varying levels of critical thinking skills. The instruments included a validation sheet and a practicality questionnaire. Content validity was analyzed using Aiken’s V index, while practicality was analyzed using percentage techniques. The results showed that the developed assessment has a high level of content validity, with an average Aiken’s V value of 0.85, categorized as “highly valid,” and is highly practical, with scores above 96% across all evaluation stages. Therefore, the assessment is suitable for evaluating students’ critical thinking skills in physics learning and can be used as an effective tool to support the improvement of learning evaluation quality.
Needs Analysis for the Development of a Contextual Physics Interactive E-Module Based on Deep Learning to Enhance Critical Thinking Skills Etri Alga Vrimesty; Ratnawulan; Ahmad Fauzi; Emiliannur
Jurnal Penelitian Pendidikan IPA Vol 12 No 6 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i6.15111

Abstract

Physics learning at the senior high school (SMA/MA) level still faces challenges in developing students’ critical thinking skills. This is largely due to the use of instructional materials that are less interactive and the limited implementation of contextual learning approaches. On the other hand, the rapid advancement of digital technology provides significant opportunities to create more engaging, flexible, and meaningful learning experiences through digital-based media. This study aims to analyze the need for developing a contextual physics interactive e-module based on a deep learning approach to enhance students’ critical thinking skills. The research employs a Research and Development (R&D) method using the Plomp development model, which includes the preliminary research, prototyping phase, and assessment phase, with a focus on the need analysis stage. Data were collected through tests, questionnaires, interviews, and documentation studies related to the current learning conditions in schools. The results indicate that students prefer digital-based learning as it is more engaging, interactive, and accessible anytime and anywhere. Furthermore, schools have provided adequate supporting facilities such as technological devices and internet access. However, the use of digital teaching materials in physics learning is still not optimal and has not yet integrated contextual and deep learning approaches. Therefore, the development of an interactive e-module based on deep learning is highly needed as an innovative solution to improve students’ critical thinking skills.
Efektivitas Bahan Ajar Digital Berbasis Konflik Kognitif Terintegrasi Augmented Reality dan Etnosains Nias untuk Meningkatkan Berpikir Kritis Pada Materi Usaha dan Energi Elman Ikhtiar Ronaldo Waruwu; Fatni Mufit; Asrizal; Emiliannur
Jurnal Penelitian Pendidikan IPA Vol 12 No 6 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i6.15115

Abstract

This study aims to analyze the effectiveness of digital learning materials based on cognitive conflict integrated with Augmented Reality (AR) and Nias ethnoscience in improving students' critical thinking skills in the material of work and energy. The method used was a quasi-experiment with a pretest-posttest control group design. The research sample consisted of two eleventh grade Physics classes at SMA Negeri 1 Gido selected through simple random sampling. The instrument used was an essay test to measure critical thinking skills. The results showed that the average posttest score of the experimental class (75.1) was higher than that of the control class (70.4). Hypothesis testing using Mann-Whitney U resulted in a significance value of 0.039, indicating a significant difference between the two groups. These findings indicate that the developed digital learning materials are effective in improving students' critical thinking skills. This effectiveness is supported by the integration of cognitive conflict that encourages conceptual reconstruction, the use of AR that visualizes abstract concepts, and ethnoscience that links learning to the local cultural context.
Moodle-Integrated Flipped Classroom: Fostering Self-Directed Learning and Academic Achievement in Physics Mechanics Dinda Pratiwi; Ratnawulan; Ahmad Fauzi; Emiliannur
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.v12i7.15920

Abstract

This study investigates the effect of the Flipped Classroom model assisted by Moodle on student learning independence and academic outcomes in physics, specifically regarding Newton's Laws. A quasi-experimental design with a pretest-posttest control group was employed, involving 75 tenth-grade students. The experimental group utilized the Moodle-integrated flipped approach, while the control group received conventional instruction. Data were analyzed using MANOVA, normalized gain, and Pearson correlation. The results indicate that the integrated model significantly improves both variables. The experimental group achieved a moderate increase in learning independence (normalized gain = 33%) and a high increase in learning outcomes (normalized gain = 73%), outperforming the control group (15% and 63%, respectively). Furthermore, a moderate positive correlation was found between learning independence and academic achievement. In conclusion, leveraging Moodle within a flipped classroom framework effectively fosters student autonomy and enhances cognitive mastery in physics education.
ANALISIS KEBUTUHAN PENGEMBANGAN E-LKPD ENERGI TERBARUKAN TERINTEGRASI MEANINGFUL LEARNING UNTUK MEMFASILITASI KETERAMPILAN BERPIKIR KREATIF SISWA Esa Aurafirna; Asrizal; Hidayati; Emiliannur
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.v11i03.62390

Abstract

The evolution of 21st-century learning requires students to possess creative thinking skills and the ability to understand concepts within a contextual framework. However, preliminary analysis at SMA Muhammadiyah 2 Padang revealed that students still struggle to comprehend renewable energy topics and exhibit low levels of creative thinking skills. This study aims to develop a Meaningful Learning-integrated electronic student worksheet (E-LKPD) on renewable energy to foster students' creative thinking skills. The study employs the Research and Development (R&D) method using the 4-D development model, comprising the define, design, develop, and disseminate stages. The scope of this research is limited to the development stage, which includes assessing the product's validity and practicality. Data were collected using a needs analysis instrument, validation sheets, and practicality questionnaires. Preliminary analysis indicated that students faced difficulties grasping specific aspects of renewable energy, namely energy concepts, energy transformation, renewable energy itself, and the utilization of renewable energy. The development of this Meaningful Learning-based E-LKPD is expected to provide interactive, contextual, and meaningful instructional materials that help students understand renewable energy concepts and develop creative thinking skills. This research contributes to the innovation of technology-based physics instructional materials aligned with the demands of 21st-century learning.
Toward creative physics learning: need analysis of PjBL-based physics modules with deep learning Fadilla Septiani; Ratnawulan Ratnawulan; Fatni Mufit; Emiliannur Emiliannur
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/03392

Abstract

This study aimed to analyze the need for developing a Project Based Learning (PjBL)-based physics module integrated with the Deep Learning approach to enhance students' creative thinking skills on the topic of climate change. A descriptive quantitative survey was conducted as the analysis phase of the ADDIE development model. The participants were physics teachers and Grade X students at SMA Negeri 5 Payakumbuh, selected through purposive sampling. Data were collected using classroom observations, semi-structured interviews, needs assessment questionnaires, and a creative thinking skills assessment. The data were analyzed descriptively using percentages and qualitative interpretation. The findings showed that physics instruction still relied on conventional teaching materials and teacher-centered practices, limiting students' opportunities to develop creative thinking skills. The needs assessment indicated that both teachers and students required a physics module integrating PjBL and the Deep Learning approach to support meaningful and contextual learning. Furthermore, students' creative thinking skills remained relatively low across the four dimensions of fluency, flexibility, originality, and elaboration. These findings provide empirical evidence supporting the development of an innovative physics module aligned with the Merdeka Curriculum to improve students' creative thinking skills and promote more active, student-centered learning on climate change
Co-Authors A R Wulan A Zainul Ahmad Fauzi Akmam Akmam Amali Putra Amalia Salsabila Ana Ratna Wulan Anabel, Haura Fitri Annifah, Annifah Annisa, Indah Ardha, Muhammad Ayasi Arsy, Suci Annisya Aruna, Rezky Putri Asrizal Astuti, Aulia Fuji Aulia, Aika Aurina, Hifzil Desnita Dianti, Isra Dinda Pratiwi Dini Safitri Doni, Rahma Dwi Yulia Dwi Yulianti Elman Ikhtiar Ronaldo Waruwu Esa Aurafirna Etri Alga Vrimesty Fadilla Septiani Fatni Mufit Fauziah Ulmi Febrianti, Feby Festiyed Fuja Novitra Hamdi Hamdi Hamdi Rifai Harman Amir Hayyu Yumna Helma Hidayati Hidayati Hidayati Hidayati Hidayati Hirahmah, Atifah Hufri Hufri I Hamidah Ida Hamidah Indri Widyastuti Khairunnisa Khairunnisa Khaokhajorn, Wacharaporn Lefudin Lefudin, Lefudin Letmi Dwiridal Linggar Jati, Putri Lukman Hakim Lukman Hakim Metta Liana Meysi, Nur Afrianti Mufid, Muthia Muhammad Faldi Maliqi Mutiara Nurul Fitri Nabilah Ikrimah Ayani Nanang Winarno Nanang Winarno Nngsih, Fitria Nur Tasya Putri Nurhikmah Nurhikmah Nurjannah Batubara NURUL ANNISA Parlindungan Sinaga Patricia Lubis, Patricia Putri Dwi Sundari Putri, Nur Tasya Rahma Doni Ratnawulan . Renol Afrizon Resa, Jerrifel Rata Rose Amnah Sakti, M Teja Sayriani, Elvi Silvi Yulia Sari Syalsahadi Rivai Tanjung, Sastika Ulfa, Aulia Utami, Herli Gusmita Utami, Nurdian Rahmah Winarmo, Nanang Yani, Intan Purnama Yenni Darvina Yuliana, Nurhaliza Yuliawati, Yelli Yunia, Yunia Yurnetti, Yurnetti Yuyun Wahyuningsih