<![CDATA[Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran berbasis pendekatan konflik kognitif untuk meningkatkan penguasaan konsep fisika peserta didik yang valid, praktis, dan efektif. Penelitian ini termasuk dalam jenis Research and Development (R&D) dengan model pengembangan 4D yaitu Define, Design, Develop dan Disseminate. Produk yang dikembangkan dalam penelitian ini beruba silabus, RPP, LKPD, Video Pembelajaran dan Instrumen tes kemampuan penguasaan konsep fisika peserta didik. Validitas produk dinilai oleh enam validator yaitu tiga orang dosen dan tiga orang guru. Hasil validasi menunjukkan bahwa penilaian validator ahli yakni tiga orang dosen memperoleh nilai rata-rata sebesar 82% dengan kriteria cukup valid, sedangkan validator pengguna yakni tiga orang guru memperoleh nilai rata-rata 89,4% dengan kriteria sangat valid. Hasil keterlaksanaan pembelajaran diperoleh 85,57% dengan kriteria terlaksanan dengan sangat baik. Selanjutnya, hasil rata-rata N-gain untuk kemampuan penguasaan konsep sebesar 0,60 dengan kategori sedang Berdasarkan hal tersebut dapat dinyatakan bahwa perangkat pembelajaran berbasis pendekatan konflik kognitif valid, praktis, dan efektif digunakan dalam pembelajaran untuk meningkatkan penguasaan konsep fisika. Development of Learning Tools Based on a Video Assisted Cognitive Conflict Approach to Improve Students Mastery of Physics Concepts Abstract This study aims to develop cognitive conflict-based learning tools to improve the mastery of physics concepts by students in a valid, practical, and effective manner. This research falls under the Research and Development (R&D) category, utilizing the 4D development model, which stands for Define, Design, Develop, and Disseminate. The products developed in this study include syllabi, lesson plans, student worksheets, educational videos, and test instruments for assessing students' mastery of physics concepts. The validity of the products was assessed by six validators, comprising three lecturers and three teachers. The validation results showed that the expert validators, the three lecturers, gave an average score of 82%, with a criterion of sufficiently valid, while the user validators, the three teachers, gave an average score of 89,4%, with a criterion of very valid. The implementation of the learning obtained 85,57%, with the criterion of being very well implemented. Furthermore, the average N-gain score for the mastery of concepts was 0,60, categorized as moderate. Based on these findings, it can be stated that the cognitive conflict-based learning tools are valid, practical, and effective for use in education to improve the mastery of physics concepts.]]>
