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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) JURNAL PENDIDIKAN TAMBUSAI Pillar of Physics Education : Jurnal Berkala Ilmiah Pendidikan Fisika JURNAL FIRNAS Journal of Innovative Physics Teaching (JIPT) Physics Learning and Education Time in Physics: Journal for Theoretical, Instrumentation, Material-Molecular, and Education Physics
Hayyu Yumna
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Development of Interactive E-Modules for Literacy Courses in Physics Learning Assisted by Google Sites to Improve Students’ Problem-Solving Skills Suherman, Dea Stivani; Novitra, Fuja; Oktavia, Rani; Yumna, Hayyu; Asrizal
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.13463

Abstract

This study aims to determine the needs analysis, validity, and limited practicality of interactive e-modules assisted by Google Sites to improve problem-solving skills in literacy courses in physics learning. The study adopts a development approach grounded in the Plomp model. The data were then analyzed using descriptive statistical analysis techniques. The needs analysis shows low problem-solving skills and a lack of contextual teaching materials, thus requiring the development of more innovative e-modules. The analysis results also show that the characteristics of the students are in the good category, thus supporting the implementation of these teaching materials. The validity of the developed interactive e-module reached 0.86, indicating that the e-module is valid. The average practicality score was 0.70, which falls into the practical category. These results indicate that the interactive e-module developed is necessary, valid, and practical. These findings confirm that the e-module has met the quality criteria for development, making it suitable for use in learning and ready to proceed to the effectiveness testing stage to assess its potential in improving students' problem-solving skills.
Validity Analysis of the Development of Integrated Global Warming Digital Teaching Material using Ethno-PBL to Improve Students Critical Thinking Ability Fajri, Muhamad Fajri; Asrizal, Asrizal; Amir, Harman; Yumna, Hayyu
Journal of Innovative Physics Teaching Vol. 3 No. 2 (2025): Journal of Innovative Physics Teaching (JIPT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jipt/vol3-iss2/112

Abstract

Critical thinking is a key competency required in 21st-century learning; however, field observations indicate that students’ critical thinking skills remain relatively low. This condition is closely related to the use of teaching materials that have not optimally implemented the Problem Based Learning (PBL) model and have not integrated local cultural contexts. To address this gap, this study developed digital teaching materials on global warming integrated with Ethno-Problem Based Learning (Ethno-PBL). The purpose of this study was to determine the validity of the developed Ethno-PBL-based digital teaching materials as a foundation for supporting the development of students’ critical thinking skills. This research employed a research and development approach, limited to the product validation stage conducted by expert validators. The validation process evaluated five aspects: material substance, learning design, visual communication, software utilization, and Ethno-PBL integration. The results showed that the developed digital teaching materials achieved a high level of validity, with an average validity score of 0.94. Specifically, the validity scores for material substance, learning design, visual communication, software utilization, and Ethno-PBL integration were 0.90, 0.95, 0.96, 0.97, and 0.94, respectively. These findings indicate that the Ethno-PBL-based digital teaching materials are valid, feasible, and beneficial for use in physics learning on global warming topics, and have the potential to facilitate more contextual, meaningful, and critical learning experiences for students.
Co-Authors Asrizal Asrizal Desnita Devana Fadhillah, Aisyah Rehan Fajri, Muhamad Fajri Fatni Mufit Fauzi Ahmad Muda Hamdi Rifai Harman Amir Helendra Helendra Hidayati Hidayati Hidayati Hidayati, Hidayat Merindi, Merindi Putri Islami Novitra, Fuja Oktavia, Rani Pebriani, Feby Putri, Melvia Nisa Ratnawulan . Sari, Gina Alya Suherman, Dea Stivani Wardatul Fajriyaty Wedy, Zahra Salsabila Widia, Widia Efrisa Yahdiyani, Yahdiyani