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All Journal Jurnal Penelitian dan Pengembangan Pendidikan JURNAL PENDIDIKAN TAMBUSAI Pillar of Physics Education : Jurnal Berkala Ilmiah Pendidikan Fisika JURNAL FIRNAS Science and Education Journal Journal of Innovative Physics Teaching (JIPT) Physics Learning and Education Time in Physics: Journal for Theoretical, Instrumentation, Material-Molecular, and Education Physics Journal of Authentic Research
Hayyu Yumna
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Humanities Earth & Planetary Sciences Education Mathematics Physics Public Health Social Sciences Other

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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.
Analisis Kebutuhan: Pengembangan E-LKPD PBL Berbasis Kearifan Lokal Berbantuan Nearpod Pada Materi Vektor Untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa SMAN 2 Solok Azkiya Rahmayani; Hidayati Hidayati; Hufri Hufri; Hayyu Yumna
Science and Education Journal (SICEDU) Vol 5 No 2 (2026): Science and Education Journal 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/sicedu.v5i2.508

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan pemecahan masalah siswa pada materi vektor, khususnya dalam menguraikan komponen vektor dan menentukan resultan secara analitis. Berdasarkan hasil pre-test di SMAN 2 Solok terhadap 40 siswa kelas X Fase E, diperoleh rata-rata kemampuan pemecahan masalah sebesar 36,1% dengan kategori rendah. Penelitian ini bertujuan untuk menganalisis kebutuhan pengembangan Lembar Kerja Elektronik Peserta Didik (E-LKPD) berbasis Problem Based Learning (PBL) yang didukung platform Nearpod dan terintegrasi kearifan lokal pada materi vektor untuk meningkatkan keterampilan pemecahan masalah siswa. Penelitian menggunakan metode Research and Development (R&D) dengan model pengembangan 4D yang meliputi tahap define, design, develop, dan disseminate, namun penelitian difokuskan pada tahap analisis kebutuhan (define). Data diperoleh melalui wawancara guru, angket siswa, observasi, dan tes kemampuan pemecahan masalah berdasarkan indikator Polya. Hasil analisis menunjukkan bahwa pembelajaran fisika masih didominasi LKPD cetak konvensional, siswa mengalami kesulitan memvisualisasikan arah vektor, serta dibutuhkan bahan ajar digital interaktif yang kontekstual dan adaptif terhadap perkembangan teknologi. Integrasi PBL, Nearpod, dan kearifan lokal dinilai mampu menciptakan pembelajaran yang lebih interaktif, kontekstual, dan berpusat pada siswa. Oleh karena itu, pengembangan E-LKPD berbasis PBL berbantuan Nearpod dengan konteks kearifan lokal direkomendasikan sebagai solusi inovatif untuk meningkatkan kemampuan pemecahan masalah siswa pada materi vektor.
Analisis Kesiapan Uji Efektivitas E-Modul Berbasis Dual Space Inquiry terhadap Hasil Belajar Fisika pada Materi Gelombang Bunyi Aini, Ummil; Novitra, Fuja; Festiyed, Festiyed; Yumna, Hayyu
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/gzdd5y87

Abstract

Studi ini bertujuan untuk menilai kesiapan empiris dan metodologis untuk menguji efektivitas e-modul berbasis Dual Space Inquiry (DSI) terhadap hasil belajar kognitif siswa pada materi gelombang bunyi. Penelitian menggunakan pendekatan deskriptif kuantitatif melalui analisis hasil belajar awal siswa, wawancara guru, telaah bahan ajar, dan uji coba instrumen penelitian. Data hasil belajar awal diperoleh dari 63 siswa kelas XI Fase F, sedangkan uji coba instrumen dilakukan pada 30 responden dengan menggunakan 29 butir soal pilihan ganda. Kualitas instrumen dianalisis berdasarkan validitas butir, reliabilitas, tingkat kesukaran, dan daya pembeda. Hasil analisis menunjukkan bahwa hasil belajar awal siswa pada materi gelombang bunyi masih rendah, dengan sebagian besar siswa belum mencapai ketuntasan belajar. Hasil wawancara dan telaah bahan ajar menunjukkan bahwa pembelajaran masih menggunakan sumber belajar yang dominan bersifat statis dan belum mengintegrasikan simulasi, aktivitas inkuiri, serta refleksi pembelajaran secara sistematis. Uji coba instrumen menunjukkan bahwa instrumen memiliki konsistensi internal yang memadai berdasarkan nilai reliabilitas KR-20 sebesar 0,79, sehingga dapat digunakan sebagai instrumen awal setelah mempertimbangkan hasil analisis butir. Temuan penelitian ini menunjukkan adanya kebutuhan terhadap bahan ajar yang mampu memfasilitasi pembelajaran fisika yang lebih interaktif dan bermakna. Selain itu, hasil studi pendahuluan ini memberikan dasar empiris dan metodologis untuk melanjutkan pengujian efektivitas e-modul berbasis Dual Space Inquiry terhadap hasil belajar kognitif siswa pada materi gelombang bunyi. This study aims to assess the empirical and methodological readiness to test the effectiveness of e-modules based on Dual Space Inquiry (DSI) on students' cognitive learning outcomes on sound wave materials. The research uses a quantitative descriptive approach through the analysis of students' initial learning outcomes, teacher interviews, study of teaching materials, and testing of research instruments. Data on initial learning outcomes were obtained from 63 students in grade XI Phase F, while instrument trials were carried out on 30 respondents using 29 multiple-choice questions. The quality of the instruments was analyzed based on the validity of the grain, reliability, level of difficulty, and differentiating power. The results of the analysis showed that students' initial learning outcomes on sound wave material were still low, with most students not yet reaching learning completion. The results of interviews and study of teaching materials show that learning still uses predominantly static learning resources and has not integrated simulations, inquiry activities, and systematic learning reflection. The instrument test showed that the instrument had adequate internal consistency based on the KR-20 reliability value of 0.79, so that it could be used as an initial instrument after considering the results of the item analysis. The findings of this study show that there is a need for teaching materials that are able to facilitate more interactive and meaningful physics learning. In addition, the results of this preliminary study provide an empirical and methodological basis to continue testing the effectiveness of e-modules based on Dual Space Inquiry on students' cognitive learning outcomes on sound wave materials. .
Korelasi Kecakapan Literasi Digital Dengan Pemahaman Konsep Fisika Siswa SMA Jannah, Azura Radhatul; Kamus, Zulhendri Kamus; Desnita, Desnita; Yumna, Hayyu
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.v5i3.6185

Abstract

Pemahaman konsep fisika menuntut siswa menghubungkan representasi verbal, matematis, grafis, dan fenomena nyata, sedangkan lingkungan belajar digital menuntut kemampuan menemukan, mengevaluasi, dan menggunakan informasi secara kritis. Penelitian ini menganalisis hubungan antara kecakapan literasi digital dan pemahaman konsep fisika siswa SMA. Penelitian menggunakan desain kuantitatif korelasional potong lintang pada 235 siswa kelas X SMA Negeri 2 Sungai Penuh. Kecakapan literasi digital diukur melalui angket yang mencakup literasi informasi dan data, komunikasi dan etika digital, kreasi konten, kolaborasi, keamanan, serta pemecahan masalah digital. Pemahaman konsep diproksikan dengan skor murni ujian akhir semester fisika. Data dianalisis secara deskriptif, diuji normalitas dan linearitasnya, kemudian dianalisis menggunakan korelasi Pearson. Skor literasi digital memiliki rerata 166,70 (SD = 15,801), sedangkan skor pemahaman konsep memiliki rerata 66,60 (SD = 14,907). Hubungan kedua variabel bersifat positif dan sangat kuat, r(233) = 0,924, p < 0,001, 95% CI [0,903, 0,941]. Kuadrat korelasi sebesar 0,854 menunjukkan 85,4% varians bersama, bukan bukti pengaruh kausal. Temuan mengindikasikan bahwa kecakapan mengakses, menilai, dan memanfaatkan sumber digital berkaitan erat dengan capaian fisika. Namun, interpretasi dibatasi oleh desain korelasional, penggunaan skor ujian sekolah sebagai proksi pemahaman konsep, dan belum lengkapnya pelaporan reliabilitas instrumen. Physics conceptual understanding requires students to connect verbal, mathematical, graphical, and real-world representations, while digital learning environments require the ability to locate, evaluate, and use information critically. This study examined the relationship between digital literacy skills and high school students’ physics conceptual understanding. A cross-sectional quantitative correlational design involved 235 tenth-grade students at SMA Negeri 2 Sungai Penuh, Indonesia. Digital literacy was measured using a questionnaire covering information and data literacy, digital communication and ethics, content creation, collaboration, safety, and digital problem solving. Conceptual understanding was proxied by students’ uncombined end-of-semester physics examination scores. Data were summarized descriptively, checked for normality and linearity, and analyzed using Pearson’s correlation. Digital literacy scores averaged 166.70 (SD = 15.801), whereas conceptual-understanding scores averaged 66.60 (SD = 14.907). The variables showed a positive and very strong association, r(233) = .924, p < .001, 95% CI [.903, .941]. The squared correlation (.854) represents shared variance rather than causal influence. The finding indicates that students’ ability to access, evaluate, and use digital resources is closely associated with physics achievement. Interpretation should nevertheless remain cautious because the design was correlational, the outcome relied on a school examination as a proxy for conceptual understanding, and the available manuscript did not fully report instrument reliability.
The Role of Student Worksheets in Deep Learning-Based Inquiry Learning Models in Physics Education: A Systematic Literature Review Jihan Defina; Phakrur Razi; Hufri Hufri; Hayyu Yumna
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.v4i1.323

Abstract

Physics learning in schools is expected to facilitate not only the acquisition of conceptual knowledge but also the development of students’ scientific reasoning and higher-order thinking skills. One learning strategy that has gained attention in physics education is inquiry-based learning, particularly when supported by appropriate instructional materials. Student Worksheets play an important role in guiding students through structured learning activities that encourage active engagement and conceptual construction. In addition, the deep learning approach emphasizes meaningful learning, reflection, and the integration of knowledge across concepts. This study aims to systematically examine the role of Student Worksheets within inquiry-based learning models that are integrated with a deep learning approach in physics education. A Systematic Literature Review (SLR) was conducted by analyzing 15 relevant national and international journal articles published over the last ten years. The findings indicate that inquiry-based Student Worksheets designed according to deep learning principles contribute positively to students’ conceptual understanding, critical thinking skills, and learning engagement in physics. These results highlight the potential of integrating inquiry learning and deep learning approaches through well-designed Student Worksheets to enhance the quality of physics learning.
Co-Authors Ahmad Fauzi Aini, Ummil Aisyah Rehan Fadhillah Asrizal Asrizal Azkiya Rahmayani Desnita Devana Fajri, Muhamad Fajri Fatni Mufit Festiyed Hamdi Rifai Harman Amir Helendra Helendra Hidayati Hidayati Hidayati Hidayati Hidayati Hidayati, Hidayat Hufri Hufri Jannah, Azura Radhatul Jihan Defina Kamus, Zulhendri Kamus Merindi, Merindi Putri Islami Novitra, Fuja Pebriani, Feby Phakrur Razi Putri, Melvia Nisa Ratnawulan . Sari, Gina Alya Wardatul Fajriyaty Wedy, Zahra Salsabila Widia, Widia Efrisa Yahdiyani, Yahdiyani