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All Journal Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
Fathanah, Zahra
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Education

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Interactive Multimedia Based on Cognitive Conflict Integrated with Character Animation and Science Literacy Indicators on Alternative Energy Material Rahmadani, Anisya; Mufit*, Fatni; Fathanah, Zahra
Jurnal Pendidikan Sains Indonesia Vol 13, No 2 (2025): APRIL 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i2.44726

Abstract

This investigate was conducted by planning intuitively mixed media based on cognitive strife coordinates with character liveliness to progress students' science proficiency on elective vitality materials. The reason of this think about was to clarify the characteristics, analyze the legitimacy and common sense of intelligently mixed media with cognitive struggle models on elective vitality materials. This sort of inquire about is plan investigate utilizing the Plomp advancement show. This investigate starts with the Essential Inquire about arrange and is constrained to the one to one organize as it were. Data collection was carried out by conducting self-assessment (self evaluation), distributing instruments for 2 teachers and science literacy-based questions for students, and at the one to one stage the research was carried out by testing the practicality of interactive multimedia by 3 students with high, medium and low abilities. The results of research at the preliminary research stage or the preliminary stage found that only 47.6% understood literacy. At the stage of development/pototyping phase interactive multimedia is prepared using cognitive conflict model syntax. At the self evaluation stage, the average of each component is 78.3% with a good category. The validity results obtained an average of 0.9 with very valid criteria. The results of practicality obtained an average of 90% with a very high category. The conclusion of the research conducted is that interactive multimedia based on cognitive conflict integrated with character animation on alternative energy materials can facilitate students' science literacy. So that it can be continued at the effectiveness stage
The Impact of Augmented Reality Based on STEM-Integrated Cognitive Conflict-Based Learning on Student Scientific Literacy, Self-Efficacy, and Retention Mufit*, Fatni; Abdilah, Zuhdi; Hidayati, Hidayati; Riyasni, Selma; Fathanah, Zahra
Jurnal Pendidikan Sains Indonesia Vol 13, No 4 (2025): OCTOBER 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i4.49121

Abstract

This research is motivated by the fact that students have low scientific literacy, self-efficacy, and retention in physics learning, especially on the topics of Newtons law of gravity and Keplers law. This problem is compounded by the use of printed teaching materials that have not been able to develop these three things optimally. Therefore, this study aims to determine the effectiveness and impact of augmented reality (AR)-based teaching materials designed with a STEM-integrated cognitive conflict-based learning (CCBL) in improving scientific literacy, self-efficacy, and student retention. The study employs a quasi-experimental method with a non-equivalent post-test only control group design. The subjects of the study were grade XI phase F students at MAN 1 Padang. The instruments used were scientific literacy tests, self-efficacy questionnaires, and retention tests. Data were analyzed using non-parametric statistical tests in SPSS to determine the differences between the two classes. The results showed that there were significant differences in scientific literacy, self-efficacy, and student retention between the experimental and control classes. Classes using AR learning materials based on STEM-integrated CCBL showed better results compared to control classes. This indicates that the implementation of these learning materials is effective in improving students' abilities in cognitive, affective, and psychomotor abilities. It can therefore be concluded that AR-based STEM-integrated cognitive conflict learning can effectively address the challenges of 21st-century physics education, particularly with regard to improving student scientific literacy, self-efficacy, and retention
Co-Authors Abdilah, Zuhdi Hidayati Hidayati Mufit*, Fatni Rahmadani, Anisya Riyasni, Selma