Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Pillar of Physics Education : Jurnal Berkala Ilmiah Pendidikan Fisika Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
Abdilah, Zuhdi
Unknown Affiliation
Education Physics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
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
Application of STEM-Integrated Cognitive Conflict-based Augmented Reality to Student Self-Efficacy to Achieve 21st Century Learning Success Abdilah, Zuhdi; Mufit, Fatni; Hidayati, Hidayati; Riyasni, Selma
PILLAR OF PHYSICS EDUCATION Vol 18, No 4 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/17410171074

Abstract

This study aims to examine the effectiveness of Augmented Reality (AR) teaching materials based on cognitive conflict integrated with the STEM approach to increase student self-efficacy in the material of Newton's law of gravity. The research used a quasi-experimental design with a non-equivalent control group design model involving 72 SMA / MA students divided into experimental and control groups. The main instrument was a student self-efficacy questionnaire. The results showed that the use of STEM-integrated cognitive conflict-based AR significantly increased students’ self-efficacy compared to conventional learning. The average self-efficacy score of the experimental group is higher, with an increase that falls into the moderate category. This finding indicates that the integration of technology and cognitive conflict strategies in the STEM approach can be an effective, innovative learning alternative to build students' self-efficacy in understanding physics concepts.
Co-Authors Fathanah, Zahra Fatni Mufit Hidayati Hidayati Mufit*, Fatni Riyasni, Selma