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All Journal Physics Learning and Education
Rahmi, Zaidida
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Education Physics

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Design and Validity of E-Modules Based on Cognitive Conflict in Measurement Materials for Grade X Senior High School/Madrasah Aliyah Rahmi, Zaidida; Mufit, Fatni
Physics Learning and Education Vol. 3 No. 4 (2025): December Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v3i4.288

Abstract

Physics education in school often faces challenges due to students’ limited conceptual understanding and persistent misconceptions, particularly in measurement topics. This study aims to develop and evaluate an e-module based on cognitive conflict to address these issues. The research was a development study based on the Plomp model, which includes preliminary research, prototyping, and an assessment phase. The resulting e-module presents a structured learning sequence that activates students’ preconceptions, introduces cognitive conflict, facilitates the discovery of key concepts, and promotes reflection. Designed using Canva Pro and Heyzine Flipbook, that e-module was validated by experts, achieving a high score of 0.95, indicating its suitability in terms of content, visual design, learning structure, and software functionality. The findings suggest that a cognitive conflict-based e-module is an effective tool for enhancing conceptual understanding and reducing misconceptions in the measurement, offering practical value for physics learning in schools.
Co-Authors Fatni Mufit