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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Pelita Eksakta Physics Learning and Education
Hayyu Yumna
Universitas Negeri Padang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Mathematics Physics 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 Dea Stivani Suherman; Fuja Novitra; Rani Oktavia; Hayyu Yumna; 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.
Empowering Productive-Age Women Groups in Nagari Batu Bulek through Marketing of Traditional Food Integrated with Online Tour Packages Hidayati Hidayati; Fauziah Ulmi; Emiliannur Emiliannur; Hayyu Yumna; Hufri Hufri
Pelita Eksakta Vol 9 No 1 (2026): Pelita Eksakta, Vol. 9, No. 1
Publisher : Fakultas MIPA Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pelitaeksakta/vol9-iss1/313

Abstract

The objective of this community service activity is to equip productive-age women with the necessary skills to package food, obtain PIRT (household food industry) licenses, develop product branding, and market traditional food by utilizing social media, websites, and e-commerce platforms integrated with online tour packages. This initiative indirectly contributes to improving the economic welfare of women in Batu Bulek and preserving the region’s traditional food. The skill development program for productive-age women groups in Nagari Batu Bulek in marketing traditional food integrated with online tourism packages was carried out through several stages, namely the preliminary stage, preparation, and implementation. The results showed an increase in participants’ understanding with an N-gain score of 0.36, which falls into the medium category. This activity also received positive responses from the participants, as indicated by the satisfaction survey with an average score of 93.7. Through this training program, productive-age women in Nagari Batu Bulek gained knowledge and skills in food packaging and product branding.
The Effect of Using Worksheets Based on the Problem-Based Learning Model on Students’ Critical Thinking Skills in Vector and Kinematics for 11th Grade Sarah Novita; Fuja Novitra; Hidayati; Hayyu Yumna
Physics Learning and Education Vol. 4 No. 2 (2026): June Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study was motivated by the low level of critical thinking skills among students at SMAN 1 Tanjung Raya. This situation is caused by a learning process that does not fully utilize a learning model appropriate to its stages, resulting in students being passive during the learning process. Therefore, an educational innovation is needed that actively involves students and fosters critical thinking skills through the use of worksheets based on the problem-based learning model. This study aims to analyze the effect of using worksheets based on the problem-based learning model on the critical thinking skills of students at SMAN 1 Tanjung Raya. The research design used is a quasi-experiment with a posttest-only control design. The study population consists of all students in Grade 11 Phase F at SMAN 1 Tanjung Raya for the 2025/2026 academic year. The sampling technique employed is purposive sampling. The sample in this study consisted of the 11th-grade health major class, comprising 31 students as the experimental group, and the 11th-grade engineering major 2 class, comprising 32 students as the control group. Data on critical thinking skills were obtained through a test instrument in the form of essay questions. The analysis techniques used were the normality test, homogeneity test, and hypothesis testing using the independent samples T-test. The results of the study indicate that the average critical thinking skills of students in the experimental class were higher than those of the control class, specifically . The results of the hypothesis test showed that the significance value obtained was 0.00, which is smaller than the significance level of 0.005. Thus, the null hypothesis “ ” was rejected, and the alternative hypothesis “ ” was accepted. It can be concluded that there is an effect of using worksheets based on the problem-based learning model on students’ critical thinking skills in the vector and kinematics material for 11th grade.
Needs Analysis for the Development of an Inquiry-Based Learning E-Module Integrated with Deep Learning to Facilitate Students’ Creative Thinking Skills on Heat Concepts Syalsahadi Rivai; Emiliannur Emiliannur; Fatni Mufit; Hayyu Yumna
Physics Learning and Education Vol. 4 No. 2 (2026): June Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v4i2.340

Abstract

Efforts to develop 21st-century skills are focused on a student-centered learning approach, where educators act as facilitators in supporting the learning process. One of the main focuses in this skill is the development of four core competencies known as the 4Cs: creative thinking, critical thinking, communication, and collaboration skills. One of the four most important skills that students must develop is creative thinking. However, in reality, mastery of this skill remains relatively low. This low ability is caused by teaching materials used in the learning process that have not been fully designed to support students' creative thinking skills and the inquiry-based learning model. This study aims to analyze the needs of e-modules based on an inquiry-based learning model integrated with deep learning. This study used a development research approach with the 4-D model (Define, Design, Development, and Disseminate), which was limited to the Development stage. The results revealed three main findings from the needs analysis: (1) the creative thinking skills of 11th-grade students at SMAN 2 Padang are still classified as very low with an average score of 40%; (2) the teaching materials used are still limited to printed textbooks and are not yet able to optimally facilitate students' creative thinking skills; (3) The results of the analysis of student characteristics show that 92% of students have a positive view of the use of digital teaching materials. Support for these digital learning materials is also seen from the results of the questionnaire which shows that students find it easier to understand Physics material through videos or online simulations and require learning materials equipped with visual elements, multimedia, such as images, animations, and learning videos, with an average percentage of 92%. In addition, the potential for utilizing digital learning materials in the learning process is considered very large, considering that around 91% of students already have smartphones that can be used for digital-based learning. The research conclusion obtained from the needs analysis is that the development of E-Modules based on inquiry-based learning integrated with deep learning to facilitate students' creative thinking skills on heat material is very much needed by students
A Systematic Review of Misconceptions in Particle Dynamics: Identification, Causes, and Remediation Muhammad Faldi Maliqi; Emiliannur Emiliannur; Festiyed Festiyed; Hayyu Yumna
Physics Learning and Education Vol. 4 No. 2 (2026): June Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v4i2.345

Abstract

Particle dynamics is a foundational branch of physics, yet students frequently struggle with abstract concepts, leading to persistent misconceptions that hinder scientific reasoning. This study aims to analyze the specific concepts prone to misconceptions in particle dynamics, identify their primary causes, and evaluate the effectiveness of various remediation strategies to improve conceptual understanding. This research employed a descriptive quantitative design using the Systematic Review method following the PRISMA 2020 guidelines. A total of 20 scientific articles published between 2020 and 2025, indexed in national and international databases, were analyzed. The study integrated a bibliometric approach using VOSviewer software to visualize research trends and keyword networks, ensuring a robust and objective synthesis of the current literature. The findings indicate that misconceptions are most prevalent in Newton’s Laws (45%), followed by the Law of Conservation of Momentum (35%), and force and net force (30%). The primary cause of these errors is students' internal prior conceptions (65%), often derived from intuitive daily experiences that conflict with scientific principles. Effective remediation strategies identified include active learning models such as guided inquiry, generative learning, and cognitive conflict approaches. Furthermore, the integration of interactive simulations like PhET and E-LKPD significantly enhanced the remediation process by providing essential visual scaffolding. Misconceptions in particle dynamics remain a major challenge, predominantly rooted in intuitive reasoning regarding force and motion. Successful remediation requires pedagogical shifts toward active student involvement and the use of technology-based visualizations to facilitate conceptual change. These results provide a vital scientific reference for educators to design targeted interventions and for curriculum developers to address conceptual gaps early in physics education.
Co-Authors Asrizal Dea Stivani Suherman Emiliannur Emiliannur Fatni Mufit Fauziah Ulmi Festiyed Fuja Novitra Hidayati Hidayati Hidayati Hufri Hufri Muhammad Faldi Maliqi Rani Oktavia Sarah Novita Syalsahadi Rivai