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All Journal Jurnal Kajian Pendidikan IPA Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
Haya, Fadiya
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Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Social Sciences Other

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Effectiveness of the PISA-DigiPjBL Model in Enhancing Scientific Literacy, Critical Thinking Skills, and Deep Learning of Physics Education Students Saputri, Mawarni; Musdar, Musdar; Haya, Fadiya
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 1: January 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i1.18990

Abstract

This study examines the effectiveness of the PISA-DigiPjBL learning design in enhancing scientific literacy, critical thinking skills, and deep learning among undergraduate Physics Education students. A quasi-experimental study with a non-equivalent control group design was conducted involving 69 students enrolled in a Static Fluids course at Universitas Syiah Kuala, consisting of an experimental group (35 students) and a control group (34 students). The experimental group engaged in PISA-oriented digital project-based learning supported by a virtual laboratory, while the control group implemented conventional project-based learning supported by physical laboratory activities without digital integration. Accordingly, the findings are interpreted as the effect of an integrated PISA-oriented digital project-based learning environment rather than a single instructional component. Scientific literacy and critical thinking skills were measured using validated essay-based tests, while deep learning was assessed through a structured observation sheet capturing students’ learning behaviors during instructional activities. Content validity for all instruments was established through expert judgment, and reliability analyses indicated high internal consistency for the tests and excellent inter-rater agreement for the observation instrument. Data were analyzed using normality and homogeneity tests followed by independent sample t-tests. The results show that the experimental group achieved significantly higher gains in scientific literacy and critical thinking skills than the control group (α = 0.05), with large effect sizes (Cohen’s d = 1.30 for scientific literacy and 1.17 for critical thinking). Observational data further indicate that students in the experimental group demonstrated very high levels of deep learning behaviors, characterized by active engagement and collaboration, critical problem solving, creativity and innovation, and real-world application of physics concepts. These findings suggest that the PISA-DigiPjBL learning design is effective in promoting meaningful and deep learning in physics education at the higher education level when PISA-oriented project-based learning is integrated with digital learning environments.
Misconceptions of Prospective Physics Teachers in Heat Concepts: Implementation of Three-Tier Diagnostic Tests (TTDT) Ramadhan, Teuku Muhammad Hary; Mustari, Andi; Mustika, Cut Rizki; Haya, Fadiya
Jurnal Kajian Pendidikan IPA Vol 6 No 1 (2026): Jurnal Kajian Pendidikan IPA
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jkpi.v6i1.43204

Abstract

Misconceptions about heat are still very common and need further research. Misconceptions experienced by prospective physics teachers must be immediately eliminated or reduced, because if misconceptions are left unchecked, these wrong concepts can persist for a long time and affect their teaching in the future. This study aims to identify misconceptions of prospective physics teachers on the concept of heat by applying the three-tier diagnostic test (TTDT). The approach used is descriptive quantitative with a conceptual diagnostic method. The research sample consisted of 52 7th-semester students of the Physics Education Department of Syiah Kuala University who had taken basic physics and thermodynamics courses. The research instrument consisted of 30 items, consisting of 10 content items, 10 reason items, and 10 confidence level items. Student responses were grouped into three categories: Understand the Concept (PK), Misconception (M), and Don’t Understand the Concept (TPK). The results of the study showed variations in student understanding of the ten heat concepts tested. Overall, 67.7% of student responses were in the PK category, 28.3% in the M category, and 4% in the TPK category. The highest misconception was found in the concept of “Cold Objects Still Contain Heat (BDP)” and “Heat Exists in All Objects (PSB)”, which is related to misconceptions about thermal energy at the microscopic level. Meanwhile, the concept of the definition of temperature and heat, the difference between the two, and the direction of heat transfer were the most widely understood concepts. The TTDT instrument was proven in identifying detailed categories of Understand the Concept (PK), Don’t Understand the Concept (TPK), and Misconception (M).Keywords: Diagnostic, Heat Concepts, Misconceptions, Three-Tier
Co-Authors Musdar, Musdar Mustari, Andi Mustika, Cut Rizki Ramadhan, Teuku Muhammad Hary Saputri, Mawarni