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Physics Learning and Education
Published by Universitas Negeri Padang
ISSN : -     EISSN : 29874270     DOI : https://doi.org/10.24036/ple.v1i2
Core Subject : Science, Education,
Education Physics
Physics Learning and Education (PLE): International Journal on Physics Education is an open-access and peer-reviewed journal, published by Universitas Negeri Padang, which is dedicated to intercharge for the results of high-quality in all aspect of physics education. The editors welcome submissions of papers describing recent theoretical and experimental research related to: (1) learning outcome of physics, (2) Learning materials of physics, (3) Learning and teaching theories and models of physics, (4) Learning and teaching strategies and methods of physics, (5) Learning assessment and evaluation of physics, (6) The use of ict and media in learning of physics, (7) Learning management of physics, (8) Research and development in learning of physics, (9) Experimental methods in learning of physics, (10) Action research of learning of physics. The Physics Learning and Education follows the open access policy that allows the published articles freely available online without any subscription. Submitted papers must written in English.
Arjuna Subject : Umum - Umum
Articles 10 Documents
 1 
Search results for , issue "Vol. 3 No. 4 (2025): December Edition" : 10 Documents clear
Design of Interactive Learning Media Using Google Sites Assisted Inquiry Learning to Improve Critical Thinking Ability of Studets at SMAN 2 Painan Fadhiel, M. Al; Festiyed, Festiyed; Desnita, Desnita; Novitra, Fuja
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.v3i4.262

Abstract

The development of 21st-century technology demands more interactive and student-centered learning. However, preliminary studies at SMAN 2 Painan showed that students' critical thinking skills on heat were still low. This was due to the teacher-centered learning style, which resulted in students being less active, and the media used did not support exploration and discovery of concepts. To address these issues, this study developed an interactive, inquiry-based learning media supported by Google Sites. The development process followed the Dick and Carey model, with expert validation and practicality testing on 30 students and 3 Physics teachers. The validation results showed a Cohen's Kappa value of 0.96 (very valid), while the practicality test produced a value of 0.88 (very practical). These findings suggest that Google Sites can be an effective alternative to support inquiry-based learning and improve students' critical thinking skills. Consequently, this media can be used as an adaptive and accessible digital learning innovation. However, this study was limited to a small sample size, focused on only one topic, and did not examine the long-term impact of media use.
Design and Validity of Electronic Assessments to Assess Students’ Creative Thinking Abilities on The Topic of Newton’s Laws Widara, Rofifah; Mufit, Fatni; Darvina, Yenni; Suherman, Dea Stivani
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.v3i4.264

Abstract

This study aims to develop and validate a comprehensive electronic assessment package to measure students' creative thinking abilities on the topic of Newton’s Laws. While creative thinking abilities are important to foster creativity, as one of 21st century skills, physics assessments often do not specifically measure this ability. This research addresses that gap by designing a complete and modern assessment system that uniquely integrates diagnostic, formative, and summative instruments into a single package. The study employed a Research and Development (R&D) method, adapting the Plomp model with a focus on the preliminary and prototyping stages. The feasibility of the product was tested through content validation by three experts, with the data analyzed using the Aiken's V index. The results show that all three instruments (diagnostic, formative, and summative), achieved a high validity category. In conclusion, the developed electronic assessment package is a valid and feasible instrument for comprehensively assessing creative thinking abilities in physics
Design of an Electronic Assessment to Assess Students' Critical Thinking Abilities on Static Fluid Material Herawan, Amelia zelika; Mufit, Fatni; Festiyed, Festiyed; Riyasni, Selma
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.v3i4.271

Abstract

Assessment of students’ critical thinking abilities is a crucial component of 21st-century learning. This study aims to design an electronic assessment instrument to evaluate students’ critical thinking skills in the topic of static fluid using a summative assessment approach. The instrument consists of twenty multiple-choice questions developed based on Ennis’s critical thinking indicators. The research employed the Plomp model, which includes three stages: preliminary research, prototyping, and assessment development. Validation by three experts indicated a high level of validity (Aiken’s V = 0.83), while the practicality test showed positive responses from both students (83.9) and teachers (88.4). The reliability coefficient was 0.75 (high category), with items categorized as easy to moderate in difficulty and adequate in discrimination power (0.36). This study contributes by providing a digital-based assessment tool that supports the measurement of higher-order thinking in physics education. However, the study was limited by a small sample size and testing conducted only on static fluid material. Future research is recommended to expand the sample and apply the instrument across different physics topics to enhance its generalizability.
Analysis of the Needs for Developing E-SWS Integrated Measurement of Ethnoscience and Joyfull Learning to Facilitate Students' Creative Thinking Skills and Knowledge Shalsabilla, Mentari Azrina Shalsabilla
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.v3i4.272

Abstract

21st-century education demands adaptive, critical, and innovative students, in line with the Independent Curriculum, which emphasizes essential competencies and the Pancasila Student Profile. However, preliminary learning at SMAN 1 2X11 Enam Lingkung revealed several obstacles in physics learning. The use of information and communication technology (ICT) in electronic Student Worksheets (E-SWS) is still low, students have difficulty understanding measurement material, low interest in reading discourse questions, and students' creative thinking skills are relatively low. This study uses descriptive statistical analysis to describe, summarize, and present data without generalization. The focus of the analysis includes frequency distribution, measures of central tendency (mean, median, mode), and measures of dispersion (range, standard deviation). The results of the analysis show that the current SWS is less attractive, is still in printed form, and does not facilitate the development of students' knowledge and creative thinking. Teacher questionnaires also indicate that they have not used electronic SWS and have not integrated ethnoscience and fun learning. Furthermore, the problem regarding the analysis of the context of SWS in real conditions with ideal conditions with an average score of 40% which is still in the low category, students' understanding of the measurement material is very low, with an average score of only 34.16%. Analysis of 31 students shows an average score of the knowledge aspect of 66.1% (mode 55, median 70, distance 100), and the creative thinking ability aspect of 55.6% (mode 50, median 55, distance 35). These data indicate that the level of knowledge and creative thinking ability of students is still low. This finding emphasizes the urgency of learning innovation to achieve the goals of the Independent Curriculum.
The Validation of Artificial Intelligence Integrated E-Module with Problem Based Learning Model on Renewable Energy to High School Students’ Critical Thinking Skills Ihsan, Habil
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.v3i4.278

Abstract

The 21st century demands strong critical thinking, a skill often lacking in Indonesian 10th-grade physics students despite curriculum reforms. Current teaching methods and materials often fall short, failing to adequately engage students and foster these crucial higher-order thinking skills. To bridge this gap, a research project focused on creating and validating an innovative Artificial Intelligence (AI)-integrated e-module, specifically designed for renewable energy topics using a Problem-Based Learning (PBL) model. The goal was to boost high school students' critical thinking. Utilizing the Analysis, Design, and Development (ADDIE) model, the initial phases—analysis, design, and development—were completed, culminating in expert validation. The development process began with a needs analysis at Padang Public Senior High School 4 and a thorough literature review. The design phase involved crafting learning objectives, activities, and an interactive e-module prototype, incorporating AI functionalities and PBL syntax. The e-module was then built using WordPress. Self-evaluation and rigorous validity testing followed, conducted by three expert Physics Lecturers from Universitas Negeri Padang. A "practical guide to develop e-modules" adapted instrument assessed six indicators: material substance, visual communication, software utilization, learning design, PBL model, and AI integration. Data analysis used Cohen's Kappa formula. Validation results confirmed the e-module's high feasibility and quality across all aspects. Scores were consistently high: Material Substance (0.83, very valid), Visual Communication (0.97, very valid), Software Utilization (1.00, very valid), Learning Design (0.92, very valid), Problem-Based Learning Model (0.91, very valid), and AI Integration (0.91, very valid). This demonstrates the e-module's scientific accuracy, engaging design, robust functionality, and effective pedagogical approach. This research successfully validated the AI-integrated e-module with a PBL model as a highly promising teaching material for enhancing critical thinking in renewable energy education.
Creation Alternative Energy Electronic Student Worksheets (E-LKPD) Based on the "Nabuang Sarok" Waste Management Program to Improve Students Environmental Concern Iryanto, Febby Putri; Festiyed, Festiyed; Hamdi, Hamdi; Riyasni, Selma
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.v3i4.280

Abstract

Through the use of online graphic design platform CANVA and waste management programs, this study seeks to create electronic student worksheets to enhance students environmental awareness using Model Problem Based Learning on alternative energy. The ASSURE model, which includes the development stage, is applied uses the Research and Development methodology. At SMA Negeri 8 Padang, observations the school environment and needs analysis involving 1 physics teacher and 28 students were conducted as part of the analysis stage. Based on these initial observations, it was found that students' environmental awareness was still low. In addition, students understanding of alternative energy was quite limited because digital teaching materials had not been fully utilized. Based on these identified problems, digital student worksheets on waste management programs were created to boost environmental awareness using the Model PBL. By using the Kappa Moment, the product feasibility validity test test conducted by three physics lecturers confirmed the content, language, presentation, and graphics were valid. Revisions were made based on their feedback. Based on results, it was shown the electronic student worksheet on alternative energy based on the waste management program "Nabuang Sarok" is appropriate to use, especially in the independent curriculum, to improve students' environmental awareness.
Making of Diagnostic Assessment in the Wizer.Me-Based Problem-Based Learning (PBL) Model to Measure Students' Critical Thinking Skills gustia, ismi
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.v3i4.282

Abstract

This study aims to determine the level of validity and practicality of diagnostic assessments. The ADDIE (Analysis, Design, Development, Implementation, Evaluation) design model was used in this study. The data sources were obtained from the validation results of physics lecturers at the Faculty of Mathematics and Natural Sciences, UNP. The practicality data sources were obtained from teachers and students of class XII F1 at SMA Negeri 2 Batusangkar. The data analysis method for product validation used Aiken's V, and practicality used the percentage technique. The validation test results, which were assessed based on content feasibility, language use, presentation feasibility, and assessment graphics, were categorized as high at 0.87. With product practicality criteria that included ease of use, attractiveness, and efficiency for teachers and students, the results were 91.3% and 73.08%, respectively, which were categorized as very practical and practical. Therefore, it can be concluded that this PBL diagnostic assessment product on temperature and heat for grade XI high school can be used to evaluate the physics learning process.
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.
The Effectiveness of PBL Based E-LKPD to Improve High School Students'Scientific Literacy on Global Warming Material YULLIANI, SILVIA
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.v3i4.299

Abstract

This research attempts to analyze the efficiency of E-LKPD founded on the Problem Based Learning (PBL) model to enhance the scientific literacy of the high school pupils on global warming material. This kind of study is quantitative in nature study with a one group pretest-posttest pre-experimental approach. The sample of the research was 25 students of grade X phase E.2 of SMAN 1 X Koto Diatas who were selected using This is a purposeful sampling approach. The research instrument consisted of essay-based questions to assess scientific literacy.The data analysis methodologies employed were N-gain statistical test, normality test and effect size. The effect size technique to measure the effectiveness E-LKPD based on PBL can increase scientific literacy. Based on the study’s findings, shows that there is an average distinction before and after the implementation of E-LKPD founded on PBL. Students in the medium category obtained an increase in scientific literacy with a N-gain value of 0.56. Meanwhile, the effect size value obtained a value of 0.62 in the high category. Thus, E-LKPD based on PBL is efficient in enhancing the scientific literacy of pupils in high school on global warming material at SMAN 1 X Koto Diatas.
Analysis of Students' Critical Thinking Ability Instruments in Thermodynamics Material Phase F SMA/MA Reviewed from Validity, Reliability, Level of Difficulty and Differentiation Batubara, Nurjannah; Emiliannur, Emiliannur
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.v3i4.297

Abstract

This study aims to determine the quality of critical thinking ability test instruments on the material Phase F Thermodynamics of SMA/MA in terms of validity, reliability, level of difficulty, and differentiating power. The research method used is a descriptive technique. The data consists of 31 sheets of student answers in grade XI of the 2025/2026 school year. The data were analyzed using several formulas of validity, reliability, difficulty, and differentiation. The method used to collect data is the test method. The results showed that 20 questions were valid and 1 question was invalid. The level of reliability is good where the value of the reliability coefficient r_11> is 0.842 so that the question instrument is declared reliable. Meanwhile, the difficulty level of the 21 questions was stated to be moderate, the difficulty index was in the range of 0.30 < kindergarten ≤ 0.70. The difference in the good category is 2 questions, in the enough category there are about 12 questions, which is said to be bad there are about 7 questions.

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