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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 103 Documents
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Design of Educational Game Teaching Materials Based on Cognitive Conflict on Particle Dynamics Material Widia Eka Putri
Physics Learning and Education Vol. 4 No. 1 (2026): March Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v4i1.287

Abstract

Conceptual understanding plays a crucial role in physics learning because it enables students to connect theory with real phenomena, build scientific reasoning, and prevent misconceptions. However, the reality of learning shows that students' conceptual understanding, especially of Newton's laws, is still low. This condition calls for innovation in teaching materials, one of which is through the development of educational games based on the cognitive conflict learning model. This study aims to develop a valid and practical cognitive conflict learning model-based physics educational game to improve students' conceptual understanding. The research includes development research using the Plomp model, which consists of preliminary research, development or prototyping, and assessment stages. The research was limited to one-to-one practicality testing. Data were obtained through a preliminary study of students in classes XI F4 and XI F5 taught by physics teachers at SMA Pembangunan Laboratorium UNP. Validation was carried out by three physics lecturers from FMIPA UNP, while practicality testing was carried out on three students in class XI Fase F at the same school. The research instruments included open-ended questionnaires, concept comprehension tests, teaching material needs questionnaires, self-evaluation sheets, validity sheets, and practicality sheets. Data analysis used descriptive, V Aiken, and percentage techniques. The results showed that students needed technology-based teaching materials to improve their concept comprehension. The physics educational game on Newton's Law material was successfully developed with excellent quality. The self-evaluation results were 96 percent, the average validity was 0.93, and the practicality was 90.06 percent, all of which were categorized as very good. The game was declared valid and practical for use in high school physics learning and will be followed up with an effectiveness test of the educational game product.
The Role of Student Worksheets in Deep Learning-Based Inquiry Learning Models in Physics Education: A Systematic Literature Review Jihan Defina; Phakrur Razi; Hufri Hufri; Hayyu Yumna
Physics Learning and Education Vol. 4 No. 1 (2026): March Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v4i1.323

Abstract

Physics learning in schools is expected to facilitate not only the acquisition of conceptual knowledge but also the development of students’ scientific reasoning and higher-order thinking skills. One learning strategy that has gained attention in physics education is inquiry-based learning, particularly when supported by appropriate instructional materials. Student Worksheets play an important role in guiding students through structured learning activities that encourage active engagement and conceptual construction. In addition, the deep learning approach emphasizes meaningful learning, reflection, and the integration of knowledge across concepts. This study aims to systematically examine the role of Student Worksheets within inquiry-based learning models that are integrated with a deep learning approach in physics education. A Systematic Literature Review (SLR) was conducted by analyzing 15 relevant national and international journal articles published over the last ten years. The findings indicate that inquiry-based Student Worksheets designed according to deep learning principles contribute positively to students’ conceptual understanding, critical thinking skills, and learning engagement in physics. These results highlight the potential of integrating inquiry learning and deep learning approaches through well-designed Student Worksheets to enhance the quality of physics learning.
Needs Analysis for Developing PBL-Based E-Modules on Alternative Energy to Improve High School Students’ Critical Thinking Ability Ruqayah Sri Aulia; Dea Stivani Suherman; Asrizal Asrizal; Fadhila Ulfa Jhora
Physics Learning and Education Vol. 4 No. 1 (2026): March Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v4i1.328

Abstract

Technological and scientific progress is a characteristic of the 21st century that requires students to think creatively, communicate, critically and also collaborate. This study aims to perform a requirements analysis in developing E-Modules based on Problem Based Learning on alternative energy material and its use to Enhancing students' critical thinking abilities in high school. The conclusion of this research show five result from the needs analysis, namely: (1) The utilization of ICT in education with a score of 94 in the very good category. (2) student characteristics are good with a value of 71.80. (3) Implementation of learning objectives by teachers as observed from learning outcomes. objective flow of one physics teacher are in the sufficient category. (4) Learning arrangements implemented by teachers seen from the teaching module of one teacher are in the sufficient category. (5) analysis of students' critical thinking skills. Data were obtained from 21 grade XI students with an average of 22.77 in the less category.
VALIDITY AND PRACTICALITY OF A COGNITIVE CONFLICT-BASED ELECTRONIC ASSESSMENT ON WORK AND ENERGY TO EVALUATE HIGH SCHOOL STUDENTS’ CRITICAL THINKING SKILLS Amalia Salsabila; Fatni Mufit; Yenni Darvina; Emiliannur Emiliannur
Physics Learning and Education Vol. 4 No. 1 (2026): March Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v4i1.330

Abstract

The integration of information and communication technology (ICT) in education has encouraged the use of electronic assessments to support the evaluation of higher-order thinking skills, particularly critical thinking in physics learning. However, existing assessments are still limited in effectively measuring these skills. This study aims to develop a cognitive conflict-based electronic assessment on work and energy and to determine its content validity and practicality in evaluating high school students’ critical thinking skills. This study employed a Research and Development (R&D) method using Plomp’s model, which consists of preliminary research, development or prototyping, and assessment stages. The subjects were physics teachers and students of State Senior High School 10 Padang with varying levels of critical thinking skills. The instruments included a validation sheet and a practicality questionnaire. Content validity was analyzed using Aiken’s V index, while practicality was analyzed using percentage techniques. The results showed that the developed assessment has a high level of content validity, with an average Aiken’s V value of 0.85, categorized as “highly valid,” and is highly practical, with scores above 96% across all evaluation stages. Therefore, the assessment is suitable for evaluating students’ critical thinking skills in physics learning and can be used as an effective tool to support the improvement of learning evaluation quality.
Validity of E-LKPD Based on Problem Based Learning Using Live Worksheets to Improve Creative Thinking Skills on Renewable Energy Material Selfi Selfi; Dea Stivani Suherman; Asrizal Asrizal; Fauziah Ulmi
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.v4i2.331

Abstract

This study aims to develop a Problem-Based Learning (PBL)-based Electronic Student Worksheet (E-LKPD) using Live Worksheets on renewable energy topics and to determine its validity. The research uses a Research and Development (R&D) approach with the 4D model (define, design, develop). Data were collected through a validation questionnaire assessed by three experts using the Aiken’s V index. The results show an average validity score of 0.93, categorized as very valid, indicating that the product is feasible for use in physics learning. The integration of Live Worksheets also provides interactive digital support that has the potential to enhance students’ creative thinking skills. However, this study is limited to the validity stage; therefore, further research is needed to examine its practicality and effectiveness in classroom implementation.
Needs Analysis to Develop Scientific Higher Order Thinking Assessment Based on Dual Space Inquiry for Kinematics Material Fatimah Tussukriyah Caniago; Fuja Novitra; Hidayati Hidayati; Renol Afrizon
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.v4i2.333

Abstract

The demands of 21st-century learning require students to develop higher-order thinking skills, particularly Scientific Higher Order Thinking (S-HOT), which includes scientific reasoning, critical thinking, creative thinking, self-efficacy, and metacognition. This study aims to conduct a needs analysis for the development of S-HOT-based assessment using the Dual Space Inquiry (DSI) approach in kinematics. The study employs a quantitative descriptive method, referring to the preliminary research stage of the Plomp development model, with data collected through questionnaires, observations, interviews, and document analysis. The results of the needs analysis indicate that students’ Scientific Higher Order Thinking (S-HOT) skills have not yet developed optimally, and their implementation in learning remains limited. In addition, the assessments used tend to focus on procedural problem-solving and have not yet accommodated the comprehensive measurement of higher-level scientific thinking processes. These findings reveal a gap between the demands of physics learning and the assessment practices currently implemented. The implications of this study highlight the importance of developing assessments that not only function to measure learning outcomes but also promote students’ higher-level scientific thinking skills. Therefore, it is necessary to develop assessment instruments based on Dual Space Inquiry (DSI) that can comprehensively integrate S-HOT indicators. Future research is recommended to proceed to the stages of development, validation, and practicality testing of S-HOT-based DSI assessments in physics learning.
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.
Analysis of the Needs of Interactive E-Lkpd on Kinematics Material Based on Dual Space Inquiry to Stimulate Students' Critical Thinking Skills Yelli Pradila; Fuja Novitra; Akmam Akmam; Renol Afrizon
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.v4i2.337

Abstract

This study aimed to analyze the need for developing a Dual Space Inquiry (DSI)-based interactive Electronic Student Worksheets (E-SWS) on kinematics to stimulate students’ critical thinking skills. The study was conducted at the define stage of the 4D development model, including front-end analysis, learner analysis, task analysis, concept analysis, and learning objective formulation. Data were collected through observations, interviews, questionnaires, document analysis, and critical thinking tests involving one physics teacher and 30 Grade XI students at SMA Negeri 1 Tigo Nagari. The results showed that students’ critical thinking skills were very low across all indicators. In addition, learning remained teacher-centered, student involvement in inquiry activities was limited, and the use of digital teaching materials was not yet optimal. These findings indicate the need for a DSI-based interactive E-SWS that supports inquiry-based and technology-integrated learning to stimulate students’ critical thinking skills in kinematics
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.

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