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Jurnal Penelitian Pembelajaran Fisika
Published by Universitas Negeri Padang
ISSN : 22523014     EISSN : 27468445     DOI : https://doi.org/10.24036/jppf.v12i1.35
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JPPF focuses on publishing the scientific articles in the fields of learning Physics and learning science. Scientific articles in learning Physics and learning science are written from the results of research activities including experimental research, descriptive research, correlation research, classroom action research, research and development, literature review, meta-analysis, and relevant research methods. The scope of scientific articles includes learning planning such as learning materials, learning media, and experimental tools; implementation of learning such as learning models, learning approaches, learning strategies, and learning methods; learning assessments such as authentic assessments and assessment based on ICT; learning management and policy; and the current developments in physics learning and science learning.
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Articles 36 Documents
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The Effectiveness of Problem-Based Learning-Based E-SWS on Sound Wave Material to Improve Students' Critical Thinking Skills Asyifa Hanesty Putri; Hidayati Hidayati; Yenni Darvina; Hayyu Yumna
Jurnal Penelitian Pembelajaran Fisika Vol. 11 No. 2 (2025): JPPF (Jurnal Penelitian Pembelajaran Fisika)
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v11i2.29

Abstract

Critical thinking skills are essential in facing the challenges of the 21st century, especially in physics learning, which requires analysis and problem solving. However, many students still find it difficult to develop these skills, especially in sound wave material, which is abstract and difficult to visualize. This study aims to determine the effectiveness of using PBL-based E-SWS in improving students' critical thinking skills. The method used is quantitative with a posttest-only control group quasi-experimental design. The research subjects were two 11th grade physics classes at SMAS Adabiah Padang: the experimental class used PBL-based E-SWS and the control class used conventional SWS. The instrument consisted of essay questions based on five critical thinking indicators. The results showed that the average posttest score of the experimental class was 73.984, which was higher than that of the control class, which was 63.083. The t-test showed that the t-count value of 2.167 was greater than the t-table value of 2.0003, with a significance level of 5%. These results indicate a statistically significant difference. It can be concluded that PBL-based E-SWS is effective in improving students' critical thinking skills in sound wave material.
Role of Physics Student Worksheet in Facilitating the Student’ Scientific Literacy Skills: A Systematic Literature Review Shabrina Muthia Herman; Pakhrur Razi; Hamdi Hamdi; Selma Riyasni
Jurnal Penelitian Pembelajaran Fisika Vol. 11 No. 2 (2025): JPPF (Jurnal Penelitian Pembelajaran Fisika)
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v11i2.31

Abstract

This study aims to systematically analyze the role of Student Worksheets in facilitating the improvement of students’ scientific skills. Student worksheets serve as an instructional medium that encourages students to engage actively in the process of observation, experimentation, and reasoning to develop scientific literacy. Using a systematic literature review approach, this research examined 15 articles published in SINTA-indexed national journals between 2015 and 2025. The review process involved identifying, selecting, and analyzing articles that focused on the development or implementation of student worksheets to enhance students’ scientific skills. Data were analyzed descriptively and thematically to identify trends, models, and outcomes from previous studies. The findings reveal that most student worksheets were developed using active learning models, such as Problem-Based Learning (PBL), Guided Inquiry, Learning Cycle 5E, STEM, and Ethnoscience, all of which have been proven valid, practical, and effective in improving students’ reasoning, analytical thinking, and inquiry abilities. The integration of digital and contextual elements further supports engagement and aligns with 21st-century learning competencies. Therefore, student worksheets can be regarded as an effective educational tool to strengthen students’ scientific skills and promote inquiry-based learning in various scientific contexts.
Role of Physics Student Worksheet Integrated PBL Model to Improve the 21st Century: A Systematic Literature Review Sharvina Salsabil; Pakhrur Razi; Hufri Hufri; Dea Stivani Suherman
Jurnal Penelitian Pembelajaran Fisika Vol. 11 No. 2 (2025): JPPF (Jurnal Penelitian Pembelajaran Fisika)
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v11i2.32

Abstract

This study aims to systematically analyze the role of Problem-Based Learning (PBL)-b Student Worksheets in improving 21st-century skills, which include critical, creative, collaborative, and communicative thinking skills in physics learning. The method employed is a literature review, examining 15 relevant national and international articles published between 2015-2025. The results of the study show that the implementation of PBL-based student worksheet is consistently able to improve critical thinking skills through scientific analysis and reflection activities, as well as encourage students' creativity in producing innovative ideas based on contextual problems. In addition, the incorporation of collaboration rubrics and digital-based activities has been proven to strengthen interaction, responsibility, and communication between students in physics learning. The integration of digital collaboration aspects and authentic assessment makes the student worksheet not only a learning medium but also a means of strengthening scientific character and social skills in the 21st century. This research makes an important contribution to the development of PBL-based physics learning tools that are relevant to the challenges of the digital era and can be used as a reference for teachers and curriculum developers to create active, reflective, and collaborative learning.
Integration Artificial Intelligence in Video Media to Improve Student Motivation: Systematic Literature Review Shalehani Shalehani; Pakhrur Razi; Hamdi Hamdi; Hayyu Yumna
Jurnal Penelitian Pembelajaran Fisika Vol. 11 No. 2 (2025): JPPF (Jurnal Penelitian Pembelajaran Fisika)
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v11i2.33

Abstract

This study aims to systematically analyze the integration of Artificial Intelligence (AI) in video-based learning media and its impact on enhancing students’ learning motivation through a Systematic Literature Review (SLR) approach. Fifteen national and international journal articles published between 2015 and 2025 were systematically reviewed through the stages of identification, selection, eligibility, and synthesis. The analysis focused on the configuration of AI integration in educational videos, its contribution to students’ learning motivation, and the challenges of implementation in diverse educational contexts. The findings reveal that the integration of AI in video learning effectively increases students’ motivation, engagement, and interest by providing adaptive feedback, personalized content, and interactive learning experiences. Furthermore, AI-based videos promote self-regulated learning and enhance learners’ confidence in managing their study processes. However, successful implementation remains dependent on teachers’ digital competence, technological infrastructure, and ethical data management. Overall, integrating AI into video-based learning holds strong potential to create engaging, adaptive, and learner-centered environments that foster sustained learning motivation.
Needs Analysis of Interactive Multimedia Teaching Materials on Alternative Energy Content to Facilitate Students' Concept Mastery and Technology Literacy Qurroh Ayun Aunillah; Asrizal Asrizal; Hidayati Hidayati; Dea Stivani Suherman
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 1 (2026): JPPF (Jurnal Penelitian Pembelajaran Fisika)
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v12i1.34

Abstract

One of the abilities that 21st-century students must possess is technology literacy. This study aims to analyze students' concept mastery and technology literacy on the alternative energy topic.Based on observations at SMA N 4 Solok, several issues were found in physics learning, namely problems with the alternative energy topic, low student learning outcomes, and low student technology literacy. To respond to this, a needs analysis stage was carried out using a Research and Development (R&D) approach, utilizing the Hannafin and Peck model.Data was collected through a questionnaire given to 35 students and 1 physics teacher, a discourse test to reveal issues with the alternative energy topic and technology literacy, and mid-semester exam results to assess concept mastery.The analysis results indicate that teaching materials are not optimally supporting ICT-based learning, and students' scores are still below the Minimum Competency Criteria (KKM). These findings highlight the need to develop innovative, interactive, and contextual multimedia teaching materials to facilitate more meaningful physics learning.
Practicality of Electronic Assessment to Assess Student Critical Thinking Ability on Circular Motion Material Nuri Yuliani; Fatni Mufit; Festiyed Festiyed; Emiliannur Emiliannur
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 1 (2026): JPPF (Jurnal Penelitian Pembelajaran Fisika)
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v12i1.35

Abstract

This study is motivated by the importance of critical thinking skills as essential 21st-century competencies that need to be effectively trained and assessed in physics learning, particularly in circular motion material. However, existing assessments are still limited, less interactive, lack contextual representation of real phenomena, and do not provide optimal feedback to measure students’ critical thinking abilities. Therefore, this study aims to determine the practicality of an electronic assessment developed to assess students’ critical thinking skills on circular motion material. The assessment instrument was developed using Wizer.me and Google Sites platforms by integrating critical thinking indicators proposed by Ennis. This research employed the Development Research method using the Plomp development model combined with Tessmer’s formative evaluation, which includes self-evaluation, one-to-one evaluation, and small group evaluation stages. Data were collected through a practicality questionnaire and analyzed using quantitative descriptive methods. The results showed that in the one-to-one evaluation stage, the average practicality score was 81% based on students’ responses and 92% based on teachers’ responses, both categorized as very practical. In the small group evaluation stage, the average score was 88%, also categorized as very practical. These findings indicate that the developed electronic assessment is easy to use, engaging, efficient, and beneficial in helping teachers assess students’ critical thinking abilities. Therefore, this electronic assessment is feasible to be used as an alternative assessment tool in physics learning.
Effects of a Scaffolding Problem-Solving Model on Students’ Problem-Solving Abilities in Work and Energy Rosa Filiyani; Rifa'atul Maulidah; Ernita Susanti
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 1 (2026): JPPF (Jurnal Penelitian Pembelajaran Fisika)
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v12i1.36

Abstract

A preliminary study's findings, which showed that pupils at SMA Negeri 7 Tasikmalaya had poor problem-solving abilities with an average score of only 32% in the low category, served as the impetus for this investigation. Determining the impact of using scaffolding problem-solving model on the material of effort and energy in class X at SMA Negeri 7 Tasikmalaya during the 2024/2025 academic year was the aim of this study. The methodology used was a quasi-experiment with a matching only posttest only control group design. 433 students made up the study population, and two classes X-7 and X-8 were purposefully chosen as a sample. Measurement of problem-solving ability was carried out through a descriptive test. At a 0.05 threshold of significance, the hypothesis findings test using the t-test revealed that the tcount (5.341) was greater than the ttable (1.669), so Ha was accepted. The scaffolding problem solving model has been shown to provide gradual assistance, encourage activeness, systematic thinking, and evaluation of student solutions. Thus, it can be concluded that this model is influential in addressing problem-solving abilities in work and energy materials.
Effects of Digital Teaching Materials on Physics Learning Outcomes for High School Students: A Systematic Literature Review Salsabilla Mulya Putri; Muhammad Hasan Fadli; Festiyed; Asrizal
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 1 (2026): JPPF (Jurnal Penelitian Pembelajaran Fisika)
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v12i1.37

Abstract

The development of digital technology encourages the utilization of digital teaching materials in physics learning to enhance the effectiveness of the learning process. This research focuses on identifying the influence of digital teaching materials on physics learning in senior high schools. The research was conducted using a Systematic Literature Review (SLR) method. Six national articles published between 2021–2025 were analyzed based on theme suitability, quality, and empirical findings. The study results show that digital teaching materials such as e-modules, E-LKPD, interactive presentations, and application-based visual media have been proven to improve student learning outcomes, motivation, and critical thinking skills. The use of digital media also facilitates understanding of concepts and increases student activity through more engaging and interactive presentations. Thus, digital teaching materials have a positive influence and are worthy of integration into high school physics learning to support adaptive and technology-relevant education.
Needs Analysis of Authentic Electronic Assessment Based on Critical Thinking Abilities Integrated with Education for Sustainable Development in Measurement Topic Salma Nur Hamidah; Emiliannur Emiliannur; Festiyed Festiyed; Hayyu Yumna; Lukman Hakim; Nanang Winarno
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 1 (2026): JPPF (Jurnal Penelitian Pembelajaran Fisika)
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v12i1.43

Abstract

We cannot avoid technological developments in the 21st century. The development of technology is evenly distributed and increasingly prevalent in every field of life, including in the field of Education. In 21st century education, technology has become the main complement to the learning process. 21st century learning focuses on student center learning which aims to improve four learning competencies, namely critical thinking, cooperation, communication, and creative thinking (4C Skills). One of the abilities expected in the 21st century is critical thinking. This study aims to analyze the need for the creation of authentic e-assessments based on ESD-integrated critical thinking skills in measurement materials. This study uses a qualitative descriptive approach with  the Research and Development (R&D) method of the 4-D model at the definition stage. The research subjects consisted of 26 students of SMAN 1 Nan Sabaris who were selected using purposive sampling techniques. The object of the research is in the form of an authentic e-assessment based on critical thinking skills and integrated ESD Measurement Material. Data collection techniques include questionnaires of student needs, teacher interviews, and critical thinking ability tests. The test results show that students' critical thinking skills are still relatively low with an average percentage of 27.88%. In schools, teachers still tend to carry out conventional assessments that are not authentic, have not been integrated with Education for Sustainable Development (ESD), have not assessed critical thinking skills, and have not made optimal use of digital media.
Design and Validity of Electronic Assessment to Assess Students’ Critical Thinking Abilities on Rectilinear Motion Topic Elvi Tiarahmah; Fatni Mufit; Letmi Dwiridal; Fuja Novitra
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 1 (2026): JPPF (Jurnal Penelitian Pembelajaran Fisika)
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v12i1.44

Abstract

Learning in the 21st century must include 4C skills, including critical thinking skills, especially in physics learning. Students' critical thinking skills need to be assessed to prepare them for the 21st century. Assessment instruments that specifically evaluate students' critical thinking skills on linear motion material are not yet available. Therefore, this study aims to develop a valid electronic assessment to evaluate students' critical thinking skills on linear motion material. This research is a development study (R&D) using the Plomp model. The data collection instruments used were interview sheets, self-evaluation sheets, and validation sheets. The electronic assessment developed was validated by three validators. Electronic assessment has a high validity category in terms of content, learning design, visual communication, and software usage, according to the validity analysis results. Based on the validation results with an average score of 0.85, it indicates that the electronic assessment used to evaluate students' critical thinking skills on the topic of linear motion is considered valid and suitable for use for use in assessing students' critical thinking skills.

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