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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
Core Subject :
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 45 Documents
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Effect of Dual Space Inquiry E-Student Worksheet on Improving Physics Learning Outcomes in Temperature and Heat Material Zelfi Nurfadillah; Fuja Novitra; Hufri Hufri; Hayyu Yumna
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 2 (2026): JPPF (Jurnal Penelitian Pembelajaran Fisika) : In Progress
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.v13i2.65

Abstract

Low student learning outcomes on the topics of temperature and heat indicate the need for learning materials that can increase student engagement in the learning process. Ideally, physics learning can facilitate students to actively construct knowledge through inquiry activities supported by the use of technology. One solution that can be applied is Dual Space Inquiry E-Student Worksheet, which integrates online and offline learning activities. This study aims to find out the effect of using Dual Space Inquiry E-Student Worksheet on the physics learning outcomes of 11th-grade students at SMA Negeri 1 Pancung Soal for the 2025/2026 academic year. This study used a quasi-experimental method with a posttest-only control group design. The research population consisted of 207 students, with classes XI F1 and XI F2 purposively selected as the sample. Learning outcome data were collected through objective tests and analyzed using a t-test. The analysis results showed a significance value of 0.047 < 0.05, so H₁ is accepted. The study’s findings indicate that using a Dual Space Inquiry E-Student Worksheet has a significant effect on students’ learning outcomes. These results suggest that integrating online and offline learning spaces can create a more meaningful learning experience, increase student participation, and strengthen understanding of concepts in the topics of temperature and heat. The implication of this research is that Dual Space Inquiry E-Student Worksheet can be used as an innovative teaching material alternative to support more effective physics learning that meets the demands of digital-era education
Effects of a Dual Space Inquiry Based E-Module on Students' Learning Outcomes in Work and Energy Nabilah Zhahirah; Fuja Novitra; Hufri Hufri; Hayyu Yumna
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 2 (2026): JPPF (Jurnal Penelitian Pembelajaran Fisika) : In Progress
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.v13i2.66

Abstract

Learning outcomes are one indicator of successful learning, influenced by the use of appropriate instructional models and teaching materials. However, teaching physics on the topic of Work and Energy still faces various challenges, particularly in helping students understand abstract concepts. One approach to addressing this issue is through the use of Dual Space Inquiry-based e-modules that integrate inquiry activities in both digital and real-world learning environments. This study aims to analyze the effect of Dual Space Inquiry-based e-modules on student learning outcomes in the topic of Work and Energy. This study employed a quantitative method using a posttest-only control group design. The sample consisted of 76 tenth-grade students at SMA N 4 Padang, divided into an experimental class and a control class. Learning outcome data were obtained through a posttest and analyzed using appropriate statistical tests. The results showed that students who learned using the Dual Space Inquiry-based e-module achieved better learning outcomes than those in the control class. These findings indicate that the Dual Space Inquiry-based e-module can serve as an innovative teaching resource that supports physics learning and helps improve students’ learning outcomes in the topic of Work and Energy.
Development of E-Student Worksheet Based on STEM Approach with PBL Model to Facilitate Critical Thinking Skills on Momentum and Impulse Material Febriyanti Febriyanti; Ratnawulan Ratnawulan; Hidayati Hidayati; Emiliannur Emiliannur
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 2 (2026): JPPF (Jurnal Penelitian Pembelajaran Fisika) : In Progress
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.v13i2.75

Abstract

This research is motivated by the low critical thinking skills of students in physics learning and the unavailability of digital teaching materials capable of supporting the implementation of the Independent Curriculum. This study aims to develop and analyze the validity of Electronic Student Worksheets based on the Science, Technology, Engineering, and Mathematics (STEM) approach with the Problem Based Learning (PBL) model on momentum and impulse material to facilitate critical thinking skills of high school students. This study uses the Research and Development (R&D) method with the Four-D (4D) model limited to the define, design, and develop stages. Product validity was assessed by three expert validators using validation instruments analyzed with the Aiken's V index. The results showed that the developed E-Student Worksheet obtained an average validity value of 0.87 with a very valid category. All assessment aspects, namely material substance, visual communication display, E-Student Worksheet components, software utilization, STEM approach, PBL model, and critical thinking skills, were in the very valid category. Based on these results, the STEM-based E-Student Worksheet with the PBL model is declared suitable for use as a digital teaching material to support physics learning on momentum and impulse materials and has the potential to facilitate the development of students' critical thinking skills.
Effectiveness of Dual Space Inquiry Based E-Module on Student Learning Outcomes and Motivation in Work and Energy Material Zahara Rahmadhani; Fuja Novitra; Yenni Darvina; Emiliannur Emiliannur
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 2 (2026): JPPF (Jurnal Penelitian Pembelajaran Fisika) : In Progress
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.v13i2.77

Abstract

Physics learning should enable students to achieve strong conceptual understanding and high learning outcomes while remaining actively motivated throughout the learning process. However, learning outcomes and learning motivation in physics remain challenging, particularly in the topic of work and energy, where students often experience difficulties in understanding concepts and actively engaging in learning. Preliminary study findings indicated that students' physics learning outcomes remained low, with a mastery rate of only 22%. Student learning motivation was also suboptimal, as evidenced by low percentages across several motivation indicators. To address these issues, a Dual Space Inquiry-based e-module was implemented as an interactive digital learning resource. This study aimed to examine the effectiveness of the Dual Space Inquiry-based e-module in improving students' learning outcomes and motivation. A pre-experimental method with a one-group pretest-posttest design was employed. The sample consisted of 30 students from class X.E1, selected using purposive sampling. Data were collected via learning outcome tests and learning motivation questionnaires. Results showed that the average learning outcome score increased from 49.67 to 80.50, with an N-Gain of 0.59 (medium category) and an effect size of 1.61. Learning motivation increased from 67.27 to 81.47, with an N-Gain of 0.43 (medium category) and an effect size of 2.391. Paired sample t-test results yielded a significance value of <0.05. Thus, the Dual Space Inquiry-based e-module is effective in enhancing students' learning outcomes and motivation and serves as an alternative digital teaching material for physics instruction.
Practicality of a Cognitive Conflict-Based Physics Website Integrated with AR-STEM to Promote Critical Thinking and Misconception Remediation in Dynamic Fluid Irene Dwi Cahyani; Fatni Mufit; Hidayati Hidayati; Yeka Hendriyani; Zahra Fathanah
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 2 (2026): JPPF (Jurnal Penelitian Pembelajaran Fisika) : In Progress
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.v13i2.83

Abstract

Ideally, physics learninghould be supported by innovative instructional materials that can develop students' critical thinking skills and help them overcome misconceptions. One potential solution is a cognitive conflict-based physics website integrated with Augmented Reality (AR) and STEM. This study aimed to analyze the practicality of a cognitive conflict-based physics website integrated with AR and STEM as a digital learning resource. The study was part of a research and development project employing the Plomp model, focusing on the one-to-one evaluation and small group evaluation stages. The participants consisted of 12 senior high school students in Phase E at SMA Negeri 6 Padang. Data were collected using a practicality questionnaire covering four aspects: ease of use, attractiveness, efficiency, and usefulness. The data were analyzed using percentage analysis. The results showed that the website achieved an average practicality score of 88% in the one-to-one evaluation stage and 86% in the small group evaluation stage, both categorized as highly practical. Furthermore, all practicality aspects were rated as highly practical during the small group evaluation. These findings indicate that the website is easy to use, engaging, efficient, and beneficial for physics learning. Therefore, the cognitive conflict-based physics website integrated with AR and STEM is suitable for use as a digital learning resource and is ready to proceed to the effectiveness testing stage to investigate its impact on students' critical thinking skills and the remediation of misconceptions.

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