Edusainstika: Jurnal Pembelajaran MIPA

Comparing Physics Test Anxiety between Religious-Based and Public Senior High School Students Using Rasch Measurement and Differential Item Functioning (DIF)

Elsarina Nur Izzati — 2026-07-30

Physics test anxiety has been recognized as an important factor affecting students' academic performance; however, evidence regarding differences in physics test anxiety across school contexts remains limited. This study compared physics test anxiety between students from religious-based and public senior high schools and examined whether the Test Anxiety Inventory for Physics (TAIP) functioned equivalently across the two groups using Differential Item Functioning (DIF) analysis within the Rasch measurement framework. A quantitative survey was conducted involving 232 senior high school students from Yogyakarta and Central Java, Indonesia. The Indonesian TAIP was translated through forward–backward translation and administered on a five-point Likert scale. Rasch analysis was employed to estimate person measures, evaluate item fit, and identify DIF, while differences in overall anxiety levels were examined using the Mann–Whitney U test. The findings revealed that students from both school types generally exhibited low levels of physics test anxiety, with no statistically significant difference in overall anxiety levels between religious-based and public senior high schools (U = 6096.50, p = 0.437, Z= -0.776). Nevertheless, the DIF analysis identified three items (WR2, ES5, and LCS3) that functioned differently across school contexts, indicating differences in students' responses to specific aspects of physics test anxiety despite comparable overall anxiety levels. These findings suggest that total anxiety scores may overlook item-level differences. Combining group comparisons with DIF analysis enhances the assessment of physics test anxiety and measurement equivalence across school contexts.

Persepsi Mahasiswa Universitas Lancang Kuning terhadap Relevansi dan Kepraktisan E-Modul Ilmu Lingkungan Berbasis Kearifan Lokal Riau

Ermina Sari — 2026-07-30

This study analyzed students' perceptions of an ethnoscience-integrated Environmental Science e-module, focusing on two dimensions: content relevance and usability. A mixed-methods approach with a descriptive-analytical design was employed. Quantitative data were collected using a Likert-scale perception questionnaire and complemented by qualitative data obtained through reflective interviews. The participants consisted of 32 undergraduate students from the Biology Education Study Program at Universitas Lancang Kuning who had directly used the e-module in Environmental Science learning. The findings indicated that the e-module achieved an excellent rating for content relevance (87.6%) and a good-to-excellent rating for usability (84.4%). Students perceived that the integration of Riau Malay local wisdom enhanced their conceptual understanding and strengthened the connection between course content and local environmental realities. Qualitative findings further revealed that culturally grounded content promoted greater learning engagement, ecological awareness, and affective reflection on environmental values. This study concludes that integrating ethnoscience into the Environmental Science e-module significantly contributes to fostering positive student perceptions regarding the relevance and usability of digital learning media. The findings also highlight its potential to strengthen environmental literacy within the frameworks of Outcome-Based Education (OBE) and the Merdeka Belajar–Kampus Merdeka (MBKM) policy.

Pengembangan Lembar Kerja Peserta Didik (LKPD) Matematika Berbasis Discovery Learning Pada Materi Peluang Untuk Meningkatkan Kemampuan Komunikasi Matematis Peserta Didik

Rini Wahyuni — 2026-07-30

The main problem in this study is the low mathematical communication skills of students; the learning resources do not contain example questions that can improve students' mathematical communication skills. Therefore, it is necessary to have learning resources that can improve students' mathematical communication skills. The learning model used in the Student Worksheet (LKPD) is the Discovery Learning model, because it provides opportunities for students to learn actively and to discover formulas or concepts from the material. The purpose of this study is to produce a Student Worksheet (LKPD) in the form of a Discovery Learning-based model to improve students' mathematical communication skills that are valid, practical, and effective. This study uses a development research method that consists of three stages: define, design, and develop. The instruments used in this study were validation sheets, student response questionnaires, and mathematical problem-solving ability tests. Furthermore, data analysis techniques used to present the research results include validity analysis, practicality analysis, and effectiveness analysis. Based on the results of the study, it shows that the Discovery Learning-based LKPD was designed to be valid, practical, and effective. The validity result of the LKPD was 86% with a very valid category. Meanwhile, the practicality result of the LKPD obtained from the results of the student response questionnaire was 81% with a very practical category. Then, the results of the effectiveness of the Discovery Learning-based LKPD can be seen in the N-gain obtained, which is 0.7. In conclusion, this LKPD is effective in improving students' mathematical communication skills.

Needs Analysis for the Design of STEM-Based Electronic Worksheets to Facilitate Students’ Science Literacy in Thermodynamics

Nurhamiza Syazana — 2026-07-30

Physics education requires the development of teaching materials capable of fostering students’ science literacy, particularly in the abstract and complex subject of thermodynamics. This study developed a STEM-based electronic student worksheet (E-LKPD) design using Liveworksheet to provide interactive and contextual learning at SMAN 2 Padang Panjang. The research method employed a Research and Development (R&D) approach, which included needs analysis, identification of student characteristics, and teacher interviews as initial data. Science literacy test results showed that the average student scores for the indicators “explaining phenomena scientifically” were 46%, “designing and evaluating investigations” were 51%, and “researching, evaluating, and using scientific information for decision-making” were 12%, all of which were classified as very low. An analysis of student characteristics revealed varying levels of interest and motivation to learn, while the available instructional materials consisted primarily of text-based worksheets and routine exercises that did not sufficiently support exploration, concept development, and active student engagement. These conditions highlight the need for instructional materials that are more adaptive, activity-rich, and contextual. The STEM-based electronic student worksheet design is viewed as a relevant and interactive teaching material capable of integrating conceptual, procedural, and reflective activities, as well as implicitly facilitating students’ comprehensive science literacy, helping them connect thermodynamics concepts to real-world phenomena, and enhancing a more meaningful learning experience.

Pengembangan Lembar Kerja Peserta Didik (LKPD) Berbasis Problem-Based Learning (PBL) dengan Pendekatan Deep Learning Pada Materi Ekosistem Kelas X SMA

Ghazi Hanif Ghazali — 2026-07-30

Developing teaching materials in the modern era presents new challenges, particularly regarding technology integration and inclusivity. This study developed a student worksheet (LKPD) based on Problem-Based Learning (PBL) and a Deep Learning approach for the topic of ecosystems, employing the Research and Development (R&D) method with the 4D model (Define, Design, Develop, Disseminate). The research subjects consisted of 34 tenth-grade high school students. The results indicate that the PBL-based worksheet incorporating the Deep Learning approach for the ecosystem topic is highly valid, achieving a score of 94%. Practicality test results showed scores of 98% for teachers and 80% for students, corresponding to "highly practical" and "practical" categories, respectively. Thus, the PBL-based worksheet using the Deep Learning approach for the ecosystem topic has proven practical and suitable for supporting biology instruction.

Analisis Self-efficacy Matematis Peserta Didik dalam Problem-based Learning di SMPN 3 Sungai Tarab

Desri Rahmah Putri — 2026-07-30

Mathematical self-efficacy is essential for learning mathematics because students’ beliefs about their abilities influence how they approach problems, persist through difficulties, and interpret success and failure. This study aims to describe the effect of Problem-Based Learning (PBL) on the mathematical self-efficacy of eighth-grade students at SMPN 3 Sungai Tarab. The study employed a qualitative descriptive design, in which questionnaire percentages served as categorical descriptors rather than a basis for statistical hypothesis testing. Eighteen students were purposively selected after completing one semester of PBL. Data were collected through methodological and source triangulation using a mathematical self-efficacy questionnaire (Cronbach’s alpha = 0.924), participatory observation, and in-depth interviews. Students’ mathematical self-efficacy in the PBL setting was categorized as high, with average percentages of 69.3% from the questionnaire and 64.1% from the observations. PBL most strongly developed dimensions closely related to its learning activities, namely positive and constructive attitudes (71%) and emotional stability (71%), fostered through collaborative problem-solving and viewing mistakes as part of learning, followed by applicative ability (68%). The lowest score was found in inherent motivation (67%), indicating that while PBL effectively strengthened students’ confidence in completing classroom tasks, it had not fully promoted self-directed learning beyond the classroom. Overall, the findings suggest that PBL effectively enhances mathematical self-efficacy at the task level, while self-directed learning remains an area for further improvement. Collaborative learning, contextual problems, appropriate teacher guidance, and motivation were identified as key supporting factors.

Need Analysis for the Design of an Online Module Based on Cognitive Conflict and the Deep Learning Approach to Correct Students’ Misconceptions About Light Waves

Kesya Yumna Salsabila — 2026-07-30

Students’ conceptual understanding of light waves remains relatively low, while the instructional materials currently in use have not been able to optimally facilitate the remediation of misconceptions. This study aims to analyze the need to develop a cognitive conflict-based e-module integrated with the deep learning approach—an approach that emphasizes meaningful, reflective, and enjoyable conceptual understanding through the components of meaningful learning, mindful learning, and joyful learning. The integration of cognitive conflict with the deep learning approach in the topic of light waves represents a novelty in this research, given that previous studies generally focused only on one of these approaches or combined cognitive conflict with Augmented Reality technology. This study is a preliminary investigation within Plomp’s preliminary research model for instructional design, with data collected through interviews with 2 physics teachers and 3 students, as well as a four-tier multiple-choice diagnostic test administered to 31 twelfth-grade students in Phase F at MAN 3 in Padang. The analysis results indicate that 69.7% of students held misconceptions, while the instructional materials used were still dominated by printed textbooks and worksheets and did not support concept visualization or the remediation of misconceptions. These findings underscore the need to develop e-modules based on cognitive conflict and a deep learning approach that align with the needs of teachers and students, while also contributing to the development of digital physics instructional materials capable of visualizing abstract concepts and supporting the remediation of misconceptions more effectively.