Developing android-based physics student worksheets for improving high school students' critical thinking skills in thermodynamics

William Immanuel Martin; Kaharuddin Arafah; Pariabti Palloan

doi:10.30862/jri.v6i2.128

Authors

William Immanuel Martin Universitas Negeri Makassar, Indonesia Author
Kaharuddin Arafah Universitas Negeri Makassar, Indonesia Author
Pariabti Palloan Universitas Negeri Makassar, Indonesia Author

DOI:

https://doi.org/10.30862/jri.v6i2.128

Keywords:

Android-based media, critical thinking skills, students worksheets

Abstract

The purposes of this research are to develop a valid, practical, and effective android-based physics student worksheet. The research method used is Research & Development (R&D), with implementation stages modified from various existing development models. Data collection techniques include validation sheets, questionnaires, and critical thinking skills tests. The findings from the validation phase of the android-based physics student worksheets validity study indicated an overall Aikens V coefficient of 0.886. The top scores were in the media/display and presentation categories, with each receiving a score of 0.917. The materials or content section received a score of 0.875. The language component achieved a score of 0.833. The study discovered that 31 students, representing 86 percents in practical category. The N-Gain result showed as high improvement category with score is 0.71.. The study showed that students' critical thinking skills got much better after students used worksheets based on android during their formative learning activities. Android-based physics student worksheets effectively satisfy students' needs and adhere to the criteria of validity, practicality, and effectiveness for learning.

Downloads

Download data is not yet available.

References

Aiken, L. R. (1980). Content validity and reliability of single items or questionnaires. Educational and Psychological Measurement, 40(4), 955–959. https://doi.org/https://doi.org/10.1177/001316448004000419

Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement. Educational and Psychological Measurement, 45(1), 131–142. https://doi.org/https://doi.org/10.1177/0013164485451012

A’yun, Q., Dwikoranto, D., Lintangesukmanjaya, R. T., & Sya’roni, I. (2026). Review digital learning aid systems for enhancing students’ problem-solving skills in physics education: A systematic literature review. Journal of Digitalization in Physics Education, 2(1), 52037. https://doi.org/https://doi.org/10.26740/jdpe.v2i1.52037

Banda, H. J., & Nzabahimana, J. (2021). Effect of integrating physics education technology simulations on students’ conceptual understanding in physics: A review of literature. Physical Review Physics Education Research, 17(2), 023108. https://doi.org/https://doi.org/10.1103/PhysRevPhysEducRes.17.023108

Branch, R. M. (2009). Instructional design: The ADDIE approach (1st ed.). Springer. https://doi.org/https://doi.org/10.1007/978-0-387-09506-6

Burnama, N. C., & Hariyono, E. (2024). Implementation of interactive E-LKPD based on PBL in physics learning to enhance critical thinking skills in class X SMA Kartika IV-3 Surabaya. Inovasi Pendidikan Fisika, 13(2), 94–101. https://doi.org/10.26740/ipf.v13n2.p94-101

Damopolii, I., Nusantari, E., Kristianto, D. D., Nunaki, J. H., & Kandowangko, N. Y. (2021). The effect of inquiry-based science learning on students’ level of thinking. Journal of Physics: Conference Series, 1731(1), 012089.

Dayu, M., Lintangesukmanjaya, R. T., & Bergsma, L. N. (2025). The effectiveness of guided inquiry learning model with digital simulations to enhance students’ critical thinking skills in physics. Journal of Digitalization in Physics Education, 1(3), 43522. https://doi.org/https://doi.org/10.26740/jdpe.v1i3.43522

Facione, P. A. (2020). Critical thinking: What it is and why it counts [White paper]. Measured Reasons LLC / Insight Assessment.

Fikri, H., & Madona, A. S. (2018). Pengembangan media pembelajaran berbasis multimedia interaktif. Samudra Biru.

Fitriyanti, D., Mudiono, A., & Suciptaningsih, O. A. (2025). Analysis of critical thinking skills of primary students in IPAS learning. Journal of Research in Instructional, 5(1), 52–61. https://doi.org/10.30862/jri.v5i1.539

Gustafson, K. L., & Branch, R. M. (2002). Survey of instructional development models (4th ed.). ERIC Clearinghouse on Information & Technology.

Hake, R. R. (1998). Interactive-engagement versus traditional methods: a six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809

Hama, N. H., & Amin, A. M. (2025). Using integrated project-based and 4C-scaffolding (PJ4CS) to improve students’ critical thinking skills. Inornatus: Biology Education Journal, 5(1), 25–36. https://doi.org/10.30862/inornatus.v5i1.738

Harahap, R. H., Sudarma, T. F., Novika, S., & Festiyed, F. (2025). Effectiveness and innovation of problem-based learning in physics learning in a decade: a literature analysis of critical thinking development. Jurnal Eduscience, 12(3), 813–825. https://doi.org/https://doi.org/10.36987/jes.v12i3.7121

Iftiah, T. N., Damopolii, I., & Sirait, S. H. K. (2023). Analysis of rural students’ critical thinking skills about the human circulatory system during pandemic. AIP Conference Proceedings, 2569, 020001. https://doi.org/10.1063/5.0112549

Kania, N., Kusumah, Y. S., Dahlan, J. A., Nurlaelah, E., Gürbüz, F., & Bonyah, E. A. (2024). Constructing and providing content validity evidence through the Aiken’s V index based on the experts’ judgments of the instrument to measure mathematical problem-solving skills. REID (Research and Evaluation in Education), 10(1), 71032. https://doi.org/https://doi.org/10.21831/reid.v10i1.71032

Latjompoh, M., Damopolii, I., Usman, N. F., Jannah, M., & Nasir, N. I. R. F. (2026). AR-cell in learning cell: Using a constructivist teaching sequence to empower students’ visual representation. Journal of Asian Scientific Research, 16(4), 205–214. https://doi.org/10.55493/5003.v16i4.6283

Lintangesukmanjaya, R. T., Iswardani, A., Prahani, B. K., Jatmiko, B., Supardi, Z. A. I., & Dwikoranto, D. (2025). Improving critical thinking skills of high school students in physics learning with smartphone-simulation assisted inquiry model. Journal of Digitalization in Physics Education, 1(2), 42129. https://doi.org/https://doi.org/10.26740/jdpe.v1i2.42129

Maisyaroh, D. N., Sutopo, & Parno. (2025). Assessing assessment of thermodynamics concept understanding: a systematic review. Kasuari: Physics Education Journal. 8(2), 380-392. https://doi.org/10.30862/kpej.v8i2.942

Maretha, R. D., Irwandani, & Wiliyanti, V. (2025). Development of physics e-worksheet using augmented reality (ar) based lok-r model on students’ critical thinking skills. Indonesian Science Education Journal, 6(3), 1–14. https://doi.org/https://doi.org/10.62159/isej.v6i3.1820

Mustofa, A., Hayuana, W., Damopolii, I., Ibrohim, I., & Susilo, H. (2024). The discovery learning and Google sites: Its application in learning the process of urine formation for high school students. Inornatus: Biology Education Journal, 4(2), 132–150. https://doi.org/10.30862/inornatus.v4i2.711

Ngurahrai, A. H., Fatmaryanti, S. D., & Nurhidayati, N. (2019). Pengembangan media pembelajaran fisika berbasis mobile learning untuk meningkatkan kemampuan berpikir kritis peserta didik. Radiasi: Jurnal Berkala Pendidikan Fisika, 12(2), 76–83. https://doi.org/https://doi.org/10.37729/radiasi.v12i2.55

Nissen, J. M., Talbot, R. M., Thompson, A. N., & Van Dusen, B. (2018). Comparison of normalized gain and Cohen’s d for analyzing gains on concept inventories. Physical Review Physics Education Research, 14(1), 010115. https://doi.org/https://doi.org/10.1103/PhysRevPhysEducRes.14.010115

Oktavia, M., Prasasty, A. T., & Isroyati. (2019). Uji normalitas gain untuk pemantapan dan modul dengan one group pre and post test. Simposium Nasional Ilmiah & Call for Paper Unindra (Simponi), 1(1), 596–601. https://doi.org/https://doi.org/10.30998/simponi.v1i1.439

Pangesti, A. D., & Wasis. (2025). Pengembangan E-LKPD dan instrumen tes keterampilan berpikir kritis berbantuan google sites pada materi termodinamika. Inovasi Pendidikan Fisika, 14(3), 116–131. https://ejournal.unesa.ac.id/index.php/inovasi-pendidikan-fisika/article/view/80514/56347

Salsabilla, A., Kaniawati, I., & Liliawati, W. (2024). Development of E-LKPD based on STEM to enhance students’ critical thinking skills on topic of renewable energy. Jurnal Pendidikan Fisika Dan Teknologi, 10(1), 221–232. https://doi.org/https://doi.org/10.29303/jpft.v10i1.7016

Suherni, S., Nusantari, E., Latjompoh, M., Minggu, P. P. W., Nusi, S. R., Tombo, M., & Moha, T. V. (2026). Problem-based learning for developing students’ critical thinking skills in human digestive system learning. Journal of Research in Instructional, 6(1), 323–335. https://doi.org/10.30862/jri.v6i1.4

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.

Villayah, S., & Suliyanah, S. (2025). Contextual mobile learning in physics: egrang-based digital worksheets for developing critical thinking skills. Advances in Mobile Learning Educational Research, 5(2), 1548–1559. https://doi.org/https://doi.org/10.25082/AMLER.2025.02.010

Wedana, I. W. W., Viyanti, & Permadi, D. (2025). Development of E-LKPD based on android-assisted problem-based learning to improve critical thinking ability of learners. Journal of Physics: Conference Series, 3132(1), 012028. https://doi.org/https://doi.org/10.1088/1742-6596/3132/1/012028