TEACHING MATERIAL BASED ON REVISED BLOOM’S TAXONOMY ON THE CONCEPT OF A MAGNETIC FIELD IN SENIOR HIGH SCHOOL
Miftahul Jannah
1, Amali Putra
1*, Hufri
1, Letmi Dwiridal
11 Department of Physics, Universitas Negeri Padang, Jl. Prof. Dr. Hamka Air Tawar, Padang, 25131, Indonesia Corresponding author. Email: [email protected]
ABSTRACT
Physics teaching materials used in physics learning should develop knowledge and improve students' cognitive processing abilities. The reality shows that the existing teaching materials have not met these expectations. This study aims to develop teaching materials based on Revised Bloom's taxonomy on magnetic field materials in high school physics learning and determine the validity and practicality of developing revised Bloom's taxonomy-based teaching materials on magnetic field materials for class XII State Senior High School (SSHS).
The type of research is Research and Development (R&D) by taking the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), which is reduced to the development stage. The research subjects were 3 UNP physics lecturers as a team of experts to test the validity and three physics teachers from SSHS 1 Kampar Timur, SSHS 2 Kampar and SSHS 1 Kampar Utara as a team of practitioners for the practicality test with the object of research, namely teaching materials based on Bloom's taxonomy on magnetic field materials.
The results of data analysis of research that has been carried out on the development of teaching materials based on Revised Bloom's taxonomy on magnetic field material in high school physics learning for class XII obtained an average validity result of 0.78 with a moderate value in the valid category and an average practicality result of 0.90 with a high score at very practical category. Thus, the developed teaching materials can be continued with field trials to determine their effectiveness in learning physics in high school.
Keywords: Cognitive Processes; Magnetic Concept
;
Physics teaching materials; Revised Bloom's Taxonomy.Pillar of Physics Educationis licensed under a Creative Commons Attribution-Share Alike 4.0 International License.
I. INTRODUCTION
The development of science and technology in the 21st century is felt so rapidly. Various advances have been achieved in almost all fields, both in the areas of transportation, communication, design, household needs, and education. In the field of education, learning can be carried out online and offline. Many schools have carried out online learning processes during the Covid 19 pandemic from early April 2020 until now. It is expected that student learning independence can grow and develop well through online learning. The role of the teacher changes from being an instructor and the primary learning resource for students to increasingly shifting to being a facilitator, instructional manager, and mentor for students who find problems in their learning [1]. And the role of students is as active learners how to explore, find knowledge concepts that must be mastered [2]. By providing a choice to use a more appropriate learning model in physics learning with suitable learning, the model allows students to more easily understand physics.
The effort that the teacher makes is trying to facilitate learning by providing various stimuli as a reference for students' thinking and reasoning that allows the creation of student learning activities as a response to the teacher's stimulus. All forms of stimulation provided by the teacher and learning guidelines designed by the teacher are usually stated in the form of teaching materials. In line with technological developments, nowadays, in addition to printed teaching materials, non-printed teaching materials have also been developed, in the form of audio, video, web-based teaching materials, and computer-based teaching materials, which are more sophisticated and require special equipment. However, the existence of printed teaching materials in the form of textbooks or sheets containing student knowledge and activities is still the primary source of learning used at various levels of
education because standardization is still maintained, easy to obtain, does not require special equipment, and students can learn anywhere and at any time with a relatively low-cost standard and is also easy to use.
Physics is one of the specialization group subjects taught in high school from class X to class XII. Physics is fundamental to be mastered as a provision for life in society. Physics explains nature's various material objects and phenomena through concepts, principles, theories, and applicable natural laws [3][4]. By mastering physics, each individual can adapt and interact with nature well. Besides that, physics is the backbone of honest management and technological development because some of the developing technologies are dominated by physical science.
Therefore, studying physics and mastering it is very important as a provision for life in society. Difficulties in studying physics, such as difficulties in choosing a suitable formula for solving physics problems, can be overcome [5].
Teaching materials used in learning should be a guide for teachers and students for the smooth learning process in understanding the material and a reference in assessing the learning process [6][7]. Suitable physics teaching materials should contain prior knowledge information to reference student learning, learning activities, and evaluation of student achievement outcomes. By using suitable teaching materials, they can upgrade their cognitive processing abilities from the lowest (memorization ability) to medium level (the ability to understand and apply) to higher-order thinking skills (the ability to analyze, evaluate and create) so that they can connect the material being taught with real situations so that can help students understand the subject matter and improve student learning outcomes [6].
The success of physics learning objectives can be determined by the effectiveness of learning experienced by students who apply the characteristics of curiosity, analytical thinking, logistical solutions, discipline and honesty [8]. The accuracy of the teacher's learning process will be able to improve aspects of the knowledge and thinking skills of students contained in the Revised Bloom's taxonomy. Core Competencies (CC) and Basic Competencies (BC) in the 2013 curriculum have described what scope and aspects of knowledge will be achieved through learning that includes ability: factual, conceptual, procedural, and metacognitive [9]. Besides, the curriculum also reveals the levels of cognitive processes that must be trained to students, consisting of 6 groups of cognitive process dimensions, ranging from low-level cognitive abilities to high-level cognitive skills, which include capabilities; remember, understand, apply, analyze, evaluate and create [9]. With the provision of knowledge and cognitive process abilities, it is hoped that educators can prepare Indonesia's golden generation for the future to come.
The efforts made by the government to improve the quality of education to prepare the golden generation of Indonesia continue to be carried out, such as the Indonesian government revising the curriculum regularly to suit the developments and needs of the times. One form of improving this curriculum itself is the birth of the 2013 curriculum. Another effort made is to teach. In general, teachers are given the training to apply the 2013 curriculum to the schools where they lead. The government has also procured various learning equipment and media, improved educational facilities and infrastructure, empowered MGMP, procured textbooks, etc. With multiple government efforts through the implementation of the 2013 curriculum, it is hoped that the quality of learning processes and outcomes at various levels of education units can improve.
The conditions found where the research sample was taken were not by the expectations and mandate of the 2013 curriculum. The preliminary study results obtained at SSHS in Kampar Regency, which coincided with the Educational Field Experience Practice semester July-December 2020 in learning physics on magnetic field material class XII has the lowest learning outcomes compared to other materials, namely direct current circuit material and static electricity. Based on the Daily Assessment value, the magnetic field material in 3 high school schools in Kampar Regency has a lower average PH value. The data can be seen in Table 1.
Tabel 1. PH Value Data for Class XII Physics Subjects for the 2020/2021 Academic Year
School Class
Average PH Value BC 3.1 & 4.1
(Direct Current Circuit)
BC 3.2 & 4.2 (Static electricity)
BC 3.3 & 4.3 (Magnetic field)
SSHS 1 Kampar Timur XII MIPA 2 83,97 87,03 75,17
SSHS 2 Kampar XII MIPA 1 82,95 81,5 78,04
SSHS 1 Kampar Utara XII MIPA 1 80,27 77,8 73,24
(Source: Physics teachers at SSHS 1 Kampar Timur, 2 Kampar, and 1 Kampar Timur)
Based on the data in Table 1, the results of this PH indicate that the magnetic field material still needs to be developed. The magnetic field material was chosen in this study because the expected student learning outcomes have not been achieved.
learning. From the results of the interview, it was also explained that teachers still need the development of learning tools based on the revised bloom taxonomy. This is intended because learning tools like this are expected to improve the thinking skills and diversity of students' knowledge and improve student learning outcomes.
Preliminary studies are also carried out in the form of observations of physics learning and teaching materials used by teachers, while the results of observations made can be described as follows; First, the results regarding the implementation of learning in the classroom during online learning during the Covid 19 pandemic, show aspects of activities for reasoning and communicating and communicating from the 5 M components of the scientific approach that are generally not carried out well, the recapitulation of the data obtained can be seen in Figure 1.
Fig. 1. Percentage of Application of the Scientific Approach in Physics Learning
Second, the results of observations on the implementation of cognitive process levels in Physics learning at SSHS in Kampar Regency are still dominated by the cognitive process levels in the aspects of remembering, understanding, and applying, while for the elements of analyzing, evaluating, and creating/creating very little is seen. This data can be seen in Figure 2.
Fig. 2. Percentage of Implementation of Cognitive Process Dimension Levels in Physics Learning
Third, the results of the observation of the implementation of the knowledge dimension in physics learning at SSHS in Kampar Regency still do not look evenly distributed where it is dominated by factual knowledge and conceptual knowledge only, and it can be seen that low intensity is found in metacognitive knowledge and knowledge. The data obtained can be seen in Figure 3.
Fig. 3. Percentage of Implementation of Knowledge Dimensions in Physics Learning
Fourth, the results of observations regarding the teaching materials used in learning physics in schools show that;
1) the coverage of the four dimensions of knowledge in teaching materials has not been presented evenly, which is dominated by factual and conceptual knowledge only. The data obtained can be seen in Figure 4.
24.9
35.7
22.45
9.7 7.24
0 10 20 30 40
Observing Questioning Associating Experimenting Concluding
23.42 22.37
18 15.11 13.26
7.84 0
5 10 15 20 25
Remember Understand Apply Analyze Evaluate Create
30.42 36.08
20.09
13.4 0
10 20 30 40
Factual Conceptual Procedural Metacognitive
Fig. 4. Percentage of Availability of Knowledge Dimensions in Physics Teaching Materials
2) Regarding the scope of aspects of the cognitive process, dimension levels available in teacher teaching materials are still dominated by the ability to remember, understand and apply. In contrast, the ability to analyze, evaluate, and create is still very little found. The data from this processing can be seen in Figure 5.
Fig. 5. Percentage Availability of Cognitive Process Dimensions in Physics Teaching Materials
Based on the results of the analysis of the research needs described above, there are still many gaps between the ideal state and the actual state. Thus, it is necessary to have teaching materials based on the Revised Blom taxonomy, which contains the dimensions of knowledge and the level of cognitive process dimensions in the exciting field material for physical learning in high school. With these teaching materials, it is hoped to improve students' thinking skills and have a variety of knowledge and learning outcomes in magnetic field material.
II. METHOD
The type of research conducted in this research is Research and Development (R&D) research. This type of research can be used in designing, developing or validating a research product, be it in the form of a model, design, or application of an educational curriculum so that the learning process is carried out correctly [10][11]. This research and development were chosen to consider that this research aims to produce or develop specific products and see the feasibility of these products. This study uses the ADDIE model because this model is more complete and more rational when compared to the 4D model [12], while this development model has five stages; 1) Analysis, at this stage aims to define a problem so that it can be followed up. 2) Design, at this stage, aims to design products so that the problems found can be resolved. 3) Development, at this stage, aims to realize the design that has been designed into reality or into a product to be tested for success. 4) Implementation, at this stage, aims to implement products that have been tested for feasibility. 5) Evaluation, at this stage, aims to see whether the products made are excellent and reliable, following the products developed with the objectives and product specifications needed [13][14]. This research and development are only carried out until the development stage because the conditions are still in the Covid 19 Pandemic. However, due to the requirements during the Covid 19 Pandemic.
This research was conducted in schools located in the Kampar district, Riau Province. The research sample was taken using a stratified random sampling technique. The schools were taken in high, low, and high categories through the 2017 national exam average scores, including SSHS 1 Kampar Timur, SSHS 2 Kampar, and SSHS 1 Kampar Utara. The subjects used in this study consisted of a team of experts consisting of 3 Physics lecturers, FMIPA UNP, and a group of practitioners composed of 3 subject physics teachers from the school where the research sample was taken to validate the resulting product. Meanwhile, the object of this research is a teaching material based on Revised Bloom's taxonomy on magnetic field material for high school physics learning.
The instrument used to assess the validity and practicality of the developed teaching materials is a product validation and practicality instrument, which consists of aspects of the requirements of teaching materials, aspects of the dimensions of knowledge, and aspects of the dimensions of cognitive processes. The instrument is used to assess whether the product is valid or not and practical or not to use. The data from the assessment results of the validation instruments and the practicality of the teaching materials developed can be analyzed using Aiken's V (V) item index with the formula [15][16]:
30.77
41.02
20.51
7.7 0
20 40 60
Factual Conceptual Procedural Metacognitive
16.06
41.97
16.06
9.18 6.07 10.66
0 20 40 60
Remember Understand Apply Analyze Evaluate Create
The assessment criteria for the final score obtained can be seen in Table 2.
Table 2. Decision Based on Aiken's Index (V)
Interval Kategori
0,8 < V High
0,4 < V ≤ 0,8 Medium
V ≤ 0,4 Low
(Source: Ref [15][16])
The criteria for validity and practicality values for the teaching materials developed are valid and practical, if the final average score obtained from the expert team and the practitioner team is in the medium and high range with valid and very valid or practical and very practical categories.
III. RESULT AND DISCUSSION
Based on the research that has been done and analyzed, the results obtained from each stage of the ADDIE development model are as follows: First, at this analysis stage, a preliminary study is carried out in two ways, namely literature analysis and needs analysis. First, the literature analysis aims to determine the study of theories that support the research and why it is crucial to carry out this development research. Approaches that can support this research include Minister of Education and Culture Regulation Number 22 of 2016 concerning Process Standards, Anderson and Krathwohl's revised Bloom's taxonomy theory in the form of knowledge dimensions and levels of cognitive processes, as well as articles that are relevant to the research to be carried out, such as the article by Amali Putra in 2015 which discusses the need for developing learning tools oriented to the revised Bloom's taxonomy [17]. Second, the needs analysis aims to analyze the implementation of the scientific approach as a learning approach mandated in the 2013 curriculum, as well as the availability of knowledge dimensions and levels of cognitive processes implemented in the learning process. This stage was carried out in the form of observations and interviews with physics subject teachers at the three schools where the research was conducted using interview guide sheets and observation sheets to obtain data regarding the availability of knowledge dimensions and levels of cognitive processes in the learning process as well as teaching materials commonly used in schools. The results of the observations can be seen in Figure 1, Figure 2, Figure 3, Figure 4, and Figure 5.
Second, at this design stage, the problems and information obtained at the analysis stage are used to design and create teaching materials developed based on Bloom's taxonomy revision of magnetic field material for learning physics in high school. The steps to produce teaching materials based on the Revised Bloom's Taxonomy are: 1) Linearizing (Basic Competencies) BC 3.3 and 4.3 in Core Competency (CC) 3 and Core Competency (CC) 4 to produce learning topics, 2) Breaking the topic into subtopics become essential learning material on magnetic field material, 3) Describe subtopics that have been divided into knowledge titles related to magnetic field material,4) Develop competency achievement indicators (CAI), 5) Formulate learning objectives (LO) for magnetic field materials, and 6) Analyze learning objectives (LO) to produce Bloom Revis taxonomy based teaching materials on magnetic field materials for high school physics learning.
Third, at this development stage, the researchers carried out developments to produce teaching materials based on the Revised Bloom's taxonomy on valid and practical magnetic field materials. There are stages of validity test and practicality test, namely instrument validation test and product validation test and product practicality test.
Validation is carried out after being approved by the supervisor. The product validation instrument that has been developed will be validated by 3 physics lecturers, FMIPA UNP. If the validation instrument is completed with valid results, then the instrument can already be used for product validation. The results of the instrument validation obtained were 0.74 with a medium value and valid category and suitable for use for testing after revisions were made.
The product that has been developed will be tested by three people, including a team of experts from physics lecturers FMIPA UNP for validity testing. In comparison, the other three people are a team of practitioners, namely teachers who teach high school physics class XI in 3 schools for practicality tests. Validation is carried out after being approved by the supervisor to be given advice and input so that later the product can be submitted to a team of experts and a team of practitioners. The results of the validation and practicality of the products developed according to the expert team can be seen in tables 3, 4 and 5, while for the team of practitioners, it can be seen in tables 6, 7 and 8.
Table 3. The Results of the Validation of Teaching Materials on the Aspects of the Requirements of Teaching Materials
Rated aspect Average Validation Score Description
Content eligibility 0.74 Medium
Language eligibility 0.80 Medium
Serving eligibility 0.79 Medium
Graphic eligibility 0.89 High
Final Score Validation 0.80 Medium (Valid)
Based on Table 3, the average value of the validation of the knowledge dimension analysis in teaching materials according to the expert team is 0.80. It is in the medium category or with interpretation in the valid category. Thus, teaching materials have facilitated the knowledge dimension to support student knowledge.
Table 4. The Results of the Validation of Teaching Materials on the Aspects of the Knowledge Dimension Rated aspect Average Validation Score Description
Factual Knowledge 0.79 Medium
Conceptual Knowledge 0.83 High
Procedural Knowledge 0.75 Medium
Metacognitive Knowledge 0.67 Medium
Final Score Validation 0.76 Medium (Valid)
Based on Table 4, the average value of the validation of the analysis of cognitive process coverage in teaching materials according to the expert team is 0.76. It is in the medium category or with interpretation in the valid category. Thus, teaching materials have facilitated cognitive processes to support students' knowledge.
Table 5. The Results of the Validation of Teaching Materials on the Aspects of the Levels of Cognitive Process Dimensions
Rated aspect Average Validation Score Description
Memory Ability 0.96 High
Understanding Ability 0.74 Medium
Application Ability 0.92 High
Understanding Ability 0.69 Medium
Evaluating Ability 0.75 Medium
Ability to Create 0.69 Medium
Final Score Validation 0.79 Medium (Valid)
Based on Table 5, the average value of the validation analysis of the fulfilment of aspects of the requirements of teaching materials according to the expert team is 0.79. It is in the medium category or with interpretation in the valid category. Thus, the teaching materials have met the feasibility aspects that must be met properly. So it can be concluded that the average results of the validation of teaching materials based on Tables 3, 4, and 5 on all aspects of the assessment of teaching materials according to the expert team are 0.78 in the Medium category or with interpretations in the Valid category.
Table 6. The Results of Practicality of Teaching Materials on Aspects of Teaching Material Requirements Rated aspect Average Practicality Score Description
Content eligibility 0.89 High
Language eligibility 0.89 High
Serving eligibility 0.93 High
Graphic eligibility 0.96 High
Practical Final Score 0.92 High (Very Practical)
Based on Table 6, the average practical value of the analysis of the dimensions of knowledge in teaching materials according to the practitioner team is 0.92. It is in the High category or interpretation in the very practical category. Thus, teaching materials have facilitated the knowledge dimension to support student knowledge.
Table 7. The Results of Practicality of Teaching Materials on Aspects of the Knowledge Dimension Rated aspect Average Practicality Score Description
Factual Knowledge 0.92 High
Conceptual Knowledge 0.92 High
Procedural Knowledge 0.92 High
Metacognitive Knowledge 0.83 High
Practical Final Score 0.90 High (Very Practical)
Based on Table 7, the average practicality value of the analysis of cognitive process coverage in teaching materials according to the team of practitioners is 0.90. It is in the High category or interpretation in the very practical category. Thus, teaching materials have facilitated cognitive processes to support students' knowledge.
Table 8. The Results of Practicality of Teaching Materials on Aspects of Cognitive Process Dimension Levels Rated aspect Average Practicality Score Description
Memory Ability 0.96 High
Understanding Ability 0.95 High
Application Ability 0.79 Medium
Understanding Ability 0.83 High
Evaluating Ability 0.88 High
Ability to Create 0.83 High
Practical Final Score 0.87 High (Very Practical)
Based on Table 8, the average practicality value of the analysis of fulfilling aspects of the requirements of teaching materials according to the team of practitioners is 0.87. It is in the High category or interpretation in the very practical category. Thus, the teaching materials have met the feasibility aspects of teaching materials well.
So it can be concluded that the average practicality of teaching materials based on Tables 6, 7 and 8 on all aspects of the teaching materials assessment component according to the practitioner team is 0.90 in the high category or with interpretation in the very practical category.
This study includes a preliminary analysis of the learning process and teaching materials used by teachers, and teaching materials developed that have been adapted to learning, and the 2013 Curriculum. The results of the validity and practicality of teaching materials were made as well as improvements made to improve teaching materials based on the revised Bloom's taxonomy. This study focused on 3 different categories of schools with stratified random sampling techniques as seen from the average results of the 2017 National Examination (UN).
These three schools have implemented the 2013 curriculum but have not yet optimized the demands of physics learning in their implementation. This was proven during the preliminary analysis of the documents used by the teacher in learning through interviews and observations. The research results obtained are the result of 3 stages carried out through the ADDIE development model.
In the analysis stage, the stages carried out are preliminary studies, namely literature analysis and needs analysis. At this stage of literature analysis, the writer must know the theories related to the research and why this development research needs to be carried out, namely by referring to the regulation of the Minister of Education and Culture No. 20 and 22 of 2016 regarding Graduate Competency Standards and Process Standards as Well as the Theory of Revised Bloom's taxonomy and the last one is reviewing articles that can support this research. From these rules, it can be seen that the revised Bloom's taxonomy by Anderson and Krathwohl is a reference in achieving graduate competence. Bloom's revised taxonomy describes the dimensions of knowledge and levels of cognitive processes that are used as a benchmark in formulating learning objectives. The implementation of learning objectives formed in teaching materials that are developed appropriately will achieve the goals of the expected graduate competencies and by applicable rules.
Furthermore, at the needs analysis stage, the aim is to see the implementation of the 2013 Curriculum in physics learning at the selected high school. The designated high school representatives were 3 school representatives, namely SSHS 1 Kampar Timur with a high category, SSHS 2 Kampar with a medium category, and SSHS 1 Kampar Utara with a low category. The study results showed that learning in schools and teaching materials used by teachers were only in the well available category based on the dimensions of knowledge and the level of cognitive processes. This proves that learning and teaching materials in schools have not met expectations according to the mandate of the 2013 Curriculum.
At the design stage, the author develops a product in teaching materials based on Revised Bloom's taxonomy.
The design designed by the researcher follows the format of the rules applied by the Minister of Education and Culture. Before making these teaching materials, researchers must first develop competency achievement indicators (CAI) using active verbs (AV) related to the scope of cognitive process levels. Then design learning objectives (TP) referring to the previous CAI. Furthermore, developing learning materials that include the
dimensions of knowledge for the teaching materials. The material developed by the researcher is the magnetic field of BC 3.3 and 4.3 Class XII Semester 1.
At the development stage, the product that has been designed and developed will be tested for validity by the lecturer as an expert and tested for practicality by the teacher as a team of practitioners who use the product in the field, where the validation results can determine whether the product is valid or not for use. In contrast, the practical results can decide if the product is practical or not practical to use theoretically. During the validation and practicality process, the product will continue to be revised until it is in the valid or very valid criteria for validity and practical or practical for practicality for product improvements made.
After the validation and practicality stages are carried out on each aspect of the assessment, suggestions and input are obtained and revised to use the product thoroughly. Revised Bloom's taxonomy-based teaching materials on Magnetic Field Materials for High School Physics Learning get a moderate assessment or interpretation in the valid category from the expert team. In contrast, the practitioner team gets a high assessment or interpretation in the very practical category. Learning tools can be used for high school physics learning and can continue to test its effectiveness in the field. In this study, several obstacles were found, such as aspects of validation and practicality that were not as appropriate as they should be. However, for the input and suggestions given by the validator, the developed teaching materials can be continuously improved to be feasible to use. In addition, the research also has limitations; namely, the research is only up to the development stage. Therefore, in the future, other researchers can continue to the evaluation stage.
IV. CONCLUSION
Design of teaching materials based on Bloom's taxonomy Revised the magnetic field material for high school physics learning based on the needs analysis developed, as well as improving the teaching materials developed based on criticism and suggestions from the validator. The developed teaching materials got the final validation result according to the expert team of 0.78 while the practicality final result according to the practitioner team was 0.90, so the product that had been developed could be used for the next stage, namely conducting effectiveness tests in schools.
ACKNOWLEDGMENT
Thank you from the bottom of my heart to validator Mrs. Dr. Desnita, M.Si, and Ms. Silvi Yulia Sari, who has devoted a lot of time and energy to provide suggestions and criticisms of the teaching materials developed.
And the principals of SSHS 1 Kampar Timur, SSHS 2 Kampar, and SSHS 1 Kampar Utara have provided the opportunity to research these schools.
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