THE PRACTICALITY AND EFFECTIVENESS OF MOVANEWTON AS AN ANDROID-BASED VIRTUAL LABORATORY AND ANIMATION MODULE IN DEVELOPING STUDENTS’ CRITICAL THINKING SKILLS
DOI:
https://doi.org/10.31851/Keywords:
media pembelajaran, Keterampilan berpikir kritis, Hukum NewtonAbstract
This study aims to evaluate the practicality and effectiveness of the MoVANewton (Virtual Laboratory Module and Newton’s Laws Animation) learning medium in developing students’ critical thinking skills regarding Newton’s laws. The study employed a quantitative approach using a one-group pretest–posttest design involving 26 eleventh-grade students at Ta’miriyah High School in Surabaya. The practicality of the medium was measured through observations of instructional implementation and student response questionnaires, while effectiveness was measured using N-Gain scores and process-based critical thinking skill assessments via worksheets. The results showed that MoVANewton demonstrated excellent practicality, with a 96% instructional implementation rate and an 85% student response rate. Furthermore, MoVANewton is quite effective in developing critical thinking skills, with an average N-Gain of 0.43 (moderate category) and a process-based critical thinking skills rate of 83%. Thus, MoVANewton is practical to use and quite effective in developing critical thinking skills regarding Newton’s laws.
References
Asfa, A. (2023). Pengaruh Model Pembelajaran Berbasis Fenomena Terhadap Keterampilan Berpikir Kritis Peserta Didik SMA Negeri 1 Parigi Tengah [Skripsi (Sarjana)]. Universitas Tadulako.
Fajra, R. R., Syachruroji, A., & Rokmanah, S. (2023). Metode Pembelajaran Aktif Untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Sekolah Dasar. Jurnal Dunia Pendidikan, 4(1), 122–129.
Gunawan, G., Harjono, A., Hermansyah, H., & Herayanti, L. (2019). Guided Inquiry Model Through Virtual Laboratory to Enhance Students’ Science Process Skills on Heat Concept. Jurnal Cakrawala Pendidikan, 259–268. https://doi.org/10.21831/cp.v38i2.23345
Hernandez-Sanchez, M. D., Macias-Gonzalez, S., Iturbe-Sanchez, E., de Jesús Barragán-Cruz, A., & Carrasco, L. H. H. (2022). Physics Applications: Their Impact on Students’ Motivation and Perspective of STEM. ASEE Annual Conference and Exposition, Conference Proceedings. https://www.scopus.com/pages/publications/85138302302?origin=resultslist#
Ikhsan, J., Sugiyarto, K. H., & Astuti, T. N. (2020). Fostering student’s critical thinking through a virtual reality laboratory. International Journal of Interactive Mobile Technologies, 14(8), 183–195. https://doi.org/10.3991/IJIM.V14I08.13069
Khaliza, S. N., Verawati, N. N. S. P., & Susilawati, S. (2026). Pengaruh Model Problem Based Learning Berbantuan Media Pembelajaran Interaktif Canva untuk Meningkatkan Kemampuan Berpikir Kritis Fisika Peserta Didik. Empiricism Journal, 7(2), 858–866. https://doi.org/10.36312/ej.v7i2.5439
Marlina, D., Sari, S. Y., & Rahim, F. R. (2024). Development of Interactive Learning Media Using the Lectora Application to Enhance Student’s Critical and Creative Thinking Skills. Journal of Innovative Physics Teaching, 2(1), 23–36. https://doi.org/10.24036/jipt/vol2-iss1/32
Motlhabane, A. (2025). The interplay between recall and understanding in physics: A case of Newton’s laws. Eurasia Journal of Mathematics, Science and Technology Education, 21(12). https://doi.org/10.29333/ejmste/17502
Panuluh, A. H. (2017). Improving the Science Process Skills of Physics Education Students by Using Guided Inquiry Practicum. International Conference on Research in Education (ICRE 2017), 129–136.
Potkonjak, V., Gardner, M., Callaghan, V., Mattila, P., Guetl, C., Petrović, V. M., & Jovanović, K. (2016). Virtual laboratories for education in science, technology, and engineering: A review. Computers and Education, 95, 309–327. https://doi.org/10.1016/j.compedu.2016.02.002
Rahma, D. M., Yuliati, L., & Nasikhudin. (2025). Conceptual Understanding and Critical Thinking Skills Assisted by a Virtual Laboratory through Guided Inquiry Learning. Kasuari: Physics Education Journal (KPEJ), 8(2), 477–486.
Riduwan. (2018). Sekala pengukuran variabel-variabel penelitian. Alfabeta.
Roslina, R., Herpratiwi, H., & Firdaus, R. (2024). Media Pembelajaran Interaktif Berbasis Android untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Sekolah Dasar pada Mata Pelajaran IPA. Didaktika, 4(4), 426–437. https://doi.org/10.17509/didaktika.v4i4.76880
Sari, S., Anjani, R., Farida, I., & Ramdhani, M. A. (2017). Using Android-Based Educational Game for Learning Colloid Material. In L. S. Riza, A. B. D. Nandiyanto, R. null, & A. G. Abdullah (Eds.), Journal of Physics: Conference Series (Vol. 895, Number 1). Institute of Physics Publishing. https://doi.org/10.1088/1742-6596/895/1/012012
Sunarti, I., & Nurul Fadilah, D. N. (2019). Penerapan Model Pembelajaran Problem Based Learning (PBL) terhadap Kemampuan Berpikir Kritis Siswa. Equilibrium: Jurnal Penelitian Pendidikan Dan Ekonomi, 16(01), 15–25. https://doi.org/10.25134/equi.v16i01.2014
Viyanti, Putri, R. A., & Rosidin, U. (2025). Can assessment for learning effectively measure critical thinking in physics education? Journal of Physics: Conference Series, 3132(1). https://doi.org/10.1088/1742-6596/3132/1/012029
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Jurnal Luminous: Riset Ilmiah Pendidikan Fisika
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
