Validation of Phyleb-VIV Media for Training Middle School Students’ Physics Problem-Solving Skills
DOI:
10.29303/jppipa.v12i2.13139Published:
2026-02-25Downloads
Abstract
This study aimed to validate Phyleb-VIV, a web-based learning medium that integrates a virtual laboratory, interactive simulations, and video-based instruction to train junior high school students’ problem-solving skills in direct-current electricity. The development research followed the ADDIE model, and this report focuses on the implementation outcomes and formative expert evaluation. Expert validation was conducted by three validators using a 1–5 Likert-type instrument across four aspects, namely Content, Appearance and Design, Language and Communication, and Interactivity and Engagement. Data were analyzed descriptively using mean Likert scores (P) and validity criteria. The results indicated that all aspects fell into the Highly Valid category, namely Content (P = 4.80), Appearance and Design (P = 5.00), Language and Communication (P = 5.00), and Interactivity and Engagement (P = 4.75). These findings confirm that Phyleb-VIV is suitable for classroom try-outs to examine its practicality and effectiveness. Recurrent qualitative feedback from validators emphasized the need for more diagnostic, topic-specific automated feedback and regular content updates to maintain relevance. In conclusion, Phyleb-VIV demonstrates excellent validity in terms of content, interface, communication, and interactivity, and is ready for further testing to evaluate its impact on improving students’ conceptual understanding and problem-solving skills in direct-current electricity.
Keywords:
Direct-current electricity Expert validation Interactive simulations Problem-solving skills Virtual laboratory Web-based learningReferences
Abdjul, T., Odja, A. H., & Nurhayati, N. (2024). Effectiveness of Virtual Laboratory-Based Interactive Learning Media Through a Differentiated Approach to Students’ Scientific Literacy. Jurnal Penelitian Pendidikan IPA, 10(11), 9838–9838. https://doi.org/10.29303/jppipa.v10i11.9253
Abeden, N. A. M., & Siew, N. M. (2022). Assessing Students’ Critical Thinking and Physics Problem-Solving Skills in Secondary Schools. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(6), e001584. https://doi.org/10.47405/mjssh.v7i6.1584
Ada, M. B., Stansfield, M., & Baxter, G. (2017). Using Mobile Learning and Social Media to Enhance Learner Feedback: Some Empirical Evidence. Journal of Applied Research in Higher Education, 9(1), 70–90. https://doi.org/10.1108/JARHE-07-2015-0060
Adarkwah, M. A. (2021). The Power of Assessment Feedback in Teaching and Learning: A Narrative Review and Synthesis of the Literature. SN Social Sciences, 1(3), 75. https://doi.org/10.1007/s43545-021-00086-w
Afriwardani, P., Jumadi, J., & Pribadi, F. O. (2023). Development of Interactive Physics E-Book to Reduce Student Misconception. Jurnal Penelitian Pendidikan IPA, 9(4), 2018–2024. https://doi.org/10.29303/jppipa.v9i4.1854
Aini, S., & Mufit, F. (2022). Using Adobe Animate CC Software in Designing Interactive Multimedia Based on Cognitive Conflict in Straight Motion. Jurnal Penelitian Pendidikan IPA, 8(5), 2350–2361. https://doi.org/10.29303/jppipa.v8i5.2048
Alberida, H., Sari, M., Razak, A., Syamsuriza, S., & Rahmi, Y. L. (2022). Problem Solving: A Learning Model to Foster Argumentation and Critical Thinking Ability for Students with Different Academic Abilities. Jurnal Penelitian Pendidikan IPA, 8(3), 1393–1400. https://doi.org/10.29303/jppipa.v8i3.1208
Anthonysamy, L. (2022). Formulation of Self-Regulated Learning Strategies Framework for Digital Learning for Lifelong Learning. (2022). Asian Journal of Research in Education and Social Sciences, 4(1), 24-32. https://doi.org/10.55057/ajress.2022.4.1.4
Arsyad, W., & Adnan, A. (2024). Implikasi Penggunaan Media Pembelajaran Digital Terhadap Perkembangan Kognitif Siswa Ditinjauh dari Teori Jean Piagetdia. JIIP-Jurnal Ilmiah Ilmu Pendidikan, 7(12), 13557–13561. https://doi.org/10.54371/jiip.v7i12.6357
Asri, I. H., Jampel, I. N., Arnyana, I. B. P., Suastra, I. W., & Nitiasih, P. K. (2024). Profile of Problem Based Learning (PBL) Model in Improving Students’ Problem Solving and Critical Thinking Ability. KNE Social Sciences, 9(2). https://doi.org/10.18502/kss.v9i2.14898
Aswara, S., Amanda, F. D., & Fitriani, R. (2022). Pengaruh Media Pembelajaran Fisika Berbasis Video untuk Meningkatkan Minat dan Pemahaman Konsep Materi Tekanan Siswa SMAN 2 Sungai Penuh. Integrated Science Education Journal, 3(1), 16–23. https://doi.org/10.37251/isej.v3i1.173
Awila, A. A., Abdjul, T., Yusuf, M., Odja, A. H., Mursalin, M., & Supartin, S. (2025). Effectiveness of Interactive Learning Media Based on Virtual Laboratory on Scientific Literacy and Concept Mastery in Dynamic Electricity. Jurnal Penelitian Pendidikan IPA, 11(12), 1–10. https://doi.org/10.29303/jppipa.v11i12.13530
Balasubramani, M., Jose, P. D., Rajakumar, M. P., Devi, S. I., Navaneetha, K. M., & Robinson, J. G. (2025). Methods for Promoting Students’ Active Engagement in Digital Environments. In Book: Digital Tools and Platforms for Effective and Personalized Learning (pp.375-402). https://doi.org/10.4018/979-8-3373-6013-3.ch014
Branch, R. M. (2009). Instructional Design: The ADDIE Approach (Vol. 722). Springer. https://doi.org/10.1007/978-0-387-09506-6
Çeken, B., & Taşkın, N. (2022). Multimedia Learning Principles in Different Learning Environments: A Systematic Review. Smart Learning Environments, 9(1), 19. https://doi.org/10.1186/s40561-022-00200-2
Cheung, J. J. H., & Kulasegaram, K. M. (2022). Beyond the Tensions within Transfer Theories: Implications for Adaptive Expertise in the Health Professions. Advances in Health Sciences Education, 27(5), 1293–1315. https://doi.org/10.1007/s10459-022-10174-y
Chhabra, M., & Das, R. (2023). Students’ Understanding of Electrostatic Force as a Vector Quantity at the Undergraduate Level. Physics Education, 58(3), 035016. https://doi.org/10.1088/1361-6552/acc0c2
Chiu, T. K. F., & Churchill, D. (2016). Design of Learning Objects for Concept Learning: Effects of Multimedia Learning Principles and an Instructional Approach. Interactive Learning Environments, 24(6), 1355–1370. https://doi.org/10.1080/10494820.2015.1006237
Cook, D. A., & Dupras, D. M. (2004). A Practical Guide to Developing Effective Web-Based Learning. Journal of General Internal Medicine, 19(6), 698–707. https://doi.org/10.1111/j.1525-1497.2004.30029.x
Dingel, B. B., Rivera, J. G. C., Palabrica, F. d. G., & Bennett, C. D. (2023). Concept Connectivity: An Educational and Research Framework for Scientific Learning in Optics, Photonics, and Electronic Education. Seventeenth Conference on Education and Training in Optics and Photonics: ETOP 2023, 76. https://doi.org/10.1117/12.2670640
Ebbini, E. (2023). Enhancing Collaborative and Self-Paced Learning in Traditional and Distance Education Settings. In A. Badran, E. Baydoun, S. Hillman, & J. Mesmar (Eds.), Higher Education in the Arab World: E-Learning and Distance Education (pp. 223–245). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-33568-6_12
Eljinsa, S. M., & Zamhari, M. (2024). A Powtoon Animation Video Development Utilizing a Scientific Approach for Teaching Electrolyte and Non-Electrolyte Solutions. Jurnal Penelitian Pendidikan IPA, 10(11), 8985–8995. https://doi.org/10.29303/jppipa.v10i11.9545
Englmeier, K. (2025). The Design of Self-Paced Learning for Structured Learning Environments. Procedia Computer Science, 256, 71–77. https://doi.org/10.1016/j.procs.2025.02.097
Fahlevi, A., Jumadi, J., Dewi, A. N., & Sari, F. P. (2022). Development of Electronic Student Worksheet Based on Guided Inquiry on the Topic of Photosynthesis. Jurnal Penelitian Pendidikan IPA, 8(3), 1408–1415. https://doi.org/10.29303/jppipa.v8i3.1674
Fajri, N., Sriyati, S., & Rochintaniawati, D. (2024). Global Research Trends of Digital Learning Media in Science Education: A Bibliometric Analysis. Jurnal Penelitian Pendidikan IPA, 10(1), 1–11. https://doi.org/10.29303/jppipa.v10i1.6248
Fanshawe, M., Delaney, N., & Powell, A. (2020). Utilizing Instantaneous Feedback to Promote Self-Regulated Learning in Online Higher Education Courses. In Book: Technology-Enhanced Formative Assessment Practices in Higher Education (pp.41-59). https://doi.org/10.4018/978-1-7998-0426-0.ch003
Faudzi, M. A., Cob, Z. C., Omar, R., Sharudin, S. A., & Ghazali, M. (2023). Investigating the User Interface Design Frameworks of Current Mobile Learning Applications: A Systematic Review. Education Sciences, 13(1), 94. https://doi.org/10.3390/educsci13010094
Fikriana, M. F., Wiyanto, W., & Haryani, S. (2023). Development of the Diary Book of Science with the STEM Approach of Discovery in Improving Students’ Concept Understanding and Scientific Communication Skills. Jurnal Penelitian Pendidikan IPA, 9(4), 1641–1649. https://doi.org/10.29303/jppipa.v9i4.3032
Gan, B., Menkhoff, T., & Smith, R. (2015). Enhancing Students’ Learning Process Through Interactive Digital Media: New Opportunities for Collaborative Learning. Computers in Human Behavior, 51, 652–663. https://doi.org/10.1016/j.chb.2014.12.048
Gog, T. V. (2021). The Signaling (or Cueing) Principle in Multimedia Learning. In The Cambridge Handbook of Multimedia Learning (pp. 221–230). Cambridge University Press. https://doi.org/10.1017/9781108894333.022
Gunawan, G., Suranti, N. M. Y., Nisrina, N., & Herayanti, L. (2018). Students’ Problem-Solving Skill in Physics Teaching with Virtual Labs. IJPTE International Journal of Pedagogy and Teacher Education, 2, 10. https://doi.org/10.20961/ijpte.v2i0.24952
Gunesekera, A. I., Bao, Y., & Kibelloh, M. (2019). The Role of Usability on E-Learning User Interactions and Satisfaction: A Literature Review. Journal of Systems and Information Technology, 21(3), 368–394. https://doi.org/10.1108/JSIT-02-2019-0024
Hall, R. H., & Hanna, P. (2004). The Impact of Web Page Text-Background Colour Combinations on Readability, Retention, Aesthetics and Behavioural Intention. Behaviour & Information Technology, 23(3), 183–195. https://doi.org/10.1080/01449290410001669932
Ismawati, R., Widiyatmoko, A., & Cahyono, A. N. (2023). Literature Review of Online Learning Technology in Chemistry Lab Activities. Jurnal Penelitian Pendidikan IPA, 9(10), 751–759. https://doi.org/10.29303/jppipa.v9i10.3635
Ispal, A., & Ishak, M. Z. (2022). Transforming Physics Content into Content Physics for Instruction Through the Model of Educational Reconstruction (MER). Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(8), e001660. https://doi.org/10.47405/mjssh.v7i8.1660
Istyadji, M., Yulinda, R., Amalina, D., & Fahmi, F. (2022). Validity and Practicality of Articulate Storyline Learning Media on Environmental Pollution Materials for Junior High School Students. Jurnal Penelitian Pendidikan IPA, 8(6), 2599–2604. https://doi.org/10.29303/jppipa.v8i6.1639
Izzah, N., & Desnita, D. (2023). Effectiveness of Tornado Physics Enrichment Book to Increase Science Literacy of High School Students. Jurnal Penelitian Pendidikan IPA, 9(9), 7740–7748. https://doi.org/10.29303/jppipa.v9i9.5076
Jahnke, I. (2022). Quality of Digital Learning Experiences – Effective, Efficient, and Appealing Designs? International Journal of Information and Learning Technology, 40(1), 17–30. https://doi.org/10.1108/IJILT-05-2022-0105
Kamil, F. (2023). Matematika sebagai Fondasi Kritis dalam Menaklukkan Tantangan Soal Fisika. JEAS, 1(1), 1–6. https://doi.org/10.30739/jeas.v1i1.2486
Kamila, K., Wilujeng, İ., Jumadi, J., & Ungirwalu, S. Y. (2024). Analysis of Integrating Local Potential in Science Learning and Its Effect on 21st Century Skills and Student Cultural Awareness: Literature Review. Jurnal Penelitian Pendidikan IPA, 10(5), 223–233. https://doi.org/10.29303/jppipa.v10i5.6485
Kirschner, P. A. (2002). Cognitive Load Theory: Implications of Cognitive Load Theory on the Design of Learning. Learning and Instruction, 12(1), 1–10. https://doi.org/10.1016/S0959-4752(01)00014-7
Kuhn, J., & Müller, A. (2014). Context-Based Science Education by Newspaper Story Problems: A Study on Motivation and Learning Effects. Perspectives in Science, 2(1), 5–21. https://doi.org/10.1016/j.pisc.2014.06.001
Langbeheim, E., Lehavi, Y., & Merzel, A. (2023). Physics in K-12 Integrated Science Curricula. In Taşar, M. F., & Heron, P. R. L. eds. The International Handbook of Physics Education Research: Learning Physics. https://doi.org/10.1063/9780735425477_021
Li, Q., & Luximon, Y. (2020). Older Adults’ Use of Mobile Device: Usability Challenges While Navigating Various Interfaces. Behaviour & Information Technology, 39(8), 837–861. https://doi.org/10.1080/0144929X.2019.1622786
Li, Y., Chen, D., & Deng, X. (2024). The Impact of Digital Educational Games on Student’s Motivation for Learning: The Mediating Effect of Learning Engagement and the Moderating Effect of the Digital Environment. PLOS ONE, 19(1), e0294350-. https://doi.org/10.1371/journal.pone.0294350
Listari, A., Doyan, A., Ayub, S., & Hikmawati, H. (2023). Pengembangan Media Pembelajaran Fisika Berbasis Videoscribe pada Materi Momentum dan Impuls untuk Meningkatkan Pemahaman Konsep. Jurnal Ilmiah Profesi Pendidikan, 8(1), 22–28. https://doi.org/10.29303/jipp.v8i1.1140
Lubis, L. H., Febriani, B., Yana, R. F., Azhar, A., & Darajat, M. (2023). The Use of Learning Media and Its Effect on Improving the Quality of Student Learning Outcomes. International Journal of Education, Social Studies, and Management (IJESSM), 3(2), 7–14. https://doi.org/10.52121/ijessm.v3i2.148
Mandouit, L., & Hattie, J. (2023). Revisiting “The Power of Feedback” from the Perspective of the Learner. Learning and Instruction, 84, 101718. https://doi.org/10.1016/j.learninstruc.2022.101718
Marcelina, S., & Hartanto, T. J. (2021). Correcting Students’ Understanding About Simple Direct Current (DC) Circuits Through Scientific Approach. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 7(2), 153–160. https://doi.org/10.21009/1.07207
Marrone, M., & Linnenluecke, M. K. (2020). Interdisciplinary Research Maps: A New Technique for Visualizing Research Topics. Plos One, 15(11), e0242283. https://doi.org/10.1371/journal.pone.0242283
Maulida, Q., Rosyida, Z. L., & Jariyah, I. A. (2024). Tinjauan Literatur Terhadap Media Pembelajaran Berbasis E-book Interaktif dalam Pembelajaran IPA. Inspirasi: Jurnal Pendidikan dan Kebudayaan, 1(2), 145–155. https://doi.org/10.69836/inspirasi-jpk.v1i2.163
Mayer, R. E. (2017). Using Multimedia for E‐Learning. Journal of Computer Assisted Learning, 33(5), 403–423. https://doi.org/10.1111/jcal.12197
McLoughlin, C. (2001). Inclusivity and Alignment: Principles of Pedagogy, Task and Assessment Design for Effective Cross‐Cultural Online Learning. Distance Education, 22(1), 7–29. https://doi.org/10.1080/0158791010220102
Munfaridah, N., Avraamidou, L., & Goedhart, M. (2021). The Use of Multiple Representations in Undergraduate Physics Education: What Do We Know and Where Do We Go from Here? Eurasia Journal of Mathematics, Science and Technology Education, 17(1), em1934. https://doi.org/10.29333/ejmste/9577
Nyemas, W. (2020). Pengembangan Media Pembelajaran Fisika Berbasis Android di SMA Negeri 3 Ngabang. Jurnal Pendidikan Informatika dan Sains, 9(1), 21–27. https://doi.org/10.31571/saintek.v9i1.1296
Pacaci, C., Ustun, U., & Ozdemir, O. F. (2024). Effectiveness of Conceptual Change Strategies in Science Education: A Meta‐Analysis. Journal of Research in Science Teaching, 61(6), 1263–1325. https://doi.org/10.1002/tea.21887
Patrick, S. M., Nicholas, N. J., Maritz, M., & Wolvaardt, L. (2025). Enhancing Public Health Education Through Smart Learning Environments: Integrating Technology and Pedagogy. Medical Science Educator. https://doi.org/10.1007/s40670-025-02408-6
Prastyaningrum, I., & Pratama, H. A. (2019). Student Conception of Ohm’s Law. Journal of Physics Conference Series, 1321(2), 022028. https://doi.org/10.1088/1742-6596/1321/2/022028
Ratnaningsih, S., & Hertanti, E. (2020). The Effect of Interactive Multimedia Base Problem Solving on Students’ Critical Thinking Skills in Equilibrium and Rotational Dynamics Concept. Proceedings of the 5th International Conference on Education in Muslim Society, ICEMS 2019. 30 September-01 October 2019, Jakarta, Indonesia. https://doi.org/10.4108/eai.30-9-2019.2291192
Schneider, S., Beege, M., Nebel, S., & Rey, G. D. (2018). A Meta-Analysis of How Signaling Affects Learning with Media. Educational Research Review, 23, 1–24. https://doi.org/10.1016/j.edurev.2017.11.001
Setiawan, B. (2025). The Implementation of STEM Robotic Development with Mobile Application Control to Train Students’ Collaborative Skills. E3s Web of Conferences, 640, 02012. https://doi.org/10.1051/e3sconf/202564002012
Shadiev, R., Wang, X., & Shen, S. (2025). Effects of Immersion and Interactive Strategies on Students’ Intercultural Competence in Virtual Learning Environments. Education and Information Technologies, 30(5), 5883–5919. https://doi.org/10.1007/s10639-024-13030-1
Skulmowski, A., & Xu, K. M. (2022). Understanding Cognitive Load in Digital and Online Learning: A New Perspective on Extraneous Cognitive Load. Educational Psychology Review, 34(1), 171–196. https://doi.org/10.1007/s10648-021-09624-7
Susetyo, B., Siswaningsih, W., & Oktavi, F. R. (2021). Development of Critical Thinking Test Instruments with Problem Solving Context on the Salt Hydrolysis Material. Jurnal Pendidikan Sains Indonesia, 9(2), 243–255. https://doi.org/10.24815/jpsi.v9i2.19862
Sweller, J. (2023). Discussion of the Special Issue on Cognitive Load Theory. British Journal of Educational Psychology, 93(S2), 402–410. https://doi.org/10.1111/bjep.12606
Wenno, I. H., Jamaludin, J., & Batlolona, J. R. (2021). The Effect of Problem Based Learning Model on Creative and Critical Thinking Skills in Static Fluid Topics. Jurnal Pendidikan Sains Indonesia, 9(3), 498–511. https://doi.org/10.24815/jpsi.v9i3.20829
Wilhelm, S., Förster, R., & Zimmermann, A. B. (2019). Implementing Competence Orientation: Towards Constructively Aligned Education for Sustainable Development in University-Level Teaching-and-Learning. Sustainability, 11(7), 1891. https://doi.org/10.3390/su11071891
Wittwer, J., & Renkl, A. (2010). How Effective are Instructional Explanations in Example-Based Learning? A Meta-Analytic Review. Educational Psychology Review, 22(4), 393–409. https://doi.org/10.1007/s10648-010-9136-5
Yunita, Y., Halim, A., & Safitri, R. (2020). Meningkatkan Penguasaan Konsep Mahasiswa dengan Simulasi Physics Eduaction and Technology (PhET). Jurnal Pendidikan Sains Indonesia, 7(1), 16–22. https://doi.org/10.24815/jpsi.v7i1.13492
License
Copyright (c) 2026 I Made Hermanto, Dewi Diana Paramata, Rahim Tolingguhu
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
