IJIET 2026 Vol.16(5): 1173-1185
doi: 10.18178/ijiet.2026.16.5.2586
doi: 10.18178/ijiet.2026.16.5.2586
Design and Validation of a Physics Learning Website Based on Cognitive Conflict, AR, and STEM to Support Critical Thinking Skills
Fatni Mufit1,*, Emiliannur1, Hidayati1, Yeka Hendriyani2,
Muhammad Dhanil1, and
Zahra Fathanah3
1. Department of Physics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Padang, Padang, Indonesia
2. Department of Electronics, Faculty of Engineering, Universitas Negeri Padang, Padang, Indonesia
3. Faculty of Computer Science & Information Technology, Universiti Malaya, Kuala Lumpur, Malaysia
Email: fatni_mufit@fmipa.unp.ac.id (F.M.); emiliannur@fmipa.unp.ac.id (E.); hidayati@fmipa.unp.ac.id (H.); yekahendriyani@ft.unp.ac.id (Y.H).; muhammaddhanil22@gmail.com (M.D.); 23067637@siswa.um.edu.my (Z.F.)
*Corresponding author
2. Department of Electronics, Faculty of Engineering, Universitas Negeri Padang, Padang, Indonesia
3. Faculty of Computer Science & Information Technology, Universiti Malaya, Kuala Lumpur, Malaysia
Email: fatni_mufit@fmipa.unp.ac.id (F.M.); emiliannur@fmipa.unp.ac.id (E.); hidayati@fmipa.unp.ac.id (H.); yekahendriyani@ft.unp.ac.id (Y.H).; muhammaddhanil22@gmail.com (M.D.); 23067637@siswa.um.edu.my (Z.F.)
*Corresponding author
Manuscript received September 9, 2025; revised October 21, 2025; accepted December 3, 2025; published May 12, 2026
Abstract—This study aims to design a physics website based on cognitive conflict, Augmented Reality (AR), and Science, Technology, Engineering, and Mathematics (STEM) that is valid to support students’ critical thinking skills. The study employed an Educational Design Research (EDR) approach consisting of three stages: analysis and exploration, design and construction, and evaluation and reflection. The participants included 404 randomly selected upper secondary students in West Sumatra, Indonesia, and six experts for validation. Data were collected through a needs analysis questionnaire and expert validation sheets. The needs analysis was examined using descriptive statistics, t-tests, and ANOVA, while product validity was assessed with Aiken’s V index. The findings indicate that students across different grade levels, both male and female, share similar perceptions regarding socio-emotional aspects, efficiency, actual behavior, and preferences, underscoring the need for integrating a physics website into the learning process. This study produced a validated physics website (V > 0.8) that integrates AR, STEM, and the cognitive conflict-based learning model to support students’ critical thinking skills. This design was found to address student needs and was validated as being valid. This study was limited to the design stage; therefore, the developed website is recommended for further testing to evaluate its effectiveness. It has the potential to enhance digital learning by fostering engagement and improving students’ critical thinking skills.
Keywords—augmented reality, cognitive conflict, critical thinking skills, Science, Technology, Engineering, and Mathematics (STEM)
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—augmented reality, cognitive conflict, critical thinking skills, Science, Technology, Engineering, and Mathematics (STEM)
Cite: Fatni Mufit, Emiliannur, Hidayati, Yeka Hendriyani, Muhammad Dhanil, and Zahra Fathanah, "Design and Validation of a Physics Learning Website Based on Cognitive Conflict, AR, and STEM to Support Critical Thinking Skills," International Journal of Information and Education Technology, vol. 16, no. 5, pp. 1173-1185, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).