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All Journal Journal of Innovative Physics Teaching (JIPT)
Asrizal Asrizal
Departement of Physics, Padang State University, Padang
Education Physics Other

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Science Mapping Research of the Integration of PjBL Model and STEM Approach: A Bibliometric Analysis Rizqa Kariyma; Asrizal Asrizal; Harman Amir; Fauziah Ulmi; Azifa Feziyasti
Journal of Innovative Physics Teaching Vol. 4 No. 1 (2026): Journal of Innovative Physics Teaching (JIPT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jipt/vol4-iss1/126

Abstract

Integration of Project-Based Learning (PjBL) with the Science, Technology, Engineering, and Mathematics (STEM) approach has gained increasing attention in science education due to its potential to develop 21st-century skills. However, studies examining the development and research directions of the integration of these two approaches have not yet been comprehensively mapped. This study aims to analyze trends, collaboration patterns, and thematic focuses in research related to the integration of PjBL and STEM in science education. This study employs a bibliometric approach using data obtained from Scopus-indexed articles published between 2015 and 2025. The analysis was conducted using VOSviewer through performance analysis, co-authorship, keyword co-occurrence, and thematic mapping. The results indicate a significant increase in the number of publications, with primary focuses on the development of 21st-century skills, student engagement, and contextual learning. Research collaboration remains relatively limited but is beginning to expand internationally. The integration of PjBL and STEM has been shown to contribute to the creation of interactive and meaningful science learning. This study provides valuable insights as a foundation for developing innovative learning strategies and guiding more integrated future research directions.
Need Analysis to Develop E-Student Worksheet Integrated PBL Model and Virtual Laboratory to Improve Students' Problem-Solving Skills Husnul Chotima; Selma Riyasni; Asrizal Asrizal; Dea Stivani Suherman
Journal of Innovative Physics Teaching Vol. 4 No. 1 (2026): Journal of Innovative Physics Teaching (JIPT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jipt/vol4-iss1/136

Abstract

Problem-solving skills are essential competencies in 21st-century physics learning. A preliminary observation at SMAN 8 Padang revealed that all indicators of students' problem-solving ability on the Static Fluid material were in the low category, with an overall average of 30.52%. Instructional materials were dominated by textbooks, teaching was teacher-centered, and laboratory activities were rarely conducted due to limited equipment. This study aimed to analyze the needs for developing an Electronic Student Worksheet integrated with the Problem Based Learning model and a virtual laboratory on the Static Fluid topic. Data were collected through teacher interviews, questionnaires, infrastructure observation, and curriculum document analysis. Results showed that teachers lacked a Problem Based Learning-based digital worksheet, students were strongly interested in interactive digital media (average need score 75.00% for the Electronic Student Worksheet and 76.47% for the Problem Based Learning model), the school possessed adequate digital infrastructure, and the Static Fluid topic was highly suitable for Problem Based Learning implementation. These findings provide an evidence-based foundation for developing a Problem Based Learning-integrated Electronic Student Worksheet assisted by a virtual laboratory to improve students' problem-solving skills.
Impacts of Cognitive Conflict-Integrated Teaching Material on Student’s Conceptual Understanding and Learning Motivation in Light Wave Learning Intan Cahya Nusli; Fatni Mufit; Asrizal Asrizal; Dea Stivani Suherman
Journal of Innovative Physics Teaching Vol. 4 No. 1 (2026): Journal of Innovative Physics Teaching (JIPT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jipt/vol4-iss1/151

Abstract

Physics learning on the topic of light waves continues to face several challenges, including low conceptual understanding, persistent misconceptions, and insufficient student learning motivation. This study investigated the effectiveness of cognitive conflict-based teaching materials integrated with Augmented Reality (AR) in improving students’ conceptual understanding and learning motivation. A quantitative quasi-experimental approach with a nonequivalent pretest–posttest control group design was employed. Data were collected using a four-tier multiple-choice test and an ARCS-based learning motivation questionnaire and analyzed using descriptive statistics and the Mann–Whitney U test. The results showed that students in the experimental group achieved a higher level of conceptual understanding (80.5%) than those in the control group (48.0%), accompanied by a greater reduction in misconceptions. Significant differences were also found in both conceptual understanding and learning motivation between the two groups (p < 0.05). These findings suggest that cognitive conflict-based teaching materials integrated with AR are effective in improving conceptual understanding and learning motivation and can serve as an innovative alternative for physics learning.
Co-Authors Azifa Feziyasti Dea Stivani Suherman Fatni Mufit Fauziah Ulmi Harman Amir Husnul Chotima Intan Cahya Nusli Rizqa Kariyma Selma Riyasni