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Need Analysis to Create Heat E-Module with Problem Based Learning Model Asisted Heyzine Application to Promote Student’s Critical Thinking Skills Muhammad Surya Meliano; Dea Stivani Suherman; Ratnawulan Ratnawulan; Fauziah Ulmi
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-iss1/129

The ideal condition of 21st-century physics learning is the implementation of interactive, student-centered learning that integrates technology and innovative learning models to develop students’ critical thinking skills. However, the results of the needs analysis conducted at SMA Negeri 14 Padang indicate several problems. First, students’ critical thinking skills are still in the very low category, with an average score of 40. Second, the teaching materials used in schools have not fully supported 21st-century learning, particularly in the visual and multimedia aspects (40) and adaptive aspect (46.67). Third, the integration of the Problem Based Learning model in teaching materials is still not optimal, especially in the aspects of developing and presenting work (30) and analyzing and evaluating the problem-solving process (40). Fourth, students’ mastery of physics concepts is still relatively low, with an average score of 43.8. In addition, the analysis of student characteristics indicates that students have positive responses toward technology-based learning. These findings indicate the need to develop a Problem Based Learning-based e-module assisted by the Heyzine application. The developed e-module is expected to provide more interactive, adaptive, and meaningful learning experiences while facilitating the improvement of students’ critical thinking skills and conceptual understanding in heat learning.

Validity Analysis of Heyzine Assisted Learning Project Based Electronic Modules in Facilitating Students' Creative Thinking Skills on Climate Change Material M Ilham; Dea Stivani Suherman; Ratnawulan Ratnawulan; Fadhila Ulfa Jhora
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-iss1/132

Creative thinking is a crucial skill in 21st-century learning, yet field conditions indicate that students' creative thinking abilities remain relatively low. This is due to the use of teaching materials that fail to facilitate the development of student creativity and the suboptimal implementation of project-based learning models in the classroom. To address this issue, this research focuses on the development of a project-based learning electronic modules designed to support and enhance students' creative thinking skills. This research employed a Research and Development (R&D) method with a 4D development model, which includes the definition, design, and development stages. In the definition stage, observations were conducted in several schools. The next stage, the design stage, involved developing a framework for the project-based learning electronic modules. In the development stage, the designed product was tested through validity and practicality tests. Data collection instruments in this study included teacher interviews, student questionnaires, and validity and practicality test sheets. The data obtained were then analyzed using validity analysis techniques with Kappa Moment (k) and product practicality analysis. The results showed that the developed electronic modules had a validity value of 0.86, which is categorized as very valid. It can be concluded that the developed project-based learning electronic modules are valid for improving students' creative thinking skills.

Need Analysis to Develop Dynamic Fluid E-Assessment Integrated Critical Thinking for Sustainable Education Assisted Google Sites and Formative rindi kadir; Emiliannur Emiliannur; Hamdi Hamdi; 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-iss1/133

The development of students’ critical thinking skills in physics learning has not been optimally supported by the assessment practices currently used. In the context of 21st-century education, critical thinking is recognized as a fundamental competency for achieving Sustainable Development Goals (SDGs), particularly Goal 4 on quality education. This study seeks to examine the need for developing assessment tools that integrate critical thinking skills with Education for Sustainable Development (ESD) in physics learning”. This study uses a descriptive approach in Research & Development (R&D) involving 25 grade XI Phase F students. Data collection techniques include critical thinking tests based on Facione indicators, student response questionnaires, and teacher interviews.”The findings reveal that students’ critical thinking skills are generally categorized at a moderate to low level, with the weakest performance observed in the inference indicator. This suggests that students still encounter difficulties in connecting physics concepts with real-world phenomena. However, students demonstrate a relatively good level of sustainability awareness. Therefore, it is necessary to develop electronic assessments integrated with ESD to enhance students’ critical thinking skills and improve the overall quality of physics learning”.

Electronic Assessment Design Integrated Critical Thinking Skills Education for Sustainable Development on Motion Kinematics Material Imrahatul Husna Junaida; Emiliannur Emiliannur; Hamdi Hamdi; 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-iss1/134

Ideally, physics education in the 21st century should develop students’ critical thinking skills to address global sustainability challenges. However, current physics assessment practices often do not effectively foster these skills and remain insufficiently integrated with the principles of Education for Sustainable Development (ESD). This study aimed to analyze the need for and develop an electronic assessment integrating critical thinking skills within ESD-based kinematics learning. The research employed a Research and Development (R&D) approach using the 4D model up to the development stage. The participants were 26 eleventh-grade students from SMAN 3 Pariaman. Data were collected through critical thinking tests based on Facione’s indicators, questionnaires, and interviews. The results showed that students’ critical thinking skills were relatively low, particularly in the evaluation aspect, which obtained the lowest score of 30.76%. In addition, ESD integration in assessment practices was still limited. Students’ preference for visual and auditory learning styles indicates the potential effectiveness of digital assessments. Therefore, developing an electronic assessment integrating critical thinking and ESD principles is necessary to support meaningful and sustainability-oriented physics learning.

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

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

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.

Needs Analysis to Develop Critical Thinking Skills Assessment Integrated with ESD in Phase F Physics Learning Resti Supendi; Emiliannur Emiliannur; Hamdi Hamdi; 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-iss1/152

Critical thinking skills are an important competency in 21st-century physics learning. Ideally, assessments should not only measure students' conceptual understanding but also facilitate the development of critical thinking skills through contextual learning integrated with the principles of Education for Sustainable Development (ESD). However, preliminary findings indicate that students' critical thinking skills are still low, existing assessment practices are not aligned with critical thinking indicators, the characteristics of electronic assessments (e-assessments) have not been optimally implemented, and the integration of ESD in assessments is still limited. Based on these findings, this study aims to analyze the need for developing an integrated electronic assessment of ESD for critical thinking skills on the topic of Particle Motion Dynamics. A quantitative descriptive method was used involving 20 students of grade XI Phase F at SMA Muhammadiyah 3 Padang. Data were collected through critical thinking tests, questionnaires, document analysis, and interviews. The results showed low critical thinking skills (39.79%), inadequate implementation of ideal e-assessment characteristics, and low integration of ESD aspects in assessment practices. These findings indicate the need for the development of electronic assessments (e-assessments) integrated with Education for Sustainable Development (ESD), which are contextual, interactive, and capable of supporting the improvement of students' critical thinking skills in physics learning.

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