Article Per Year (5 Year)
p-Index From 2021 - 2026
0.702
P-Index
This Author published in this journals
All Journal Journal of Innovative Physics Teaching (JIPT)
Hidayati Hidayati
Department of Physics, Universitas Negeri Padang, Indonesia.
Education Physics Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Effectiveness of AR-STEM Integrated Cognitive Conflict-Based Physics Websites to Improve Critical Thinking and Remediation of Students' Misconceptions on Static Fluid Himatul Azmi; Fatni Mufit; Hidayati Hidayati; Emiliannur emil; Yeka Hendriyani; Zahra Fathanah
Journal of Innovative Physics Teaching Vol. 4 No. 2 (2026): Journal of Innovative Physics Teaching (JIPT) : In Progress
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jipt/vol4-iss2/156

Abstract

Critical thinking skills and conceptual understanding form a crucial foundation in physics education, enabling students to grasp abstract concepts, analyze various phenomena, and solve problems scientifically. However, low critical thinking skills and prevalent misconceptions regarding static fluids remain significant issues, necessitating instructional innovations that address both aspects. This study aimed to evaluate the effectiveness of an AR- and STEM-integrated, cognitive-conflict-based physics website in enhancing students' critical thinking skills and remediating misconceptions. A quantitative approach was employed quasi-experimental method with pre-test and post-test control group design. The study sample consisted of 68 Grade XI (Phase F) students from SMAN 2 Padang Panjang. Data were collected using a four-tier diagnostic test and analyzed through both descriptive and inferential statistics (specifically the Mann-Whitney test). The results indicated that students in the experimental class demonstrated superior critical thinking skills compared to those in the control class, while also exhibiting lower levels of misconceptions following instruction. The Asymp. Sig. (2-tailed) value of 0.000 (p<0.05) demonstrates that the AR-STEM-integrated, cognitive-conflict-based physics website is effective in enhancing critical thinking skills and remediating misconceptions regarding static fluids. This website holds potential as an alternative digital open resource to support physics learning
Effectiveness of Augmented Reality-Integrated Cognitive Conflict-Based Teaching Material in Enhancing Students’ Conceptual Understanding and Attitudes Toward Physics on Light Waves Topic Holliffa Rohayati; Fatni Mufit; Hidayati Hidayati; Emiliannur Emiliannur
Journal of Innovative Physics Teaching Vol. 4 No. 2 (2026): Journal of Innovative Physics Teaching (JIPT) : In Progress
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jipt/vol4-iss2/157

Abstract

Physics learning is expected not only to improve students’ conceptual understanding but also to foster positive attitudes toward physics as an essential component of 21st-century skills. However, the abstract nature of light-wave concepts often leads to misconceptions, low conceptual understanding, and unfavorable attitudes toward physics. To address these issues, cognitive conflict-based teaching materials integrated with Augmented Reality (AR) were developed to facilitate conceptual change and provide more concrete visualizations of abstract phenomena. This study investigated the effectiveness of these teaching materials in improving students’ conceptual understanding and attitudes toward physics on the topic of light waves. A quantitative approach with a quasi-experimental nonequivalent pretest–posttest control group design was employed. The participants were two eleventh-grade classes at SMAN 3 Padang selected through purposive sampling. Data were collected using a four-tier multiple-choice diagnostic test and an attitude questionnaire. The results showed that the percentage of students categorized as understanding concepts increased to 96.00% in the experimental class, while misconceptions decreased to 0.29%. The Mann–Whitney test revealed a significant difference in conceptual understanding, and the Independent Samples t-test indicated a significant difference in students’ attitudes toward physics between the experimental and control groups (p < 0.05). These findings demonstrate that AR-integrated cognitive conflict-based teaching materials effectively enhance both conceptual understanding and attitudes toward physics.
Needs Analysis to Develop Heat E-Teaching Material Integrated Deep Learning and Local Wisdom to Facilitate Students' Creative Thinking Skills Diah Hasna Azzahra; Asrizal Asrizal; Hidayati Hidayati; Fauziah Ulmi
Journal of Innovative Physics Teaching Vol. 4 No. 2 (2026): Journal of Innovative Physics Teaching (JIPT) : In Progress
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jipt/vol4-iss2/162

Abstract

Effective physics learning requires digital instructional materials that are interactive, contextual, and capable of integrating local wisdom with a deep learning approach to support students’ creative thinking skills and conceptual understanding. However, heat instruction continues to face several challenges, including students’ low creative thinking skills, inadequate conceptual understanding, and the limited use of digital technology and local wisdom in existing teaching materials. These limitations contribute to suboptimal learning outcomes and reveal a gap between the competencies required for 21st-century education and the instructional resources currently used in schools. This study aims to analyze the need for developing digital teaching materials that integrate local wisdom with a deep learning approach to facilitate students’ creative thinking skills. A mixed-methods approach was employed, with data collected through questionnaires, creative thinking skill tests, and analyses of students’ learning outcome documents. The findings indicate that such digital teaching materials have the potential to increase students’ learning motivation, active participation, creative thinking skills, and conceptual understanding of physics concepts. Therefore, integrating local wisdom and deep learning into digital teaching materials represents an innovative strategy for improving physics instruction while addressing students’ learning needs and supporting the development of competencies required in the 21st century.
Needs Analysis to Develop Static Fluid E-Student Worksheet Integrated Problem Based Learning and Local Wisdom to Facilitate Students’ Physics Learning Outcomes Miftah Hurrahmah; Hidayati Hidayati; Fatni Mufit; Hayyu Yumna
Journal of Innovative Physics Teaching Vol. 4 No. 2 (2026): Journal of Innovative Physics Teaching (JIPT) : In Progress
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jipt/vol4-iss2/163

Abstract

This research is motivated by the low cognitive learning outcomes of students in physics learning, especially the static fluid material. This problem shows that the learning process has not been fully able to facilitate active involvement and optimal understanding of concepts. This study aims to analyze learning needs as the basis for the development of Problem-Based Learning (PBL)-based E-Student Worksheets that are oriented towards local wisdom to improve students' cognitive learning outcomes. This research constitutes the Define stage of the 4D development model. The research subjects consisted of physics teachers and Grade XI students at SMAN 9 Mandau. Data collection techniques included questionnaires, interviews, and document analysis. The data were analyzed using a qualitative descriptive approach. The results of the study show that the cognitive learning outcomes of students in the static fluid material are still relatively low. The discussion of the results revealed that these achievements were influenced by the use of teaching materials that were not optimal in facilitating the active involvement of students, as well as the lack of material linkage with local wisdom phenomena in the surrounding environment. On the other hand, students have potential in the form of digital readiness and technological literacy that supports electronic-based learning. Based on these findings, it is concluded that the development of PBL-based E-Student Worksheets that integrate local wisdom is needed as an innovative solution to create more contextual and interactive learning that optimizes students' cognitive learning outcomes.
Co-Authors Asrizal Asrizal Diah Hasna Azzahra Emiliannur emil Emiliannur Emiliannur Fatni Mufit Fatni Mufit Fauziah Ulmi Hayyu Yumna Himatul Azmi Holliffa Rohayati Miftah Hurrahmah Yeka Hendriyani Zahra Fathanah