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All Journal Journal of Innovative Physics Teaching (JIPT)
Emiliannur Emiliannur
Department of Physics, Universitas Negeri Padang, Indonesia.
Education Physics Other

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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 of E-Module for Linear Motion Integrated with Problem Based Learning and Education for Sustainable Development to Facilitate Critical Thinking Skills Reilizah Bima Aliva; Emiliannur Emiliannur; Asrizal Asrizal; 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-iss2/160

Abstract

The rapid advancement of digital technology and the demands of twenty-first-century education require instructional materials that foster students' critical thinking skills and sustainability competencies. However, physics learning on the topic of linear motion is still dominated by conventional teaching materials that provide limited opportunities for contextual problem-solving and meaningful learning experiences. Therefore, this study aimed to identify instructional needs as a basis for developing a Canva Site-based e-module integrating Problem-Based Learning (PBL) and Education for Sustainable Development (ESD) to facilitate senior high school students' critical thinking skills. This study employed a Research and Development (R&D) method using the 4D development model, limited to the Define stage. Data were collected through critical thinking tests, student questionnaires, and teacher interviews involving 34 eleventh-grade students and one physics teacher at SMAN 9 Padang. The findings showed that students' critical thinking skills were relatively low, with an average score of 37.12%, while the interpretation indicator obtained the lowest percentage (29.4%). In addition, 86% of students expressed interest in digital learning materials. These findings indicate a need for the proposed e-module to support interactive, meaningful, and sustainability-oriented physics learning, providing a foundation for developing innovative digital learning resources that enhance students' critical thinking skills.
Needs Analysis of an E-Module Integrated with Deep Learning, ESD, and Local Wisdom Approaches Assisted by Canva AI to Facilitate Students' Creative Thinking Skills resa syahendra; Emiliannur Emiliannur; Asrizal Asrizal; Selma Riyasni
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-iss2/168

Abstract

The development of students’ creative thinking skills in physics learning has not been optimally supported by the teaching materials used in schools, particularly in renewable energy topics. Creative thinking plays an important role in supporting Education for Sustainable Development (ESD) by enabling students to generate innovative solutions to sustainability-related problems. This study aims to analyze the need for developing a Deep Learning-based e-module integrated with ESD, local wisdom, and Canva AI to facilitate students’ creative thinking skills in physics learning. This research employed a Research and Development (R&D) approach using the Four-D (4D) model consisting of the Define, Design, Develop, and Disseminate stages; however, this study was limited to the Develop stage. Data were collected through creative thinking skills tests, student needs analysis questionnaires, ESD questionnaires, and teacher interviews involving 30 tenth-grade students. The data were analyzed using descriptive quantitative techniques. The preliminary findings revealed that students’ creative thinking skills were categorized as low, with an average score of 40.75%, while the originality indicator obtained the lowest score. In contrast, students demonstrated a very high level of readiness for digital learning. These findings indicate the need to develop a Deep Learning-based e-module integrated with ESD, local wisdom, and Canva AI to provide meaningful, contextual, and interactive physics learning that facilitates students’ creative thinking skills.
Needs Analysis of Problem-Based Learning and Local Wisdom-Based E-Student Worksheet to Facilitate Students’ Critical Thinking Skills in Kinematics Learning Rahmia Sri Fani; Emiliannur Emiliannur; Asrizal Asrizal; Dea Stivani Suherman
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-iss2/171

Abstract

Twenty-first-century education requires students to develop critical thinking skills to analyze and solve complex problems, particularly in physics learning. However, students’ critical thinking skills in kinematics remain low because existing teaching materials, conceptual representations, and learning activities have not effectively supported problem-solving processes. This study aimed to analyze students’ needs as the basis for developing a Problem-Based Learning (PBL)-based E-Student Worksheet integrated with local wisdom to facilitate critical thinking skills in kinematics learning. The study employed a Research and Development (R&D) approach using the define stage of the 4D model. The participants were 25 students at SMAN 1 Sungai Geringging. Data were collected through teaching material analysis, student characteristics analysis, concept analysis, task analysis, learning objective analysis, critical thinking tests, questionnaires, and teacher interviews. The findings showed that students’ average critical thinking skills reached only 37%, categorized as low, with self-regulation as the lowest indicator (25%). Teaching material analysis revealed limited multimedia integration, adaptive characteristics, and contextual learning support, while concept analysis indicated inadequate alignment between existing materials and ideal kinematics concepts, particularly in projectile motion. These findings conclude that developing a PBL-based E-Student Worksheet integrated with local wisdom is necessary to provide contextual, interactive, and meaningful learning that improves students’ critical thinking skills.
Co-Authors Asrizal Asrizal Dea Stivani Suherman Fatni Mufit Hayyu Yumna Hidayati Hidayati Holliffa Rohayati Rahmia Sri Fani Reilizah Bima Aliva resa syahendra Selma Riyasni