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All Journal Jurnal Penelitian dan Pengembangan Pendidikan JURNAL PENDIDIKAN TAMBUSAI Pillar of Physics Education : Jurnal Berkala Ilmiah Pendidikan Fisika JURNAL FIRNAS Journal of Innovative Physics Teaching (JIPT) Physics Learning and Education Time in Physics: Journal for Theoretical, Instrumentation, Material-Molecular, and Education Physics
Hayyu Yumna
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Education Mathematics Physics Social Sciences Other

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Journal : Journal of Innovative Physics Teaching (JIPT)

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Cognitive Conflict-Based Learning Materials Thermodynamics with Augmented Reality: Is It Practical in Physics Learning? Devana; Fatni Mufit; Ratnawulan; Hayyu Yumna
Journal of Innovative Physics Teaching Vol. 3 No. 1 (2025): Journal of Innovative Physics Teaching (JIPT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jipt/vol3-iss1/83

Abstract

The problem of low conceptual understanding in physics learning is still often encountered, including in thermodynamics material. The use of technology such as Augmented Reality to support concept formation in physics education is still very limited. One solution that can be offered to overcome this problem is the development of cognitive conflict-based physics teaching materials using Augmented Reality in thermodynamics material. This study aims to analyze the practicality of cognitive conflict-based thermodynamics teaching materials. This study reports the results of a small group evaluation (practicality test) which is part of the Plomp model development stage. The research instrument used was a practicality questionnaire, which was analyzed using a percentage technique. The results of the practicality test showed an average score of 89.90%, which is included in the very practical category. Cognitive conflict-based thermodynamics teaching materials with Augmented Reality have proven to be practical for students to use, both in terms of ease of use, attractiveness, usefulness, and efficiency.
Validity Analysis of the Development of Integrated Global Warming Digital Teaching Material using Ethno-PBL to Improve Students Critical Thinking Ability Fajri, Muhamad Fajri; Asrizal, Asrizal; Amir, Harman; Yumna, Hayyu
Journal of Innovative Physics Teaching Vol. 3 No. 2 (2025): Journal of Innovative Physics Teaching (JIPT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jipt/vol3-iss2/112

Abstract

Critical thinking is a key competency required in 21st-century learning; however, field observations indicate that students’ critical thinking skills remain relatively low. This condition is closely related to the use of teaching materials that have not optimally implemented the Problem Based Learning (PBL) model and have not integrated local cultural contexts. To address this gap, this study developed digital teaching materials on global warming integrated with Ethno-Problem Based Learning (Ethno-PBL). The purpose of this study was to determine the validity of the developed Ethno-PBL-based digital teaching materials as a foundation for supporting the development of students’ critical thinking skills. This research employed a research and development approach, limited to the product validation stage conducted by expert validators. The validation process evaluated five aspects: material substance, learning design, visual communication, software utilization, and Ethno-PBL integration. The results showed that the developed digital teaching materials achieved a high level of validity, with an average validity score of 0.94. Specifically, the validity scores for material substance, learning design, visual communication, software utilization, and Ethno-PBL integration were 0.90, 0.95, 0.96, 0.97, and 0.94, respectively. These findings indicate that the Ethno-PBL-based digital teaching materials are valid, feasible, and beneficial for use in physics learning on global warming topics, and have the potential to facilitate more contextual, meaningful, and critical learning experiences for students.
Co-Authors Asrizal Asrizal Desnita Devana Fadhillah, Aisyah Rehan Fajri, Muhamad Fajri Fatni Mufit Fauzi Ahmad Muda Hamdi Rifai Harman Amir Helendra Helendra Hidayati Hidayati Hidayati Hidayati, Hidayat Merindi, Merindi Putri Islami Pebriani, Feby Putri, Melvia Nisa Ratnawulan . Sari, Gina Alya Wardatul Fajriyaty Wedy, Zahra Salsabila Widia, Widia Efrisa Yahdiyani, Yahdiyani