Journal of Innovative Physics Teaching (JIPT)
Journal of Innovative Physics Teaching (JIPT) focuses on publishing the scientific articles in the fields of learning Physics and learning science. Scientific articles in learning Physics and learning science are written from the results of research activities including experimental research, descriptive research, correlation research, classroom action research, research and development, literature review, meta-analysis, and relevant research methods. The scope of scientific articles includes learning planning such as learning materials, learning media, and experimental tools; implementation of learning such as learning models, learning approaches, learning strategies, and learning methods; learning assessments such as authentic assessments and assessment based on ICT; learning management and policy; and the current developments in physics learning and science learning.
Articles
41 Documents
<![CDATA[Analysis of Needs Design of Cognitive Conflict-Based Teaching Materialis Integrated Augmented Reality on Material Sound Wave ]]>
<![CDATA[Anelfia, Syifa Chaerunisa]]>;
<![CDATA[Mufit, Fatni]]>
<![CDATA[ Journal of Innovative Physics Teaching Vol. 1 No. 2 (2023): Journal of Innovative Physics Teaching (JIPT) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jipt/vol1-iss2/20
<![CDATA[Teaching materials are a very important component in the learning process. The completeness of teaching materials is the main factor in increasing students' understanding of concepts and can reduce student misconceptions. Teaching materials in schools are currently still very limited and there are no teaching materials that can overcome students' misconceptions and are not yet integrated with technology. One solution to overcome this is by developing cognitive conflict-based teaching materials integrated with Augmented Reality technology. This study aims to present the results of the needs analysis of cognitive conflict teaching materials integrated with augmented reality (AR) sound wave material. This research is a descriptive research, which was conducted at SMA N 15 Padang. The research subjects were 36 students and 3 physics teachers. The instrument of this research is a questionnaire to the teacher, questionnaire to students and journal analysis sheets. Data were analyzed quantitatively and qualitatively. The results of the study show that teachers still experience many obstacles when implementing an independent curriculum and the need for special training in implementing an independent curriculum. The teaching materials used by students are still limited and there are no teaching materials that can overcome students' misconceptions and the teaching materials are not yet integrated with technology. The level of students' understanding of sound waves is still low and there are misconceptions. Therefore, from the results of preliminary research it is necessary to develop cognitive conflict-based physics teaching materials that integrate augmented reality technology.]]>
<![CDATA[Meta-Analysis of the Influence of the Inquiry Model on Student Learning Outcomes ]]>
<![CDATA[MIKE, YONIRA]]>;
<![CDATA[Asrizal, Asrizal]]>
<![CDATA[ Journal of Innovative Physics Teaching Vol. 1 No. 2 (2023): Journal of Innovative Physics Teaching (JIPT) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jipt/vol1-iss2/21
<![CDATA[Student success in learning is very necessary to see the extent to which students are able to solve problems. However, it turns out that student learning outcomes are still low. The solution to overcome this problem is to apply the inquiry learning model during learning. This research aims to determine the effect of the inquiry learning model on student learning outcomes. The application of the inquiry model is seen from the level of education and physics and science lessons. This type of research is meta-analysis. Meta-analysis is research carried out by summarizing research data, reviewing and analyzing research data from several previously existing research results. This research article consists of 11 articles that have ISSN. The instruments used are category codes and effect size calculations. The steps of meta-analysis are conducting a literature review, collecting data, researching and assessing articles, analyzing and interpreting articles, and compiling report results. The data analysis technique in this research is to calculate the magnitude of the effect using a formula based on the mean. From the data analysis carried out, two research results can be stated. First, the application of the inquiry learning model has a significant effect on the level of education and subject matter, especially physics and science.]]>
<![CDATA[Meta-Analysis: The Effect of Contextual Teaching and Learning (CTL) Learning Model on Student Skills ]]>
<![CDATA[Burhan, Hanana Laila]]>;
<![CDATA[Asrizal, Asrizal]]>
<![CDATA[ Journal of Innovative Physics Teaching Vol. 1 No. 2 (2023): Journal of Innovative Physics Teaching (JIPT) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jipt/vol1-iss2/25
<![CDATA[This research literary study that discusses the meta-analysis that examined 17 national and international scale journals articles from 2009 to 2020. The data collection technique that will be analyzed is observation of journals based on the components of student skills. Based journals articles using the Contextual Teaching and Learning (CTL) learning model. The 17 journals articles average effect size value was 0.71 in the medium category, based on the educational level of the CTL model, the skills of students were more influential at the junior high school education level with an average effect size value of 0.952 in the large category compared to kindergarten, elementary, high school and university education levels. Based on the teaching materials used by the CTL model, students' skills are more influential in using solar system teaching materials with an average effect size value of 1.24 in the large category. As for the influence of the CTL model on student skills, the science process skills obtained are greater than critical thinking skills and creative thinking with an average effect size value of 0.816 in the large category.]]>
<![CDATA[Meta-Analysis: The Effect of Learning Models on Students' Scientific Literacy ]]>
<![CDATA[Nici Jumatul FItri, Nici]]>;
<![CDATA[Kartika, Puput]]>;
<![CDATA[Lutfiana , Gita]]>
<![CDATA[ Journal of Innovative Physics Teaching Vol. 1 No. 2 (2023): Journal of Innovative Physics Teaching (JIPT) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jipt/vol1-iss2/26
<![CDATA[In the 21st century, where technology and science are developing rapidly, scientific literacy is very important. Technology and scientific literacy in particular can help improve the quality of a country's education. By collecting 20 research results, this meta-analysis research aims to summarize research findings regarding the influence of learning models on students' scientific literacy abilities. This research aims to find out: the average effect size (ES) of which type of learning model has the largest effect size at the level of education, and which learning model has the most influence on students' scientific literacy. The results of the research show that the average ES is 1.21, which shows that the use of learning models has a significant impact on students' scientific literacy. The type of learning model most often used to increase students' scientific literacy is the Problem-Based Learning model with an average ES of 1.28. The Problem-Based Learning model is more influential at the high school education level with an average ES of 1.58 and on science material of 1.30 with an effect size in the high category.]]>
<![CDATA[Analysis of Students’ Interest and Motivation to Learn Physics at a School for Sports Excellence ]]>
<![CDATA[Aini, Mirza]]>;
<![CDATA[Mufit, Fatni]]>;
<![CDATA[Akmam, Akmam]]>;
<![CDATA[Sundari, Putri Dwi]]>
<![CDATA[ Journal of Innovative Physics Teaching Vol. 1 No. 2 (2023): Journal of Innovative Physics Teaching (JIPT) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jipt/vol1-iss2/28
<![CDATA[Students' interest and motivation to learn physics at the School of Sports Excellence has an important role in influencing students' academic achievement. However, in reality the interest and motivation of students at the School of Sports Excellence to learn physics found in the field is still low. This study aims to analyze the interest and motivation to learn physics of students at the School of Sports Excellence. This research uses survey method with data collection technique using questionnaire. The data analysis technique used percentage technique. This research was limited to class XI MIPA totaling 29 students as a sample. The results showed that students' interest and motivation to learn physics were low. The results of questionnaire analysis of student interest and motivation to learn physics are categorized as low, a strategy is needed to increase student interest and motivation to learn physics. The implication of this research is that educators should consider differences in students' interest and motivation to learn in designing appropriate curriculum and supportive teaching methods. With a better understanding of the factors that influence interest and motivation to learn physics, education in sport speciality schools can be more effective.]]>
<![CDATA[Analysis of Needs for Design of Teaching Materials Based on Integrated Cognitive Conflict with Augmented Reality in Thermodynamics ]]>
<![CDATA[Agustina, Dwi]]>;
<![CDATA[Mufit, Fatni]]>
<![CDATA[ Journal of Innovative Physics Teaching Vol. 1 No. 2 (2023): Journal of Innovative Physics Teaching (JIPT) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jipt/vol1-iss2/29
<![CDATA[The goal of 21st century learning in the independent curriculum is that students are able to deepen concepts and strengthen competencies. Efforts that can be made to achieve this goal are the use of teaching materials that are able to increase students' understanding of concepts. This research was conducted to develop teaching materials based on cognitive conflict integrated with augmented reality technology, so it is necessary to carry out a needs analysis as an initial stage of developing teaching materials. This type of research is quantitative descriptive research, the data collection instruments used are journal analysis and teacher and student analysis questionnaire sheets. Research was conducted to determine the need for developing open materials in schools. The results of the analysis of student needs show that physics learning is still teacher-centered, technology-integrated teaching materials, especially Augmented Reality, are not yet available, and learning models that overcome students' misconceptions are not yet used. The results of this preliminary research indicate the need to develop open physics materials that are able to increase student understanding of concepts and interest in learning. The solution to this is to develop cognitive conflict-based teaching materials that are integrated with technology by utilizing augmented reality technology.]]>
<![CDATA[Design of E-book Chapter on Impulse Momentum and Collision Materials Oriented CBR and Integrated 4C ]]>
<![CDATA[Azzahra, Nabilah Iffah]]>;
<![CDATA[Rahim, Fanny Rahmatina]]>;
<![CDATA[Putra, Amali]]>;
<![CDATA[Sari, Silvi Yulia]]>
<![CDATA[ Journal of Innovative Physics Teaching Vol. 2 No. 1 (2024): Journal of Innovative Physics Teaching (JIPT) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jipt/vol2-iss1/31
<![CDATA[As technology develops, developments in the education sector are also made to keep pace. One effort that can be made to develop education is to implement education that is integrated with 4C (Critical Thinking, Creative, Communication, and Collaboration) and using a case based reasoning (CBR) approach. Based on data found in the field, schools that have not implemented 4C in learning have learning outcomes that are still relatively low, so an e-book chapter was designed on integrated 4C CBR-oriented momentum and collision material for class X. This research aims to develop an electronic book 4C oriented which integrates CBR in physics subjects in class . This research was carried out using the ADDIE development model which consists of the Analysis, Design, Development and Evaluation stages. Each stage can be evaluated if necessary. The results of the study obtained data on the validity of the contents and constructs of the product by experts as well as the results of the practicality test in schools filled by physics subject teachers and class X students. The validation results carried out by the validator stated that the results of the e-book chapter product design were in the very category. So the product is valid.]]>
<![CDATA[Development of Interactive Learning Media Using the Lectora Application to Enhance Student’s Critical and Creative Thinking Skills ]]>
<![CDATA[Marlina, Deby]]>;
<![CDATA[Sari, Silvi Yulia]]>;
<![CDATA[Rahim, Fanny Rahmatina]]>
<![CDATA[ Journal of Innovative Physics Teaching Vol. 2 No. 1 (2024): Journal of Innovative Physics Teaching (JIPT) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jipt/vol2-iss1/32
<![CDATA[The Development of Interactive Learning Media in the 2013 Curriculum is a government effort to ensure that students have 21st-century skills. The goal of the conducted research is to develop valid interactive learning media on the topic of Newton's Law of Gravity. A field study revealed that students' critical and creative thinking skills in Newton's Law of Gravity were still low. Therefore, the existing problem was addressed by producing a product in the form of integrated learning media that fostered critical and creative thinking skills for high school students. The research conducted followed the Research and Development (R&D) approach using the ADDIE model, which was reduced to the Implementation stage. Three Physics lecturers from the Faculty of Mathematics and Natural Sciences Education at State University of Padang (UNP) were involved in this research as validators, along with six Physics teachers from Padang City as practitioners. Validity test sheets were used as the data collection instrument in this research. During the data analysis phase, instrument validation and product validation were performed using the V Aiken Model Technique. The research results showed that the validated development instrument for the product category was valid. The average validity test score for the product was 0.79, which falls into the valid category. Therefore, it can be concluded that the interactive learning media developed in this study is considered valid.]]>
<![CDATA[Development of a HOTS Indicator Availability Test Instrument for Instructional Media ]]>
<![CDATA[Rahmi, Miftahurrahmi]]>;
<![CDATA[Rahim, Fanny Rahmatina]]>;
<![CDATA[Sari, Silvi Yulia]]>;
<![CDATA[Murtiani, Murtiani]]>
<![CDATA[ Journal of Innovative Physics Teaching Vol. 2 No. 1 (2024): Journal of Innovative Physics Teaching (JIPT) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jipt/vol2-iss1/33
<![CDATA[The 21st century demands reforms in education, especially in developing HOTS abilities. Based on observation data at SMAN Kota Padang, students' learning achievements that contain HOTS indicators have not been implemented well. The solution is to develop an instrument to test the availability of HOTS indicators in learning media. The research aims to produce an instrument for the availability of HOTS indicators in learning media. The development model for this research is the ADDIE model (analysis, design, development, implementation and evaluation). The use of the ADDIE development model is only limited to the development stage. The first stage is to conduct a needs analysis through questionnaires and interviews. The second stage is designing instrument indicators. Next, instruments are developed based on indicators. The third stage is testing the validity of the instrument. The instrument was validated by three experts from Physics lecturers at Padang State University. The results of the validity test obtained a valid instrument. Therefore, this instrument is suitable to be used to analyze the availability of HOTS indicators in the media.]]>
<![CDATA[Application of Differentiated Learning Through the Use of Interactive Multimedia to Promote Students' Scientific Literacy ]]>
<![CDATA[Sandra, Revielni]]>;
<![CDATA[Asrizal]]>;
<![CDATA[Werina, Werina]]>
<![CDATA[ Journal of Innovative Physics Teaching Vol. 2 No. 1 (2024): Journal of Innovative Physics Teaching (JIPT) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jipt/vol2-iss1/35
<![CDATA[Scientific literacy skills are an ability needed to face the 21st century. Scientific literacy is defined as the ability to know, complete, convey and apply science in everyday life. Scientific literacy skills make it easy for students to solve issues that occur in real life using scientific methods. The aim of this research is to improve students' scientific literacy skills by utilizing differentiated learning using interactive multimedia. The type of research carried out was classroom action research using the Kemmis and McTaggart model which was carried out in two cycles. Classroom action research consists of 4 stages, namely planning, implementation, observation and reflection. The research was conducted in the research subjects were students in class X.E.1 at SMA Negeri 3 Padang, totaling 36 students. The research results show that there is an increase in students' scientific literacy skills by implementing differentiated learning using interactive multimedia. The application of differentiated learning lies in the content and products presented using interactive multimedia which are based on students' learning readiness and interests.]]>
