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Journal of Innovative Physics Teaching (JIPT)
Published by Universitas Negeri Padang
ISSN : -     EISSN : 30218551     DOI : https://doi.org/10.24036/jipt/vol1-iss1
Core Subject : Science, Education,
Education Physics Other
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.
Arjuna Subject : Umum - Umum
Articles 62 Documents
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Effect of an Electronic Module Based on Project-Based Learning Integrated with Local Wisdom on Students’ Critical Thinking Skills Jaziroh Dwi Ningsih; Raudhatul Jannah; Dewi Juita
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-iss1/120

Abstract

In the 21st century, critical thinking skills are regarded as essential competencies that every student must develop, particularly in physics. However, preliminary test results indicate that students’ critical thinking skills remain low, with an average score of 61.77%. This study examined the effect of an electronic module (e-module) based on Project-Based Learning (PjBL) integrated with local wisdom on students’ critical thinking skills, compared to learning using the Independent Curriculum textbook and PjBL-based worksheets. This study employed a quantitative approach with a quasi-experimental design using a Posttest-Only Control Group Design. The research sample comprised 32 students in the experimental class (F2.4) and 30 students in the control class (F2.3). Data analysis included normality tests, homogeneity tests, and an independent samples t-test. The results showed that the mean critical thinking score of the experimental class (M = 87.97) was significantly higher than that of the control class (M = 72.58), with a mean difference of 15.39 points. Statistical analysis confirmed a significant effect: t(60) = 8.581, p = 0.000 (< 0.05). Effect size analysis using Cohen’s d yielded d = 1.7, indicating a very large practical significance. It is therefore concluded that the PjBL-based e-module integrated with local wisdom has a significant and practically meaningful effect on students’ critical thinking skills compared to the conventional learning approach
Need Analysis and Context to Develop Motion Dynamics E-Student Worksheet Integrated Problem Solving Model to Improve Student’s Problem Solving Skills Siti Aisyah Lubis; Selma Riyasni; Hidayati Hidayati; Renol Afrizon
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-iss1/124

Abstract

This research is driven by the limited problem-solving abilities of students in motion dynamics and the inadequate integration of digital learning resources that support such skills. The urgency of this study lies in the increasing demand for 21st-century learning that emphasizes problem-solving skills, critical thinking, and the integration of digital technology in physics education. However, current instructional materials used in schools are still largely conventional and have not effectively facilitated structured problem-solving processes. Therefore, this study aims to examine the needs and contextual basis for developing a problem-solving-oriented electronic student worksheet to foster students’ problem-solving competence. A qualitative descriptive method was employed, involving needs analysis through observations and questionnaires distributed to both students and teachers. The findings indicated that students required more interactive learning materials, real-life problem contexts, and guided problem-solving stages to better understand physics concepts. Teachers also expressed the need for practical digital resources that are easy to implement in classroom instruction and capable of supporting independent learning. These results provide an empirical foundation for the development of an electronic worksheet that aligns with curriculum objectives, learner characteristics, and technology-enhanced learning environments, while promoting active engagement and meaningful conceptual understanding for students across different levels of prior knowledge.
Science Mapping Research of the Integration of PjBL Model and STEM Approach: A Bibliometric Analysis Rizqa Kariyma; Asrizal Asrizal; Harman Amir; Fauziah Ulmi; Azifa Feziyasti
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-iss1/126

Abstract

Integration of Project-Based Learning (PjBL) with the Science, Technology, Engineering, and Mathematics (STEM) approach has gained increasing attention in science education due to its potential to develop 21st-century skills. However, studies examining the development and research directions of the integration of these two approaches have not yet been comprehensively mapped. This study aims to analyze trends, collaboration patterns, and thematic focuses in research related to the integration of PjBL and STEM in science education. This study employs a bibliometric approach using data obtained from Scopus-indexed articles published between 2015 and 2025. The analysis was conducted using VOSviewer through performance analysis, co-authorship, keyword co-occurrence, and thematic mapping. The results indicate a significant increase in the number of publications, with primary focuses on the development of 21st-century skills, student engagement, and contextual learning. Research collaboration remains relatively limited but is beginning to expand internationally. The integration of PjBL and STEM has been shown to contribute to the creation of interactive and meaningful science learning. This study provides valuable insights as a foundation for developing innovative learning strategies and guiding more integrated future research directions.
Need Analysis of Interactive Electronic Student Worksheets on Dynamic Fluids Based on Dual Space Inquiry to Stimulate Students’ Science Process Skills Winda Rudespika; Fuja Novitra; Akmam Akmam; Selma Riyasni
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-iss1/127

Abstract

This research is motivated by the urgency of the Science–A Process Approach (SAPA), which emphasizes the importance of science process skills in physics learning. However, classroom practices still show low student engagement in scientific activities and are dominated by conventional teaching materials. This research aims to analyze the need for developing interactive Electronic Student Worksheets based on the Dual Space Inquiry approach to stimulate students’ science process skills on dynamic fluid topics. The research uses an Educational Design Research approach with the Plomp model, focusing on the preliminary research phase through needs analysis. Data were collected through observations, interviews, and questionnaires involving students and teachers and analyzed descriptively. The results indicate that students’ science process skills are generally low, especially in classifying, inferring, predicting, and communicating. In addition, teaching materials have not optimally integrated science process skills and show minimal use of digital technology, while students have a high demand for interactive digital learning materials. These findings reveal a gap between SAPA-based learning expectations and classroom practices. Therefore, the development of interactive Electronic Student Worksheets based on Dual Space Inquiry is recommended to support inquiry-based learning and improve students’ science process skills.
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

Abstract

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

Abstract

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

Abstract

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

Abstract

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

Abstract

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.
Trends in Digital Based Physics Teaching Material Development and Their Impact on Twenty First Century Learning: A Systematic Literature Review Alexander Mahombar; Putut Marwoto; Sutikno; Masturi; Bambang Subali
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-iss1/146

Abstract

The rapid advancement of digital technology has transformed physics learning into a more interactive and student-centered process that supports twenty first century competencies. However, studies on digital-based physics teaching materials remain fragmented and have not comprehensively explored publication trends, teaching material types, research methods, research networks, and their impacts on twenty first century learning. Therefore, this research purpose to analyze and visualize trends in the development of digital-based physics teaching materials from 2020 to 2025. This research employed a Systematic Literature Review (SLR) combined with bibliometric analysis using Bibliometrix and VOSviewer software. The data consisted of 34 Scopus-indexed articles selected through the PRISMA procedure based on relevance and publication quality. The findings indicate that research publications on digital-based physics teaching materials increased significantly during the analyzed period, with e-modules emerging as the most dominant type of teaching material. The research also revealed that digital teaching materials positively contribute to improving students’ conceptual understanding, critical thinking, higher-order thinking skills, scientific literacy, creativity, collaboration, and learning independence. In conclusion, digital-based physics teaching materials have become strategic learning innovations that support adaptive and technology-integrated physics education in the twenty first century and provide important references for future educational development.

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