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Fuja Novitra
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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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Impacts of Cognitive Conflict-Integrated Teaching Material on Student’s Conceptual Understanding and Learning Motivation in Light Wave Learning Intan Cahya Nusli; Fatni Mufit; 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-iss1/151

Abstract

Physics learning on the topic of light waves continues to face several challenges, including low conceptual understanding, persistent misconceptions, and insufficient student learning motivation. This study investigated the effectiveness of cognitive conflict-based teaching materials integrated with Augmented Reality (AR) in improving students’ conceptual understanding and learning motivation. A quantitative quasi-experimental approach with a nonequivalent pretest–posttest control group design was employed. Data were collected using a four-tier multiple-choice test and an ARCS-based learning motivation questionnaire and analyzed using descriptive statistics and the Mann–Whitney U test. The results showed that students in the experimental group achieved a higher level of conceptual understanding (80.5%) than those in the control group (48.0%), accompanied by a greater reduction in misconceptions. Significant differences were also found in both conceptual understanding and learning motivation between the two groups (p < 0.05). These findings suggest that cognitive conflict-based teaching materials integrated with AR are effective in improving conceptual understanding and learning motivation and can serve as an innovative alternative for physics learning.
Needs Analysis to Develop Critical Thinking Skills Assessment Integrated with ESD in Phase F Physics Learning Resti Supendi; 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-iss1/152

Abstract

Critical thinking skills are an important competency in 21st-century physics learning. Ideally, assessments should not only measure students' conceptual understanding but also facilitate the development of critical thinking skills through contextual learning integrated with the principles of Education for Sustainable Development (ESD). However, preliminary findings indicate that students' critical thinking skills are still low, existing assessment practices are not aligned with critical thinking indicators, the characteristics of electronic assessments (e-assessments) have not been optimally implemented, and the integration of ESD in assessments is still limited. Based on these findings, this study aims to analyze the need for developing an integrated electronic assessment of ESD for critical thinking skills on the topic of Particle Motion Dynamics. A quantitative descriptive method was used involving 20 students of grade XI Phase F at SMA Muhammadiyah 3 Padang. Data were collected through critical thinking tests, questionnaires, document analysis, and interviews. The results showed low critical thinking skills (39.79%), inadequate implementation of ideal e-assessment characteristics, and low integration of ESD aspects in assessment practices. These findings indicate the need for the development of electronic assessments (e-assessments) integrated with Education for Sustainable Development (ESD), which are contextual, interactive, and capable of supporting the improvement of students' critical thinking skills in physics learning.

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