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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 73 Documents
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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.
Scientific Mapping Research on the Integration of the PjBL Model and Sustainable Development: A Bibliometric Analysis Cindy Fatika Jeansky Tasilipet; Asrizal Asrizal; Harman Amir; Fauziah Ulmi; Azifa Feziyasti
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-iss2/173

Abstract

The integration of Project-Based Learning (PjBL) and Education for Sustainable Development (ESD) has become an increasingly studied learning approach because it supports the development of 21st-century competencies and sustainability. This study aims to analyze trends in publications, subject area, country distribution, network visualization, overlay visualization, and density visualization. Research themes relate to the integration between Pjbl and END during the 2015-2025 period.  The method used was bibliometric analysis utilizing articles indexed in the Scopus database. The analysis was conducted using Bibliometric and VOSviewer through the mapping of publication trends, author collaborations, keyword co-occurrence, and the evolution of research themes. The results show that publications on the integration of PjBL and ESD have increased significantly, with a focus on active learning, sustainability competencies, critical thinking skills, and the achievement of the Sustainable Development Goals (SDGs). This study provides an overview of the direction of PjBL and ESD research and serves as a reference for researchers and education practitioners in developing learning innovations oriented toward sustainable development.
Development of Teaching Material on Non-Central Collisions Based on Problem Based Learning Model Assisted by PhET Simulations Shelly Salista Rahmayanti; Budi Astuti; Putut Marwoto
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-iss2/180

Abstract

Physics learning on non-central collisions is often challenging because students must understand abstract concepts and dynamic interactions, while existing instructional Material generally provide limited opportunities for conceptual exploration and problem-solving. To address this issue, this study developed instructional Material based on the Problem-Based Learning model supported by PhET simulations. This study aims to identify the characteristics, level of suitability, and student responses to the developed instructional Material. This study employs a Research and Development (R&D) method using the 4D model, which includes the Define, Design, Develop, and Disseminate stages. The research instruments included expert validation sheet, readability test sheets, and student response questionnaire. The results showed that the developed instructional Material integrated the PBL framework with PhET simulations, enabling students to solve contextual problems, explore concepts, and build understanding independently. The feasibility test yielded a score of 91.25%, categorized as “highly feasible” based on content, presentation, language, typography, and visual design. The readability feasibility test obtained 91.79%, categorized as “highly feasible,” while student readability reached 98%, categorized as “easy to understand.” Student feedback on the use of these instructional Material reached 89.5%, categorized as “very good.” Based on these results, the developed instructional Material have strong potential as an effective learning resource for teaching non-central collisions in physics.

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