cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Fuja Novitra
Contact Email
jipt@ppj.unp.ac.id
Phone
+6285263990556
Journal Mail Official
jipt@ppj.unp.ac.id
Editorial Address
Kampus FMIPA Universitas Negeri Padang Jl. Prof Dr. Hamka, Air Tawar Padang 25131 Telp. (0751) 7057420, Fax (0751) 7058772 e-mail : jipt@ppj.unp.ac.id
Location
Kota padang,
Sumatera barat
INDONESIA
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 74 Documents
 4   5   6   7   8 
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)
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; Festiyed Festiyed; Harman Amir
Journal of Innovative Physics Teaching Vol. 4 No. 2 (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-iss2/173

Abstract

This study examines the trajectory of research on the integration of Project-Based Learning (PjBL) and Education for Sustainable Development (ESD) in advancing 21st-century competencies. A bibliometric approach was applied using Scopus-indexed publications from 2010 to 2025, analyzed through VOSviewer with network, overlay, and density visualizations. The findings indicate a substantial increase in publication output, particularly after 2020, reflecting growing academic interest in sustainability-oriented learning. The results also reveal a multidisciplinary expansion covering higher-order thinking, collaborative learning, curriculum development, and technological integration, alongside a shift toward more contextual and complex pedagogical approaches. The research landscape is dominated by contributions from social sciences and developed countries, although developing countries show increasing participation. In terms of competencies, PjBL mainly promotes critical thinking, while ESD emphasizes creativity and innovation. However, the dominance of non-quartile publications highlights the need to improve methodological rigor and strategic publication practices.
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)
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.
Enhancing Students’ Conceptual Understanding of Dynamic Fluids through Inquiry-Based Learning Integrated with Deep Learning Approach and Articulate Storyline Media monica_ratri Pratiwi; Agus Suyatna; Hanifah Zakiya; I Wayan Distrik
Journal of Innovative Physics Teaching Vol. 4 No. 2 (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-iss2/179

Abstract

The rapid advancement of science and technology has increased the complexity of information and phenomena encountered by students, making conceptual understanding essential for physics learning. However, students experience difficulties in understanding fluid dynamics because the topic involves abstract concepts and their application to situations. Although Inquiry-Based Learning (IBL), deep learning principles, and digital media have demonstrated potential to support conceptual understanding, limited empirical studies have examined their integrated implementation in physics learning. Therefore, this study aimed to investigate the improvement in students’ conceptual understanding of fluid dynamics through the integration of IBL, a deep learning approach, and Articulate Storyline. The study employed a one-group pretest-posttest experimental design involving 31 students from Class XI 9 IPA at SMAN 1 Sukoharjo. Students’ conceptual understanding was measured using five multiple-choice and five essay questions. Results showed that the mean score increased from 42.94 to 79.67, with an average N-Gain of 0.61 (moderate). The Wilcoxon Signed-Rank Test indicated a significant difference between pretest and posttest scores (Z = −4.860, p < 0.001), while improvements were observed across all indicators. These findings indicate that integrating IBL with deep learning supported by Articulate Storyline promotes learning and provides an instructional alternative for teaching abstract concepts.

Page 8 of 8 | Total Record : 74

 4   5   6   7   8 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol. 4 No. 2 (2026): Journal of Innovative Physics Teaching (JIPT) Vol. 4 No. 1 (2026): Journal of Innovative Physics Teaching (JIPT) Vol. 3 No. 2 (2025): Journal of Innovative Physics Teaching (JIPT) Vol. 3 No. 1 (2025): Journal of Innovative Physics Teaching (JIPT) Vol. 2 No. 2 (2024): Journal of Innovative Physics Teaching (JIPT) Vol. 2 No. 1 (2024): Journal of Innovative Physics Teaching (JIPT) Vol. 1 No. 2 (2023): Journal of Innovative Physics Teaching (JIPT) Vol. 1 No. 1 (2023): Journal of Innovative Physics Teaching (JIPT)