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Journal of Teaching and Learning Physics
Published by Universitas Islam Negeri Sunan Gunung Djati Bandung
ISSN : 25285505     EISSN : 25803107     DOI : -
Core Subject : Science, Education,
Education Physics
JoTaLP: Journal of Teaching and Learning Physics is a peer-reviewed journal on Physics Education field and intended to communicate original research and current issues on the subject. This journal is published by Departement of Physics Education Universitas Islam Negeri (UIN) Sunan Gunung Djati Bandung. The editors welcome scholars, researchers and practitioners of education around the world to submit scholarly articles to be published in this journal. All articles will be reviewed by experts before accepted for publication. JoTaLP: Journal of Teaching and Learning Physics published periodically every February and August (twice a year).
Arjuna Subject : -
Articles 173 Documents
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PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS SCRATCH UNTUK MENINGKATKAN PHYSICS IDENTITY DAN LITERASI SAINS Cahyaningrum Solehati
Journal of Teaching and Learning Physics Vol. 11 No. 1 (2026): Journal of Teaching and Learning Physics (February 2026)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v11i1.48911

Abstract

Students’ understanding of physics concepts is often constrained by the abstract nature of the material and the lack of connection to real life contexts. The use of digital media that combines interactive visual with local culture element, such as the traditional procces of making geplak, can be a solution to improve students engagement and conceptual understanding. This study aims to develop Scratch-based interactive physics learning media integrated wit tradional geplak in the topic of heat and temperature, as well as to asses its feasibility and effectiveness in improving students’ scientific literacy and physics identity. This research is a type of research and development ( R & D) using the 4D model (Define, Design, Develop, Disseminate). The validation results showed that the developed media was categorized as highly feasible., with an average score of 90,67%. The results also indicated that the media was effective in improving scinetific literacy and in fostering students physics idnetity
Kerangka Teoretis Integrasi Berpikir Komputasional dalam Pembelajaran Fisika Kuantum Asep Irvan Irvani; Parlindungan Sinaga; Endi Suhendi; Lilik Hasanah; Rahmadhani Mulvia; Siti Nurdianti Muhajir
Journal of Teaching and Learning Physics Vol. 11 No. 1 (2026): Journal of Teaching and Learning Physics (February 2026)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v11i1.50995

Abstract

This study aims to analyze the theoretical framework of Computational Thinking (CT) integration in quantum physics education, specifically to improve concept understanding, critical thinking dispositions & abilities, and creative problem-solving skills of prospective physics teachers. CT is viewed as a systematic cognitive approach capable of bridging the gap in students' understanding of abstract and mathematical concepts in quantum physics. This study employs a qualitative method using systematic literature review and conceptual analysis of theories, models, and relevant previous research findings, both in the field of physics education and science education in general. The results of the study indicate that CT principles have the potential to improve the quality of students' thinking processes in understanding and solving quantum physics problems logically, reflectively, and creatively. The theoretical framework developed offers the integration of CT into learning design through a problem-based approach and multiple representations, both unplugged and computer-assisted. The conclusion of this study is that CT is not only relevant but also strategic as a foundation for the development of innovative pedagogy in modern physics education. The implications of this study open opportunities for curriculum designers, lecturers, and researchers to adopt and develop CT-based learning strategies in complex courses such as quantum physics, as well as encourage further empirical research to test the effectiveness of the proposed model.
ANALYSIS OF THE NEED FOR RENEWABLE ENERGY LEARNING VIDEOS BASED ON PROBLEM-BASED LEARNING (PBL) AT SMA NEGERI 5 LUBUKLINGGAU CITY winda_15 surati
Journal of Teaching and Learning Physics Vol. 11 No. 1 (2026): Journal of Teaching and Learning Physics (February 2026)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v11i1.52677

Abstract

This study aims to analyze the need for the development of renewable energy learning videos based on Problem Based Learning (PBL) at SMA Negeri 5 Lubuklinggau. The background of this study is based on the limited use of innovative learning media that can increase student engagement. The research method used is a descriptive qualitative approach through observation, interviews with teachers, and distribution of questionnaires to students. The results show that teachers and students need interactive, contextual learning videos that are suitable for the characteristics of the students. PBL-based renewable energy learning videos are considered capable of helping students understand the material more deeply through the presentation of real problems that are close to their daily lives. The conclusion of this study emphasizes the importance of developing PBL-based renewable energy learning videos as innovative and effective learning support media to improve the quality of the learning process at SMAN 5 Lubuklinggau City. Keywords: Learning Videos, Renewable Energy, Problem-Based Learning.
ANALISIS KESENJANGAN PENELITIAN TENTANG PROBLEM-BASED LEARNING BERPENDEKATAN DEEP LEARNING DALAM PEMBELAJARAN SAINS BERMUATAN MITIGASI BENCANA UNTUK MENINGKATKAN LITERASI SAINS Azimatul Khusniah; Andin Irsadi; Ani Rusilowati
Journal of Teaching and Learning Physics Vol. 11 No. 1 (2026): Journal of Teaching and Learning Physics (February 2026)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v11i1.53707

Abstract

Indonesia has a high vulnerability to disasters, but the integration of disaster education in the curriculum is often still sporadic so that it has an impact on students' low science literacy. Conventional methods are considered inadequate, so a transition to a Problem-Based Learning (PBL) model is needed which is strengthened with a Deep Learning approach. This study aims to analyze and synthesize the current scientific literature landscape regarding the effectiveness of PBL integration with Deep Learning in disaster mitigation science learning. Using  the Systematic Literature Review (SLR) method which refers to the PRISMA 2020 guidelines, this study examines empirical articles from the Scopus database for the period 2015–2025 which were analyzed with the help of VOSviewer. The results show that the current research trend is dominated by the social science education domain with a focus on Active Learning to improve higher level thinking skills (HOTS), but significant methodological gaps were found in the form of a lack of studies that integrate PBL and Deep Learning syntaxin its entirety in the context of science. This study concludes the need for a new conceptual framework that synergizes problem-solving structures with deep information processing to build adaptive and disaster-responsive science literacy.
DEVELOPMENT OF LITA (LIQUID TILT ACCELEROMETER): AN ALTERNATIVE INSTRUMENT FOR ACCELERATION MEASUREMENT IN LINEAR MOTION EXPERIMENTS Endah Nur Syamsiah; Muhammad Rizka Taufani; Adam Hadiana Aminudin; Hilman Panji Firdaus; Adit Putra
Journal of Teaching and Learning Physics Vol. 11 No. 1 (2026): Journal of Teaching and Learning Physics (February 2026)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v11i1.54154

Abstract

This study aims to design an alternative instrument for measuring acceleration in linear motion dynamics experiments, named LiTA (Liquid Tilt Accelerometer). The research employed a Research and Development (R&D) method using the ADPT (Analysis, Design, Prototyping, and Testing) approach. The needs analysis stage was conducted using a questionnaire, and the data were analyzed with VOSviewer. The results of the needs analysis revealed that the required experimental instrument should be easily obtainable at an affordable cost, simple in both operation and maintenance, and Integrated technology with digital support is already available. The design of LiTA utilizes the movement of water in a vessel mounted on a dynamics cart. The object’s acceleration is determined based on the inclination of the water surface inside the vessel. The prototyping of LiTA used transparent acrylic with black striped transparent stickers attached as a reference to help measure the air slope in the vessel. The testing process was carried out by conducting experiments to measure the acceleration of an object, and the results were compared with the theoretical acceleration values. The experimental data were analyzed using a paired sample t-test and the Bland–Altman plot method. The results of the paired sample t-test showed a p-value greater than 0.05, specifically 0.079, at a 95% confidence level. This indicates that there is no significant difference between the calculated acceleration and the experimental acceleration, when the pulley’s moment of inertia is included in the acceleration calculation. All data points fall within the limits of agreement when analyzed using the Bland–Altman plot. The LiTA acceleration measurement instrument can serve as an alternative apparatus for experiments on linear motion dynamics. It provides a feasible solution for measuring acceleration in situations where conventional experimental equipment is limited or unavailable.
Bahasa Inggris Libertus Elusandy; Judyanto Sirait; M. Musa Syarif. H
Journal of Teaching and Learning Physics Vol. 11 No. 1 (2026): Journal of Teaching and Learning Physics (February 2026)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v11i1.54507

Abstract

This research aims to create a static fluid assessment that physics teachers can use, utilizing the Evidence-Centered Design approach. Evidence-Centered Design (ECD) is a framework for designing educational assessments that uses a systematic approach to design, develop, and evaluate assessments focused on evidence collection. ECD consists of three main components: claims, evidence, and questions. This research focuses on static fluids as its topic. Research and development (R&D) adapts the ADDIE model (analysis, design, development, implementation, and evaluation) to create the assessment. Analysis is conducted through several stages, namely problem analysis, curriculum analysis, student analysis, and material analysis. The design stage is carried out by determining the assessment objectives, determining the form and number of assessments, designing the assessment components, and writing the assessments. The development stage involves three steps: expert validation, one-to-one trials, and small-scale trials. The results of the research and development of the ECD assessment are deemed feasible based on the results: 1) Validators stated that the instrument falls into the very feasible category with an average Aiken index of 0.87, categorized as very high; 2) one-to-one trial respondents stated that the instrument was very good and the time given was sufficient; and 3) a small-scale trial with a sample of 10 students found that the instrument was very appropriate and the time given was sufficient. Through assessment based on the Evidence-Centered Design (ECD) approach, it is hoped that it can provide guidance to teachers in designing assessments that are appropriate and effective in evaluating each student's understanding
STUDENT ENGAGEMENT TRENDS IN PHYSICS EDUCATION: A SYSTEMATIC LITERATURE REVIEW: English Haifa Azhari
Journal of Teaching and Learning Physics Vol. 11 No. 2 (2026): Journal of Teaching and Learning Physics (August 2026)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v11i2.55273

Abstract

Traditional physics instruction often struggles to connect abstract formulas with real-world phenomena, reducing student engagement. This study maps current trends and evaluates innovative teaching models’ impact on student involvement across all educational levels. Utilizing a Systematic Literature Review (SLR) based on the PRISMA framework, 23 core articles from the Scopus database (2016–2025) were analyzed via bibliometric mapping (Vosviewer). The results demonstrate that innovative teaching models significantly foster multidimensional engagement by providing personalized, interactive experiences. These methods effectively enhance students' behavioral, cognitive, and affective engagement, increasing motivation and autonomy. However, technical and pedagogical barriers persist. The study concludes that successful physics education requires synergy between advanced technology, culturally responsive contexts, and supportive environments. Future efforts should prioritize enhancing teachers' pedagogical-technological competencies to optimize learning outcomes alongside high-tech adoption. These findings underscore the necessity of evolving instructional strategies to bridge the gap between theoretical physics and practical application.
THERMAL CHARACTERISTICS OF CEMENT AND SOIL PONDS AND THEIR IMPLICATIONS FOR WATER QUALITY AND THE SURVIVAL OF GOURAMI FISH Fadlilatul Husna; Yayat Ruhiat; Rudi Haryadi
Journal of Teaching and Learning Physics Vol. 11 No. 2 (2026): Journal of Teaching and Learning Physics (August 2026)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v11i2.55310

Abstract

This study aims to analyze the differences in water quality between concrete and earthen ponds and their effects on the survival of gurami fish using a physical heat transfer approach. The study was conducted over 30 days using 100 gurami fish. Water quality parameters were measured and analyzed using SPSS and MATLAB. The results showed that the concrete pond outperformed the earthen pond in AWQI (65.8) and water chemistry parameters; however, the survival rate of fish in the earthen pond was higher (96.7%) than in the concrete pond (90.0%). This difference is explained by Fourier’s Law of Heat Conduction, where the lower thermal conductivity of soil (0.9 W/mK) results in better temperature stability (SD = 0.63) compared to concrete (1.7 W/mK; SD = 0.89). The study concludes that the thermal stability of earthen ponds provides a more adaptive environment for gurami fish.
Rekonstruksi Pembelajaran Fisika Berbasis Kontekstual dengan pendekatan STEM Tradisi Mandi kasai Lubuklinggau serta Implikasinya terhadap Asesmen Pembelajaran Yaspin Yolanda; Bambang Heriyadi; Pinta Murni; Muhammad Naswir
Journal of Teaching and Learning Physics Vol. 11 No. 2 (2026): Journal of Teaching and Learning Physics (August 2026)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v11i2.55714

Abstract

The problem is that the use of ethnoscience as a learning resource has not been optimized, so local traditions have not been scientifically reconstructed. In addition, the limited availability of contextual STEM assessment tools leaves teachers without clear guidance, making physics instruction less challenging. The objectives of this study are (a) to analyze physics concepts within the Mandi Kasai tradition, (b) to map the relationships between these concepts within the STEM (Science, Technology, Engineering, Mathematics) framework, and (c) to develop context-based learning assessments relevant to local culture. The method used was qualitative research with an ethnographic approach, involving observation, interviews with 3 physics teachers, 3 traditional leaders, and 4 community members who practice the tradition, as well as documentation and a literature review. Data analysis was conducted through the stages of reduction, presentation, and conclusion. The results of the study indicate that the mandi kasai tradition integrates various physics concepts such as heat, heat transfer, changes in the state of matter, and fluids. The resulting assessment is valid based on expert validation. A recommendation for future research is to develop an ethnoscience-based physics module.
PHYSICS ADVENTURE: AUGMENTED REALITY MEDIA WITH LOCAL CULTURAL CONTENT FOR PROJECTILE MOTION Filzah Nabila Asri; Siti Almaidah; Dewi Alya Pramanik; Raden Giovanni Ariantara
Journal of Teaching and Learning Physics Vol. 11 No. 2 (2026): Journal of Teaching and Learning Physics (August 2026)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v11i2.55997

Abstract

This study aimed to develop Physics Adventure, an Augmented Reality (AR)-based learning media integrated with local cultural content on projectile motion material. The study employed a Research and Development (R&D) method using the ADDIE model consisting of analysis, design, development, implementation, and evaluation stages. The developed product was an interactive adventure-themed module integrating the Nias Stone Jumping culture with AR visualization to support students’ understanding of projectile motion concepts. Media validation was conducted by four validators using the Learning Object Review Instrument (LORI). Data analysis was performed using Many Facet Rasch Measurement (MFRM) for expert validation results and the Rasch model for student evaluation questionnaire results. The analysis showed a validator reliability value of 0.87, with all validators categorized as fit to the Rasch model. The student evaluation results showed a Cronbach’s Alpha value of 0.83, indicating good internal consistency of the instrument. Most students responded positively to the developed media. Therefore, Physics Adventure was considered feasible as a physics learning media for projectile motion material.

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