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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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A NEEDS ASSESSMENT OF STUDENTS' PROBLEM-SOLVING SKILLS IN PHYSICS EDUCATION Nabila Trijanuary Putri; Reza Ruhbani Amarulloh
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.v11i2.57622

Abstract

Students’ problem-solving skills in physics remain a major concern because many learners still rely on formulas, worked examples, and procedural calculation rather than conceptual reasoning. This study aimed to analyze students’ needs in physics problem-solving learning and identify classroom conditions that support or limit the development of these skills. A descriptive needs analysis was conducted with 32 eleventh-grade students at a school in East Jakarta using questionnaires, interviews, and lesson plan document analysis. The findings show that physics learning has incorporated contextual examples, scaffolding, guided practice, group discussion, digital media, and formative feedback. However, these practices have not fully developed students’ independent, conceptual, and adaptive problem-solving abilities. Students still experience difficulties in identifying variables, using visual representations, adapting to modified problems, and reflecting on solutions. The study concludes that a more structured, problem-oriented learning model is needed to strengthen students’ conceptual, reflective, and flexible reasoning.
THE EFFECT OF THE PROBLEM BASED LEARNING (PBL) LEARNING MODEL INTEGRATED WITH SOCIOSCIENCE ON STUDENTS' INTEGRATED PROBLEM-SOLVING ABILITIES: Socio-scientific integrated problem based learning on renewable energy topics Nurfadilah; Nanda Novita; Sudirman; Nuraini Fatmi; Riza Andriani
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.v11i2.57655

Abstract

This study aims to determine the effect of the Integrated Problem Based Learning Socioscience learning model on students' integrated problem solving abilities on renewable energy material. The study uses a quantitative approach with an experimental method. The research design uses a Quasi-experimental design with a Nonequivalent Control Group Design form. The population in this study were all students of class X. The sampling technique used purposive sampling, which selected 2 classes, namely class X-1 as the experimental class and X-5 as the control class. To obtain research data, a test instrument for students' integrated problem solving abilities was used in the form of 8 essay questions. Data processing results average control pretest obtained 51.7 and the average experimental pretest obtained 59.6. For the average control posttest results obtained 67.1 while the average experimental posttest obtained 83.8. Data analysis using descriptive and inferential with Welch's t-test as an alternative to the independent sample t-test with the help of the SPSS application obtained a significant post-test value of 0.000. The value of 0.000 is smaller than 0.05 (0.00 > 0.05) so it can be concluded that there is an influence of the Integrated Socioscience Problem Based Learning learning model on students' integrated problem solving abilities.
ANALYSIS OF THE CAUSES OF DIFFICULTIES FACED BY PHYSICS EDUCATION STUDENTS IN ANSWERING QUESTIONS ON ROTATIONAL DYNAMIC EQUILIBRIUM Musdar
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.v11i2.55097

Abstract

This study aims to analyse the difficulties faced by Physics Education students in answering questions on the topics of equilibrium and rotational dynamics. The study employs a qualitative descriptive approach with a quantitative component in the form of an analytical test comprising six items. The study population comprised all 305 Physics Education students at the Faculty of Teacher Training and Education, Syiah Kuala University, with a sample of 58 students currently taking the ‘School Physics Studies II’ course. Data were collected through essay tests and documentation, then analysed based on sub-topics and causes of difficulty, which were classified into five main categories: mastery of basic mathematics and trigonometry; lecturers’ delivery of material; difficulty in reading and analysing diagrams; insufficient mastery of theory; and the complexity of the material. The research results indicate that the dominant factor causing students’ difficulties is an inability to read and analyse diagrams (33.75%), particularly in the sub-topics of equilibrium of rigid bodies and rotational dynamics. These difficulties are also influenced by limited mastery of theoretical concepts and difficulties in determining the appropriate formulae. These findings underscore the importance of learning strategies that emphasise the strengthening of visual representation skills, conceptual analysis, and problem-solving skills to enhance students’ understanding of the equilibrium and rotational dynamics material.

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