Journal of Innovative Physics Teaching

Effectiveness of Augmented Reality-Integrated Cognitive Conflict-Based Teaching Material in Enhancing Students’ Conceptual Understanding and Attitudes Toward Physics on Light Waves Topic

Holliffa Rohayati — 2026-07-27

Physics learning is expected not only to improve students’ conceptual understanding but also to foster positive attitudes toward physics as an essential component of 21st-century skills. However, the abstract nature of light-wave concepts often leads to misconceptions, low conceptual understanding, and unfavorable attitudes toward physics. To address these issues, cognitive conflict-based teaching materials integrated with Augmented Reality (AR) were developed to facilitate conceptual change and provide more concrete visualizations of abstract phenomena. This study investigated the effectiveness of these teaching materials in improving students’ conceptual understanding and attitudes toward physics on the topic of light waves. A quantitative approach with a quasi-experimental nonequivalent pretest–posttest control group design was employed. The participants were two eleventh-grade classes at SMAN 3 Padang selected through purposive sampling. Data were collected using a four-tier multiple-choice diagnostic test and an attitude questionnaire. The results showed that the percentage of students categorized as understanding concepts increased to 96.00% in the experimental class, while misconceptions decreased to 0.29%. The Mann–Whitney test revealed a significant difference in conceptual understanding, and the Independent Samples t-test indicated a significant difference in students’ attitudes toward physics between the experimental and control groups (p < 0.05). These findings demonstrate that AR-integrated cognitive conflict-based teaching materials effectively enhance both conceptual understanding and attitudes toward physics.

Identification and Analysis of Factors Contributing to Senior High School Students' Lack of Interest in Learning Physics: A Structural Equation Modeling

winda afriani Desmaniza — 2026-07-27

Interest in learning physics plays an important role in students’ academic success and their motivation to pursue further education in science-related fields. However, many senior high school students still show low engagement in physics learning, making it necessary to examine the factors that influence this condition. This study aimed to analyze the effects of internal and external factors on students’ interest in physics and their intention to continue higher education in physics-related disciplines. A quantitative research design was applied using the PLS-SEM approach. The participants consisted of 300 eleventh-grade science students from various senior high schools and Islamic senior high schools in West Sumatra, Indonesia, selected through proportionate stratified random sampling. Data were collected using a validated five-point Likert-scale questionnaire with good reliability and analyzed using SmartPLS4.0. The results showed that both internal and external factors significantly influenced students’ interest in physics, with external factors having a stronger effect. In addition, students’ interest significantly affected their intention to pursue higher education in physics-related fields. The model demonstrated strong explanatory power with R² values of 0.852 for interest and 0.804 for intention. These findings highlight the importance of supportive learning environments, effective teaching strategies, and self-efficacy in improving physics learning interest.

Effectiveness of AR-STEM Integrated Cognitive Conflict-Based Physics Websites to Improve Critical Thinking and Remediation of Students' Misconceptions on Static Fluid

Himatul Azmi — 2026-07-27

Critical thinking skills and conceptual understanding form a crucial foundation in physics education, enabling students to grasp abstract concepts, analyze various phenomena, and solve problems scientifically. However, low critical thinking skills and prevalent misconceptions regarding static fluids remain significant issues, necessitating instructional innovations that address both aspects. This study aimed to evaluate the effectiveness of an AR- and STEM-integrated, cognitive-conflict-based physics website in enhancing students' critical thinking skills and remediating misconceptions. A quantitative approach was employed quasi-experimental method with pre-test and post-test control group design. The study sample consisted of 68 Grade XI (Phase F) students from SMAN 2 Padang Panjang. Data were collected using a four-tier diagnostic test and analyzed through both descriptive and inferential statistics (specifically the Mann-Whitney test). The results indicated that students in the experimental class demonstrated superior critical thinking skills compared to those in the control class, while also exhibiting lower levels of misconceptions following instruction. The Asymp. Sig. (2-tailed) value of 0.000 (p<0.05) demonstrates that the AR-STEM-integrated, cognitive-conflict-based physics website is effective in enhancing critical thinking skills and remediating misconceptions regarding static fluids. This website holds potential as an alternative digital open resource to support physics learning

Needs Analysis of an E-Module Integrated with Deep Learning, ESD, and Local Wisdom Approaches Assisted by Canva AI to Facilitate Students' Creative Thinking Skills

resa syahendra — 2026-07-27

The development of students’ creative thinking skills in physics learning has not been optimally supported by the teaching materials used in schools, particularly in renewable energy topics. Creative thinking plays an important role in supporting Education for Sustainable Development (ESD) by enabling students to generate innovative solutions to sustainability-related problems. This study aims to analyze the need for developing a Deep Learning-based e-module integrated with ESD, local wisdom, and Canva AI to facilitate students’ creative thinking skills in physics learning. This research employed a Research and Development (R&D) approach using the Four-D (4D) model consisting of the Define, Design, Develop, and Disseminate stages; however, this study was limited to the Develop stage. Data were collected through creative thinking skills tests, student needs analysis questionnaires, ESD questionnaires, and teacher interviews involving 30 tenth-grade students. The data were analyzed using descriptive quantitative techniques. The preliminary findings revealed that students’ creative thinking skills were categorized as low, with an average score of 40.75%, while the originality indicator obtained the lowest score. In contrast, students demonstrated a very high level of readiness for digital learning. These findings indicate the need to develop a Deep Learning-based e-module integrated with ESD, local wisdom, and Canva AI to provide meaningful, contextual, and interactive physics learning that facilitates students’ creative thinking skills.

Evaluation of the Syntax Gap in Problem-Based Learning (PBL) and Science Literacy: A Multi-Case Analysis of Madrasah Science Teacher Supervision Results

Pipi Deswita — 2026-07-27

The low achievement of students' science literacy in Indonesia demands a radical instructional evaluation of innovative learning models such as Problem-Based Learning (PBL) at the school level. This study aims to deeply analyze the phenomenon of the syntax gap in the PBL model based on empirical data from the academic supervision of science teachers in madrasahs. Using a qualitative approach with a multi-case study design, this research examines teaching module documents, supervision recordings, and student scientific competency achievement sheets in two cases of science teachers at MTsN 17 Tanah Datar. The results of the cross-case analysis prove the existence of persistent procedural discrepancies between the written scenarios and classroom realizations, with an average implementation gap of the syntax ranging from 30.2% to 38.4%. The sharpest decline in teaching performance was consistently found in critical phases, particularly during the solution development stage and joint evaluation with students. The impact of the syntax gap directly affects the weak mastery of scientific literacy among students, which remains in the moderate to low category, especially in the aspects of scientific reasoning and evidence-based decision-making. These findings underscore the importance of reconstructing the paradigm of academic supervision from merely a formal administrative instrument to a continuous clinical evaluation function in order to uphold the pedagogical quality of science teachers in the field.

Scientific Mapping Research on the Integration of the PjBL Model and Sustainable Development: A Bibliometric Analysis

Cindy Fatika Jeansky Tasilipet — 2026-07-27

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.

Needs Analysis of E-Module for Linear Motion Integrated with Problem Based Learning and Education for Sustainable Development to Facilitate Critical Thinking Skills

Reilizah Bima Aliva — 2026-07-27

The rapid advancement of digital technology and the demands of twenty-first-century education require instructional materials that foster students' critical thinking skills and sustainability competencies. However, physics learning on the topic of linear motion is still dominated by conventional teaching materials that provide limited opportunities for contextual problem-solving and meaningful learning experiences. Therefore, this study aimed to identify instructional needs as a basis for developing a Canva Site-based e-module integrating Problem-Based Learning (PBL) and Education for Sustainable Development (ESD) to facilitate senior high school students' critical thinking skills. This study employed a Research and Development (R&D) method using the 4D development model, limited to the Define stage. Data were collected through critical thinking tests, student questionnaires, and teacher interviews involving 34 eleventh-grade students and one physics teacher at SMAN 9 Padang. The findings showed that students' critical thinking skills were relatively low, with an average score of 37.12%, while the interpretation indicator obtained the lowest percentage (29.4%). In addition, 86% of students expressed interest in digital learning materials. These findings indicate a need for the proposed e-module to support interactive, meaningful, and sustainability-oriented physics learning, providing a foundation for developing innovative digital learning resources that enhance students' critical thinking skills.

Needs Analysis to Develop Static Fluid E-Student Worksheet Integrated Problem Based Learning and Local Wisdom to Facilitate Students’ Physics Learning Outcomes

Miftah Hurrahmah — 2026-07-27

This research is motivated by the low cognitive learning outcomes of students in physics learning, especially the static fluid material. This problem shows that the learning process has not been fully able to facilitate active involvement and optimal understanding of concepts. This study aims to analyze learning needs as the basis for the development of Problem-Based Learning (PBL)-based E-Student Worksheets that are oriented towards local wisdom to improve students' cognitive learning outcomes. This research constitutes the Define stage of the 4D development model. The research subjects consisted of physics teachers and Grade XI students at SMAN 9 Mandau. Data collection techniques included questionnaires, interviews, and document analysis. The data were analyzed using a qualitative descriptive approach. The results of the study show that the cognitive learning outcomes of students in the static fluid material are still relatively low. The discussion of the results revealed that these achievements were influenced by the use of teaching materials that were not optimal in facilitating the active involvement of students, as well as the lack of material linkage with local wisdom phenomena in the surrounding environment. On the other hand, students have potential in the form of digital readiness and technological literacy that supports electronic-based learning. Based on these findings, it is concluded that the development of PBL-based E-Student Worksheets that integrate local wisdom is needed as an innovative solution to create more contextual and interactive learning that optimizes students' cognitive learning outcomes.

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 — 2026-07-27

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.

Needs Analysis to Develop Heat E-Teaching Material Integrated Deep Learning and Local Wisdom to Facilitate Students' Creative Thinking Skills

Diah Hasna Azzahra — 2026-07-27

Effective physics learning requires digital instructional materials that are interactive, contextual, and capable of integrating local wisdom with a deep learning approach to support students’ creative thinking skills and conceptual understanding. However, heat instruction continues to face several challenges, including students’ low creative thinking skills, inadequate conceptual understanding, and the limited use of digital technology and local wisdom in existing teaching materials. These limitations contribute to suboptimal learning outcomes and reveal a gap between the competencies required for 21st-century education and the instructional resources currently used in schools. This study aims to analyze the need for developing digital teaching materials that integrate local wisdom with a deep learning approach to facilitate students’ creative thinking skills. A mixed-methods approach was employed, with data collected through questionnaires, creative thinking skill tests, and analyses of students’ learning outcome documents. The findings indicate that such digital teaching materials have the potential to increase students’ learning motivation, active participation, creative thinking skills, and conceptual understanding of physics concepts. Therefore, integrating local wisdom and deep learning into digital teaching materials represents an innovative strategy for improving physics instruction while addressing students’ learning needs and supporting the development of competencies required in the 21st century.