Journal of Innovative Physics Teaching

Impacts of STEM-integrated Cognitive Conflict-based Augmented Reality as a 21st Century Learning Strategy on Student Learning Motivation

Melisa Dwi Putri — 2025-06-30

Physics learning often faces challenges in terms of low student motivation, especially in abstract materials such as Newton’s law of gravity and Kepler’s law. Based on observations at SMAN 3 Batusangkar, it was found that student motivation was still in the moderate to low category, which had an impact on concept understanding and learning participation. To answer this problem, Augmented Reality (AR) based teaching materials based on STEM integrated cognitive conflict learning model were developed. This study aims to determine the effectiveness in increasing student learning motivation. Using pre-experimental method with One-Group Pretest-Posttest design, this study involved 30 students of class XI F3 as subjects. The research instrument was an ARCS model learning motivation questionnaire. The results showed a significant increase in student learning motivation from an average score of 2.50 to 3.84. The Wilcoxon test resulted in a significance of 0.000 (<0.05), which indicates the effectiveness of teaching materials in increasing student motivation. In conclusion, AR teaching materials based on cognitive conflict and STEM approach are effective in increasing learning motivation on Newton’s law of gravity material. This research is useful for the development of innovative learning media, improving the quality of the learning process, and as a reference for the development of technology-based media in science education.

Development of Alternative Energy Digital Teaching Material Integrated PBL Model with Canva to Promote Students’ Critical Thinking Skills

Hanifah Hanifah — 2025-06-30

Critical thinking is a crucial 21st-century skill that students need to develop. However, initial studies indicate that students' critical thinking skills are still relatively low. This study aimed to develop digital teaching materials integrated with the Problem-Based Learning (PBL) model that are both valid and practical to improve students' critical thinking abilities. The research followed a Research and Development (R&D) design using the Hannafin and Peck development model. The development process reached the limited trial stage, conducted with Grade X students. Data were collected through expert validation sheets and student practicality questionnaires. Descriptive statistical analysis was used to describe the validity and practicality results in the form of tables and graphs. The findings showed that the digital teaching materials were valid and practical. Expert evaluations resulted in an average score of 83.6, indicating excellent validity in content, visual design, instructional design, software functionality, and PBL integration. Students gave an average score of 82.2, reflecting very high practicality in terms of usefulness, ease of use, clarity, appeal, and affordability. Based on these results, the alternative energy-themed digital teaching materials integrated with the PBL model are considered effective for supporting classroom learning and enhancing students' critical thinking skills.

Effects of Implementing the Discovery Learning Model on Students' Critical Thinking Skills in Fluid Material

Mhd Reyfanza Aulia Aulia — 2025-06-30

Twenty first century education requires students to possess critical thinking skills as part of their core competencies. This study aims to determine the effect of the Discovery Learning model on improving students’ critical thinking skills in both affective and cognitive domains. The research employed a pre-experimental method with a one-group pretest-posttest design, and the sample was selected using a simple random sampling technique. The instruments used were observation sheets and tests designed to measure critical thinking skills in both domains. The results showed a significant improvement in students' affective and cognitive abilities after the implementation of the Discovery Learning model. In the affective domain, the average score increased from 67.50 to 83.33, with an N-Gain of 0.487 (moderate category) and an Effect Size of 1.174 (high impact). The cognitive domain showed improvement across four critical thinking indicators, with an average N-Gain of 0.660 (moderate) and an Effect Size of 5.633 (high). The hypothesis test result (t_h= 30.854 > t_t = 2.045) indicating a significant influence of the Discovery Learning model on the development of students’ critical thinking skills. Thus, the implementation of the Discovery Learning model is proven effective in enhancing students' critical thinking skills in both affective and cognitive aspects.

Analysis of the Development of Electronic Teaching Materials Integrated with Problem Based Learning to Promote Critical Thinking Skills: Systematic Literature Review

Azifa Feziyasti — 2025-06-30

This article aims to analyze the development of electronic teaching materials based on the Problem-Based Learning (PBL) model to promote student’s critical thinking skills. Ideally, education should facilitate students in thinking critically, creatively, and independently when facing various problems. However, challenges in achieving this ideal condition often arise due to the lack of effective learning models. Using the Systematic Literature Review (SLR) method, this study examines various previous studies related to develop of electronic teaching materials based on Problem Based Learning. Based on the literature analysis conducted, it was found that research on the development of electronic teaching materials using the Problem-Based Learning model has been discussed in 20 journal articles analyzed. These articles indicate that the Problem-Based model in electronic teaching materials has great potential in facilitating the improvement of critical thinking skills, especially in the context of interactive and structured learning. These findings are expected to provide insights for curriculum developers and educators in designing more effective and innovative teaching materials, as well as to encourage further research in this field

A Bibliometric Study on the Impact of Teaching Material Utilization in Quantum Physics Instruction Using the Problem-Based Learning Models

Putri Nabila — 2025-06-30

Quantum physics presents significant conceptual challenges due to its abstract nature and incompatibility with students’ everyday logic, often resulting in misconceptions and low conceptual understanding. Teaching materials that are not contextually grounded and conventional instructional models further exacerbate the difficulty of quantum physics learning. Considering the importance of mastering quantum concepts in higher education, particularly in preparing future physics educators, innovative teaching approaches are urgently needed. This study aims to investigate research trends on the use of contextual teaching materials in quantum physics instruction employing Problem-Based Learning (PBL) models through bibliometric analysis. By analyzing 100 articles from 2015 to 2025 using Publish or Perish and VOSviewer, this study identifies dominant research focuses, including the role of analogies, PBL modules, and immersive technologies in enhancing conceptual understanding. The results are expected to inform future developments in quantum physics education by highlighting effective pedagogical strategies supported by teaching materials and student-centered learning models.

Cognitive Conflict-Based Learning Materials Thermodynamics with Augmented Reality: Is It Practical in Physics Learning?

Devana — 2025-06-30

The problem of low conceptual understanding in physics learning is still often encountered, including in thermodynamics material. The use of technology such as Augmented Reality to support concept formation in physics education is still very limited. One solution that can be offered to overcome this problem is the development of cognitive conflict-based physics teaching materials using Augmented Reality in thermodynamics material. This study aims to analyze the practicality of cognitive conflict-based thermodynamics teaching materials. This study reports the results of a small group evaluation (practicality test) which is part of the Plomp model development stage. The research instrument used was a practicality questionnaire, which was analyzed using a percentage technique. The results of the practicality test showed an average score of 89.90%, which is included in the very practical category. Cognitive conflict-based thermodynamics teaching materials with Augmented Reality have proven to be practical for students to use, both in terms of ease of use, attractiveness, usefulness, and efficiency.

Design and Validity of Electronic Assessments to Assess Students Critical Thinking Abilities on Circular Motion Materials

Nuri Yuliani — 2025-06-30

Critical thinking abilities are one of the essential 21st-century abilities that students must possess. These abilities are important for training students to deal with problems, provide reasoned explanations, and evaluate the information they receive. Critical thinking abilities can be measured using appropriate assessments. However, the availability of assessments to evaluate these abilities is still limited. Therefore, the purpose of this study is to develop an electronic assessment to measure students critical thinking abilities in the topic of circular motion that meets good validity criteria. This research is a type of Research and Development (R&D) using the Plomp development model. In this study, 45 assessment items were developed, consisting of 15 diagnostic questions and 30 summative questions. The results showed that the electronic assessment developed had a validity score of V=82 for the diagnostic assessment. The validity score for the summative assessment was V=81, both categorized as very valid. Based on these results, it can be concluded that the electronic assessment for evaluating students critical thinking abilities in circular motion has met the criteria for good validity and can therefore be used to assess students critical thinking abilities effectively.

Need Analysis to Develop Fluid Digital Teaching Material Integrated STEM and Ethnoscience to Promote Conceptual Understanding and Creative Thinking Skills of Students

Al Puja Parhannes — 2025-06-30

Twenty first century learning requires students to master concepts and have the ability to think creatively in solving contextual problems. However, based on observations at SMA Pertiwi 1 Padang, several problems were found in physics learning, namely the limitations of digital teaching materials, problems with fluid materials, low mastery of students' concepts, creative thinking skills that have not yet developed, and teaching materials that have not been integrated with STEM and ethnoscience. To respond to this, a needs analysis stage was carried out with a Research and Development (R&D) approach using the Hannafin and Peck models. Data was collected through questionnaires to 33 students and 3 physics teachers, a discourse test to reveal problems with fluid materials and creative thinking skills, and mid-semester exam results to see the mastery of concepts. The results of the analysis show that teaching materials are not optimally supporting ICT-based learning and the integration of STEM and ethnoscience. Students' scores are still below the minimum completeness criteria. These findings show the need to develop innovative, interactive, and contextual digital teaching materials to facilitate more meaningful physics learning

Need Analysis to Develop Electronic Student Worksheet Based on Problem Based Learning to Improve Students' Problem-Solving Skills

Puput Winarsih — 2025-06-30

Twenty first century learning demands that students possess critical thinking, creativity, and problem-solving skills. However, physics education in Indonesia particularly in the topic of renewable energy is still conducted using conventional methods and lacks active student involvement. In fact, this topic has the potential to foster higher-order thinking skills. This study aims to analyze the need for the development of a Problem-Based Learning (PBL) based Electronic Student Worksheet (E-SWS) to improve students' problem-solving abilities. A needs analysis was conducted to gain a comprehensive understanding of the learning conditions, challenges encountered, and appropriate teaching material specifications. The method used was descriptive with a mixed quantitative and qualitative approach, utilizing questionnaires and interviews. The research findings indicate that: (1) students feel bored and unmotivated when learning physics; (2) the learning models and media used are not optimal in enhancing understanding and thinking skills; (3) the teaching materials, particularly the student worksheets, are not yet technology-based and the content is inadequate; and (4) students’ problem-solving abilities are still low, reaching only 38.9%. These findings highlight the need to develop a PBL-based E-SWS as a solution to enhance students’ learning interest and problem-solving skills in the digital era