Journal of Innovative Physics Teaching

Impacts of Cognitive Conflict-Integrated Teaching Material on Student’s Conceptual Understanding and Learning Motivation in Light Wave Learning

Intan Cahya Nusli — 2026-06-16

Physics learning on the topic of light waves continues to face several challenges, including low conceptual understanding, persistent misconceptions, and insufficient student learning motivation. This study investigated the effectiveness of cognitive conflict-based teaching materials integrated with Augmented Reality (AR) in improving students’ conceptual understanding and learning motivation. A quantitative quasi-experimental approach with a nonequivalent pretest–posttest control group design was employed. Data were collected using a four-tier multiple-choice test and an ARCS-based learning motivation questionnaire and analyzed using descriptive statistics and the Mann–Whitney U test. The results showed that students in the experimental group achieved a higher level of conceptual understanding (80.5%) than those in the control group (48.0%), accompanied by a greater reduction in misconceptions. Significant differences were also found in both conceptual understanding and learning motivation between the two groups (p < 0.05). These findings suggest that cognitive conflict-based teaching materials integrated with AR are effective in improving conceptual understanding and learning motivation and can serve as an innovative alternative for physics learning.

Trends in Digital Based Physics Teaching Material Development and Their Impact on Twenty First Century Learning: A Systematic Literature Review

Alexander Mahombar — 2026-06-16

The rapid advancement of digital technology has transformed physics learning into a more interactive and student-centered process that supports twenty first century competencies. However, studies on digital-based physics teaching materials remain fragmented and have not comprehensively explored publication trends, teaching material types, research methods, research networks, and their impacts on twenty first century learning. Therefore, this research purpose to analyze and visualize trends in the development of digital-based physics teaching materials from 2020 to 2025. This research employed a Systematic Literature Review (SLR) combined with bibliometric analysis using Bibliometrix and VOSviewer software. The data consisted of 34 Scopus-indexed articles selected through the PRISMA procedure based on relevance and publication quality. The findings indicate that research publications on digital-based physics teaching materials increased significantly during the analyzed period, with e-modules emerging as the most dominant type of teaching material. The research also revealed that digital teaching materials positively contribute to improving students’ conceptual understanding, critical thinking, higher-order thinking skills, scientific literacy, creativity, collaboration, and learning independence. In conclusion, digital-based physics teaching materials have become strategic learning innovations that support adaptive and technology-integrated physics education in the twenty first century and provide important references for future educational development.

Electronic Assessment Design Integrated Critical Thinking Skills Education for Sustainable Development on Motion Kinematics Material

Imrahatul Husna Junaida — 2026-06-16

Ideally, physics education in the 21st century should develop students’ critical thinking skills to address global sustainability challenges. However, current physics assessment practices often do not effectively foster these skills and remain insufficiently integrated with the principles of Education for Sustainable Development (ESD). This study aimed to analyze the need for and develop an electronic assessment integrating critical thinking skills within ESD-based kinematics learning. The research employed a Research and Development (R&D) approach using the 4D model up to the development stage. The participants were 26 eleventh-grade students from SMAN 3 Pariaman. Data were collected through critical thinking tests based on Facione’s indicators, questionnaires, and interviews. The results showed that students’ critical thinking skills were relatively low, particularly in the evaluation aspect, which obtained the lowest score of 30.76%. In addition, ESD integration in assessment practices was still limited. Students’ preference for visual and auditory learning styles indicates the potential effectiveness of digital assessments. Therefore, developing an electronic assessment integrating critical thinking and ESD principles is necessary to support meaningful and sustainability-oriented physics learning.

Effect of an Electronic Module Based on Project-Based Learning Integrated with Local Wisdom on Students’ Critical Thinking Skills

Jaziroh Dwi Ningsih — 2026-06-16

In the 21st century, critical thinking skills are regarded as essential competencies that every student must develop, particularly in physics. However, preliminary test results indicate that students’ critical thinking skills remain low, with an average score of 61.77%. This study examined the effect of an electronic module (e-module) based on Project-Based Learning (PjBL) integrated with local wisdom on students’ critical thinking skills, compared to learning using the Independent Curriculum textbook and PjBL-based worksheets. This study employed a quantitative approach with a quasi-experimental design using a Posttest-Only Control Group Design. The research sample comprised 32 students in the experimental class (F2.4) and 30 students in the control class (F2.3). Data analysis included normality tests, homogeneity tests, and an independent samples t-test. The results showed that the mean critical thinking score of the experimental class (M = 87.97) was significantly higher than that of the control class (M = 72.58), with a mean difference of 15.39 points. Statistical analysis confirmed a significant effect: t(60) = 8.581, p = 0.000 (< 0.05). Effect size analysis using Cohen’s d yielded d = 1.7, indicating a very large practical significance. It is therefore concluded that the PjBL-based e-module integrated with local wisdom has a significant and practically meaningful effect on students’ critical thinking skills compared to the conventional learning approach

Science Mapping Research of the Integration of PjBL Model and STEM Approach: A Bibliometric Analysis

Rizqa Kariyma — 2026-06-16

Integration of Project-Based Learning (PjBL) with the Science, Technology, Engineering, and Mathematics (STEM) approach has gained increasing attention in science education due to its potential to develop 21st-century skills. However, studies examining the development and research directions of the integration of these two approaches have not yet been comprehensively mapped. This study aims to analyze trends, collaboration patterns, and thematic focuses in research related to the integration of PjBL and STEM in science education. This study employs a bibliometric approach using data obtained from Scopus-indexed articles published between 2015 and 2025. The analysis was conducted using VOSviewer through performance analysis, co-authorship, keyword co-occurrence, and thematic mapping. The results indicate a significant increase in the number of publications, with primary focuses on the development of 21st-century skills, student engagement, and contextual learning. Research collaboration remains relatively limited but is beginning to expand internationally. The integration of PjBL and STEM has been shown to contribute to the creation of interactive and meaningful science learning. This study provides valuable insights as a foundation for developing innovative learning strategies and guiding more integrated future research directions.

Need Analysis of Interactive Electronic Student Worksheets on Dynamic Fluids Based on Dual Space Inquiry to Stimulate Students’ Science Process Skills

Winda Rudespika — 2026-06-16

This research is motivated by the urgency of the Science–A Process Approach (SAPA), which emphasizes the importance of science process skills in physics learning. However, classroom practices still show low student engagement in scientific activities and are dominated by conventional teaching materials. This research aims to analyze the need for developing interactive Electronic Student Worksheets based on the Dual Space Inquiry approach to stimulate students’ science process skills on dynamic fluid topics. The research uses an Educational Design Research approach with the Plomp model, focusing on the preliminary research phase through needs analysis. Data were collected through observations, interviews, and questionnaires involving students and teachers and analyzed descriptively. The results indicate that students’ science process skills are generally low, especially in classifying, inferring, predicting, and communicating. In addition, teaching materials have not optimally integrated science process skills and show minimal use of digital technology, while students have a high demand for interactive digital learning materials. These findings reveal a gap between SAPA-based learning expectations and classroom practices. Therefore, the development of interactive Electronic Student Worksheets based on Dual Space Inquiry is recommended to support inquiry-based learning and improve students’ science process skills.

Needs Analysis to Develop Critical Thinking Skills Assessment Integrated with ESD in Phase F Physics Learning

Resti Supendi — 2026-06-16

Critical thinking skills are an important competency in 21st-century physics learning. Ideally, assessments should not only measure students' conceptual understanding but also facilitate the development of critical thinking skills through contextual learning integrated with the principles of Education for Sustainable Development (ESD). However, preliminary findings indicate that students' critical thinking skills are still low, existing assessment practices are not aligned with critical thinking indicators, the characteristics of electronic assessments (e-assessments) have not been optimally implemented, and the integration of ESD in assessments is still limited. Based on these findings, this study aims to analyze the need for developing an integrated electronic assessment of ESD for critical thinking skills on the topic of Particle Motion Dynamics. A quantitative descriptive method was used involving 20 students of grade XI Phase F at SMA Muhammadiyah 3 Padang. Data were collected through critical thinking tests, questionnaires, document analysis, and interviews. The results showed low critical thinking skills (39.79%), inadequate implementation of ideal e-assessment characteristics, and low integration of ESD aspects in assessment practices. These findings indicate the need for the development of electronic assessments (e-assessments) integrated with Education for Sustainable Development (ESD), which are contextual, interactive, and capable of supporting the improvement of students' critical thinking skills in physics learning.

Validity Analysis of Heyzine Assisted Learning Project Based Electronic Modules in Facilitating Students' Creative Thinking Skills on Climate Change Material

M Ilham — 2026-06-16

Creative thinking is a crucial skill in 21st-century learning, yet field conditions indicate that students' creative thinking abilities remain relatively low. This is due to the use of teaching materials that fail to facilitate the development of student creativity and the suboptimal implementation of project-based learning models in the classroom. To address this issue, this research focuses on the development of a project-based learning electronic modules designed to support and enhance students' creative thinking skills. This research employed a Research and Development (R&D) method with a 4D development model, which includes the definition, design, and development stages. In the definition stage, observations were conducted in several schools. The next stage, the design stage, involved developing a framework for the project-based learning electronic modules. In the development stage, the designed product was tested through validity and practicality tests. Data collection instruments in this study included teacher interviews, student questionnaires, and validity and practicality test sheets. The data obtained were then analyzed using validity analysis techniques with Kappa Moment (k) and product practicality analysis. The results showed that the developed electronic modules had a validity value of 0.86, which is categorized as very valid. It can be concluded that the developed project-based learning electronic modules are valid for improving students' creative thinking skills.

Need Analysis and Context to Develop Motion Dynamics E-Student Worksheet Integrated Problem Solving Model to Improve Student’s Problem Solving Skills

Siti Aisyah Lubis — 2026-06-16

This research is driven by the limited problem-solving abilities of students in motion dynamics and the inadequate integration of digital learning resources that support such skills. The urgency of this study lies in the increasing demand for 21st-century learning that emphasizes problem-solving skills, critical thinking, and the integration of digital technology in physics education. However, current instructional materials used in schools are still largely conventional and have not effectively facilitated structured problem-solving processes. Therefore, this study aims to examine the needs and contextual basis for developing a problem-solving-oriented electronic student worksheet to foster students’ problem-solving competence. A qualitative descriptive method was employed, involving needs analysis through observations and questionnaires distributed to both students and teachers. The findings indicated that students required more interactive learning materials, real-life problem contexts, and guided problem-solving stages to better understand physics concepts. Teachers also expressed the need for practical digital resources that are easy to implement in classroom instruction and capable of supporting independent learning. These results provide an empirical foundation for the development of an electronic worksheet that aligns with curriculum objectives, learner characteristics, and technology-enhanced learning environments, while promoting active engagement and meaningful conceptual understanding for students across different levels of prior knowledge.

Need Analysis to Develop Dynamic Fluid E-Assessment Integrated Critical Thinking for Sustainable Education Assisted Google Sites and Formative

rindi kadir — 2026-06-16

The development of students’ critical thinking skills in physics learning has not been optimally supported by the assessment practices currently used. In the context of 21st-century education, critical thinking is recognized as a fundamental competency for achieving Sustainable Development Goals (SDGs), particularly Goal 4 on quality education. This study seeks to examine the need for developing assessment tools that integrate critical thinking skills with Education for Sustainable Development (ESD) in physics learning”. This study uses a descriptive approach in Research & Development (R&D) involving 25 grade XI Phase F students. Data collection techniques include critical thinking tests based on Facione indicators, student response questionnaires, and teacher interviews.”The findings reveal that students’ critical thinking skills are generally categorized at a moderate to low level, with the weakest performance observed in the inference indicator. This suggests that students still encounter difficulties in connecting physics concepts with real-world phenomena. However, students demonstrate a relatively good level of sustainability awareness. Therefore, it is necessary to develop electronic assessments integrated with ESD to enhance students’ critical thinking skills and improve the overall quality of physics learning”.

Need Analysis to Create Heat E-Module with Problem Based Learning Model Asisted Heyzine Application to Promote Student’s Critical Thinking Skills

Muhammad Surya Meliano — 2026-06-16

The ideal condition of 21st-century physics learning is the implementation of interactive, student-centered learning that integrates technology and innovative learning models to develop students’ critical thinking skills. However, the results of the needs analysis conducted at SMA Negeri 14 Padang indicate several problems. First, students’ critical thinking skills are still in the very low category, with an average score of 40. Second, the teaching materials used in schools have not fully supported 21st-century learning, particularly in the visual and multimedia aspects (40) and adaptive aspect (46.67). Third, the integration of the Problem Based Learning model in teaching materials is still not optimal, especially in the aspects of developing and presenting work (30) and analyzing and evaluating the problem-solving process (40). Fourth, students’ mastery of physics concepts is still relatively low, with an average score of 43.8. In addition, the analysis of student characteristics indicates that students have positive responses toward technology-based learning. These findings indicate the need to develop a Problem Based Learning-based e-module assisted by the Heyzine application. The developed e-module is expected to provide more interactive, adaptive, and meaningful learning experiences while facilitating the improvement of students’ critical thinking skills and conceptual understanding in heat learning.

Need Analysis to Develop E-Student Worksheet Integrated PBL Model and Virtual Laboratory to Improve Students' Problem-Solving Skills

Husnul Chotima — 2026-06-16

Problem-solving skills are essential competencies in 21st-century physics learning. A preliminary observation at SMAN 8 Padang revealed that all indicators of students' problem-solving ability on the Static Fluid material were in the low category, with an overall average of 30.52%. Instructional materials were dominated by textbooks, teaching was teacher-centered, and laboratory activities were rarely conducted due to limited equipment. This study aimed to analyze the needs for developing an Electronic Student Worksheet integrated with the Problem Based Learning model and a virtual laboratory on the Static Fluid topic. Data were collected through teacher interviews, questionnaires, infrastructure observation, and curriculum document analysis. Results showed that teachers lacked a Problem Based Learning-based digital worksheet, students were strongly interested in interactive digital media (average need score 75.00% for the Electronic Student Worksheet and 76.47% for the Problem Based Learning model), the school possessed adequate digital infrastructure, and the Static Fluid topic was highly suitable for Problem Based Learning implementation. These findings provide an evidence-based foundation for developing a Problem Based Learning-integrated Electronic Student Worksheet assisted by a virtual laboratory to improve students' problem-solving skills.