Journal of Innovative Physics Teaching

Systematic Literature Review: The Role of Earth’s Magnetic Field in Dolphin Migration Navigation

Wed, 17 Dec 2025 00:00:00 +0000

The urgency of this study arises from the need to understand how dolphins navigate long-distance migrations in marine environments where visual and acoustic cues are limited. The main problem addressed is the limited integration of scientific evidence on magnetoreception and the extent to which human-generated electromagnetic activities disrupt geomagnetic navigation. This study aims to synthesize recent findings on how dolphins detect and use the Earth’s magnetic field as a natural orientation system and to identify factors that threaten its stability. A Systematic Literature Review (SLR) using PRISMA guidelines was employed to ensure a structured process of identifying, screening, and synthesizing relevant peer-reviewed publications from 2014 to 2025. Five studies that met the inclusion criteria were analyzed thematically. The results show that magnetite-based receptors in the dolphin nervous system allow detection of geomagnetic variations and support the formation of internal spatial maps. Magnetoreception is strengthened through its integration with echolocation and passive electroreception, forming a multisensory navigation system. The findings also indicate that artificial electromagnetic sources, such as submarine cables and sonar, can interfere with geomagnetic cues and reduce navigational accuracy. These results provide implications for conservation and biomimetic technology development.

Validity Analysis of the Development of Integrated Global Warming Digital Teaching Material using Ethno-PBL to Improve Students Critical Thinking Ability

Muhamad Fajri Fajri, Asrizal, Harman Amir, Hayyu Yumna — Wed, 17 Dec 2025 00:00:00 +0000

Critical thinking is a key competency required in 21st-century learning; however, field observations indicate that students’ critical thinking skills remain relatively low. This condition is closely related to the use of teaching materials that have not optimally implemented the Problem Based Learning (PBL) model and have not integrated local cultural contexts. To address this gap, this study developed digital teaching materials on global warming integrated with Ethno-Problem Based Learning (Ethno-PBL). The purpose of this study was to determine the validity of the developed Ethno-PBL-based digital teaching materials as a foundation for supporting the development of students’ critical thinking skills. This research employed a research and development approach, limited to the product validation stage conducted by expert validators. The validation process evaluated five aspects: material substance, learning design, visual communication, software utilization, and Ethno-PBL integration. The results showed that the developed digital teaching materials achieved a high level of validity, with an average validity score of 0.94. Specifically, the validity scores for material substance, learning design, visual communication, software utilization, and Ethno-PBL integration were 0.90, 0.95, 0.96, 0.97, and 0.94, respectively. These findings indicate that the Ethno-PBL-based digital teaching materials are valid, feasible, and beneficial for use in physics learning on global warming topics, and have the potential to facilitate more contextual, meaningful, and critical learning experiences for students.

The Validity of Context-Based E-modules on Straight Motion Material to Improve the Critical Thinking Skills of High School Students

Putri Zulvia Larasati br Ginting, Desnita, Festiyed, Yenni Darvina — Wed, 17 Dec 2025 00:00:00 +0000

Critical Thinking is one of the important components in the independent curriculum Critical thinking is essential because it allows us to analyze, assess, and evaluate information, as well as make informed and logical decisions. One way to improve students' critical thinking skills is to use teaching materials. One of the teaching materials that is expected to overcome this problem is an E-Module based on a contextual approach to Straight Motion material to improve students' critical thinking skills. The type of research used in this study is Research and Development (R&D) research with a 4D development model. In this report, the results of the research are presented at the define, design, and develop stages. At the definition stage, observations were made to several schools. In the design stage, the design of the CTL integrated e-module framework was carried out. At the development stage, validation tests and practicality tests are carried out on the products that have been developed. The data instruments used in this study were questionnaires for teachers and students, validity test sheets and practicality test sheets. The data analysis techniques used are product validity analysis using Aiken’s V and product practicality analysis. A validity value of 0.90 was obtained with valid criteria. It can be concluded that the E-Module with a contextual approach to Straight Motion material to improve students' critical thinking skills developed is valid.

The Effectiviness of The Generative Learning Model with Cognitive Conflict Strategy on Students’ Science Literacy in Fluid Material in Grade XI

Siti Rahma Fitri Yani, Akmam, Yenni Darvina, Fuja Novitra — Wed, 17 Dec 2025 00:00:00 +0000

Science literacy is an important skill in modern science education, involving understanding concepts, reasoning scientifically, and applying science in everyday situations. However, the level of science literacy among students in Indonesia is still low, as seen in the 2022 PISA results, which are below the global average. This shows the need for learning models that can increase cognitive participation and form a deep conceptual understanding. Generative learning models, which focus on knowledge construction through the integration of prior knowledge with new learning experiences, are considered suitable for improving science literacy, especially when combined with cognitive conflict strategies. This study aims to examine the impact of a generative learning model that uses cognitive conflict strategies on students' science literacy on the topic of Fluids in Grade XI Phase F. This study applied a quasi-experimental method with a single group pretest-posttest design. The results show an increase in the average score from 63.75 on the pretest to 91.25 on the posttest. The hypothesis test produced a significance value of 0.000 (less than 0.05) with an N-Gain of 0.7667, which is classified as high. These findings prove that the generative learning model with cognitive conflict strategies is effective in improving students' science literacy.

Needs Analysis to Develop Sound Waves Interactive Multimedia Teaching Material to Promote Student’s Conceptual Understanding and Technological Literacy

Suci Annisya Arsy, Asrizal, Harman Amir, Emiliannur — Wed, 17 Dec 2025 00:00:00 +0000

The rapid development of technology has brought significant changes in the world of education. Students are expected to be able to understand technology in learning. Based on observations conducted at SMAN 3 Solok, several problems were found in physics learning, including the limited availability of interactive digital teaching materials and low technological literacy and conceptual understanding of students. To address this, a needs analysis stage was conducted with a Research and Development (R&D) approach using the Hannafin and Peck model. Data were obtained from teacher questionnaires in the form of teaching material use, student questionnaires to determine student characteristics, technological literacy performance assessment sheets in the form of questions according to technological literacy indicators, and learning outcome documents to see student conceptual understanding. The results of the analysis showed that the teaching materials used were not yet technology-based, students' technological literacy skills were low, and student scores were still below the minimum completeness criteria. Based on these data, it is necessary to develop interactive multimedia teaching materials that integrate conceptual understanding and technological literacy.

Validity of Heat Teaching Material Integrated Joyful Learning to Promote Student’s Creative Thinking Skills

Yuli Yasni, Asrizal, Harman Amir, Riri Jonuarti — Wed, 17 Dec 2025 00:00:00 +0000

The development of education in the 21st century demands teachers to innovate by integrating technology into the learning process and fostering students’ creative thinking skills. However, preliminary studies revealed that students’ creative thinking abilities remain low, and the existing teaching materials have not fully supported joyful and engaging learning. This study aims to determine the validity level of a digital learning material on the topic of heat, integrated with the Joyful Learning approach to enhance students’ creative thinking skills in senior high school. The research employed a Research and Development (R&D) method using the Hannafin and Peck model, which consists of three stages: need assess, design, and develop/implement. The research instrument used was a validity questionnaire to assess the feasibility of the developed digital material. The results showed that the digital learning material achieved a validity score of 0.95, categorized as highly valid. Therefore, the developed digital material on heat integrated with Joyful Learning is considered valid and feasible for physics learning to foster students’ creative thinking skills.

Research Mapping of E-Module Integration with Problem Based Learning Model in Physics Learning: A Bibliometric Analysis

Wiska Cahyandari Wiska, Azifa Feziyasti, Asrizal — Wed, 17 Dec 2025 00:00:00 +0000

Twenty first century education emphasizes the development of critical thinking, creativity, collaboration, communication, and problem-solving skills through the use of digital technology and innovative learning models. This study aims to map and analyze the effectiveness of integrating the Problem-Based Learning (PBL) model into e-modules to improve students' problem-solving skills in physics learning. This study employed bibliometric analysis by reviewing literature published between 2017 and 2025, using VOSviewer software for data visualization and analysis. The documents analyzed were articles indexed in the Scopus database, selected based on their relevance to the development, implementation, or integration of e-modules in physics education that use or are related to the Problem-Based Learning (PBL) model.

These findings reveal that research on PBL integration in e-module development is still relatively new, but shows promising potential for innovation in physics learning. Network and density visualizations indicate that this topic is continuously evolving and aligned with current educational demands. Recent trends indicate that integrating PBL into e-modules can significantly improve students' problem-solving skills while addressing low academic achievement. Therefore, this study highlights the importance of implementing innovative learning models as a strategic effort to improve the quality of learning and educational outcomes in the 21st century.

Design of STEM-based E-Student Worksheet Global Warming to Improve High School Students' Critical Thinking Skills

Sahri Ropiah Lubis, Selma Riyasni, Yurnetti, Fuja Novitra — Wed, 17 Dec 2025 00:00:00 +0000

This research was motivated by the importance of critical thinking skills in understanding environmental issues such as global warming. Preliminary findings showed that the critical thinking skills of Grade X students at SMAN 3 Padang were still low, reaching only 29.67%. Learning also remained limited to the use of student worksheets that were not STEM-based and lacked optimal technology integration. This study aimed to develop a STEM-integrated E-student worksheet to support interactive learning and improve students’ critical thinking skills. The study used a Research and Development (R&D) method with the 4-D model (Define, Design, Develop, Disseminate), limited to the Develop stage. The product was created using Liveworksheets and validated by experts, physics teachers, and students. The expert validation achieved an average score of 0.94 (valid), covering material substance (0.95), instructional design (0.96), visual communication (0.98), software use (0.87), STEM assessment (0.91), and critical thinking assessment (0.95). Practicality tests resulted in 95% from teachers and 92% from students, categorized as very practical. Thus, the STEM-based E-student worksheet is valid, practical, and potentially improves students’ critical thinking skills.

Need Analysis of a Physics E-Book on Global Warming Based on the Dual Space Inquiry Framework to Improve Students’ Scientific Literacy

Fitria Ningsih, Fuja Novitra, Ahmad Fauzi, Emiliannur — Wed, 17 Dec 2025 00:00:00 +0000

This research is motivated by the low scientific literacy of students as indicated by the PISA 2022 results, as well as the continued dominance of printed teaching materials in schools. This condition limits students’ opportunities to engage in scientific thinking, interpret data, and use scientific evidence effectively. The purpose of this study is to analysis the need for developing an interactive e-book based on the Dual Space Inquiry Framework (DSIF) on the topic of global warming to improve students’ scientific literacy. The study employed a needs analysis approach within the Analysis stage of the ADDIE development model by collecting quantitative data related to scientific literacy indicators and the frequency of teaching material usage. The analysis shows that all scientific literacy indicators fall into the low category with an average score of 70.3%, particularly in the abilities to interpret data and evaluate scientific arguments. The data on teaching material usage also reveal a dominance of printed books at 91%, while digital teaching materials are used by only 37% of students and interactive e-books by merely 12%. These findings not only illustrate the low level of scientific literacy but also highlight an urgent need for more interactive digital learning media. Based on this analysis, the Analysis stage of ADDIE emphasizes the necessity of developing a DSIF-based interactive e-book as an innovative solution that will proceed to the Design and Develop stages to produce teaching materials capable of supporting inquiry, conceptual understanding, and scientific thinking skills.