Schrödinger: Journal of Physics Education https://cahaya-ic.com/index.php/SJPE <p style="text-align: justify;">Schrödinger: Journal of Physics Education is a peer-reviewed journal published four times a year (March, June, September, and December). Schrödinger: Journal of Physics Education (Sch. Jo. Phs. Ed) is a double-blind peer-reviewed journal dedicated to disseminating advances in knowledge and research in the field of physics education both in Indonesia and in the global context of developing countries. Committed to excellence, Schrödinger: Journal of Physics Education publishes comprehensive research articles and invites reviews from leading experts in the field of Physics Education and physics as a discipline. The selection criteria prioritize papers that demonstrate high scientific value, convey new knowledge, and significantly impact physics education. The focus of this journal is the evaluation, teaching and learning of physics-related topics at school and college levels and physics as a scientific discipline.</p> Cahaya Ilmu Cendekia Publisher en-US Schrödinger: Journal of Physics Education 2716-3229 <div class="page"> <div> <p>Authors who publish with this journal agree to the following terms:</p> </div> <ol> <li class="show">Authors retain copyright and acknowledge that the Schrödinger: Journal of Physics Education is the first publisher licensed under a <a href="https://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a>.</li> <li class="show">Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.</li> <li class="show">Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.</li> </ol> </div> New Method of Estimation of the Speed of Light in Vacuum Using Q-Values of Beta-Décay-Transitions in Mirrors Nuclei https://cahaya-ic.com/index.php/SJPE/article/view/1220 <p style="text-align: justify;"><strong>Purpose of the study: </strong>The goal of this work is to present a new method named Q-b-decay theory to estimate the speed of light. Our result is compared with the earlier estimations since the first measurement of Roemer in 1676 up to 2022, the latter being measured experimentally by picosecond laser technology.</p> <p style="text-align: justify;"><strong>Methodology: </strong>This research is based on an estimation of the speed of light in vaccum. This speed is expressed in terms of the <em>Q</em>-value of <em>b</em><sup>+</sup>- decay transitions in mirrors nuclei in the framework of the nuclear model with a nucleon constant density. The speed of light is calculated using the experimental <em>Q</em>-values of <sup>37</sup>K and <sup>65</sup>As miroirs nuclei.</p> <p style="text-align: justify;"><strong>Main Findings: </strong>The research gives the result c = 299&nbsp;791&nbsp;777 m/s agreeing excellently with the exact value 299&nbsp;792 458 m/s with an accuracy at 0.000 23 %. This result shows that the speed<em> c </em>of light is obtained accurately from nuclear properties instead of light properties or electric and magnetic constants. A useful appendix for students details the methods of Roemer, Bradley, Fizeau, and Foucault along with the equations allowing one to calculate the speed of light they found.</p> <p style="text-align: justify;"><strong>Novelty/Originality of this study</strong><strong>: </strong>Estimating the speed <em>c </em>of light with a high accuracy using a new method based on the properties of <em>b</em><sup>+</sup>- decay transitions in mirrors nuclei. As far as we know, it the first time that the speed of light is accurately estimated via a non-optical method 348 years ago since 1676.</p> Ibrahima Sakho Copyright (c) 2025 Ibrahima Sakho https://creativecommons.org/licenses/by/4.0 2025-03-09 2025-03-09 6 1 1 8 10.37251/sjpe.v6i1.1220 Enhancing Conceptual Understanding of Electric Circuit Analysis through the Jigsaw Method: A Quasi-Experimental Study in Senior High Schools https://cahaya-ic.com/index.php/SJPE/article/view/1348 <p style="text-align: justify;"><strong>Purpose of the study: </strong>This study examines the effectiveness of the Jigsaw cooperative learning method in improving Form 1 students' understanding of electric circuit analysis, problem-solving skills, and its impact compared to traditional teaching.</p> <p style="text-align: justify;"><strong>Methodology: </strong>A quasi-experimental pre-test and post-test design was employed, involving 87 students from Obiri Yeboah SHS and Dadieso SHS. Over a one-week intervention, the Jigsaw method was integrated into regular physics lessons. Data were collected through tests and questionnaires administered before and after the intervention to assess the students’ knowledge and learning experiences. SPSS was used for statistical analysis, evaluating the effectiveness of the Jigsaw method in improving conceptual understanding.</p> <p style="text-align: justify;"><strong>Main Findings: </strong>The results demonstrated a significant increase in students' comprehension of electric circuits. At Obiri Yeboah SHS, the average score rose from 50.19 (pre-test) to 83.69 (post-test), and at Dadieso SHS, from 46.50 to 86.57. The Jigsaw method not only improved students' understanding of the subject but also enhanced their problem-solving abilities, communication skills, and motivation to learn. Statistical analyses, including t-tests and Cohen’s d, indicated a strong, significant effect size, reinforcing the method’s effectiveness.</p> <p style="text-align: justify;"><strong>Novelty/Originality of this study: </strong>This study provides compelling evidence of the Jigsaw method’s ability to enhance student performance and deepen conceptual understanding in science education, particularly in electric circuit analysis. The findings underscore the importance of cooperative learning techniques in promoting active participation, peer teaching, and higher levels of student engagement, suggesting that such strategies are critical for fostering more interactive and impactful classroom experiences.</p> Isaac Kwesi Acquah Copyright (c) 2025 Isaac Kwesi Acquah https://creativecommons.org/licenses/by/4.0 2025-03-16 2025-03-16 6 1 9 18 10.37251/sjpe.v6i1.1348 Exploring the Utilization of ICT in Physics Learning at Senior High Schools in Demak: Opportunities and Challenges https://cahaya-ic.com/index.php/SJPE/article/view/1065 <p style="text-align: justify;"><strong>Purpose of the study: </strong>This study aims to explore the use of &nbsp;ICT-based physics learning media by physics teachers in high schools in Demak Regency. In addition, this study identifies challenges and opportunities in the application of ICT to improve the quality of physics learning.</p> <p style="text-align: justify;"><strong>Methodology: </strong>This study uses a qualitative approach with a case study method. Data were collected through structured interviews using a questionnaire, as well as documentation related to ICT infrastructure. Purposive sampling technique was used to select two physics teachers and six students at State Senior High School 3 Demak. Data analysis refers to the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions.</p> <p style="text-align: justify;"><strong>Main Findings: </strong>This study found that the use of ICT-based learning media in physics learning at State Senior High School 3 Demak can improve students' understanding of abstract concepts. Teachers used PowerPoint, learning videos, simulations, and digital platforms. The main challenges included limited ICT facilities, unstable internet connections, and teachers' diverse technological skills. Students showed positive responses to ICT-based learning, but still needed a combination of conventional methods. Adaptive strategies are needed to overcome the constraints of technology accessibility.</p> <p style="text-align: justify;"><strong>Novelty/Originality of this study: </strong>This study enriches the literature with an in-depth case study approach, reveals practical solutions in ICT integration, and emphasizes the importance of a combination of conventional and digital methods for learning effectiveness.</p> Dyah Catur Sulistyani Thanat Krobthong Omosa Elijah Mochama Copyright (c) 2025 Dyah Catur Sulistyani, Thanat Krobthong, Omosa Elijah Mochama https://creativecommons.org/licenses/by/4.0 2025-03-09 2025-03-09 6 1 19 27 10.37251/sjpe.v6i1.1065 Integration of Health Law and Radiation Safety Aspects in the Medical Physics Curriculum for Radiotherapy Treatment https://cahaya-ic.com/index.php/SJPE/article/view/1536 <p><strong>Purpose of the study:</strong> This study aims to analyze the legal regulations related to radiation safety in radiotherapy and develop a systematic approach to integrating health law and radiation safety aspects into the medical physics curriculum.</p> <p><strong>Methodology:</strong> A qualitative library research approach was used, analyzing journals, regulatory documents (WHO, IAEA, BAPETEN), and academic books through content analysis.</p> <p><strong>Main Findings:</strong> International and national regulations, including IAEA, ICRP, and BAPETEN, strictly govern radiation safety in radiotherapy, covering dose limits, exposure monitoring, and waste management. However, medical physics curricula lack structured integration of legal and safety aspects. A systematic curriculum model is proposed, incorporating progressive learning, practical simulations, clinical internships, and competency-based assessments to enhance student preparedness in radiation protection and regulatory compliance.</p> <p><strong>Novelty/Originality of this study:</strong> This study proposes a structured curriculum model linking technical and regulatory aspects through progressive learning, practical training, and industry collaboration, ensuring better radiation safety implementation in clinical practice.</p> Ratna Widyaningrum Khoirun Nofik Ainul Masruroh Sari Hernawati Copyright (c) 2025 Ratna Widyaningrum, Khoirun Nofik, Ainul Masruroh, Sari Hernawati https://creativecommons.org/licenses/by/4.0 2025-03-07 2025-03-07 6 1 28 33 10.37251/sjpe.v6i1.1536 Qualitative Analysis of the Implementation of Inquiry-Based Physics Learning Tools on Strengthening Character and Improving Learning Outcomes https://cahaya-ic.com/index.php/SJPE/article/view/1469 <p><strong>Purpose of the study: </strong>This study aims to analyze the implementation of inquiry-based physics learning devices to support character strengthening and improve student learning outcomes.</p> <p><strong>Methodology: </strong>This study uses a qualitative approach with a case study design. The subjects of the study were students and teachers of grade XI majoring in natural sciences 2 of Sleman 2 State Senior High School, selected using purposive sampling technique. Data were collected through observation, interviews, and document analysis. Data analysis used the Miles and Huberman model with data reduction, data display, and drawing conclusions through triangulation.</p> <p><strong>Main Findings: </strong>Inquiry-based learning increases students' active engagement, understanding of physics concepts, and critical thinking skills. Students are more independent, creative, and demonstrate positive character traits such as honesty, discipline, and cooperation. Test results show significant improvements in academic achievement. This approach is effective in supporting character building and the development of 21st-century skills according to the Merdeka Curriculum.</p> <p><strong>Novelty/Originality of this study: </strong>This study reveals the effectiveness of inquiry-based physics learning devices not only in improving learning outcomes, but also in building students' character. This study provides new insights into the integration of character building in physics learning, in line with the Merdeka Curriculum, and shows how the inquiry approach can develop 21st century skills more holistically.</p> Silvina Anjar Sari Nirawit Kunanta Mohamed A Oransa Copyright (c) 2025 Silvina Anjar Sari, Nirawit Kunanta, Mohamed A Oransa https://creativecommons.org/licenses/by/4.0 2025-03-18 2025-03-18 6 1 34 42 10.37251/sjpe.v6i1.1469