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> https://cahaya-ic.com/index.php/SJPE/article/view/2735 <p style="text-align: justify;"><strong>Purpose of the study: </strong>This study aimed to investigate whether self-regulative behavior mediates the relationship between epistemic beliefs and physics self-efficacy among pre-service science teachers.</p> <p style="text-align: justify;"><strong>Methodology: </strong>This study employed a correlational research design wherein a survey was conducted with 261 randomly selected Bachelor of Secondary Education major in Science students in a Philippine higher education institution. Analysis was conducted using Hayes’ PROCESS macro version 4.2 in SPSS, applying bootstrapping procedures to test indirect effects.</p> <p style="text-align: justify;"><strong>Main Findings: </strong>Results revealed that self-regulative behavior partially mediates the relationship between epistemic beliefs and physics self-efficacy. The direct effect of epistemic beliefs on physics self-efficacy decreased but remained significant (B = 0.177, Boot SE = 0.079, 95% Boot CI [0.027, 0.335]), representing 48% of the total effect. The indirect effect through self-regulative behavior was also significant (B = 0.191, Boot SE = 0.040, 95% Boot CI [0.117, 0.273]), accounting for 52% of the total effect.</p> <p style="text-align: justify;"><strong>Novelty/Originality of this study: </strong>This study highlights self-regulative behavior as a mediator in physics self-efficacy, offering new insight into how epistemic beliefs translate into confidence. It informs teacher education by emphasizing the integration of epistemological sophistication and regulation strategies to enhance pre-service teachers’ learning and teaching preparedness.</p> Louie Paul Fulminar Copyright (c) 2026 Louie Paul Fulminar https://creativecommons.org/licenses/by/4.0 2026-04-10 2026-04-10 7 2 49 55 10.37251/sjpe.v7i2.2735 https://cahaya-ic.com/index.php/SJPE/article/view/2393 <p style="text-align: justify;"><strong>Purpose of the study: </strong>This study aims to provide a comprehensive pedagogical review of the Schrödinger equation by integrating its physical derivations, mathematical structure, and applications to support advanced undergraduate and beginning graduate students in understanding quantum mechanics coherently.</p> <p style="text-align: justify;"><strong>Methodology: </strong>Literature review, pedagogical synthesis, canonical model analysis, Hilbert-space formalism, self-adjoint operator framework, spectral theory approach, quantum mechanics textbooks and journal sources, mathematical physics methods, conceptual analysis, and visualization of wave packets and quantum phenomena were used as tools and methods in this study.</p> <p style="text-align: justify;"><strong>Main Findings: </strong>The study shows that multiple derivations of the Schrödinger equation converge to a unified structure based on linear, unitary evolution with a self-adjoint Hamiltonian. Key quantum phenomena such as superposition, tunnelling, and quantization emerge consistently from canonical models, while mathematical conditions ensure physical consistency and probability conservation.</p> <p style="text-align: justify;"><strong>Novelty/Originality of this study: </strong>This study uniquely integrates physical derivations, rigorous mathematical structure, and pedagogical organization into a single coherent framework. It bridges conceptual gaps between theory and application, offering a unified reference that enhances understanding of quantum mechanics and supports both self-study and instructional practices.</p> Ridha Horchani Copyright (c) 2026 Ridha Horchani https://creativecommons.org/licenses/by/4.0 2026-04-25 2026-04-25 7 2 56 86 10.37251/sjpe.v7i2.2393 https://cahaya-ic.com/index.php/SJPE/article/view/3011 <p style="text-align: justify;"><strong>Purpose of the study: </strong>This study aims to analyze the effect of the ASSURE instructional model on students’ cognitive abilities in learning light wave concepts at the senior high school level, focusing on improving cognitive performance across Bloom’s Taxonomy levels (C1–C4).</p> <p style="text-align: justify;"><strong>Methodology: </strong>This study employed a quasi-experimental method with a nonequivalent control group design. Data were collected using multiple-choice cognitive tests, documentation, and observation. The instrument was validated using Product Moment correlation and tested for reliability using Cronbach’s Alpha. Data were analyzed using Kolmogorov–Smirnov, Levene’s Test, and independent samples t-test.</p> <p style="text-align: justify;"><strong>Main Findings: </strong>The results showed that the experimental group achieved higher posttest scores than the control group. The independent samples t-test indicated a significant difference (p &lt; 0.05). The effect size analysis yielded a large effect (d = 1.34), indicating a strong impact of the ASSURE model on students’ cognitive abilities.</p> <p style="text-align: justify;"><strong>Novelty/Originality of this study: </strong>This study provides a specific analysis of the ASSURE model’s effectiveness across cognitive levels (C1–C4) in learning light wave concepts. It also integrates learner characteristic analysis into instructional design, offering a more structured and comprehensive approach to enhancing students’ cognitive development in physics education.</p> Gita Verawati Nguyen Nhu Le Copyright (c) 2026 Gita Verawati, Nguyen Nhu Le https://creativecommons.org/licenses/by/4.0 2026-04-26 2026-04-26 7 2 87 94 10.37251/sjpe.v7i2.3011 https://cahaya-ic.com/index.php/SJPE/article/view/3082 <p style="text-align: justify;"><strong>Purpose of the study: </strong>This study aims to evaluate the effect of ultrasonic treatment combined with temperature variation on the inhibition of <em>Escherichia coli</em> and the preservation of protein content in fresh cow’s milk under controlled experimental conditions.</p> <p style="text-align: justify;"><strong>Methodology: </strong>Experimental design; ultrasonic generator (60 kHz, 70 W); water bath temperature control (30°C, 40°C, 50°C); incubator shaker; laminar air flow; Total Plate Count (TPC) method; Kjeldahl method; colony counter; Nutrient Agar (NA) and Nutrient Broth (NB); two-way ANOVA; descriptive statistics; statistical software (SPSS).</p> <p style="text-align: justify;"><strong>Main Findings: </strong>Ultrasonic treatment combined with temperature significantly reduced <em>Escherichia coli</em> counts, with the highest reduction (95.9%) achieved at 50°C for 30 minutes. Bacterial counts decreased progressively with increasing temperature and exposure time. Protein content remained relatively stable, ranging from 2.02% to 2.20%, indicating minimal degradation under treatment conditions.</p> <p style="text-align: justify;"><strong>Novelty/Originality of this study: </strong>This study presents an integrated and statistically validated approach to simultaneously analyze microbial inactivation and protein stability using combined ultrasonic and thermal treatments. It demonstrates a synergistic interaction between acoustic cavitation and moderate temperature, offering a novel framework linking physical wave principles with biological systems in food processing.</p> Mei Chi Lee Atul Handayani Sing Huat Po Copyright (c) 2026 Mei Chi Lee, Atul Handayani, Sing Huat Po https://creativecommons.org/licenses/by/4.0 2026-04-29 2026-04-29 7 2 95 104 10.37251/sjpe.v7i2.3082 https://cahaya-ic.com/index.php/SJPE/article/view/3089 <p style="text-align: justify;"><strong>Purpose of the study: </strong>This study aimed to investigate the effect of ultrasonic wave exposure with different intensity levels on abdominal circumference and blood triglyceride levels in white rats (<em>Rattus norvegicus</em>) as an experimental model for non-invasive fat reduction therapy.</p> <p style="text-align: justify;"><strong>Methodology: </strong>This study used an experimental in vivo pretest–posttest control group design involving 12 male Wistar rats. Ultrasonic therapy was administered using a 1 MHz ultrasound therapy device with three intensity modes for 4 minutes daily over 6 days. Abdominal circumference was measured using a measuring tape, while triglyceride levels were analyzed using a portable strip-based digital analyzer.</p> <p style="text-align: justify;"><strong>Main Findings: </strong>The results showed that ultrasonic wave intensity influenced abdominal circumference and blood triglyceride levels in white rats. Mode 2 intensity produced the greatest reduction in abdominal circumference by 6.50%, while Mode 3 most effectively suppressed the increase in triglyceride levels, with only a 0.02% increase. In contrast, the control group showed significant increases in both abdominal circumference and triglyceride levels.</p> <p style="text-align: justify;"><strong>Novelty/Originality of this study: </strong>This study provides a novel contribution by systematically comparing different ultrasonic intensity modes on both abdominal circumference and blood triglyceride levels simultaneously. The findings identify optimal intensity parameters for non-invasive lipid regulation therapy and expand current knowledge regarding the biophysical application of ultrasound technology in obesity and triglyceride management.</p> Isnanniah Isnanniah Rabiat Ohunene Ibrahim Copyright (c) 2026 Isnanniah Isnanniah, Rabiat Ohunene Ibrahim https://creativecommons.org/licenses/by/4.0 2026-04-22 2026-04-22 7 2 105 114 10.37251/sjpe.v7i2.3089