Schrödinger: Journal of Physics Education

A Computational Revisit of the Variational Principle: Estimating Ground State Energies of the 1D Harmonic Oscillator via Python

Bikash Kumar Naik — 2025-06-05

Purpose of the study:To estimate the ground state energy of the one-dimensional harmonic oscillator using the variational principle and Python-based numerical methods.

Methodology:Python 3.11 was used with NumPy, SciPy, and Matplotlib libraries. The variational method was applied using multiple trial wavefunctions. Integrals were computed via Simpson’s rule, and optimization was done through parameter scanning.

Main Findings:The Gaussian trial wavefunction produced a ground state energy of 0.5003 ℏω, showing 0.06% error. Other trial functions were less accurate. The results confirm that the choice of trial function critically affects the energy estimate, and Python effectively supports variational computations in quantum systems.

Novelty/Originality of this study:This study integrates computational tools with the variational principle, presenting an accessible approach to energy estimation in quantum mechanics. It demonstrates how Python can facilitate variational analysis, making the method replicable and educationally useful for students and researchers.

Development of Online Learning Management in Physics Learning Technology Course

Daru Wahyuningsih — 2025-06-07

Purpose of the study: Development of online learning management in Physics Learning Technology course.

Methodology: The research method used is the development research method with the research subjects of students of the Department of Physics Education, Faculty of Teacher Training and Education, Sebelas Maret University, Surakarta, Indonesia. Data were collected using an open questionnaire method and analyzed using a method of concluding from the opinions expressed by students participating in the course.

Main Findings: The development of an online learning management model for the Physics Learning Technology course in the Physics Education Study Program at Sebelas Maret University was carried out through the stages of planning, organizing, implementing, and supervising to achieve learning objectives. Planning involved preparing a blended learning-based course syllabus. Organizing included arranging the necessary materials, media, and learning tools. Implementation followed the planning and organizing stages, while supervision was conducted by analyzing student responses. The results show that all seven learning objectives were achieved, including the ability to collaborate, manage time, use online learning applications, select appropriate materials, complete assignments on time, rewrite information from library sources, and properly cite references.

Novelty/Originality of this study: Online learning management of Physics Learning Technology course can be done by learning of designing, organizing, actuating, and controlling according to learning objectives.

Linking Pre-existing Metacognition Practices and Students’ Performance in High School Physics

Kim Diate — 2025-06-21

Purpose of the study: This research aims to provide insight on how student’s pre-existing metacognitive strategies influences their academic performance, specifically in learning physics.

Methodology: This research administered the Physics Metacognition Inventory (PMI) scale to 117 Grade 9 students of the laboratory high school of MSU-Iligan Institute of Technology. PMI scale has an internal consistency of 0.90, indicating high-reliability of the instrument in measuring the constructs it intends to measure. Shapiro-Wilk’s test for normality reveals non-normal distribution (p-values < 0.05) , thus a non-parametric test (i.e., spearman rank correlation) is utilized to establish statistical correlation among the variables of interest (i.e, level of proficiency and factors on Physics Metacognition Inventory). Statistical analysis is done using RStudio Version 2023.06.0+421 (2023.06.0+421).

Main Findings: Results suggest that student’s knowledge of cognition exhibits a strong positive correlation with their physics academic performance. Moreover, all five components of regulation of cognition showed positive correlation with the level of physics performance. However, the strongest predictor is the dimension of evaluation.

Novelty/Originality of this study: This research highlights the role of pre-existing metacognitive strategies and how it is correlated to academic performance in a physics classroom. Understanding how each of the dimensions of metacognition correlates to physics performance can have an important implications on how physics instruction might be productively given to junior high school students especially with the goal of honing critical evaluation of one’s thinking, conceptual conclusions, and physical sensibility of solutions.

Teacher Strategies in Developing Students Independence in Physics Learning

Isdianti Isdianti — 2025-06-23

Purpose of the study: This study aims to identify and analyze the instructional strategies used by physics teachers to develop students’ learning independence, particularly their responsibility in completing tasks and self-confidence in solving problems, in accordance with 21st-century education demands.

Methodology: This study employed a qualitative naturalistic method using direct classroom observation, in-depth interviews, and document analysis. Tools included observation checklists, interview guides, and physics learning modules. Thematic analysis was conducted using manual coding without software. Data triangulation combined teacher, student, and laboratory assistant perspectives. The subject comprised 36 tenth-grade students at State High School 11 Muaro Jambi.

Main Findings: This study demonstrates that students' learning independence improves through the application of well-structured teaching strategies. Students were able to complete class assignments independently and showed strong confidence in solving physics problems. Teachers implemented inquiry-based, problem-based, and project-based learning models supported by scaffolding and contextual tasks. Activities such as group discussions, presentations, and self-reflection significantly contributed to fostering independent learning behaviors and student responsibility.

Novelty/Originality of this study: The novelty of this study lies in its explicit focus on enhancing students’ learning independence through a comprehensive integration of four instructional dimensions approach, method, model, and strategy. Additionally, the inclusion of laboratory assistants as data sources enriches the contextual insight. This study contributes to the literature by illustrating how early, intentional instructional design can effectively build learning independence at the secondary school level.

Strengthening Student Discipline through Instructional Strategies in Physics Learning: A Naturalistic Study from Four Pedagogical Perspectives

Diah Sari Dewi — 2025-06-27

Purpose of the study: The purpose of this study is to explore the strategies used by physics teachers in building students' discipline within character education. This study offers theoretical insights into discipline formation and practical guidance for teachers to implement character-based strategies in physics classrooms.

Methodology: This study used a qualitative naturalistic approach with purposive sampling. Data were collected through participatory observation, semi-structured interviews, and documentation. Tools used include observation sheets, interview guides, and field notes. The data were analyzed using the Miles and Huberman interactive model. Validity was ensured through triangulation techniques and member checking for data verification.

Main Findings: The findings show that students' discipline in physics learning was very good. Teachers consistently apply structured strategies, methods, and models that promote punctuality, rule adherence, timely task submission, and practical work discipline. Early communication, consistent rule enforcement, and value reinforcement shaped responsible behavior. Most students felt helped by systematic learning patterns. Teacher strategies were closely linked to students' disciplinary character formation in physics class.

Novelty/Originality of this study: This study offers originality by integrating a naturalistic approach to explore teacher strategies in building student discipline through four instructional perspectives: approach, method, model, and strategy. It advances existing knowledge by highlighting value internalization in physics learning, shifting the focus from formal rule enforcement to reflective classroom practices that naturally foster character-based discipline.

Strategies in Developing Junior High School Students' Science Process Skills in the Material of Temperature, Heat, and Expansion

Ricky Purnama Wirayuda — 2025-07-01

Purpose of the study: This study aims to explore how teacher strategies enhance students' science process skills, particularly observation, graphing, and communication during physics learning on the topic of heat, temperature, and expansion at the junior high school level.

Methodology: This study employs a naturalistic qualitative method aimed at exploring teachers' strategies in enhancing students' science process skills during physics lessons on temperature, heat, and expansion. Data were collected through interviews, and documentation, then analyzed descriptively to identify patterns and themes that reflect students' abilities in observation, communication, and data representation.

Main Findings: The study found that teachers effectively foster students’ science process skills (SPS) in physics through varied strategies, including scientific approaches, step-by-step instruction, and cooperative learning. By integrating observation, graphing, and communication activities during laboratory sessions, teachers provided scaffolding, feedback, and peer collaboration. These strategies, supported by theories of Vygotsky, Bruner, and Ausubel, created an engaging and structured learning environment that promoted students’ active participation and scientific reasoning.

Novelty/Originality of this study: This study presents a novelty through the use of informant triangulation involving teachers, laboratory assistants, and students, which is rarely applied in similar studies on science process skills (SPS). Three SPS indicators are systematically examined through four pedagogical strategies, supported by direct quotations that provide a contextual, comprehensive, and student-centered perspective in physics learning.

Classify, Measure, Tabulate: Exploring Teacher Strategies in Shaping Scientific Process Skills in Phase Change Physics

Evi Ramna Farni — 2025-07-08

Purpose of the study: This study aims to explore and describe the strategies used by physics teachers to enhance students’ scientific process skills specifically in classifying, measuring, and tabulating data during the learning of phase changes of matter in senior high school.

Methodology: This study employed a qualitative naturalistic approach. Data were collected using in-depth interviews and photographic documentation. The participants included one physics teacher and 36 students of class XI F7 Senior High School 10 Jambi City. Istruments used were interview guidelines and documentation sheets. Data analysis followed the stages of data reduction, data display, and conclusion drawing.

Main Findings: The study found that teachers implemented various strategies to improve students’ scientific process skills, particularly in classifying, measuring, and constructing data tables during the learning of phase changes of matter. Through structured guidance, contextual examples, and supportive assessments, students showed improved accuracy and independence in scientific data handling. Both teacher and student responses indicated that strategy-based teaching effectively enhanced students’ analytical and practical competencies in physics learning.

Novelty/Originality of this study: This study offers a fresh perspective by exploring teacher strategies specifically designed to enhance students’ abilities in classifying, measuring, and tabulating data within the topic of phase changes in physics. Unlike previous research, it integrates pedagogical, methodological, and model-based approaches, contributing new insights into the development of scientific process skills in secondary education settings.

Teachers' Perceptions of the Physics Learning Process Using the Direct Instruction Model in Junior High Schools

Resky Yani — 2025-07-10

Purpose of the study: This study aims to identify teachers' perceptions of the physics learning process using the direct instruction model at senior high school 1 Jeneponto.

Methodology: This research is a qualitative research that produces data presented in narrative form and describes what is from a variable, symptom or condition and does not intend to test the hypothesis. The data sources in this study were three physics teachers at senior high school 1 Jeneponto.

Main Findings: The results of the study showed that students and physics teachers of senior high school 1 Jeneponto have a positive perception of the Direct Instruction learning model. Teachers apply the Direct Instruction learning model according to the steps in the theory, while some teachers do not implement the steps of the direct instruction learning model in the practical section because there are no practical tools for class XII material, teachers have prepared the things needed in learning, teachers have the ability to teach according to the existing theory. By using this direct instruction learning model, students have been able to achieve several achievements and have played an active role in learning.

Novelty/Originality of this study: The novelty of this study lies in revealing physics teachers' contextual perceptions of the Direct Instruction model through a qualitative approach. Despite limited practical tools, teachers strive to follow the model, positively impacting student engagement and achievement. This offers a fresh perspective on its real-world implementation rarely explored in prior studies.