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/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>⁺- 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 ³⁷K and ⁶⁵As 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>⁺- 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 2025-03-20 2025-03-20 6 1 1 8 10.37251/sjpe.v6i1.1220 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 2025-02-18 2025-02-18 6 1 9 18 10.37251/sjpe.v6i1.1348