Schrödinger: Journal of Physics Education
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.
Authors who publish with this journal agree to the following terms: Authors retain copyright and acknowledge that the Schrödinger: Journal of Physics Education is the first publisher licensed under a Creative Commons Attribution 4.0 International License. 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. 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.
Ultrasound Therapy: Modulation of Abdominal Fat and Triglyceride Levels in Rats
Purpose of the study: 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 (Rattus norvegicus) as an experimental model for non-invasive fat reduction therapy. Methodology: 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. Main Findings: 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. Novelty/Originality of this study: 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.
Copyright (c) 2026 Isnanniah Isnanniah, Rabiat Ohunene Ibrahim
Combined Ultrasonic and Thermal Treatment: Effects on Microbial Reduction and Protein Stability in Fresh Milk
Purpose of the study: This study aims to evaluate the effect of ultrasonic treatment combined with temperature variation on the inhibition of Escherichia coli and the preservation of protein content in fresh cow’s milk under controlled experimental conditions. Methodology: 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). Main Findings: Ultrasonic treatment combined with temperature significantly reduced Escherichia coli 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. Novelty/Originality of this study: 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.
Copyright (c) 2026 Mei Chi Lee, Atul Handayani, Sing Huat Po
Assessing the Impact of ASSURE-Based Instruction on Students’ Cognitive Ability: A Quasi-Experimental Approach
Purpose of the study: 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). Methodology: 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. Main Findings: 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 < 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. Novelty/Originality of this study: 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.
Copyright (c) 2026 Gita Verawati, Nguyen Nhu Le
Rethinking Work and Energy: A Cross-Context Phenomenological Inquiry in Physics Classrooms
Purpose of the study: This study aims to explore and analyze the lived experiences of students and teachers in learning the work and energy topic using a phenomenological approach across Indonesian and Malaysian contexts, in order to understand how conceptual understanding is constructed within different pedagogical and socio-cultural settings. Methodology: This study employed a qualitative phenomenological design with purposive sampling. Data were collected using validated in-depth interview guidelines (content validity index = 0.81), classroom observations, and document analysis. Data were transcribed verbatim and analyzed through phenomenological procedures (horizontalization, coding, thematic clustering, textural–structural description, cross-case analysis) with triangulation, member checking, audit trail, and researcher reflexivity. Main Findings: Students in both Indonesia and Malaysia predominantly experienced work–energy learning as formula-based and computational. Conceptual understanding was fragmented, with weak causal integration between work, kinetic energy, potential energy, and conservation principles. Procedural competence exceeded qualitative reasoning ability. Mathematical ability strongly influenced confidence and performance. Pedagogical practices in both contexts emphasized numerical problem-solving, reinforcing algorithmic thinking over reflective and conceptually integrated understanding. Novelty/Originality of this study: This study introduces a cross-context phenomenological analysis of work–energy learning in Indonesia and Malaysia, moving beyond diagnostic measurement of misconceptions toward exploring students’ and teachers’ lived experiences. It advances existing knowledge by revealing how pedagogical structures and socio-cultural classroom dynamics systematically shape computational-dominant understanding, offering a deeper interpretive framework for conceptual reform in physics education.
Copyright (c) 2026 Siti Nurqualbiah Mat Karim, Fajriani Jamalulai, Kim A Gargar
Quantum Learning Boosts Higher-Order Thinking: Enhancing Critical Thinking and Written Argumentation in Secondary Physics
Learning method on critical thinking skills and written argumentation skills of high school students simultaneously in physics learning, to determine whether this student-centered approach is effective in improving higher-order thinking skills in secondary education. Methodology: This study employed a quasi-experimental non-equivalent control group pretest–posttest design at Kandrian Secondary School. Purposive sampling was used to select 60 eleventh-grade students divided into experimental and control groups. Instruments included essay tests based on Facione’s Delphi Report and Toulmin’s Argumentation Pattern (TAP), assessed using analytic rubrics. Data were analyzed using SPSS through N-gain, Kolmogorov–Smirnov, Levene’s Test, independent and paired samples t-tests, and Cohen’s d. Main Findings: The experimental group demonstrated significantly higher improvements in critical thinking and written argumentation skills compared to the control group. N-gain scores were in the moderate category for the experimental class and low for the control class. Independent samples t-test results showed significant differences (p < 0.05), while paired samples t-tests confirmed significant pretest–posttest gains. Cohen’s d indicated a large effect size of Quantum Learning on both competencies. Novelty/Originality of this study: This study is novel in empirically examining the simultaneous impact of Quantum Learning on both critical thinking and written argumentation skills at the senior high school level. It integrates cognitive and argumentative competencies within a single instructional intervention, advancing existing knowledge by providing combined evidence of effectiveness in a resource-limited secondary education context.
Copyright (c) 2026 Andrew David, Kaia Eguta, Kim A Gargar
Low-Cost Light Sensor-Based Physics Experiments: Enhancing Students’ Experimental Skills
Purpose of the study: The purpose of this study is to examine the effectiveness of a simple light sensor-based experiment in improving students’ experimental skills in physics learning, particularly in the topic of optics, among eleventh-grade vocational high school students. Methodology: This study used a quantitative experimental method with a one-group design. The tools included a simple light sensor based on an LDR, breadboard, resistors, LED, buzzer, and multimeter. Data were collected through observation sheets, product assessment, and student response questionnaires. Data analysis was conducted using IBM SPSS Statistics software. Main Findings: Students’ experimental skills reached a high level with a mean score of 81.61, significantly exceeding the Minimum Completeness Criteria score of 75 (p < 0.05). All students successfully completed the simple light sensor experiment. Skill indicators showed an overall average of 86.67. Student responses to the media and learning process were very positive, with mean percentages of 87.07% and 86.90%, while product evaluation by teachers and observers reached 100%. Novelty/Originality of this study: This study provides new empirical evidence on the effectiveness of low-cost, simple light sensor (light dependent resistor)-based experiments in real vocational classrooms, focusing on direct measurement of students’ science process skills. It advances existing knowledge by demonstrating that affordable, hands-on experimental media can significantly enhance practical skills and learning engagement in physics education contexts with limited laboratory resources.
Copyright (c) 2026 Muhammad Irzha Hadi, Wan Mohm Aimran, Singha Prasitpong
Radiation Safety Evaluation: Leakage and Dose Rate Distribution of a Laboratory X-Ray System
Purpose of the study: This study aims to measure and analyze potential radiation leakage and dose rate distribution around the Phywe X-ray unit in an educational physics laboratory using a survey meter, in order to evaluate safety conditions and support improved radiation protection for users. Methodology: This study employed a PHYWE X-ray Unit, survey meter (Geiger-Müller type), tape measure (Stanley 5 m), and digital stopwatch (Casio HS-3V). The method included literature review, experimental multi-point radiation leak measurement, repeated exposure timing, and dose rate mapping. Data were processed using Microsoft Excel for tabulation and graphical analysis. Main Findings: Radiation intensity was 0 µSv/h at most measurement points. Detectable values occurred at 200 cm (261.12 µSv/h) and 300 cm (67.32 µSv/h), showing decreasing intensity with increasing distance. Dose rates were 36.72 µSv/h at 150 cm and 276.42 µSv/h at 650 cm. Results indicate dominant low exposure levels with variations influenced by distance, scattering, shielding, and measurement geometry. Novelty/Originality of this study: This study provides systematic multi-point radiation leakage mapping of an educational-scale Phywe X-ray unit in a non-clinical laboratory setting. It generates empirical dose distribution data rarely reported for teaching laboratories, verifies inverse square behavior under real conditions, and reveals deviations caused by scattering and shielding, thereby advancing practical radiation safety knowledge beyond clinical-focused studies.
How Temperature Shapes Diode Performance: An Experimental Study on Rectifier, Avalanche, and Zener Diodes
Purpose of the study: The purpose of this study is to experimentally analyze the effect of temperature on the internal resistance of rectifier, avalanche, and Zener diodes by measuring their current–voltage characteristics across different operating temperatures. Methodology: This study employed an experimental method using two digital multimeters (Sanwa CD800a), a K-type thermocouple (Omega), a DC power supply (GW Instek GPS-3030), an aluminum container, and an electric heater. Data were recorded manually and analyzed using Microsoft Excel for I–V plotting and temperature coefficient calculations. Main Findings: The rectifier, avalanche, and Zener diodes exhibited distinct I–V characteristics and temperature-dependent behavior. Maximum forward currents were 264.8 mA (rectifier), 299.4 mA (avalanche), and 37.25 mA (Zener). Temperature coefficients showed negative values for avalanche diodes and positive values for Zener diodes. Internal resistance increased with temperature for all diodes, with rectifier Rd ranging from 0.185 Ω to 0.2 Ω, avalanche Rd from 0.233 Ω to 0.25 Ω, and Zener Rd from 0.1 Ω to 0.125 Ω. Novelty/Originality of this study: This study presents a novel experimental comparison of rectifier, avalanche, and Zener diodes by simultaneously evaluating internal resistance and temperature resistivity coefficients under identical thermal conditions. The results provide new empirical insights into diode-specific thermal behavior, advancing current knowledge on temperature-sensitive performance in practical electronic applications.
Copyright (c) 2026 Mei Chi Lee, Indah Purnamasari, Kirill Kovalenko
How Epistemic Beliefs Shape Physics Self-Efficacy among Pre-service Science Teachers: The Mediating Role of Self-Regulative Behavior
Purpose of the study: This study aimed to investigate whether self-regulative behavior mediates the relationship between epistemic beliefs and physics self-efficacy among pre-service science teachers. Methodology: 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. Main Findings: 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. Novelty/Originality of this study: 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.
Profiling Physics Pre-Service Teachers' Basic Teaching Skills Through Microteaching-Based Evaluation
Purpose of the study: This study aims to describe the profile of basic teaching skills of prospective physics teachers in a microteaching course. Methodology: This study uses a descriptive quantitative method was employed, using observation techniques. The observation technique was used to assess students' basic teaching skills during their microteaching practice. Main Findings: The results indicate that students’ basic teaching skills are generally good, although several aspects still require improvement. Skills in opening and closing lessons (87.04%), explaining material (89.3%), questioning (90.9%), reinforcement (82.6%), variation (88.5%), and classroom management and discipline (97.6%) were categorized as very good. Meanwhile, skills related to small group discussion (74.18%) and individualized instruction (63.89%) were classified as moderate and require further development. Novelty/Originality of this study: This study contributes to physics education pedagogy by providing empirical evidence on the specific teaching skill profile of prospective physics teachers, which can inform the design of microteaching programs oriented toward the unique characteristics of physics instruction. These findings highlight that, while most teaching skills are well developed, prospective physics teachers still need structured support in implementing collaborative learning and differentiation strategies to enhance the quality of physics teaching.
Copyright (c) 2025 Indhah Permatasari, Linda Dwi Astuti
A Century of the Schrödinger Equation Foundations, Structure and Applications
Purpose of the study: 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. Methodology: 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. Main Findings: 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. Novelty/Originality of this study: 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.
Students' Lexical Difficulties in Classical Mechanics and Modern Physics Vocabulary: A Survey Analysis
Purpose of the study: The aim of this study is to map undergraduate students’ physics vocabulary needs in classical mechanics and modern physics by identifying their levels of familiarity, frequency of use, and perceived difficulty of scientific terms across different physics domains. Methodology: This study employed a descriptive quantitative survey method. The instrument was a researcher-developed structured questionnaire containing physics vocabulary items, validated by expert review. Data were collected online using Google Forms. Responses were measured with a three-point Likert scale and analyzed descriptively using Microsoft Excel software. Main Findings: The results show that students demonstrate high vocabulary recognition in classical mechanics and energy-related terms. Moderate recognition appears in laboratory and academic vocabulary. Low recognition is found in thermodynamics and modern physics terms, especially abstract and theoretical concepts. Overall vocabulary familiarity decreases as conceptual abstraction increases across physics domains. Novelty/Originality of this study: This study introduces a systematic, domain-based mapping of physics vocabulary by integrating familiarity, frequency of use, and perceived difficulty across multiple physics fields. It advances existing research by providing comparative evidence between classical mechanics and modern physics, offering empirical insights that support targeted vocabulary instruction in higher education physics learning.
Copyright (c) 2025 Athfatullaila Falakh, Sausan Nada Widana, Muhamad Raka Arya Sidik, Wahyunengsih Wahyunengsih
Measuring CD Pit Spacing with a Laser: Applying Fundamental Physics Principles and the Diffraction Grating Method
Purpose of the study: This study aimed to measure the distance between data pits on a Compact Disc (CD) by utilizing its reflective surface as a diffraction grating. When a laser beam strikes the CD, the alternating pits and lands create a diffraction pattern of bright and dark fringes. The pit spacing can then be determined from this pattern and compared with literature values. Methodology: A red laser was used as the light source, and the resulting diffraction pattern was analyzed using simple Python code based on the diffraction principle. This approach provides an efficient and low-cost method to perform quantitative analysis using readily available tools. Main Findings: The measured distance between pits on the Compact Disc was 1.607 ± 0.017 µm, with an accuracy error of 0.004%. The results closely matched reported literature values, though slight deviations may have arisen from parallax errors, the difficulty of identifying the laser’s exact reflection point, or ruler precision. From these results, it can be seen that a simple basic physics experiment can easily performed by students because the equipment and procedures are simple yet still produce good results. Novelty/Originality of this study: This work demonstrates that meaningful physics experiments can be conducted with everyday materials and simple instruments, offering a time- and cost-efficient way to explore fundamental concepts such as diffraction. The study highlights the potential of using familiar objects like compact discs to make physics learning more engaging and accessible for students and young researchers.
Copyright (c) 2025 Muhammad Risyad Naufal, Marathur Rodhiyah
AI-Powered Tutors as a Catalyst for Conceptual Understanding in Einsteinian Physics Education
Purpose of the study: The objective of this study is to investigate the role of AI-powered tutors in assisting students to rectify Newtonian misconceptions and attain a conceptual comprehension of Einsteinian physics concepts, including spacetime curvature, time dilation, and gravity as geometry. Methodology: A conceptual and narrative literature review was performed utilizing databases such as Scopus, Web of Science, ERIC, SpringerLink, and Google Scholar. The utilized tools and frameworks encompass conceptual change theory, constructivism, cognitive load theory, Bayesian Knowledge Tracing, reinforcement learning, virtual simulations, and natural language processing. Main Findings: AI-driven tutors proficiently identify misconceptions, deliver tailored feedback, and present multimodal simulations of relativistic phenomena. They augment conceptual comprehension, diminish cognitive load, elevate student engagement and motivation, and facilitate inquiry-based learning. Recently researches indicates enhanced conceptual precision and acceptance of Einsteinian models when artificial intelligence is incorporated with guided instruction. Novelty/Originality of this study: This study integrates artificial intelligence technologies with conceptual change theory and Einsteinian physics education to propose a systematic pedagogical framework. It enhances understanding by demonstrating how AI operates as a cognitive collaborator, improving conceptual restructuring, metacognition, and accessibility to contemporary physics instead of supplanting educators.
Pathway to Higher Order Thinking with Learning by Design Pedagogy
Purpose of the study: This research article talks about the Learning by Designing (LbD) pedagogy where students get engaged in small tasks which are hands-on, timed and in class. With evolution of Artificial intelligence (AI) in the teaching learning process it is important to develop strategies where students develop higher order thinking with unique projects and reduce temptations to rely on AI. Methodology: Fifteen students engaged in a three-day design-based activity to monitor solar panel performance using temperature, light, and current sensors connected to an Arduino microcontroller. Unlike traditional demonstrations, this hands-on design task emphasized critical thinking, collaboration, and reflection. The Arduino controls all these sensors and allows quantifying the readings for aforementioned parameters, which can be displayed on a computer screen and finally stored. Main Findings: This experiment is done by a group of students and their learning experiences are discussed. A mixed-methods approach was used: technical data analysis complemented by qualitative reflection and questionnaires assessing cognitive development. Findings indicate measurable improvement in analytical reasoning (87% of students), practical problem-solving (80%), and creativity through iterative prototyping. Novelty/Originality of this study: This study proposes a Learning by Design framework integrating Arduino–IoT experiments in solar energy optimization to explore how such activities promote higher-order thinking, problem-solving, and academic authenticity in an AI-rich educational landscape. While many studies emphasize technical success, few have examined how such IoT-integrated, design-based experiments enhance cognitive and metacognitive growth.
Copyright (c) 2025 Mansi Dhingra, Parul Yadav
From Tradition to Innovation: Exploring the Impact of Seurunee Kalee Based Ethnoscience in Guided Inquiry Physics Learning
Purpose of the study: This study aims to examine the effect of the guided inquiry learning model integrated with an ethnoscience approach using the Seurunee Kalee context on students’ critical thinking skills in learning sound waves at Dewantara 1 State Senior High School. Methodology: This study used a mixed-method approach with an explanatory sequential design and a quasi-experimental Non-Equivalent Control Group Design. Data were collected using tests, questionnaires, and interviews. Learning tools included worksheets and guidebooks. Data analysis employed SPSS version 25 for quantitative analysis and the Miles and Huberman model for qualitative review. Main Findings: The guided inquiry learning model integrated with an ethnoscience approach using the Seurunee Kalee significantly improved students’ critical thinking skills on sound waves. The experimental group’s mean score increased from 31.81 to 78.63, while the control group rose from 29.09 to 68.18. The t-test result (Sig. = 0.039 < 0.05) confirmed a significant difference. Student responses reached 86.79%, categorized as very strong. Novelty/Originality of this study: This study introduces the integration of a guided inquiry learning model with an ethnoscience approach using the Seurunee Kalee context in physics learning. The novelty lies in combining local cultural values with scientific inquiry to enhance students’ critical thinking skills, providing a new framework for contextualized and culturally relevant science education.
Copyright (c) 2025 Elvida Elvida, Mei Chi Lee
Strong Equivalence Principle: Violations without Failure a PPN Classroom Framework with a Brans–Dicke Counterexample
Purpose of the study: The study aims to clarify that the Strong Equivalence Principle (SEP) is sufficient but not necessary for reproducing classical solar-system tests of gravity. The framework targets persistent student misconceptions, offering instructors a concise way to separate principles from observations. Methodology: The analysis applies the standard parametrized post-Newtonian (PPN) formalism focusing on parameters γ and β. Worked examples from Brans–Dicke theory illustrate explicit predictions when γ ≠ 1. A concise three-stage instructional sequence, introducing γ and β, analyzing the Brans–Dicke counterexample, and interpreting the resulting parameter-space diagram, serves as the pedagogical intervention guiding students in distinguishing sufficiency from necessity within gravitational theory. Main Findings: Results confirm that SEP enforces γ=β=1, while experimental constraints allow small deviations. Brans–Dicke theory with finite coupling demonstrates that SEP violations can still pass key solar-system tests: light deflection, Shapiro delay, and perihelion advance. Classroom diagrams and exercises show students how alternative theories succeed observationally, even when SEP is not strictly satisfied, thereby correcting misconceptions. Novelty/Originality of this study: The study reframes established theoretical results into a compact pedagogical tool. Unlike prior treatments that present SEP as both sufficient and necessary, this approach emphasizes the logical distinction and demonstrates it with concrete counterexamples. Its originality lies in providing classroom-ready illustrations and tasks, equipping instructors to teach SEP more accurately and address misconceptions effectively.
TPACK-Based Analysis of Prospective Physics Teachers’ Readiness for Digital Classroom Management
Purpose of the study: This study aims to analyze the readiness of prospective physics teacher students in managing digital classrooms based on the TPACK framework, focusing on different semester levels (2nd, 4th, and 6th semesters) in the Physics Education Study Program at Sebelas Maret University. Methodology: A quantitative survey design was employed using a validated questionnaire based on TPACK indicators (TK, PK, CK, TPK, TCK, PCK, and TPACK). The instrument was measured with a five-point Likert scale. Data were analyzed using descriptive statistics, assumption testing (Shapiro–Wilk, Levene), ANOVA, and non-parametric tests with SPSS software. Main Findings: Results showed that students’ average readiness scores in TPACK dimensions increased from the 2nd to the 6th semester. Significant improvements were observed particularly between the 2nd and 6th semesters in dimensions such as TK, TPK, and TCK. However, not all semester comparisons showed statistically significant differences, indicating gradual but uneven development of TPACK competencies across cohorts. Novelty/Originality of this study: This study provides one of the first empirical analyses of TPACK readiness specifically among prospective physics teachers in Indonesia across different semester levels. The findings highlight how extended exposure to digital classroom practices strengthens TPACK competencies, offering insights for curriculum design that address semester-based progression in teacher education programs.
Copyright (c) 2025 Linda Dwi Astuti, Indhah Permatasari, Daru Wahyuningsih
Artificial Intelligence for Physics Education in STEM Classrooms: A Narrative Review within a Pedagogy Technology Policy Framework
Purpose of the study: This study seeks to consolidate existing global research on the incorporation of Artificial Intelligence (AI) into school-level STEM education, with a particular emphasis on physics teaching and learning in primary and secondary settings, to delineate principal trends, recognize emerging opportunities, and underscore ongoing challenges in pedagogy and learning. Methodology: A narrative literature review was performed utilizing Google Scholar and Scopus to identify significant studies published from 2015 to 2025. The selection emphasized peer-reviewed journal articles and conference proceedings that concentrate on the pedagogical, technological, and policy aspects of AI in STEM education. Main Findings: The analysis indicates that artificial intelligence is transforming STEM education via intelligent tutoring systems, adaptive learning platforms, automated assessments, and virtual laboratories. These technologies improve personalization, engagement, and inquiry-based learning, yet they also present ethical dilemmas concerning bias, privacy, and equity. A novel conceptual framework that integrates pedagogy, technology, and policies is proposed to direct future research and practice. Novelty/Originality of this study: This study presents a novel three-dimensional framework that interconnects pedagogy, technology, and policy as mutually reinforcing components in AI-enhanced STEM education. The model presents a novel analytical framework for assessing existing initiatives and outlines a strategy for creating inclusive and sustainable AI-enhanced learning environments.
Copyright (c) 2025 Konstantinos T. Kotsis
Literature Review of E-Learning, Blended Learning, and Hybrid Learning and Their Implementation in Physics Learning
Purpose of the study: This study aims to analyze the implementation, advantages, challenges, and impacts of E-Learning, Blended Learning, and Hybrid Learning models in physics education through a systematic literature review of nationally accredited journal articles published between 2016 and 2025. Methodology: The research employed a literature review method, drawing on 55 articles from nationally accredited journals published between 2016 and 2025. Sources were obtained from Garuda Kemdikbud, Sinta, university journal portals, and open repositories. The selection process applied inclusion–exclusion criteria, keyword-based searches, and classification according to learning models (E-Learning, Blended Learning, and Hybrid Learning) in the context of physics education. Main Findings: The results indicate that E-Learning enhances students’ independence, creativity, and conceptual understanding through digital platforms such as Moodle, Google Sites, and Chamilo. Blended Learning effectively reduces misconceptions and improves learning outcomes by combining face-to-face and online instruction. Meanwhile, Hybrid Learning provides the most optimal academic achievement by integrating synchronous and asynchronous learning. Nevertheless, all three models face challenges related to infrastructure limitations, teacher preparedness, and students’ digital literacy. Novelty/Originality of this study: This study offers a comprehensive comparative analysis of E-Learning, Blended Learning, and Hybrid Learning in physics education, which has not previously been systematically reviewed. It enriches the body of knowledge by synthesizing empirical evidence, highlighting the strengths, weaknesses, and integration potential of the three models, and providing valuable insights for educators and policymakers in adopting effective digital learning strategies.
Copyright (c) 2025 Winda Sari Siregar, Josua Anly Hendra Sinaga, Peronika Simamora, Mariati Purnama Simanjuntak
Blended Learning Integration in Physics: Advancing Critical Thinking Skills on Optical Instrument Concepts
Purpose of the study: This study aims to determine the effect of the blended learning model on students' critical thinking skills on the concept of optical instruments. Methodology: The research sample was obtained through purposive sampling, consisting of class XI IPA 1 (experimental) and class XI IPA 2 (control), with 29 students in each class, for a total of 58 students. This study employed a quasi-experimental method with a nonequivalent control group design. The instrument was an essay test consisting of 10 items based on Robert H. Ennis’s critical thinking indicators. Data were analyzed using parametric tests (t-test) with the assistance of the SPSS program. Main Findings: The paired samples t-test at α = 0.05 yielded a Sig. (2-tailed) value of 0.001, indicating that H0 was rejected and H1 accepted. This confirms a significant difference in students’ critical thinking skills between the experimental and control classes. The blended learning model enhanced students’ performance, with the experimental class achieving a higher N-gain (0.63, medium) than the control class (0.33, medium). Nonetheless, improvement remained modest in the indicator of answering clarification questions (N-gain = 0.43). Novelty/Originality of this study: This study highlights the originality of integrating a blended learning model supported by Google Classroom to improve students’ critical thinking skills in physics, specifically on optical instruments. The novelty lies in combining digital learning platforms with classroom instruction, demonstrating not only improved learning outcomes but also fostering students’ independence and active engagement, thus extending existing knowledge in blended physics education.
Copyright (c) 2025 Yesma Aini, Wafiqoh Zakiah
3D-Printed Projectile Demonstrator and Its Implications on Students’ Conceptual Understanding and Attitudes toward Physics
Purpose of the study: This study aimed to develop, evaluate, and implement a 3D-printed Projectile Demonstrator (3D-PPD) as an instructional tool for projectile motion, and analyze its implications on students’ conceptual understanding of projectile motion (CUPM) and attitudes toward physics (ATP). Methodology: The study employed a developmental and quasi-experimental research design. The 3D-PPD was designed using AutoCAD for 3D modeling and printed using a Bambu Lab X1 Carbon with AMS multicolor 3D printer. Research tools included survey and test questionnaires, an evaluation rating sheet, and a weekly learning plan. Statistical tests such as inferential statistics were performed using Jamovi software. Main Findings: The 3D-PPD received “very satisfactory” ratings in design (M = 3.62, SD = 0.27), instructional quality (M = 3.53, SD = 0.36), and cost-benefit (M = 3.40, SD = 0.38). It significantly improved students’ CUPM (p < 0.05, d = 0.90) but showed no significant improvement in ATP (p = 0.294, d = 0.43). Furthermore, the correlation analysis between CUPM and ATP after exposure to the 3D-PPD yielded a p-value of 0.818, indicating a statistically insignificant relationship. Novelty/Originality of this study: This study pioneers the development of an instructional tool through 3D printing, recognizing how modern fabrication technologies can concretize abstract physics concepts and offer scalable solutions to instructional material gaps in physics education. It also offers a significant insight into distinct students’ learning dimensions which emphasizes the need for contextualized support to inform future instructional design and research.
Copyright (c) 2025 Marienne Sophia C. Cabal, Rey-Mark G. Basagre
Generative AI Scaffolding in Physics Education: A Phenomenological Analysis of Its Role and Implications in STEM Learning
Purpose of the study: This study investigates how generative AI tools especially video generation scaffold high school students’ understanding of Newtonian mechanics, focusing on female learners in a STEM Honors Physics class. It explores how these tools impact conceptual mastery, critical thinking, creativity, and students’ perceptions of AI use in education. Methodology: Using a phenomenological qualitative design, the study involved 17 female students. It followed a three-phase structure preparatory, scaffolding, and post-discourse with tools like AI-generated videos, simulations, TAM-based surveys, and reflective journals, grounded in Constructivist Learning Theory and the Technology Acceptance Model. Main Findings: AI-enhanced visualizations improved students’ conceptual understanding and learning efficiency. Students gained critical thinking through prompt refinement and creativity. Ethical concerns and AI accuracy issues were noted. Overall, students showed moderate satisfaction, ease of use, and usefulness perceptions, but cautious intentions toward future AI use. Novelty/Originality of this study: This is among the first studies to apply generative AI hypermedia in high school physics education through a structured, theory-driven framework. It uniquely highlights gender-specific engagement, ethical considerations, and practical integration of AI in fostering deeper conceptual and creative STEM learning.
21st-Century Competencies in Physics: Assessment Strategies for Critical Thinking, Problem-Solving, and Character Formation
Purpose of the study: This study develops and validates an integrated, multimodal framework for assessing 21st-century competencies—critical thinking, creative problem-solving, and character formation—in secondary physics. It aims to provide an evidence-based alternative to conventional assessments that inadequately measure higher-order skills essential for real-world application. Methodology: A sequential mixed-methods design was employed with 320 secondary students and 15 teachers in Germany and Pakistan. The intervention used multimodal tasks (socio-scientific debates, engineering challenges) assessed with validated instruments, including the Watson-Glaser Critical Thinking Appraisal, Creative Problem-Solving rubrics, the Ethical Sensitivity Scale, and Augmented Reality simulations using GeoGebra. Main Findings: Multimodal assessments significantly outperformed traditional tests, with open-response tasks yielding a 48.8% gain in critical thinking. Creative Problem-Solving Stage 4 (Solution Planning) demonstrated a 133% skill gain and a strong correlation with student resilience (r=0.69). AR-based labs enhanced conceptual understanding by 25 percentage points over traditional labs. However, 78% of teachers reported inadequate training for implementation. Novelty/Originality of this study: This study presents a novel, cross-culturally validated framework that integrates socio-scientific issues, AR, and competency-based rubrics to assess cognitive, practical, and ethical skills in physics. It offers a scalable model to bridge the persistent gap between abstract physics knowledge and its real-world application, addressing documented assessment reform needs.
Copyright (c) 2025 Bhupendra Mor, R N Patel, Bharat Prajapati
Reimagining Physics Education for the 21st Century: A Socio‑Technical Perspective on Curriculum Reform and Industrial Relevance
Purpose of the study: This study aims to design, implement, and evaluate a holistic, modular physics curriculum to address the mismatch between traditional physics education and modern socio-technical demands. The framework integrates foundational rigor with industrial relevance, interdisciplinary agility, and mandatory experiential learning to produce innovation-ready, ethically responsible graduates. Methodology: A longitudinal, single-group, pre-test/post-test quasi-experimental design was used over 12 months with 85 undergraduates. Grounded in Socio-Technical Systems theory, this mixed-methods study used the Purdue Visualization of Rotations Test, industry co-developed surveys, the CATME tool, and an adapted PLIC instrument. Data analysis was conducted using SPSS version 28. Main Findings: The framework yielded significant gains (p < 0.01). Students showed a 22% improvement in spatial reasoning and a 35% increase in industry-aligned competence. Core course failure rates dropped by 50%. Employers reported a 28% reduction in onboarding time. Capstone projects resulted in nine patent-pending prototypes. Ethical-decision scores and interdisciplinary collaboration indices increased by 18% and 25%, respectively. Novelty/Originality of this study: This study is the first to operationalize Socio-Technical Systems theory into a coherent physics curriculum. It uniquely integrates modular stackable micro-credentials, compulsory industry immersion, AR-enabled laboratories, and ethics-driven design challenges within a single framework, providing an actionable, evidence-based roadmap for creating future-ready physicists.
Time-period Measurements of Reversible Pendulum Using Arduino
Purpose of the study: The purpose of this study is to improve the Kater’s reversible pendulum experiment by integrating an Arduino microcontroller and infrared sensor to obtain more accurate, reliable, and automated measurements of oscillation periods for determining the acceleration due to gravity. Methodology: The methodology used in this study includes Kater’s reversible pendulum, Arduino Uno microcontroller (Arduino, Italy), infrared (IR) sensor, digital stopwatch (Casio HS-3V-1R), personal computer with Arduino IDE software, data recording using Microsoft Excel, and review of related literature and student feedback survey. Main Findings: The main findings of this study show that the modified Kater’s reversible pendulum integrated with Arduino Uno and an infrared sensor successfully automated oscillation measurements, minimized human error, and improved timing accuracy. The system produced a reliable value of gravitational acceleration, g = 9.85 m/s², confirming high precision and effectiveness of the experimental setup. Novelty/Originality of this study: The novelty of this study lies in modifying the traditional Kater’s reversible pendulum by integrating an Arduino Uno and infrared sensor for automated oscillation measurement. This innovation advances existing methods by reducing human error, improving precision, and providing students with exposure to modern microcontroller applications, thereby enhancing both experimental accuracy and educational value.
Copyright (c) 2025 Adya Wadhwa, Manhohan Singh, Kuldeep Kumar, Ajay Wadhwa
Strengthening Student Discipline through Instructional Strategies in Physics Learning: A Naturalistic Study from Four Pedagogical Perspectives
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.
Copyright (c) 2025 Diah Sari Dewi, Evi Ramna Farni, Sri Suryati
Classify, Measure, Tabulate: Exploring Teacher Strategies in Shaping Scientific Process Skills in Phase Change Physics
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.
Copyright (c) 2025 Evi Ramna Farni, Sarah Pramitha
Strategies in Developing Junior High School Students' Science Process Skills in the Material of Temperature, Heat, and Expansion
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.
Copyright (c) 2025 Ricky Purnama Wirayuda, Gita Salsabilla Nurma Yahya
Teacher Strategies in Developing Students Independence in Physics Learning
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.
Copyright (c) 2025 Isdianti Isdianti, Raden Muhammad Afrialdi