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 — Thu, 05 Jun 2025 00:00:00 +0700

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, Sukarmin Sukarmin — Sat, 07 Jun 2025 14:38:37 +0700

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, Rayyanah R. Benasing, Krystine Mae R. Tee-Pastidio — Sat, 21 Jun 2025 00:26:02 +0700

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, Raden Muhammad Afrialdi — Mon, 23 Jun 2025 22:01:25 +0700

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.