Integrating Technology in Teaching Mechanics: A Distance Learning Perspective
DOI:
10.29303/jpft.v11i2.8244Published:
2025-12-17Issue:
Vol. 11 No. 2 (2025): July - December (In Press)Keywords:
Mechanics Instruction, Online Learning, Educational Technology, Google MeetArticles
Downloads
How to Cite
Downloads
Abstract
This study explores the integration of technology in teaching mechanics to undergraduate Physics Education students through Google Meet for synchronous learning and Google Docs for assignment submission. Involving 16 third-semester students, the research measures conceptual understanding using pre-tests and post-tests, evaluates assignment submissions across 12 sessions, and assesses student satisfaction with online learning tools. Results show significant improvement, with average pretest scores of 60 and post-test scores of 86, reflecting a 26-point increase. Assignment scores averaged 84 across all students, and satisfaction levels indicated overall positive experiences with the technology despite connectivity challenges. This study highlights that integrating technology enhances learning outcomes in mechanics education.
References
Bao, L., Koenig, K. Physics education research for 21st century learning. Discip Interdscip Sci Educ Res 1, 2 (2019). https://doi.org/10.1186/s43031-019-0007-8
Bryce, T.G.K. and MacMillan, K. (2009), Momentum and kinetic energy: Confusable concepts in secondary school physics. J. Res. Sci. Teach., 46: 739-761. https://doi.org/10.1002/tea.20274
Euler, M. (2024). The role of experiments in the teaching and learning of physics. In Proceedings of the International School of Physics "Enrico Fermi" (Vol. 156, pp. 175–221). IOS Press. https://doi.org/10.3254/978-1-61499-012-3-175
Galili, I. Physics and Mathematics as Interwoven Disciplines in Science Education. Sci & Educ 27, 7–37 (2018). https://doi.org/10.1007/s11191-018-9958-y
Ironsi, C.S. (2022), "Google Meet as a synchronous language learning tool for emergency online distance learning during the COVID-19 pandemic: perceptions of language instructors and preservice teachers", Journal of Applied Research in Higher Education, Vol. 14 No. 2, pp. 640-659. https://doi.org/10.1108/JARHE-04-2020-0085
Khan, A., Egbue, O., Palkie, B., & Madden, J. (2017). Active learning: Engaging students to maximize learning in an online course. Electronic Journal of e-Learning, 15(2), 107-115. Retrieved from https://academic-publishing.org/index.php/ejel/article/view/1824/1787
Lasekan, O. A., Pachava, V., Godoy Pena, M. T., Golla, S. K., & Raje, M. S. (2024). Investigating Factors Influencing Students’ Engagement in Sustainable Online Education. Sustainability, 16(2), 689. https://doi.org/10.3390/su16020689
Lee, E., Hannafin, M.J. A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it. Education Tech Research Dev 64, 707–734 (2016). https://doi.org/10.1007/s11423-015-9422-5
Meltzer, D. E., & Otero, V. K. (2015). A brief history of physics education in the United States. American Journal of Physics, 83(5), 447–458. https://doi.org/10.1119/1.4902397
Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012
Panigrahi, R., Srivastava, P. R., & Sharma, D. (2018). Online learning: Adoption, continuance, and learning outcome, A review of literature. International Journal of Information Management, 43, 1-14. https://doi.org/10.1016/j.ijinfomgt.2018.05.005
Redmond, P., Heffernan, A., Abawi, L., Brown, A., & Henderson, R. (2018). An Online Engagement Framework for Higher Education. Online Learning, 22(1), 183-204. https://doi.org/10.24059/olj.v22i1.1175
Author Biographies
Muhammad Taufik, University of Mataram
Physics Education Study Program
Hikmawati Hikmawati, University of Mataram
Physics Education Study Program
License
Copyright (c) 2025 Muhammad Taufik, Hikmawati Hikmawati
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Jurnal Pendidikan Fisika dan Teknologi (JPFT) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY-SA License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- 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 acknowledgement of its initial publication in Jurnal Pendidikan Fisika dan Teknologi (JPFT).
- 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, as well as earlier and greater citation of published work (See The Effect of Open Access).
