Jurnal Pendidikan Fisika dan Teknologi (JPFT) (e-ISSN: 2407-6902 & p-ISSN: 2614-5618) is a forum for scientific publications for lecturers, teachers, students, and researchers in the field of physics and learning, including applied technology and appropriate learning technology. First published in 2015 and starting in 2017, JPFT is published 2 times a year, in June and December.
Department of Physics Education, Universitas Mataram
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Analysis of Laboratory Utilization in Supporting Physics Learning: A Case Study at Metro Public High School 5
This study aims to provide a more in-depth analysis of laboratory utilization at SMAN 5 Metro. The research employed a qualitative approach. The object of this study was SMAN 5 Metro, with class XI students and physics teachers as the research subjects. Data were collected through three techniques: observation, interviews, and questionnaires. The data analysis was conducted both during and after the data collection process. The analysis technique used was data triangulation, which involved comparing findings from the three data sources (observations, interviews, and questionnaires). Based on the results of the data analysis, it can be concluded that practicum activities at SMA Negeri 5 Metro are still conducted in the classroom, with teachers bringing practicum tools into the classroom to demonstrate and carry out experiments. In addition, practicum implementation has not been optimal due to improper laboratory utilization, the use of laboratory spaces that do not align with their intended functions, and the absence of laboratory assistants or technicians. These personnel are essential for managing laboratory administration, including maintaining inventory records of tools and materials, handling equipment loans, and organizing tools and materials according to their types and characteristics.
Copyright (c) 2026 Riswanto Riswanto, Wari Prastiti, Friska Octavia Rosa, Dian Utama Hartanto Setya Putra, Febi Afifah, anggun saputri https://creativecommons.org/licenses/by-sa/4.0
Magnetotelluric 1D-Based Lithological Study of Geothermal Prospect Near Bogor Fault, Kepahiang
Kepahiang Regency, Bengkulu Province has significant geothermal potential due to its location on the subduction line and the Sumatra Musi segment fault. This research aims to identify the subsurface lithology of the geothermal zone using the Magnetotelluric method. This method measures the response of natural electric and magnetic fields to determine subsurface resistivity values. Inversion of 1D Magnetotelluric data at six pointsv (MT5, MT6, A6, A5, A1, A4) showed three classes of resistivity values of low (0.21-4.0 Ωm), medium (31-80 Ωm), and high (≥200 Ωm). Low resistivity zones are found at MT6 and A6, indicating the presence of geothermal reservoirs in the form of sandstone, limestone, and igneous rocks. Medium resistivity at MT5 and A5 indicates a clay layer as caprock, while high resistivity at A1 and A4 indicates hot rocks in the form of granite and metamorphic rocks. These results provide a preliminary picture of geological conditions for geothermal exploration in the area.
Copyright (c) 2026 Zaky Muammar, M Farid, Arif Ismul Hadi, Andre Rahmat Al-Ansory, Hana Raihana https://creativecommons.org/licenses/by-sa/4.0
The Effect of the 5E Learning Model on High School Students’ Cognitive Learning Outcomes and Renewable Energy Literacy
The growing global energy crisis requires younger generations to possess adequate knowledge and awareness regarding the use of renewable energy. However, students’ energy literacy remains relatively low, and instructional practices are often still conventional. This study aims to analyze the effect of the Learning Cycle 5E model on improving students' cognitive learning outcomes and energy literacy on the topic of renewable energy. A quantitative approach was employed using a quasi-experimental design with a nonequivalent control group design. The sample consisted of two Grade 10 classes from a senior high school in Samarinda, divided into an experimental group and a control group, each comprising 32 students. Data were collected through essay tests to assess cognitive learning outcomes and questionnaires to measure energy literacy. Data were analyzed using one-way ANOVA to determine the effect of the treatment. The results indicated a significant improvement in cognitive learning outcomes and students' attitudes toward energy literacy among those taught using the Learning Cycle 5E model. However, the basic knowledge and behavioral aspects did not show significant improvement, which may indicate that students had already possessed foundational environmental knowledge and pro-environmental habits influenced by the implementation of the Adiwiyata (eco-school) program. Future studies are encouraged to investigate deeper dimensions of energy literacy and to apply a longer intervention period to obtain a more comprehensive understanding of the learning model’s effectiveness in schools implementing the Adiwiyata (eco-school) program.
Copyright (c) 2026 Sartika Sartika, Abdul Hakim, Laili Komariyah, Riskan Qadar https://creativecommons.org/licenses/by-sa/4.0
Validity And Practicality of PBL-Based Student e-Worksheets in Improving Physics Problem-Solving Skills
Problem-solving skills are an important factor in physics learning. Efforts to improve problem-solving skills in physics require PBL-based electronic worksheets. This study aims to develop a valid and practical PBL-based electronic worksheet to improve physics problem-solving skills in the context of global warming. This type of research is development research that follows the research model developed by Thiagarajan, which consists of 4 stages: define, design, development, and dissemination. The PBL-based electronic worksheets development method to improve problem-solving skills in this research and development consists of 3 stages: the define stage, used to analyze student and teacher needs for PBL-based electronic worksheets; curriculum analysis; data analysis of student skills in solving physics problems; and searching for articles related to problem-solving skills. At this stage, data on students’ problem-solving skills and the importance of electronic worksheets in physics learning are collected. The design stage is used to create the electronic worksheets’ design. At this stage, a problem-based electronic worksheet design is produced. The development stage involved validity tests conducted by 3 experts: 2 physics education lecturers and 1 physics teacher. At this stage, a valid PBL-based electronic worksheet was produced, as indicated by an average content validity of 4.31 and construct validity of 4.32, categorized as valid. The next test was the practicality of the PBL-based electronic worksheets. The practicality test was conducted by implementing the electronic worksheets with students studying global warming. This stage resulted in practical electronic worksheets, as indicated by an average implementation rate of 86% and Positive student responses (77%) stating that electronic worksheets were easy to understand. In comparison, 23% of students said electronic worksheets were a bit difficult to understand. This indicates that the PBL-based electronic worksheets are easy for teachers to implement and can be used by students in physics learning.
Copyright (c) 2026 Amanda Ramadhona, I Wayan Distrik, Fatkhur Rohman https://creativecommons.org/licenses/by-sa/4.0
Analysis of Boron Arsenide (BAs) Band Gap Energy Experimental Results vs DFT-Based Calculations
This study aims to analyze the density of states (DOS) of boron arsenide (BAs) using two types of pseudopotentials, namely PBE ultrasoft and PBE-PAW, within the framework of density functional theory (DFT). The resulting DOS profiles show that both methods are able to capture the fundamental electronic characteristics of the material, with similar energy distribution patterns, although differences are observed in the detailed features of the curves. The PBE-PAW method produces smoother and more representative results near the atomic nucleus, whereas the PBE ultrasoft approach exhibits sharper and more fluctuating peaks. Around the Fermi energy level, the density of states approaches zero, indicating the semiconducting nature of the material. The estimated band gap is in the range of 1.5–2.5 eV, suggesting that BAs has potential applications in electronic devices, sensors, and photovoltaic technologies. Based on these findings, further studies are recommended to validate the band gap using hybrid functionals or the GW approximation, to investigate phonon behavior and thermal conductivity, and to optimize pseudopotential selection for high-precision electronic property calculations in future device-oriented applications.
Copyright (c) 2026 Muhammad Dipa Pramudita Budiyana, Muhammad Ziddan Rachman, Pina Pitriana, Diah Mulhayatiah https://creativecommons.org/licenses/by-sa/4.0
A Review of Polyaniline-based Radar Absorbing Materials: Mechanism, Structure, Performance, and Future Applications
Electromagnetic waves caused by the development of radar technology, wireless communications and modern electronic devices has the potential to disrupt the function of the device and impact human health, so solutions are needed such as microwave absorbing materials or radar absorbing materials (RAM) that are light and thin, have high absorption strength, wide absorption band, strong damping, and good stability and environmental resistance. With polyaniline (PANI) as the main focus for microwave absorbing materials because it is a conductive polymer with high conductivity, good chemical stability, low density, and ease of synthesis. , this article will review the latest developments of PANI-based microwave absorbing materials composited with several other materials with a focus on the absorption mechanism, dielectric and magnetic characteristics, and the effect of composite formation on performance improvement. Based on the literature, PANI composites with ferrite, metal oxide, MXene, graphene, and MWCNT show reflection loss (RL) up to −88.8 dB with effective the bandwidth reaches 14.6 GHz at a thin thickness of 1–3 mm. This performance improvement results from the synergy between dielectric and magnetic losses through the mechanisms of multiphase interface polarization, Debye relaxation, natural magnetic resonance, and impedance matching. optimal matching. With its lightweight, flexible characteristics and wide frequency range operation (S band– Ku band), PANI-based composites are excellent candidates for radar absorbing material (RAM), electromagnetic shielding (EMI shielding), and stealth technology applications in defense systems and modern electronic devices.
Copyright (c) 2026 Yaaquuta Yusrinaa Salma, Amanda Novita Ramadhani, Nur Fitriani Indah Lestari, Nugrahani Primary Putri https://creativecommons.org/licenses/by-sa/4.0
Critical Thinking and Mathematical Representation in Dynamics Motion: Instrument Development and Student Profiling in South Sulawesi
The quantitative-descriptive study was conducted to develop instruments for measuring critical thinking and mathematical representation skills, specifically to characterize the student profiles in South Sulawesi based on established indicators in physics learning. The research involved 362 twelfth-grade science students from three randomly selected schools who had completed the Motion Dynamics topic during the first semester of the 2025/2026 academic year. Employing the One-Parameter Logistic (1PL) Item Response Theory, the study confirmed that the developed instruments possess high validity, excellent feasibility, and strong reliability (Person Reliability = 0.75–0.77; Cronbach's Alpha = 0.78) with minimal item bias. Rasch analysis revealed a difficulty range of −0.969 to +1.489 logits, which effectively distinguished between low-, medium-, and high-ability learners. Field test results indicated that students’ skills generally fall within the low-to-moderate range. Specifically, easy items (Items 1, 2, and 7) showed that students have mastered foundational skills, such as gathering information and expressing physics concepts mathematically. Meanwhile, moderate items (Items 3 and 8) demonstrated adequate analytical and problem-formulation abilities. However, items in the difficult and most difficult categories (Items 4–6, 9–10) revealed persistent weaknesses in higher-order thinking, particularly in evaluating conclusions and interpreting mathematical results conceptually.
Copyright (c) 2026 Muh Syahrul Padli, Heru Kuswanto, Supardi Supardi https://creativecommons.org/licenses/by-sa/4.0
Subsurface Structure Analysis Using HVSR Inversion in the Musi Ujan Mas Kepahiang Hydroelectric Area
Bengkulu Province is characterized by high seismic activity due to the convergence of the Indo-Australian and Eurasian plates and the presence of the active Musi Segment of the Sumatra Fault. These tectonic conditions make Kepahiang Regency particularly susceptible to shallow earthquakes, highlighting the importance of subsurface characterization for critical infrastructure such as the Musi Ujan Mas Hydroelectric Power Plant. This study aims to investigate subsurface characteristics around the hydropower plant area using microtremor measurements analyzed through the Horizontal to Vertical Spectral Ratio (HVSR) method and HVSR inversion. A total of 40 measurement points were acquired using a PASI Gemini 2 portable seismograph with a sampling frequency of 200 Hz. HVSR analysis was conducted to determine the dominant frequency (f₀), amplification factor (A₀), and seismic vulnerability index (Kg), while inversion of HVSR curves using Dinver software was applied to estimate shear-wave velocity (Vs) profiles and values. The results show that f₀ ranges from 1,21 to 5,77 Hz, with dominant low-frequency values indicating thick and soft sediment layers. Amplification factors vary between 1,46 and 15,01, while Kg values suggest that a large portion of the area is highly vulnerable to seismic effects. values range from 213,26 to 508,88 m/s, corresponding to soil classes C and B based on UBC and EC8 classifications. These findings indicate significant subsurface heterogeneity and identify areas prone to seismic amplification, providing important information for seismic hazard assessment and infrastructure planning.
Copyright (c) 2026 Shalzabilla Umini Annaqsyabandi, Refrizon Refrizon, Arif Ismul Hadi, Muhammad Najib Syami Muqtadir , Hilmi Zakariya https://creativecommons.org/licenses/by-sa/4.0
Analysis of Students’ Scientific Reasoning Profiles Using the Lawson’s Classroom Test of Scientific Reasoning
This study investigates the scientific reasoning profiles of physics education students using Lawson’s Classroom Test of Scientific Reasoning (LCTSR). A descriptive quantitative design was employed with 50 undergraduate students from the Physics Education Study Program at Universitas HKBP Nommensen, Indonesia. The LCTSR instrument consists of 30 paired multiple-choice items assessing six dimensions of scientific reasoning: conservation reasoning, proportional reasoning, control of variables, probabilistic reasoning, correlational reasoning, and hypothetico-deductive reasoning. The results show that the mean LCTSR score was 12.4 out of 30, indicating that most students were at the transitional reasoning level. Specifically, 30% of students were classified as concrete reasoners, 56% as transitional reasoners, and only 14% as formal reasoners. Among the six reasoning aspects, conservation reasoning demonstrated the highest achievement (77.5%), whereas hypothetico-deductive reasoning was the weakest (16.7%). The findings indicate substantial difficulties in abstract reasoning processes. These results highlight the need for explicit instructional strategies to promote higher-order scientific reasoning in physics education programs.
Copyright (c) 2026 Hebron Pardede, Mariana Surbakti, Bajongga Silaban https://creativecommons.org/licenses/by-sa/4.0
The Effect of Guided Inquiry Learning with Virtual Laboratory on Junior High School Students' Physics Learning Outcomes
Low physics achievement among junior high school students, particularly on the topics of work and energy, indicates the need for more effective instructional strategies. This study examined the effect of a guided inquiry approach assisted by PhET simulations on students’ learning outcomes in Work and Energy. A nonequivalent control group design was employed, involving 30 students in the experimental class and 30 students in the control class. The instrument consisted of 20 multiple-choice items designed to assess students’ understanding of fundamental concepts in Work and Energy. The results showed that the implementation of the PhET-assisted guided inquiry approach significantly improved students’ learning outcomes. This conclusion was supported by the results of an independent t-test and a high effect size. Nevertheless, the study was limited to a single topic and relied solely on quantitative data. Future research is therefore recommended to investigate other physics topics and to incorporate qualitative.
Copyright (c) 2026 Wilfridus Nggadung, Agus Wedi, Deka Dyah Utami https://creativecommons.org/licenses/by-sa/4.0
Effectiveness of Ethno-Inquiry-Interactive Physics Multimedia Using the Gopa Game to Improving Students’ Numeracy Literacy
This study aims to analyze the effectiveness of ethno-inquiry-based interactive physics multimedia through the traditional Gopa game in improving students' numeracy in parabolic motion material for grade XI of high school. This study used a quasi-experimental method with a pretest-posttest control group design involving two classes, namely the experimental class that used ethno-inquiry-based interactive multimedia through the Gopa game and the control class that used conventional learning. The research instrument included a numeracy literacy test. Data were analyzed using an independent t-test and N-Gain test calculations to measure the level of effectiveness. The results showed that there was a significant difference between the numeracy and cultural literacy results of students in the experimental and control classes. With an Independent Sample t-test on the posttest score, there was a significant difference between the experimental and control classes with a p-value of 0.029 (p <0.05). The average posttest score of the experimental class (74.92) was higher than the control class (64.67). These results indicate that the use of ethno-inquiry-based interactive multimedia in the Gopa game has a positive influence on improving students' numeracy literacy. The average gain in numeracy literacy scores in the experimental and control classes was in the moderate category, meaning that the effectiveness of using ethno-inquiry-based interactive physics multimedia through the Gopa game on parabolic motion material was categorized as moderate or quite effective.
Copyright (c) 2026 Nurjumiati Nurjumiati, Syahriani Yulianci, Nurhairunnisah Nurhairunnisah, Suriya Ningsyih https://creativecommons.org/licenses/by-sa/4.0
Development of a Problem-Based Learning Physics Module on Uniform Circular Motion to Support Students’ Critical Thinking Skills
Physics instruction on Uniform Circular Motion (UCM) is often perceived by senior high school students as abstract and difficult to comprehend due to its limited connection with real-life phenomena. This study aims to develop a physics teaching module based on Problem-Based Learning (PBL), integrated with simple demonstrations using coins and strings and supported by investigative student worksheets (LKPD). The research employed the Research and Development (R&D) method using a modified ADDIE model consisting of analysis, design, development, and evaluation stages. The study focused on examining the validity and practicality of the developed module. Evaluation was conducted through expert reviews involving three validators (a physics content expert, a pedagogy expert, and an instructional design expert), a one-to-one trial with three students, and a small-group trial with nine Grade XI students from SMAN 13 Palembang. The validation results indicate that the module achieved an average score of 88.33%, categorized as very valid. Meanwhile, the practicality test produced an average score of 91.7%, indicating that the module is very practical to use in learning activities. The module facilitates learning through the PBL stages, including problem orientation, investigation through demonstrations and videos, group discussion, and reflection. Although the effectiveness of the module in improving students’ conceptual understanding and critical thinking skills has not yet been empirically tested, the results indicate that the developed module is valid and practical and has the potential to support meaningful learning experiences on the topic of Uniform Circular Motion.
Copyright (c) 2026 Yunita Hapriza, Hamdi Akhsan, Kistiono Kistiono https://creativecommons.org/licenses/by-sa/4.0
Designing Sustainable City: Feasibility of Gamification-Integrated STEM-Based Science Learning Tools
– This study aims to develop and validate STEM-based learning tools integrated with Game-Based Learning themed "Sustainable City" to address the lack of student engagement in STEM education. Employing the Educational Design Research (EDR) method, this research focuses on the design and construction phase involving the development of student worksheets and teaching modules. The product feasibility was assessed by five experts through content and graphic validation using a 46-item instrument with a 4-point Likert scale. Data were analyzed using percentage analysis and Aiken’s V index. The results demonstrate that the content feasibility achieved an average score of 93% (Very Valid) with an Aiken’s V of 0.90, highlighting strong validity in integrating the EDP and SDGs. The graphic feasibility obtained an average score of 87% (Very Valid). However, the specific finding revealed a critical gap in the "Cover Design" indicator, which scored the lowest (75%). Overall, the STEM-EDP materials are declared academically feasible by experts, although they require graphic improvements. However, the effectiveness of these tools has not been practically tested in the field. Therefore, further development must integrate academic validity with classroom trials to ensure its positive impact on student motivation.
Copyright (c) 2026 Anugrah Putri Nur'aini, Shelly Efwinda, Muhammad Amiq Zahidsyahtya; Erna Sari; Atin Nuryadin, Nurul Fitriyah Sulaeman https://creativecommons.org/licenses/by-sa/4.0
Impact of SMOTE Oversampling on Classifying Band Gap Types in Imbalanced ABO₃ Perovskite Oxides
This study investigates the impact of the Synthetic Minority Over-sampling Technique (SMOTE) on the classification of direct and indirect band gap types in imbalanced ABO₃ perovskite oxide datasets. In the dataset used, the direct band gap class constitutes approximately 84% of the samples, while the indirect class represents only 16%, leading conventional classification models to become biased toward the majority class. To address this issue, SMOTE was employed to balance the class distribution, and its performance was evaluated using several machine learning algorithms, including Multi-Layer Perceptron (MLP), Extra Trees, CatBoost, and Gradient Boosting. Model performance was assessed using 5-fold stratified cross-validation, with particular emphasis on F1-macro and recall metrics to ensure adequate evaluation of the minority class. The results show that although SMOTE did not significantly improve overall accuracy (baseline: 0.89; SMOTE: 0.88), it enhanced the models’ ability to recognize the minority class. Notable improvements in F1-macro were observed, increasing from 0.76 to 0.78 for MLP and from 0.75 to 0.78 for CatBoost. These findings highlight the importance of using F1-macro as a more informative evaluation metric than accuracy for imbalanced datasets and provide methodological insights for developing more robust predictive models in materials informatics.
Copyright (c) 2026 Desvita Maharani, Johana Oktavia Ramadhani, Aliyah Zahratu Rizqi, Muhamad Akrom https://creativecommons.org/licenses/by-sa/4.0
The Effect of Implementing Artificial Intelligence-Based Interactive Learning Media on Enhancing Students’ Digital Literacy and Higher-Order Thinking Skills
In recent years, Artificial Intelligence (AI) has created transformative opportunities for educational systems worldwide. AI is no longer viewed merely as a theoretical concept; rather, it has been integrated into various educational applications, including adaptive learning recommendation systems, virtual tutors, learning chatbots, and AI-powered interactive learning media. In 21st-century education, two essential competencies are digital literacy and Higher-Order Thinking Skills (HOTS). Digital literacy refers to the ability to access, evaluate, utilize, and manage information effectively and ethically within digital environments. Meanwhile, HOTS encompasses students’ abilities to analyze, synthesize, evaluate, solve problems, and create, representing cognitive skills that extend beyond basic memorization and comprehension. This study aims to examine the effect of implementing Artificial Intelligence (AI)-based interactive learning media on improving students’ digital literacy and Higher-Order Thinking Skills (HOTS). The study employed a qualitative descriptive approach through a literature review of 40 scientific articles, which were subsequently narrowed down to 13 relevant articles published between 2020 and 2025. The findings reveal that the implementation of AI-based learning media, such as educational chatbots, Gamma App, Canva AI, QuillBot, ChatGPT, PhET Simulation virtual laboratories, and intelligent tutoring systems, has a positive impact on enhancing students’ digital literacy and higher-order thinking skills. The integration of AI in learning encourages students to think critically, creatively, and adaptively in response to ongoing digital technological developments. Furthermore, the study highlights the importance of improving teachers’ competencies, strengthening digital infrastructure, and developing ethical and pedagogical guidelines for the effective use of AI in educational settings.
Copyright (c) 2026 Dewi Ratih, Abdul Haris Odja , Raghel Yunginger https://creativecommons.org/licenses/by-sa/4.0
Transformation of Physics Learning Approaches in the Digital Era: A Systematic Literature Study on Curriculum Adaptation and Innovation in Vocational Education
Vocational education institutions in Indonesia face growing pressure to realign physics learning with the demands of Industry 4.0, yet a comprehensive synthesis of how digital curriculum adaptation occurs in this specific context remains limited. This study aims to examine patterns of digital transformation in physics learning approaches, analyze responsive curriculum adaptation strategies, evaluate implemented digital innovations, and formulate strategic recommendations for vocational physics education in Indonesia. A qualitative library research method was employed, with data collected from academic publications indexed in Google Scholar and SINTA, spanning the period 2020–2024. Articles were selected based on inclusion criteria covering relevance to digital physics learning, vocational education context, and publication quality, resulting in ten studies subjected to content analysis and source triangulation. Findings indicate that technologies such as HTML5-based digital comics, STEM gamification, and Arduino microcontroller-based teaching aids have demonstrably improved student engagement and academic outcomes. Responsive curriculum adaptation requires systematic integration of problem-based learning and project-based learning supported by digital technology. Implementation gaps persist between ideal conditions and actual practice, necessitating strategic interventions in educator professional development, industry-academia partnerships, and technology infrastructure investment. This study contributes a holistic analytical framework for understanding the interrelation between technological innovation, curriculum adaptation, and learning outcomes in Indonesian vocational education.
Copyright (c) 2026 Santi Septiana Zarita, Cut Liliiza Yusra, Ferdiansyah Novriza, Herdian Saputra https://creativecommons.org/licenses/by-sa/4.0
High-Accuracy Numerical Solution of the One-Dimensional Schrödinger Equation Using the Numerov–Shooting Method
The Time-Independent Schrödinger Equation (TISE) plays a crucial role in quantum mechanics for obtaining the eigenenergies and wave functions of a system. This research numerically solves the TISE for the one-dimensional infinite potential well model by applying the Numerov method combined with the shooting technique. The Numerov method was chosen because it has an order of accuracy of O, making it effective for solving second-order differential equations with a very small truncation error. Numerov is used to solve the second order differential equation with a high degree of accuracy, while the shooting technique is applied to determine the eigenenergies that satisfy the physical boundary conditions of the system. Wave function normalization is performed using the Simpson integral so that the total probability is. Numerical validation is carried out by comparing the computed eigenenergies to the analytical solution in dimensionless units for up to . The results show that the numerical energies have a relatif error in the range of order to , indicating that the Numerov method is capable of producing very accurate and consistent solutions. Based on these findings, the Numerov method can be used effectively in solving quantum mechanics problems that do not have analytical solutions.
Copyright (c) 2026 Sopia Sopia, Dea Amalia, Edo Anugrah, Hamdi Akhsan, Melly Ariska https://creativecommons.org/licenses/by-sa/4.0
Development 3D Virtual Laboratory the Hertz Experiment on the Topic of Sound and Light Waves
This study is development research aimed at determining the validity, practicality, and effectiveness of 3D virtual laboratory media for the Hertz experiment on sound and light wave material. The research sample consisted of 30 eleventh-grade students from the Digital Class of MAN 2 Bone. The method used was Research and Development (R&D) following the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). The results showed that the media was declared highly valid by physics learning media experts based on the Gregory test. The media's practicality received ratings of 97.35% from the physics teachers and 82.08% from students, both classified as very practical, indicating its high efficiency in the classroom. Furthermore, the N-gain test on students' interest in physics yielded an average score of 0.49. This indicates a moderate yet positive enhancement in students' learning engagement. Therefore, this 3D virtual laboratory is proven to be a highly practical, valid, and engaging instructional medium that successfully supports the visualization of abstract physics concepts.
Copyright (c) 2026 Rahmansyah Rahmansyah, Khaeruddin Khaeruddin, Usman Usman https://creativecommons.org/licenses/by-sa/4.0
Predictive Modeling of Thermal Stability in Zn-MOF Using Multilayer Perceptron
Indonesia's heavy reliance on fossil fuels, which account for approximately 80% of its national energy supply, poses a significant obstacle to achieving Net Zero Emissions (NZE) by 2060. Metal-Organic Frameworks (MOF) have emerged as promising innovative materials for sustainable energy applications; however, their limited thermal stability at elevated temperatures remains a major challenge. This study aims to develop a Multilayer Perceptron (MLP -based predictive model for the thermal stability of zinc-based MOF (Zn-MOF) using four structural descriptors nZn, nN, Lig, and Het derived from a dataset of 151 Zn-MOF compounds. Three hidden-layer configurations with 3, 6, and 9 neurons were evaluated using 10-fold cross-validation and three regression metrics: Mean Absolute Error (MAE), Root Mean Squared Error (RMSE), and the coefficient of determination (R²). The 9-neuron configuration achieved the highest predictive accuracy, with MAE = 0.0020, RMSE = 0.0022, and R² = 0.9991. SHAP analysis identified nN and Het as the most influential descriptors for thermal stability prediction. These results demonstrate that the MLP architecture effectively captures nonlinear structure–property relationships in Zn-MOFs, offering a computationally efficient tool to accelerate the design of thermally stable materials for sustainable energy applications.
Copyright (c) 2026 Muhammad Diva Irnanda, Harun Al Azies, Muhamad Akrom, Ananta Surya Pratama, Taufiqul Umam https://creativecommons.org/licenses/by-sa/4.0
Diagnosing Students’ Vector Concept Understanding Through Rasch Model Analysis
Accurate measurement of students’ conceptual understanding of vectors requires assessment instruments with sound psychometric properties. This study aims to examine the validity, reliability, and item difficulty of a vector concept understanding instrument for high school students using Rasch model analysis. The study employed a descriptive quantitative design involving 30 high school students who had studied vector material. Data were collected through a 25-item multiple-choice test and analyzed using the Rasch model via Winsteps version 3.68.0. The results indicated that 15 items met the Rasch model fit criteria and could be retained as valid items, while 10 items required revision. The instrument demonstrated good internal consistency with a Cronbach’s alpha of 0.83, item reliability of 0.81, and test-retest reliability of 0.75. Item difficulty analysis revealed a variation in difficulty levels capable of effectively distinguishing students’ abilities. Items regarding vector components were found to be the most difficult concept for students to understand, whereas the concept of vector direction was relatively easier to grasp. These findings indicate that Rasch analysis is not only effective for evaluating instrument quality but also useful for identifying students’ misconceptions and learning difficulties regarding vector material. Pedagogically, these research results can help teachers design more targeted learning strategies, particularly in strengthening students’ understanding of vector components through visual and representational approaches. This study contributes to the development of diagnostic-based physics assessment and supports the use of the Rasch model as a robust approach in refining physics learning evaluation instruments.
Copyright (c) 2026 Elyanti Elyanti, Khusaini Khusaini, Lia Yuliati https://creativecommons.org/licenses/by-sa/4.0
The Impact of Game-Based Learning on Cognitive and Affective Outcomes in Science Education: A Systematic Review
The aim of this study is to examine the application of game-based learning (GBL) in general science (IPA) and physics learning at all levels of education and its influence on students' abilities and affective. Systematic Literature Review (SLR) was conducted by analyzing 45 articles published over the last five years, focusing on educational level, game type and subject matter and its impact on the learning process. The research found that found that GBL approach is effective in developing students' abilities such as problem-solving, conceptual understanding, retention, and improving academic achievement. In the affective domain, it can increase students' motivation, engagement, and self-efficacy. In addition, the author highlights the existence of research that combines GBL with local culture, namely in research, besides being effective in increasing students' abilities and affective (motivation and involvement), it also introduces and re-popularizes local cultural values. This study recommends that schools and educational policymakers seriously consider the integration of game-based learning (GBL) by ensuring that the learning environment, media, and pedagogical practices are designed to support interactive, student-centered learning and training is needed for teachers can design well-directed learning and achieve learning objectives, especially in science lessons
Copyright (c) 2026 Ilham Ramdhani, Achmad Samsudin, Duden Saepuzaman, Risnatati Risnatati, Muhammad Musyadad https://creativecommons.org/licenses/by-sa/4.0
Android-Integrated Physics Modules with Contextual Inquiry for Students’ Critical Thinking and Digital Literacy
This study aimed to develop an Android-integrated physics learning module based on a contextual inquiry approach to support students’ critical thinking skills and digital literacy at MAN 3 Mataram. The study employed a Research and Development (R&D) method using the ADDIE model, which consists of Analyze, Design, Development, Implementation, and Evaluation stages. The participants were 17 eleventh-grade students at MAN 3 Mataram. Data were collected through observations, questionnaires, and tests and analyzed using descriptive statistics, N-Gain analysis, and paired-samples t-test. The developed module integrated the Physics Formulas application as a supporting learning medium. Expert validation results showed an average validity score of 84.40%, categorized as very valid. The implementation results indicated a high N-Gain score of 75.48% and a statistically significant difference between pretest and posttest scores, t(16) = 15.54, p < .001. Students’ critical thinking and digital literacy responses reached 92.50% and 87.50%, respectively. Therefore, the developed module was considered feasible and demonstrated potential to support technology-based physics learning.
Copyright (c) 2026 Siti Nurjannah, Syifaul Gummah, Lovy Herayanti, Muhammad Fuaddunnazmi https://creativecommons.org/licenses/by-sa/4.0
Analysis of Students' Critical Thinking Skills on Heat and Temperature Topic: A Diagnostic Study on Grade VII Junior High School Students
Critical thinking is an essential competency in 21st-century science learning that supports students in analyzing information, solving problems, and making evidence-based decisions. However, the profile of junior high school students' critical thinking skills on the topic of temperature and heat has not been comprehensively mapped using indicator-level diagnostic data. This study aims to describe the critical thinking profile of seventh-grade students at SMPN 4 Mesuji Makmur on the topic of temperature and heat, based on Ennis's (2011) five critical thinking aspects and 12 indicators, using a descriptive instrument supported by qualitative interview data. A quantitative descriptive approach supported by qualitative interview data was employed. Subjects comprised 94 seventh-grade students selected through total sampling. The instrument was a 25-item multiple-choice critical thinking test based on 12 Ennis (2011) indicators (2–3 items per indicator), validated by two expert lecturers through Content Validity Ratio (CVR ≥ 0.42), Product Moment correlation (r > 0.361), and Cronbach's Alpha reliability (α = 0.78). Data were analyzed using descriptive statistics and the interactive model of Miles, Huberman, & Saldaña (2014). Results showed that the average critical thinking achievement was only 46.77% (SD = 8.43), in the low category (Arikunto, 2013), with 71 students (75.5%) in the low category, 18 students (19.1%) in the medium category, and 5 students (5.3%) in the high category. All five aspects were low: providing simple explanation (47.47%), building basic skills (43.94%), inferring (45.45%), providing advanced explanation (43.94%), and managing strategies and tactics (53.03%). Building basic skills and providing advanced explanation were the weakest aspects. These findings suggest the need for inquiry-based and practicum-oriented instruction specifically targeting observational reasoning and conceptual definition skills in temperature and heat learning.
Copyright (c) 2026 Masduki Masduki, Hamdi Akhsan, Ketang Wiyono, Melly Ariska https://creativecommons.org/licenses/by-sa/4.0
Simulation-Based Visualization of Emission Spectrum Using a Diffraction Grating
This study aimed to develop a simulation-based learning medium for visualizing emission spectrum and predicting spectral colors based on the diffraction grating phenomenon. It employed a Research and Development (R&D) approach, focusing on product development, validation, and feasibility evaluation. The product was assessed through expert validation and small-group testing involving 12 students from the Physics Education Study Program. The validation results showed that the simulation was rated as highly feasible, achieving content validity of 100%, construct validity of 97.3%, linguistic and instructional clarity of 93.3%, and usability and interactivity of 93.3%, resulting in an overall validity score of 96%. These findings demonstrate that the simulation is valid and suitable as an instructional tool for teaching emission spectrum and diffraction grating concepts. As this study was limited to the product development and feasibility evaluation stages, the effectiveness of the simulation in improving students' conceptual understanding and learning outcomes remains to be investigated in future research.
Copyright (c) 2026 Lira Lira, Anisa Qoriq Atun Nasiroh, Dia Oktarina Gumanti, Hamdi Akhsan, Nadya Anggraini, Taufiq Taufiq https://creativecommons.org/licenses/by-sa/4.0
Predictors of Physics Learning Outcomes: The Role of Prior Knowledge and Growth Mindset
Growth mindset plays an important role in facilitating students' understanding of physics concepts. This study aimed to examine the effects of prior knowledge and growth mindset on students’ physics learning outcomes. A quantitative approach with a correlational research design was employed. The sample consisted of 36 students from the Physics Education Study Program at UIN Sunan Kalijaga who were enrolled in the Fundamental Physics course, selected using a saturated sampling technique. Data were collected using a growth mindset questionnaire, a prior test (pretest), and a physics learning outcomes test (posttest). The research instruments were validated and tested for reliability before use. Data were analyzed using descriptive and inferential statistics, including prerequisite tests, multiple linear regression, and Pearson correlation analysis. The results showed that prior knowledge and growth mindset jointly had a significant effect on physics learning outcomes, with an R value of 0.775 and an R² value of 0.600, indicating that the two variables explained 60% of the variance in learning outcomes. The ANOVA results confirmed that the regression model was statistically significant (F = 24.787, p < 0.001). Partially, prior knowledge had a positive and significant effect on physics learning outcomes (β = 0.689, p < 0.001), whereas growth mindset had a negative but non-significant effect (β = –0.414, p = 0.295). These findings indicate that prior knowledge is the dominant factor influencing students’ physics learning outcomes, whereas growth mindset serves as a complementary supporting factor. Therefore, instructional design should emphasize diagnostic assessment and the reinforcement of prerequisite knowledge before introducing new concepts. In addition, students’ growth mindset should continue to be fostered to encourage reflective learning and strengthen their confidence in overcoming academic challenges.
Copyright (c) 2026 Nur Arviyanto Himawan, Murtono Murtono, Zul Hidayatullah https://creativecommons.org/licenses/by-sa/4.0
The Effect of the Guided Inquiry Learning Model with Laboratory Experiments on Students’ Higher-Order Thinking Skills
This study aimed to examine the differences in the effects of guided inquiry learning using laboratory experiments, guided inquiry learning using virtual experiments, and conventional learning on students’ higher-order thinking skills (HOTS). A quasi-experimental method with a one-way non-equivalent pretest–posttest control group design was employed. The study population consisted of five Grade 11 science classes at SMA Negeri 2 Singaraja. A sample of three classes comprising 120 students was selected using cluster random sampling. Students’ HOTS were measured using a 10-item essay test. The instrument demonstrated acceptable item validity, with item-total correlation coefficients ranging from 0.31 to 0.62, and high reliability (Cronbach’s α = 0.845). Students’ initial HOTS scores were treated as the covariate. Data were analyzed using one-way analysis of covariance (ANCOVA), followed by the Least Significant Difference (LSD) post hoc test. Statistical significance was determined at the 5% level. The results showed significant differences among the three instructional approaches in terms of students’ HOTS (F = 68.173, p < 0.05). The LSD test indicated that guided inquiry learning using laboratory experiments produced significantly higher HOTS than guided inquiry learning using virtual experiments and conventional learning. These findings suggest that integrating laboratory experiments into guided inquiry learning is more effective in enhancing students’ higher-order thinking skills in physics than virtual experiments or conventional instruction.
Copyright (c) 2026 Made Devayana Krisna Pendit, I Wayan Santyasa, I Nengah Edi Budiarta https://creativecommons.org/licenses/by-sa/4.0
Effectiveness of STEM-Based Disaster Preparedness Learning Integrated with Project-Based Learning (PjBL) in Enhancing Students' Critical Thinking Skills and Environmental Literacy
This study aimed to examine the effectiveness of the Project-Based Learning (PjBL) model integrated with STEM-based disaster preparedness learning in improving students’ critical thinking skills and environmental literacy, as well as to investigate students’ responses to learning the topic of Earth’s Structure and Its Development. A quasi-experimental method with a nonequivalent control group design was employed. The sample consisted of 56 seventh-grade students from SMPN 1 Semarang, including 28 students in the experimental group (Class VIIIC), who received PjBL integrated with STEM-based disaster preparedness learning, and 28 students in the control group (Class VIIIB), who were taught using the Discovery Learning model. Critical thinking skills were assessed using essay tests based on the FRISCO framework, whereas environmental literacy and students’ responses were measured using questionnaires. Data were analyzed using the Shapiro–Wilk normality test, normalized gain (N-gain) analysis, paired-samples t-test, and descriptive statistics. The results showed that students in the experimental group achieved greater improvement in critical thinking skills than those in the control group, with N-gain scores of 0.64 and 0.37, respectively, both categorized as moderate. The paired-samples t-test revealed a statistically significant improvement following the intervention (p < 0.001). The experimental group also demonstrated higher environmental literacy across the dimensions of knowledge, cognitive skills, attitudes, and behavior. Furthermore, students responded positively to the learning activities, with a practicality score of 85.53%, categorized as very practical. These findings indicate that integrating Project-Based Learning with STEM-based disaster preparedness learning is effective in enhancing students’ critical thinking skills and environmental literacy on the topic of Earth’s Structure and Its Development.
Copyright (c) 2026 Syiva Nisa Ul Fadilah, Norma Eralita https://creativecommons.org/licenses/by-sa/4.0
Experimental Validation of Gravitational Acceleration Measurement Using Kater’s Reversible Pendulum
The measurement of gravitational acceleration is a fundamental experiment in physics education, providing essential understanding of classical mechanics and experimental techniques. This study presents the experimental validation of gravitational acceleration measurement using a low-cost Kater’s reversible pendulum developed for laboratory applications. The apparatus consists of two knife-edge pivots and adjustable masses that enable nearly identical oscillation periods about both pivot points. Oscillation periods were measured for various positions of the movable mass, while sensor-based measurements were used for verification. The equal-period condition was determined analytically from the experimental data and used to calculate the local gravitational acceleration. The measured value was (9.768 ± 0.012) m s⁻², where the uncertainty was estimated using partial differential error propagation based on instrumental uncertainties in length and time measurements. The result shows good agreement with the accepted local gravitational acceleration, with a relative deviation of approximately 0.13%. These findings demonstrate that the developed Kater’s reversible pendulum can provide reliable measurements of gravitational acceleration and is suitable for undergraduate physics laboratories. Accurate determination of gravitational acceleration was found to depend primarily on achieving equal oscillation periods and precise determination of the effective pendulum length.
Copyright (c) 2026 Tyas Nisa Fadilah, Niswatul Kariimah, Chilwatun Nasiroh, Habibah Khusna Baihaqi, Dyah Arum Arimurti https://creativecommons.org/licenses/by-sa/4.0
The Impact of PjBL-STEM Integrated EDP Strategy with Deep Learning to Improve Creative Problem-Solving Skills
Students' Creative Problem-Solving (CPS) skills in physics require further development to prepare them for the challenges of the twenty-first century. This study aimed to examine the effectiveness of an integrated Project-Based Learning (PjBL)-STEM model incorporating Engineering Design Process (EDP) strategies and Deep Learning principles in improving senior high school students' CPS skills on the topic of Bernoulli's Principle. A quasi-experimental method with a non-equivalent control group design was employed at SMAN 1 Kalirejo. The sample consisted of two Grade 11 classes, with Class XI.F6 serving as the experimental group and Class XI.F5 as the control group. Data were collected using a two-item essay test, each comprising six sub-questions representing the six CPS indicators. The results demonstrated that the integrated PjBL-STEM model effectively enhanced students' CPS skills. The experimental group achieved an N-gain score of 0.67, substantially higher than the control group's score of 0.28. These findings were supported by the independent-samples t-test and paired-samples t-test, both of which indicated statistically significant differences (p < 0.001). The ANCOVA results further confirmed the effectiveness of the intervention (p < 0.001). Moreover, the effect size analysis yielded a partial eta squared (η²) value of 0.697, indicating a large effect of the instructional model on students' CPS skills. The improvement in CPS skills can be explained through the constructivist perspectives of Piaget and Vygotsky, which emphasize knowledge construction through experience, social interaction, and reflection. These findings are further supported by Ausubel's meaningful learning theory, as students connected the concept of Bernoulli's Principle with real-world experiences through the development of a simple insecticide project.
Copyright (c) 2026 Dwi Wulandari, Abdurrahman Abdurrahman, Blasius Anggit Wicaksono, Kartini Herlina https://creativecommons.org/licenses/by-sa/4.0
The Effect of Project-Based Learning Model with a Multimodal Approach on Student Creativity
This study aims to examine the effect of the project-based learning model with a multimodal approach on students’ creativity. This study used a quasi-experimental method with a nonequivalent control group design. The study was conducted at SMA Negeri 7 Mataram in class XI of the even semester of the 2025/2026 academic year. Sampling used purposive sampling technique, selecting class XI A3 with 30 students as the experimental class and class XI A2 with 29 students as the control class. The research instrument used a creativity test consisting of 4 essay questions covering indicators of fluency, flexibility, elaboration, and originality. Data analysis was performed using the t-polled variance test. The results showed that the project-based learning model with a multimodal approach significantly influenced students’ creativity, as indicated by a tvalue of 4.196 greater than ttable of 2.002 at a 5% significance level. The average posttest score of the experimental class reached 86, higher than the control class at 71. Thus, the project-based learning model with a multimodal approach is effective in improving students’ creativity.
Copyright (c) 2026 Windy Zaerani, Gunawan Gunawan, Kosim Kosim https://creativecommons.org/licenses/by-sa/4.0
Analysis of Students' Science Literacy Skills at SMAN 4 Makassar
This study aimed to assess the scientific literacy levels of Grade X students at SMAN 4 Makassar. The study population consisted of all 311 Grade X students enrolled at the school. Data were collected using a scientific literacy test developed based on the Programme for International Student Assessment (PISA) framework, comprising essay questions designed to measure three scientific literacy competencies within the topic of measurement. The results showed that the students' overall scientific literacy level was categorized as moderate, with a mean score of 61.59. Performance was evaluated across three scientific literacy competencies: identifying scientific issues, explaining scientific phenomena, and using scientific evidence. Among these, identifying scientific issues achieved the highest mean score (67.91, SD = 23.33), followed by explaining scientific phenomena (61.84, SD = 26.18). The lowest performance was observed in using scientific evidence, with a mean score of 42.31 (SD = 30.31). These findings indicate that while students demonstrated a moderate level of scientific literacy overall, their ability to use scientific evidence requires further improvement.
Copyright (c) 2026 Chaela Amelya Putri, Usman Usman, Trisno Setiawan https://creativecommons.org/licenses/by-sa/4.0