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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The Development of 21st Century Skills through PSL Practicum and HOT Lab in Science Education
Laboratory work has traditionally served as an essential component of science education, offering students the opportunity to experience science directly through observation and experimentation. However, in the context of 21st-century learning, traditional laboratory approaches are no longer sufficient. The current educational landscape demands learning environments that not only facilitate conceptual understanding but also cultivate essential competencies such as critical thinking, problem-solving, creativity, communication, and collaboration. In response to these challenges, two innovative laboratory models have emerged, namely the Problem-Solving Laboratory (PSL) and the Higher Order Thinking Laboratory (HOT Lab). This study aims to explore how these laboratory designs contribute to the development of 21st-century skills among high school students. Using a descriptive quantitative approach, the research involved 120 students from schools that have implemented PSL and HOT Lab activities. Data were gathered through a 25-item Likert-scale questionnaire and observation of laboratory sessions. The results indicated a positive shift in student skills, with 82 percent showing improvement in problem-solving, 78 percent in critical thinking, 75 percent in creativity, 68 percent in communication, and 63 percent in collaboration. Students also expressed higher levels of engagement, motivation, and enthusiasm during their participation in the laboratory sessions. These findings suggest that when laboratory learning is designed to promote inquiry, reflection, and contextual problem-solving, it can meaningfully enhance both cognitive and interpersonal skills. Furthermore, the study highlights the importance of active learning in fostering a dynamic and student-centered classroom atmosphere. Although the results are promising, the research also points to several practical challenges, such as the need for teacher training, sufficient resources, and adequate time allocation. Overall, PSL and HOT Lab represent effective strategies to support the holistic development of learners and provide a valuable framework for science educators seeking to align classroom practices with the demands of the 21st century.
Copyright (c) 2025 Zulfa, Adam Malik https://creativecommons.org/licenses/by-sa/4.0
Development of Differentiated Project Based Learning Teaching Modules to Foster Critical and Creative Thinking Skills in Students
Teaching modules are one of the teaching tool innovations in the Merdeka Curriculum. Differentiated Project Based Learning (PjBL) teaching modules are teaching tools that are tailored to the needs and characteristics of students. This study aims to develop differentiated teaching modules with the PjBL model in fostering students' critical and creative thinking skills in schools with different accreditation and analyzing the characteristics, feasibility and students' responses to teaching modules. The research method used is Research and Development (RnD) with the ADDIE model which consists of five stages, namely Analysis, Design, Development Implementation and Evaluation. The data analysis technique used is feasibility analysis with expert judgment assessment method based on V-Aiken's scale and percentage. The characteristics of the developed teaching module are using a differentiated PjBL model in learning activities and presenting questions according to critical and creative thinking indicators. The results of the feasibility test of differentiated PjBL teaching modules showed a V-Aiken's value of 0.91 for A accredited schools and 0.90 for B accredited schools with ''valid'' criteria. The results of students' responses to the LKPD which is part of the differentiated PjBL teaching module have a percentage of 88% with the criteria ''very interesting''. This shows that the differentiated PjBL teaching module is feasible to use in the physics learning process at all levels of school accreditation.
Copyright (c) 2025 Nadila Qothrun Nada, Budi Astuti, Ani Rusilowati, Hartono Hartono https://creativecommons.org/licenses/by-sa/4.0
Development of Ethnoscience-Based Physics Teaching Materials to Improve Students’ Argumentation Skills
This study aims to develop ethnoscience-based physics teaching materials by integrating local cultural wisdom to enhance high school students’ argumentation skills. The development model employed is the 4D model: Define, Design, Develop, and Disseminate. The teaching materials were designed based on students' needs and characteristics. Validation results from two experts in content and media indicate that the materials are feasible for use, with feasibility scores of 75% and 83.3%, respectively. Revisions were suggested in terms of ethnoscience examples and layout design. The practicality test showed highly positive responses from teachers (85%) and positive responses from students (84.8%), indicating that the materials are easy to use and support meaningful learning. In terms of effectiveness, the average gain score was 21.797, with a symmetrical data distribution (skewness = -0.418) and normality (p = 0.163 based on the Shapiro-Wilk test). The Paired Samples t-Test showed a significant result (t = -11.669; p < 0.001), indicating a significant difference between the pre-test and post-test scores. The average N-Gain score of 0.777 is categorized as high, suggesting that the developed teaching materials effectively support students in constructing logical, structured, and evidence-based arguments.
Copyright (c) 2025 Kariani Kariani, Baiq Azmi Sukroyanti, Lalu Habiburrahman https://creativecommons.org/licenses/by-sa/4.0
Development of a Game Based Learning (GBL) Model Assisted by Escape Room to Improve Conceptual Understanding and Self-Efficacy
The purposes of this study were to (1) describe the design of the GBL model assisted by an Escape Room that was developed to improve students’ conceptual understanding and self-efficacy, (2) produce a high-quality GBL model assisted by an Escape Room that is suitable for use in terms of content validity, construct validity, and model coherence, (3) identify students’ profiles regarding the GBL model assisted by an Escape Room based on the results of limited implementation and user feedback, (4) determine the implementation quality of the GBL model assisted by an Escape Room in physics learning, and (5) examine the effectiveness of the GBL model assisted by an Escape Room in improving students’ conceptual understanding and self-efficacy. The study was conducted at a senior high school in Purbalingga with one experimental class and two comparison classes. The research model employed was the 4D model. The instruments used included tests, questionnaires, and observation sheets. The analysis techniques consisted of Sbi, Aiken’s V to measure content validity, empirical validity using Rasch model analysis with INFIT MNSQ values ranging from 0.7 to 1.3, along with normality tests, homogeneity tests, MANOVA, and one-way ANOVA to determine differences in the impact of the product intervention. The findings showed that (1) the characteristics of the developed model, from the learning syntax to the media produced, created meaningful and memorable learning experiences, (2) the GBL model assisted by an Escape Room fell into the appropriate category, (3) there was an improvement in learning outcomes and differences in treatment between classes, with the experimental class achieving the highest results, (4) the model was proven to be practical with full implementation in the classroom, and (5) the GBL model assisted by an Escape Room was effective, as indicated by the effect sizes for conceptual understanding and self-efficacy, which were 0.380 and 0.427 respectively. This model demonstrates strong potential for use in challenge-based or gamified thematic learning in classroom settings.
Copyright (c) 2025 Farah Nafiisafitry, Edi Istiyono https://creativecommons.org/licenses/by-sa/4.0
Implementation of Case-based Learning with Contextual Approach to Improve students’ Problem-Solving Skills
This research aimed to investigate the implementation of Case-Based Learning (CBL) with a contextual approach to enhance students’ problem-solving skills in dynamic fluids. The study employed a pre-experimental design with a one-group pretest-posttest, involving 33 eleventh-grade students from a senior high school in Bandung. A 20-item essay test assessed five aspects of problem-solving skills based on Heller’s (1992) framework: visualize the problem, physics description, plan a solution, execute the plan and check and evaluate. Data analysis included N-gain, Wilcoxon signed-rank test, and effect size (Cohen’s d). Results indicated that students’ problem-solving skills improved moderately across all aspects, with an average N-gain of 0.5. The Wilcoxon test revealed a significant increase in posttest scores (p < 0.05), and the effect size was very high (d = 2.6), indicating a strong impact of the intervention. These findings demonstrate that the implementation of CBL with a contextual approach is effective in enhancing students’ problem-solving skills, fostering deeper understanding, and promoting active engagement in learning dynamic fluids.
Copyright (c) 2025 Tazkia Alya Lukman, Ida Kaniawati, Iyon Suyana https://creativecommons.org/licenses/by-sa/4.0
The Effect of Al and Cu Electrode Configurations on the Thermoelectric Performance of PVA/glycerin/H3PO4-Based Ionic Thermoelectric Cells
Ionic thermoelectric (i-TE) materials have the potential to be applied to devices for converting low-temperature heat energy into electricity. In this study, an I-TE cell made of PVA/glycerin/H3PO4 was synthesized using Al and Cu electrodes. The general objective of this study is to investigate how symmetrical electrode configurations (Al-Al, Cu-Cu) and asymmetrical configurations (Al-Cu) affect the thermoelectric performance of PVA/glycerin/H₃PO₄ polymer electrolyte cells, including potential difference, Seebeck coefficient, and power factor. The results of this study show that the PVA/glycerin/H₃PO₄ sample with asymmetric electrodes produces a higher potential difference than the sample with symmetric electrodes. The highest potential difference in the sample with asymmetric electrodes is 0.97 V. Meanwhile, the highest potential difference produced by the sample with symmetrical Al electrodes was 0.15 V. However, the highest increase in potential difference with respect to temperature gradient was observed in the PVA/glycerin sample with symmetrical Al electrodes. This was based on the Seebeck coefficient value produced by the sample, which was 16 mV/K. This is followed by the sample with an asymmetric electrode, and the lowest is the sample with a symmetric Cu electrode. The power factor of the sample increases with increasing temperature and follows the pattern of increasing ionic conductivity. In addition, the power factor is also influenced by the Seebeck coefficient value of the sample. In this study, samples with symmetrical Al electrodes showed the highest PF values, with a maximum value at a temperature of 65 °C. These findings indicate that polymer electrolyte cells based on PVA/glycerin/H₃PO₄ with Al and Cu electrodes have the potential for use in i-TE devices to convert low-quality thermal energy into electricity.
Copyright (c) 2025 Fadli Robiandi, Dian Mart, Menasita Mayantasari https://creativecommons.org/licenses/by-sa/4.0
Development of an Arduino Nano-Based Viscometer to Enhance Students' Physics Concept Understanding
The understanding of the physics concept of viscosity is often hindered by its abstract nature and the limited availability of experimental tools in schools, leading to theoretical and suboptimal learning. Therefore, an innovative learning package needs to be developed to address these issues. This study aimed to develop this learning package and to test whether the resulting product is valid, practical, and effective for enhancing student's conceptual understanding. This study is a research and development adapting the procedural framework of the ADDIE model. The process involved 11th-grade SAINTEK students at SMAN 11 Mataram as trial subjects, with feasibility data collected through expert validation sheets, response questionnaires, and pretest-posttest questions for quantitative analysis. The data analysis indicated that the developed learning package consisting of an Arduino Nano-based viscometer, a teaching module, a student worksheet, and a test instrument achieved a very valid rating (average >89%), a very practical rating (92.00%), and was sufficiently effective with an average N-Gain score of 0.51 (medium category). Based on these results, it is concluded that the developed learning package is valid, practical, and sufficiently effective to be used for enhancing students' understanding of physics concepts.
Copyright (c) 2025 Holis Angga Saputra, I Wayan Gunada, Wahyudi Wahyudi https://creativecommons.org/licenses/by-sa/4.0
Development of Formative Assessment Instruments Misconception Check to Analyze the Conception of Thermodynamics in High School Students
The demands of formative assessment in the kurikulum merdeka should ideally be able to diagnose students’ conceptual patterns in depth. However, common assessment practices are still limited to instruments that only measure correct or incorrect answers, so they cannot reveal conceptual understanding. The gap between these demands and reality has led to the development of more targeted instruments, especially for complex thermodynamics material. This study aims to develop a formative assessment instrument in the form of a misconception check to analyze high school students’ conceptions of thermodynamics. The method used is quantitative with an instrument development approach based on the Mardapi model. The developed instrument is a formative assessment tool in the form of a misconception check with a multiple-choice format, with answer options designed to represent various categories of conceptions. The instrument was tested on 262 students from three high schools, and its validity was evaluated through content validity, construct validity, and readability tests. After a series of evaluations, it was found that 3 items were invalid and were eliminated, leaving 33 items that were suitable for use. This instrument has a unidimensionality value of 21%, an average Aiken's V coefficient of 0.96, and reliability of 0.92. The results of the study indicate that the developed formative misconception check assessment instrument is feasible and effective for analyzing the conceptions held by high school students on thermodynamics material. Therefore, this instrument can help teachers specifically analyze students' conceptions and design targeted learning.
Copyright (c) 2025 Clarinta Alvani, Ridwan Efendi, Rizki Zakwandi https://creativecommons.org/licenses/by-sa/4.0
The Effect of The Project Based Learning (Pjbl) Model on Students’ Physics Learning Outcomes
This study aims to determine the effect of the Project Based Learning (PjBL) model on the physics learning outcomes of eleventh-grade students on the topic of dynamic fluids. This research employed a quasi-experimental method with a pretest–posttest control group design. The population consisted of all eleventh-grade students of SMAN 2 Praya, totaling 170 students across five classes. The sample was selected using cluster random sampling and consisted of class XI-5 as the experimental class, which received the PjBL treatment, and class XI-3 as the control group, which received conventional instruction, with 34 students in each group. Cognitive learning outcomes were assessed using a multiple-choice test consisting of 20 validated and reliable items, while affective and psychomotor outcomes were measured using observation sheets. The hypothesis tested concerned the influence of the PjBL model on students’ physics learning outcomes. Data analysis began with prerequisite tests (normality and homogeneity). Since the data were not homogeneous and not normally distributed, the Mann–Whitney test was used for hypothesis testing. In addition, the N-Gain test was conducted to determine the improvement in learning outcomes. The Mann–Whitney test produced a significance value of <0.001, which is lower than 0.05, indicating that H₀ was rejected and Hₐ was accepted. The N-Gain results showed that the experimental group achieved a high category, while the control group fell into the low category. These findings indicate that the Project Based Learning (PjBL) model has a significant effect on students’ physics learning outcomes.
Copyright (c) 2025 Nurul Aini, Jannatin Ardhuha, Muh. Makhrus https://creativecommons.org/licenses/by-sa/4.0
Impact of Deep Learning–Based PhET Instruction on Problem-Solving Skills: The Role of Learning Motivation
This study aims to analyze the impact of the implementation of PhET simulation-assisted deep learning on students' problem-solving skills by considering their level of learning motivation. The research method used a quasi-experimental design with a 2x2 factorial model. The research subjects involved two classes: an experimental class that received PhET simulation-assisted deep learning treatment and a control class that received conventional learning. The research instruments included a problem-solving skills test in the form of essay questions and a validated learning motivation questionnaire. Data analysis was conducted using a two-way ANOVA test to examine the effect of learning methods, motivation levels, and their interaction on problem-solving skills. The results showed that PhET simulation-assisted deep learning significantly improved problem-solving skills compared to conventional learning. Students with high learning motivation achieved better problem-solving scores than students with low motivation, both in the experimental and control groups. In addition, there was a significant interaction between learning methods and learning motivation, where students with high motivation who participated in deep learning showed the highest improvement in problem-solving skills. These findings confirm that PhET simulation-assisted deep learning is effective for developing critical thinking and problem-solving skills, especially in students with high learning motivation. The implications of this research encourage educators to integrate in-depth learning and technology-based interactive media in the science learning process, as well as pay attention to strategies for increasing learning motivation as an important factor in achieving optimal learning outcomes.
Copyright (c) 2025 Zul Hidayatullah, Nunung Ariandani, Muhammad Qusyairi, Muhammad Marzuki https://creativecommons.org/licenses/by-sa/4.0
Developing STEM-Based Interactive Learning Modules Integrating Samawa Local Culture to Enhance Students’ Conceptual Understanding and Science Process Skills
This study developed and tested the effectiveness of an interactive learning module based on Science, Technology, Engineering, and Mathematics (STEM) integrated with the local culture of Samawa. The main objective was to improve students' conceptual understanding and science process skills of SMA Negeri 4 Sumbawa Besar on kinematics material. Using the ADDIE model research and development (R&D) method, the module was validated by material and media experts before being tested on 30 students through a One-Group Pretest-Posttest design. The validation results showed that the module was very feasible to use, while the implementation test results showed a significant increase in conceptual understanding (N-Gain = 0.65) and science process skills (N-Gain = 0.75). Thus, this module is proven to be effective as an alternative teaching material that is contextual and relevant to the demands of 21st-century learning.
Copyright (c) 2025 Suji Ardianti, Fahmi Yahya, Fatmawati Fatmawati, Wulan Anggraeni https://creativecommons.org/licenses/by-sa/4.0
Evaluation of Hospital Building Resilience to Earthquakes Using Soil Response and Finite Structure Dynamics Structure Analysis
The city of Bengkulu is the capital of Bengkulu Province, which is the main center for government, health, and education activities. As the capital city, infrastructure development is important due to its proximity to the subduction zone. This study analyzes how the Tino Galo hospital building responds to seismic performance. The study began with a comprehensive field survey to collect geological information at the study site. Referring to various earthquake events at the study site, it is known that earthquakes triggered by subduction are the dominant type of earthquake that occurs. The seismic response of the soil was then evaluated to identify soil movement characteristics, including important parameters such as peak ground acceleration (PGA), spectral response acceleration, and amplification factor. The next step was to simulate earthquake wave propagation using three-dimensional modeling with the Finite Element Method (FEM) to assess the structural response of the building to earthquake shocks. The analysis results show that after evaluation using time history data from both earthquake waves, the building structure elements are in a safe condition. These findings imply that the current structural design can effectively withstand and distribute earthquake loads, so that no dimensional changes or additional reinforcement are required for the Hospital Building. This study recommends the continued application of a combined soil response and structural dynamics analysis method for buildings in earthquake-prone zones, as well as the need to utilise a broader range of earthquake data to improve the accuracy of seismic performance evaluations and support the development of future risk mitigation strategies.
Copyright (c) 2025 Zaky Majid Ibrahim, Lindung Zalbuin Mase, Fepy Supriani, Rena Misliniyati, Khairul Amri https://creativecommons.org/licenses/by-sa/4.0
Exploring Lagrangian and Hamiltonian Mechanics Through a Two-Degree-of-Freedom System: A Scaffolded Student Project Approach
In this paper, we present a step-by-step description of a student project that illustrates the application of Lagrangian and Hamiltonian mechanics to a two-degree-of-freedom system. As part of the project, students explored both formalisms' peculiarities, identified conservation laws, and calculated integrals of motion. Students gained valuable experience by working with different approaches and observing the consistency with which they achieved equivalent results. The study has been fulfilled with a single cohort of fourteen undergraduate students. Each student received an individual version of the project with different initial conditions. Students uploaded the completed projects in a form of a brief report to a learning platform Moodle. The next stage was the teacher’s review of the project and its evaluation. An evaluation was conducted for each of the three parts of the project, described in detail in the paper. After that, an individual meeting was held with each student to clarify the evaluation result. As part of this meeting, the student was surveyed about what was the most difficult and whether the result matched the expectations. Analysis of the assessment data showed a 20% improvement in conceptual understanding and demonstrated that all students could successfully apply both Lagrangian and Hamiltonian approaches to the physical system being modelled.
Copyright (c) 2025 Oksana Shevtsova https://creativecommons.org/licenses/by-sa/4.0
The Effect of Local Wisdom-Integrated Problem-Based Learning (PBL) Models on Learning Outcomes in Temperature and Heat Concepts
This study aims to analyze the effect of local wisdom-based Problem Based Learning (PBL) on junior high school students' learning outcomes in temperature and heat. The method used was a quantitative experiment with a one-group pretest–posttest design; the independent variable was PBL based on local wisdom integrated through Google Sites (e-modules, worksheets, videos, and contextual tasks), while the dependent variable was learning outcomes measured by achievement tests that had been validated by experts and declared to be highly valid. Data analysis included descriptive statistics, Shapiro–Wilk test for normality, Wilcoxon Signed-Rank test for paired comparisons, and N-Gain for effectiveness. The results show a significant increase: the class average increased from 45 to 84 and from 41 to 84; the posttest data was not normal, so Wilcoxon was used with results of Z = 4.111 and Z = 4.021 (p < 0.001), confirming a significant difference between the pretest and posttest. The average N-Gain = 0.69 (moderate category) with individual distribution in the moderate to high range, indicating that PBL based on local wisdom is effective in strengthening conceptual understanding and encouraging learning engagement. It is recommended to continuously integrate the local cultural context into science units through digital platforms, strengthen teacher training to facilitate PBL, and conduct further research with control groups, larger samples, and mixed approaches to examine conceptual changes and misconception reduction more comprehensively. It is recommended that local cultural contexts be continuously integrated into science units through digital platforms, that teacher training be strengthened to facilitate PBL, and that further research be conducted with control groups, larger samples, and mixed approaches to examine conceptual changes and misconception reduction more comprehensively.
Copyright (c) 2025 Muznawaty Pilobu, Abdul Haris Odja, Felipe Xavier, Suparmin Fathan, Tirtawaty Abdjul , Citron S. Payu, Masrid Pikoli, Muhammad Yusuf, Mursalin Mursalin, Ramli R. Ali https://creativecommons.org/licenses/by-sa/4.0
Analysis of Creative Thinking Skills among Grade 11 Students at SMAN 14 Gowa
This study analyzes the creative thinking abilities of Grade 11 students at SMAN 14 Gowa on the topic of dynamic fluids. The researchers employed a quantitative descriptive design using a survey method. The study involved 82 students selected through purposive sampling. The researchers collected data using five validated open-ended questions, each representing an indicator of creative thinking ability: fluency, flexibility, originality, and elaboration. The results indicated that, overall, students’ creative thinking ability was categorized as fairly creative, with an average interval score of 14.7. Among the indicators, fluency showed the highest achievement (62.20%), classified as high, followed by flexibility (59%), elaboration (56%), and originality (52%), all of which fell into the moderate category. These findings suggest that students demonstrate strength in generating multiple ideas; however, further instructional support is needed to enhance their ability to produce original ideas and to develop and explain ideas systematically.
Copyright (c) 2025 Nurasizha Nurasizha, Usman Usman, A. Sri Astika Wahyuni, Trisno Setiawan https://creativecommons.org/licenses/by-sa/4.0
Validity and Reliability Analysis of a Problem-Based Learning Model with a Multimodal Approach
This research aims to develop and evaluate the validity and reliability of Problem-Based Learning (PBL) based learning materials with a multimodal approach to improve critical thinking skills and digital literacy of junior high school students on the topic of Work, Energy, and Simple Machines. The developed devices include Learning Objectives Flow (ATP), teaching modules, PBL–multimodal model designs, and instruments for measuring critical thinking and digital literacy. Validation was conducted by four expert validators using Aiken's V analysis, while reliability was tested with Percentage of Agreement (PA). The research results show that all instruments are in the valid category, with validity values: ATP = 0.82; teaching module = 0.82; PBL-multimodal model = 0.85; critical thinking instrument = 0.84; and digital literacy instrument = 0.84. The reliability of all instruments is also high, namely: ATP = 0.87; teaching module = 0.93; PBL-multimodalal model = 0.91; critical thinking instrument = 0.95; and digital literacy instrument = 0.93. These findings confirm that the developed instrument is content-valid, presentation-valid, construction-valid, and language-valid, and that it is consistent across validators. The validator provided suggestions for improvement, such as variations in creative activities in the ATP, improvements to the teaching modules, multimodal integration in the learning model, condensing critical thinking essay questions, and modifying digital literacy questions into multiple-choice format. Thus, this PBL–multimodal device is proven to be valid and reliable, and has the potential to support 21st-century skills, particularly critical thinking and digital literacy.
Copyright (c) 2025 Gunawan Gunawan, Kosim Kosim, Qothrunnada Qothrunnada, Baiq Nabila Saufika Zainuri https://creativecommons.org/licenses/by-sa/4.0
The Effect of Brainstorming-Assisted ARCS Model on Students' Critical Thinking Skills in Alternative Energy Concept
Critical thinking skills are important in learning because they encompass conceptual understanding and rational decision-making. However, students' critical thinking skills are relatively low, and innovation in physics learning is minimal. Therefore, the ARCS model, supported by brainstorming, was implemented as an intervention. The study aims to identify the effect of the Attention, Relevance, Confidence, Satisfaction learning model assisted by brainstorming on students' critical thinking skills on alternative energy material in class X of SMA Negeri 1 Cihaurbeuti in the 2024/2025 academic year. The methodological design used is a quasi-experiment with a posttest only control group design structure. The study population includes 12 classes of class X, with purposive sampling of two classes, namely X-6 and X-8. The research measurement instrument is an instrument in the form of a descriptive assessment consisting of six questions arranged to represent all indicators of critical thinking skills. Hypothesis test analysis using the t-test produces a value of which significantly exceeds the critical threshold of at the significance level ( =0.05) thus stating that H₀ is rejected. Thus, the Attention, Relevance, Confidence, Satisfaction model assisted by brainstorming provides a significant contribution to students' critical thinking skills. This study recommends learning using the ARCS model combined with brainstorming methods to improve critical thinking skills and encourage student involvement in formulating ideas or solutions to problems collaboratively. Further research could empirically test the effectiveness of the combination of ARCS and brainstorming on different topics or with variations of other collaborative strategiesCritical thinking skills are important in learning because they encompass conceptual understanding and rational decision-making. However, students' critical thinking skills are relatively low, and innovation in physics learning is minimal. Therefore, the ARCS model, supported by brainstorming, was implemented as an intervention. The study aims to identify the effect of the Attention, Relevance, Confidence, Satisfaction learning model assisted by brainstorming on students' critical thinking skills on alternative energy material in class X of SMA Negeri 1 Cihaurbeuti in the 2024/2025 academic year. The methodological design used is a quasi-experiment with a posttest only control group design structure. The study population includes 12 classes of class X, with purposive sampling of two classes, namely X-6 and X-8. The research measurement instrument is an instrument in the form of a descriptive assessment consisting of six questions arranged to represent all indicators of critical thinking skills. Hypothesis test analysis using the t-test produces a value of which significantly exceeds the critical threshold of at the significance level ( =0.05) thus stating that H₀ is rejected. Thus, the Attention, Relevance, Confidence, Satisfaction model assisted by brainstorming provides a significant contribution to students' critical thinking skills. This study recommends learning using the ARCS model combined with brainstorming methods to improve critical thinking skills and encourage student involvement in formulating ideas or solutions to problems collaboratively. Further research could empirically test the effectiveness of the combination of ARCS and brainstorming on different topics or with variations of other collaborative strategies.
Copyright (c) 2025 Fuzi Fauziah, Yanti Sofi Makiyah, Herni Yuniarti Suhendi https://creativecommons.org/licenses/by-sa/4.0
PBL-Based Science Modules Integrating Ethno-STEM and Augmented Reality: An Analysis of Practicality and Effectiveness
This study aims to analyze the practicality and effectiveness of a Problem-Based Learning (PBL)-based science module integrated with the Ethno-STEM approach and assisted by Augmented Reality (AR) on the subject of Motion and Force for seventh-grade junior high school students. The module was developed as an innovative effort to improve the quality of science learning by linking local cultural contexts and the use of technology. This research uses research and development (R&D) methods including testing practicality and effectiveness. Documents analyzed for practicality include observation sheets for learning implementation, observation sheets for critical thinking skills and digital literacy through LKPD, and questionnaires for teacher and student responses. The effectiveness of the documents analyzed includes the results of pre-tests and post-tests for critical thinking skills and digital literacy of students. Practicality was analyzed using the % practicality formula, and the results of the analysis showed that all components obtained a % practicality value > 60%, which is categorized as practical and very practical. Meanwhile, the effectiveness test used N-Gain, where the N-Gain of critical thinking skills showed a value of 72.41% for the average %N-Gain of the experimental class and 53.83% for the control class. The N-Gain of digital literacy had an average of 68.71% for the experimental class and 24.24% for the control class. Therefore, the PBL model science module based on Ethno-STEM assisted by AR has proven to be practical and effective for use in the learning process at the junior high school level, so that the module can be trusted to be used as a learning resource.
Copyright (c) 2025 Prelia Dwi Amanah, Satutik Rahayu, Gunawan Gunawan https://creativecommons.org/licenses/by-sa/4.0
The Role of Digital Literacy in Developing the Teaching Creativity of Elementary School Teachers
This research investigates how digital literacy contributes to enhancing teachers' creativity in elementary school learning activities. Employing a qualitative approach with a case study design, the study was conducted at SDN 1 Kekait. Participants included four classroom teachers from grades IV and V, the school principal, and students from classes IV A, IV B, V A, and V B, all selected purposively due to their active engagement in technology-integrated learning. Data were gathered through observations, semi-structured interviews, and document analysis, and interpreted using the Miles and Huberman interactive model. The findings indicate that teachers with higher levels of digital literacy are better equipped to design innovative teaching materials, foster student motivation, and promote active classroom participation, leading to more engaging and interactive learning environments. Nevertheless, the study identified several challenges, including inadequate infrastructure, disparities in teachers' technological competencies, and insufficient ongoing digital literacy training. These results underscore the need for comprehensive, inclusive, and adaptive strategies to strengthen digital literacy as a means to advance teacher creativity and elevate the overall quality of primary education.
Copyright (c) 2025 Muhammad Zaini, Aqodiah Aqodiah, Baiq Ida Astini https://creativecommons.org/licenses/by-sa/4.0
Integrating Technology in Teaching Mechanics: A Distance Learning Perspective
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.
Copyright (c) 2025 Muhammad Taufik, Hikmawati Hikmawati https://creativecommons.org/licenses/by-sa/4.0
Implementation of Project-Based Learning Model to Physics Problem Solving Skills of Grade X High School Student
This study aims to: (1) obtain information on the physics problem-solving skills of class X MIPA 1 SMA students before being taught using a project-based learning model, (2) obtaining information on the physics problem-solving skills of class X MIPA 1 High School students after being taught using a project-based learning model. This type of research is pre-experimental research with a One Group pretest-posttest design consisting of three stages, namely pretest, treatment for 6 meetings, and posttest. In this study there are two variables, namely the dependent variable of problem-solving skills and the independent variable of project-based learning model. The sample in this study was 33 students of class X MIPA 1 SMA, determined by simple random sampling. The results of the study showed that in the pretest, the students' physics learning outcomes obtained an average score of 30 and in the posttest, the average score obtained was 73. The research instrument used was a physics problem-solving skills test that met the valid criteria of 10 items with a normalized N-gain test score of 0.61 so that it can be concluded that the physics problem-solving skills of class X MIPA 1 SMA students increased to the Moderate category.
Copyright (c) 2025 Riski Safitri, Jumadi Jumadi, Lia Wahyuningsih Budiardi, Aifa Aifa, Dea Nanda Putri https://creativecommons.org/licenses/by-sa/4.0
Practicality of Project Model Learning Tools Assisted by Augmented Reality to Improve Scientific Literacy and Creative Thinking Skills
This research aims to determine the practicality of project model learning tools assisted by augmented reality to improve students' scientific literacy and creative thinking skills. This development research procedure refers to the stages in the 4D model which consists of four main stages, namely definition, design, development and dissemination. Practicality testing is carried out at the development stage after the definition and design stages. The instruments used for the practicality test consisted of observation sheets on learning implementation, teacher and student response questionnaires. The observers involved in filling in the learning implementation observation sheet and response questionnaire were 1 science teacher and 20 class VIII students islamic junior high school (MTs) in West Lombok, NTB. The results of the observation analysis of learning implementation at the first, second and third meetings were 91%, 97% and 99% respectively in the very practical category. The results of the analysis of teacher and student responses have a percentage of 97% and 93% in the very practical category. These results show that the tools developed are practical to apply in science learning.
Copyright (c) 2025 Ahmad Harjono, Gito Hadiprayitno, Naf'atuz zahrah https://creativecommons.org/licenses/by-sa/4.0
Development of Ethno-STEM Integrated Teaching Materials on the Topic of Light Waves to Improve the Science Literacy of Grade XI Students
This study aims to describe the characteristics, analyze validity, analyze practicality, and analyze the effectiveness of ethno-STEM integrated teaching materials of light wave materials to improve students' science literacy. This study uses the Research and Development (R&D) method with the ADDIE model, namely five stages: analysis, design, development, implementation, and evaluation. The population of this study is class XI students at SMAN 1 Cepiring with the research subjects of 68 students selected using purposive sampling techniques. The data collection technique used in this study used a test method in the form of a science literacy description test and a non-test method in the form of questionnaires and interviews. The data analysis techniques used in this study are in the form of the validity test of teaching materials, the practicality test of teaching materials, and the N-Gain test to analyze the effectiveness of teaching materials. The results of the study show that the teaching materials developed have characteristics that are presented in the features of "Let's Get to Know Culture", "Let's Observe", "Let's Think", "Let's Try", "Let's Solve", and "Let's Be Technological". Furthermore, the teaching material obtained validity with a score of 87.5% which was in the very valid category. Furthermore, based on the practicality test, a score of 96% was obtained where the teaching material was considered very practical to use, and was able to improve the science literacy of students in the medium category with an N-Gain score of 0.4571. Therefore, it can be concluded that the teaching materials are valid, practical, and can be used as a learning resource to improve students' science literacy.
Copyright (c) 2025 Nabila Paramita Sephiani, Ani Rusilowati https://creativecommons.org/licenses/by-sa/4.0
Integration of Artificial Intelligence in Data Analysis for Modern Physics Experiments
This study aims to explore the integration of Artificial Intelligence (AI) in data analysis for modern physics experiments, focusing on how AI-based analytical tools can improve the accuracy, efficiency, and interpretability of experimental results. The research was conducted through an experimental approach combining traditional physics data collection methods with AI-driven algorithms, including regression models, clustering techniques, and neural networks. The experiment utilized datasets from motion and optics laboratories, where sensor-based measurements were analyzed using supervised and unsupervised learning models. Data preprocessing, feature extraction, and model validation were implemented through Python-based frameworks such as TensorFlow and Scikit-learn. The results demonstrated that AI-assisted data analysis significantly enhanced the precision of measurement interpretation, reduced error margins by 15–20% compared to conventional methods and identified hidden patterns within complex datasets that were previously difficult to detect through manual analysis. Moreover, neural network models proved highly effective in predicting outcomes of nonlinear systems, particularly in optics and electromagnetism experiments. The study also revealed that the integration of AI not only accelerates data processing but also serves as an educational tool to promote computational thinking among physics students. It is recommended that modern physics laboratories adopt AI-based analytical frameworks as a standard complement to traditional methods, supported by training modules that familiarize students with data-driven experimentation. This integration is expected to strengthen the alignment between physics education and emerging technologies, ultimately fostering innovation and interdisciplinary competence among future physicists.
Copyright (c) 2025 Fitria Silviana, Soni Prayogi https://creativecommons.org/licenses/by-sa/4.0
The Effect of the Project Based Learning (PjBL) Model on Students’ Critical Thinking Skills in Physics
This study aims to examine the effect of the Project Based Learning (PjBL) model on students’ critical thinking skills in physics, particularly on the topic of particle dynamics. This research employed a quasi-experimental method with a nonequivalent control group design. The population consisted of all eleventh-grade students of Senior High School 10 Mataram in the 2025/2026 academic year, totaling 53 students. The sample was selected using a saturated sampling technique, resulting in 28 students from class XI MIPA 1 as the experimental group and 25 students from class XI MIPA 2 as the control group. The experimental group was taught using the Project Based Learning (PjBL) model, while the control group received instruction through a conventional learning model. The results of the analysis showed that the average score of students’ physics critical thinking skills in the experimental group was 78.57, which falls into the critical category, while the control group achieved an average score of 72.22, categorized as moderate. The instrument used to measure critical thinking skills consisted of six essay questions. Hypothesis testing was conducted using a pooled variance t-test with the criterion that if the calculated t-value exceeds the critical t-value, the alternative hypothesis is accepted and the null hypothesis is rejected. The t-test results indicated a calculated t-value of 2.29, which is greater than the critical t-value of 2.01 at a significance level of 5 percent. Furthermore, the N-Gain test was applied to determine the improvement in students’ critical thinking skills. The results showed an N-Gain value of 0.68 for the experimental group and 0.57 for the control group, both of which fall into the moderate category. Based on these findings, it can be concluded that the Project Based Learning (PjBL) model has a significant effect on students’ critical thinking skills in physics.
Copyright (c) 2025 Nurnabilah Nurnabilah, Jannatin 'Ardhuha, Wahyudi Wahyudi https://creativecommons.org/licenses/by-sa/4.0
Effectiveness of Google Sites–Assisted Problem-Based Learning in Enhancing Students’ Critical Thinking on Heat and Temperature
This study aims to analyze the effectiveness of the Google Sites-assisted Problem-Based Learning (PBL) model in improving students’ critical thinking skills on temperature and heat topic. The PBL model was selected because it emphasizes problem-solving and active student participation in learning. Its strength lies in training students to think logically, collaborate, and develop solutions through direct experiences. However, PBL often faces challenges such as limited time, insufficient contextual learning resources, and a lack of media that support independent learning. To address these limitations, this study integrates PBL with Google Sites as a technology-based learning platform. The use of Google Sites provides flexible, engaging, and easily accessible learning resources that enhance students’ readiness before class. It serves as a medium for presenting materials, guiding activity steps, offering interactive simulations, and providing spaces for reflection. This integration allows students to build conceptual understanding independently and participate more effectively in classroom learning. The novelty of this study lies in the use of Google Sites not merely as a supporting tool but as a digital learning environment that strengthens the orientation of students’ critical thinking. A quantitative method with a quasi-experimental design (pretest–posttest control group design) was employed, involving two classes: an experimental class using the PBL model assisted by Google Sites and a control class applying the Direct Instruction model. The results showed that the Google Sites-assisted PBL model was more effective in improving students’ critical thinking skills, independence, and active engagement compared to the Direct Instruction model.
Copyright (c) 2025 Sherly Eka Putri Damayanti; Endang Purwaningsih, Purbo Suwasono https://creativecommons.org/licenses/by-sa/4.0
Optimization and Performance Analysis of Conventional Boost Converter Topology by Varying Inductor Diameter
Inductors have a significant influence on the volume, weight, cost, and performance efficiency of converters. In boost converters, the size of the inductor greatly affects the overall size of the converter. In recent years, there has been an increasing number of researches focusing on modeling power losses in magnetic elements and on the influence of power losses in these elements on the characteristics of electronic equipment. Boost converters often operate under non-ideal conditions, when the switch is active for a long period of time (Switch ON), conduction losses increase, high current ripple occurs, and the switch operating cycle is extreme. The magnitude of current ripple in a boost converter will greatly affect the amount of power loss generated in the inductor or MOSFET. Given this, it is important to consider the inductor's ability to overcome power losses that will affect the performance of the boost converter. This research analyzes the effect of inductor size, voltage, current, and efficiency related to the duty cycle. The purpose of this research is to find the highest efficiency by varying the diameter of the inductor wire. The diameter of the inductor wire will affect internal resistance and power dissipation, which will have an impact on the performance of the boost converter. Based on the research results obtained, a diameter of 1.5 achieved the most optimal performance with an efficiency of 69.05. Increasing the diameter of the inductor will improve its ability to store current and reduce internal resistance, thereby overcoming the magnitude of current ripple , reducing power losses due to heat, and converting energy efficiently.
Copyright (c) 2025 Ferdyanto Ferdyanto, Muhamad Alif Razi, Armansyah Armansyah, Muhammad Paraj Azhar Hardian, Panji Sidiq Nurhidayat, Liemalasintasari Liemalasintasari https://creativecommons.org/licenses/by-sa/4.0
Comparative Effectiveness of Digital and Conventional Oscilloscopes in Resonance Tube Practicum
This study investigates the comparative effectiveness of digital and conventional oscilloscopes in physics learning, focusing on the resonance tube practicum as a medium for understanding acoustic wave phenomena. Digital tools such as the Soundcard Oscilloscope have been proposed as innovative and low-cost alternatives to conventional laboratory equipment, addressing resource limitations in many schools. A quantitative quasi-experimental nonequivalent control group design was employed involving two classes of eleventh-grade students. Learning outcomes were measured using validated pre-test and post-test instruments. Data were analyzed through descriptive statistics, Wilcoxon Signed Rank tests for within-group changes, and Mann–Whitney U tests for between-group comparisons due to non-normal data distribution. The experimental group demonstrated significant improvement in learning outcomes (p = 0.003), confirming the effectiveness of the digital tool, while the control group did not (p = 0.094). Although the Mann–Whitney test indicated no significant difference between groups (p = 0.873), N-Gain analysis revealed a notable contrast: a low gain (0.095) in the experimental group versus a decrease (–0.262) in the control group. This research offers novelty by directly comparing digital and conventional oscilloscopes in resonance tube experiments, highlighting the gap between statistical significance and pedagogical effectiveness. The findings demonstrate that the Soundcard Oscilloscope serves as a viable, low-cost alternative that yields greater learning gains than its conventional counterpart. These results underscore the potential of integrating affordable digital laboratory tools with active learning strategies to enhance conceptual understanding, particularly in resource-constrained educational contexts.
Copyright (c) 2025 Desi Susanti, Yudhiakto Pramudya, Ishafit Ishafit https://creativecommons.org/licenses/by-sa/4.0
Analysis of Student Perceptions of Project-Based Learning: A Case Study in Experimental Physics Course
The urgency of this research lies in the critical need to understand the effectiveness of Project-Based Learning (PjBL) within the context of the Experimental Physics course, particularly in responding to modern curricular demands that emphasize problem-solving and creativity. This study aims to analyze student perceptions of PjBL implementation, covering learning style profiles, learning experiences, challenges, support systems, and the impact on problem-solving abilities. Utilizing a quantitative approach with a descriptive design, data were collected through surveys administered to students enrolled in the Experimental Physics course. The results indicate that the majority of students (65.7%) possess a Kinesthetic learning style, which aligns strongly with PjBL characteristics that emphasize hands-on practical activities. Student perceptions were classified as highly positive, with the highest ratings observed in the aspects of enhanced creativity and the relevance of projects to real-world applications. An interesting finding highlights the presence of "productive struggle," where, although task difficulty was rated as challenging, students perceived this difficulty as highly instrumental in developing new skills. Regarding problem-solving abilities, students felt competent in procedural design and analysis; however, accurate data collection and hypothesis formulation were identified as areas with the lowest scores. It is concluded that while PjBL is effective in enhancing student competence, its implementation requires optimization through more intensive scaffolding regarding the technical aspects of data measurement and hypothesis formulation, alongside improved laboratory facility support.
Copyright (c) 2025 Sutrio Sutrio, Gunawan Gunawan, Hikmawati Hikmawati, Ni Nyoman Sri Putu Verawati, Ahmad Busyairi, Padia Haslinda, Ahmad Hardyan Isnaini https://creativecommons.org/licenses/by-sa/4.0
The Influence of the Tide Levels on the Water Electrical Conductivity Parameter in the Estuary Area: In-Site and Real-Time Measurement
One area that requires attention in water quality studies is the estuarine ecosystem. Estuaries are transition zones connecting freshwater and marine waters, thus possessing unique environmental dynamics. However, there is limited information regarding the effect of sea tides in the area on local estuary water quality. Therefore, this study aims to identify the existing relationship between sea tide levels and EC values, using an IoT-based system that is portable, lightweight, and capable of operating in real time. This study was conducted over five days in Senggigi village, Batulayar, West Nusa Tenggara, Indonesia. The collected data focused on the EC parameter's water quality levels at different tide levels, which were monitored using the self-developed system. This system was developed using an EC sensor, a microcontroller, and a wireless internet router (for wireless data communication via ThingSpeak.com). This system was also equipped with a pH sensor, a TDS sensor, and a water temperature sensor. The recorded data show that the resulting data are valid and highly accurate, and that the system is ready for examination at the measurement area. The resulting data show that the correlation between tide level and EC value is logarithmic, with a regression coefficient of 0.934. The EC level was about 20.42 – 62.54 mS/cm, depending on the tide level. It can be concluded that the tide level indeed influences the EC parameter in the estuary area. Moreover, TDS plays an important role in regulating EC levels, underscoring the need to systematically measure this parameter in any estuarine water-quality study.
Copyright (c) 2025 Alfina Taurida Alaydrus, Arif Budianto, Susi Rahayu, Mira Andini, Halil Akhyar, Ni Ketut Anggriani https://creativecommons.org/licenses/by-sa/4.0