Jurnal Penelitian & Pengembangan Pendidikan Fisika
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Cloud-Based Teaching Tool of AlCu Band Gap Simulations Using GPAW: A Python-Driven Approach for Undergraduate Student
Full text linkThis work introduces a computational teaching module that leverages Python, Google Colab, and the GPAW package to simulate the electronic band structure of AlCu materials. While powerful, traditional Density Functional Theory (DFT) tools like Quantum ESPRESSO or VASP often present steep learning curves and software installation challenges. By contrast, GPAW operating within Python and its seamless integration with Google Colab provides a user-friendly, platform-independent environment for students to explore quantum simulations without local setup requirements. The simulation workflow is highly efficient, with key processes such as structure creation taking only 7 milliseconds, structural relaxation requiring 51.2 seconds, and band structure calculations completing in just 40 seconds. In this educational framework, students model AlCu and its doped variants, visualize band structures, and analyze changes in the electronic properties induced by doping. The approach supports active learning and reinforces core solid-state physics, quantum mechanics, and computational materials science topics. Sample notebooks, learning outcomes, and classroom integration strategies are presented, aiming to democratize access to DFT education through open-source, cloud-based tools
AI-CBL: A Technology-Enhanced Learning Model Combining Chatbot and Case-Based Pedagogy to Improve Critical Thinking in Physics Education
Full text linkIn response to the pedagogical challenges of traditional physics education and the evolving demands of Education 4.0, this study introduces the AI-CBL model, a hybrid instructional approach integrating Case-Based Learning with an AI-powered chatbot. The research aimed to develop and evaluate the effectiveness of the AI-CBL model in enhancing critical thinking among undergraduate physics students. Employing Research and Development (R&D) within a pretest-posttest control group design framework, the AI-CBL model was implemented through an interactive e-learning platform across two sessions on the topic of electromagnetic induction. Seventy students were divided into two groups: a control group (CBL only) and an experimental group (AI-CBL). Data collection instruments included pre- and post-tests, expert validation sheets, observation protocols, and questionnaires. Expert validation results showed high feasibility (average score of 4.25). The AI-CBL group demonstrated significantly higher critical thinking gains (N-Gain = 0.9838, categorized as High) compared to the control group (N-Gain = 0.5212, categorized as Medium), with a t-test indicating a significant difference (p < 0.001). These results highlight the pedagogical effectiveness of the AI-CBL model in promoting deeper conceptual understanding and critical thinking. Additionally, students reported high levels of engagement, ease of use, and satisfaction with the AI chatbot’s interactive features. The study confirms that the AI-CBL model provides a viable, adaptive, and impactful approach to modern physics education, promoting deeper conceptual understanding and fostering 21st-century skills
Representation of the Nature of Science in High School Physics Textbooks in Indonesia
Full text linkUnderstanding the Nature of Science (NoS) is widely acknowledged as a fundamental component of scientific literacy and an essential goal in physics education. Textbooks play a pivotal role in shaping students’ and teachers’ conceptions of science, particularly in educational contexts such as Indonesia, where they serve as the primary instructional resources. This study aimed to analyze how the ten aspects of NoS: empirical, inferential, creative, theory-driven, tentative, scientific method, scientific theories, scientific laws, the social dimension of science, and the social-cultural embeddedness of science are represented and presented in Indonesian high school physics textbooks. Using a descriptive content-analysis approach, five widely used 12th-grade textbooks were examined across five comparable topics: electromagnetic induction, alternating current, electromagnetic radiation, special relativity, and quantum phenomena. Each textbook was analyzed using the Abd-El-Khalick framework and scored on a −3 to +3 rubric to assess the explicitness and informedness of NoS representation. The findings revealed that none of the textbooks entirely covered all ten NoS aspects; the social dimension of science was most frequently represented, while the creative, inferential, and tentative aspects were largely absent. The findings highlight the need for textbook authors and curriculum developers to integrate NoS aspects more explicitly to strengthen students’ understanding of scientific processes and reasoning. The results provide practical guidance for improving NoS representation in Indonesian physics textbooks and supporting the development of scientific literacy
STEM-Integrated Phyphox to Enhance Student Engagement and Understanding of Newton’s Law
Full text linkThe COVID-19 pandemic has significantly impacted educational technology, such as virtual labs, simulations, and various learning software, to facilitate physics experiments. In the post-pandemic era, virtual laboratory continues to be used in hybrid and face-to-face learning. However, virtual laboratories lack the practical skills of students compared to hands-on experiments. Phyphox (Physical Phone Experiment), an open-source tool that utilises mobile device sensors, addresses the problem by integrating students’ practical skills. This study examines the integration of Phyphox in STEM-based physics learning, with a focus on Newton's Laws. Using an exploratory sequential mixed methods approach, the research examines how Phyphox can enhance student engagement and understanding of complex physics concepts. The first phase involves designing and implementing experiments related to Newton's Laws using Phyphox, while the second phase tests the application in authentic learning contexts. The study employs pretests, post-tests, and questionnaires to evaluate the effectiveness of this approach. Results indicate that STEM-based learning integrated with Phyphox significantly improves student learning outcomes and engagement. Students reported positive experiences, highlighting the app's ease of use, accurate data, and ability to make learning more interactive and enjoyable. The research sample consists of two experimental classes from grades XI Senior High School 1 Karanganyar, with 33 students per class, selected via a Cluster Random Sampling method from the school's overall population. The findings suggest that integrating Phyphox into physics learning can provide valuable guidance for teachers, students, and researchers to develop more effective and engaging STEM education methodologies
Exploring Mechanical Waves Through a Physics-Based Exploration Game for Secondary Education
Full text linkMechanical waves are an important part of high school physics, but they can be hard to understand because they are so abstract. The goal of this study was to create and test a physics-based digital exploration game that would help people understand wave phenomena. The game content included electromagnetic and mechanical waves, transverse and longitudinal waves, and the Doppler effect. This study employs a simplified instructional design model focusing on three key steps: analysis, design, and development. This model aims to enhance student engagement through the use of digital platforms and interactive learning resources such as educational games and mobile applications. Playzone was built on the CORE APPS platform. It had a shooting game set in a lab with tasks that required players to unlock objects, find clues, and get to areas that boost health. The expert reviewed the curriculum alignment, how the materials were presented, and how the evaluations worked. The assessment gave this game prototype a score of 89.33%, which means it is very feasible as learning media. These results show that the game could be very useful in the classroom because it makes learning about abstract physics concepts more fun and easier to understand by using stories and interactive activities
Physics E-Book Using Indigenous Instruments to Foster Critical Thinking and Digital Literacy
Full text linkThis study develops a physics e-book integrating Indigenous Instruments (Kacaping and Puik-puik) to foster students’ critical thinking and digital literacy, and evaluates its feasibility and effectiveness in learning. The research adopts the Research and Development (R&D) method with the ADDIE model to design the learning product. The subjects were Class XI MIPA students at SMAN 9 Makassar, using a pretest-posttest control group design with two experimental classes and one control class. Data were collected through observation, interviews, tests, and questionnaires, while instruments included student response questionnaires, critical thinking, and digital literacy tests. Instrument validation employed Aiken’s V, and empirical testing used Quest software. Product effectiveness was analyzed using GLM (General Linear Model). The results indicate that the developed e-book on sound wave material is valid in terms of media and content, and limited trials demonstrated its ability to enhance critical thinking and digital literacy. MANOVA analysis further confirmed its effectiveness. Integrating Kacaping and Puik-puik not only contextualizes physics learning culturally but also provides an engaging and meaningful approach, supporting both cognitive skills and digital competence
Understanding Voltage and Frequency Effects on Dielectrophoretic Forces in Microchannel System
Full text linkThis study presents an innovative pedagogical tool for teaching dielectrophoresis (DEP) and electrokinetics. We developed a cost-effective lab-on-chip device featuring oblique and V-shaped microelectrode arrays within microchannels to demonstrate electric field effects on biological particles in real-time. The device utilizes copper and indium tin oxide (Cu-ITO) microelectrodes with double-sided tape insulators to create controlled microenvironments. Red blood cells suspended in deionized water and EDTA medium (conductivity: 1.5 S/m) serve as model bioparticles for visualization experiments. We manipulate sinusoidal AC signals (5-15 Vpp) while observing particle behavior through microscopy with charge-coupled device (CCD) recording capabilities. The hands-on approach enables direct observation of how voltage amplitude and frequency affect particle polarization and movement, bridging theoretical concepts with experimental reality. The results showed significant improvement in conceptual understanding of electric fields, force interactions, and bioelectronics applications compared to traditional lecture-based instruction. This educational tool addresses key learning objectives in electromagnetism and biophysics by providing immediate visual feedback of abstract concepts. The device's simplicity enables integration into existing laboratory curricula while promoting active learning, scientific inquiry, and critical thinking. The approach demonstrates practical applications of physics principles in biotechnology and medical diagnostics, enhancing student engagement and career relevance. This work contributes to physics education research by offering a scalable, low-cost method for teaching complex electrokinetic phenomena through direct experimentation
Developing Undergraduate Critical Thinking Skills in Mechanics through the Use of Case Method-Based Teaching Materials with QR Code Videos
Full text linkThis research aims to evaluate the effectiveness of using case method-based teaching materials with QR code videos on undergraduate students' critical thinking skills in mechanics. This research used a quasi-experimental method with a post-test-only control group design. A sample of 2 classes was taken using a purposive sampling technique. The experimental class used case method-based mechanics teaching materials and videos in QR codes, while the control class used print-outs of material summaries. Data collection was carried out through observation and critical thinking skills tests. Critical thinking skills test results data were analyzed using descriptive and inferential statistics. The t-test of two independent non-homogeneous samples is used to test the hypothesis of differences in means. The t-test results showed a difference in the average critical thinking skills scores of experimental and control class students with , greater than at (rounded up to 43). Based on these results, using case method-based mechanics teaching materials and videos in QR codes effectively develops students' critical thinking skills with an effectiveness level of 0.82, which means highly influential
Computer Vision on Education: Fostering AI Literacy using RBL-STEM with Google Teachable Machine
Full text linkThis study aims to analyze the application of the RBL-STEM learning model using Google Teachable Machine as a computer vision-based learning media to improve AI literacy. The Research Based Learning-STEM (RBL-STEM) learning model is a learning model that integrates research activities in learning using the STEM approach. Convolutional Neural Network (CNN) is a branch of computer vision that uses artificial intelligence algorithms that are very effective in developing AI products to process image-shaped data. This study utilized a mixed methods approach that integrates quantitative and qualitative techniques to explore the improvement of AI literacy. The participants in this study were 139 undergraduate students of science education study program, Faculty of Teacher Training and Education, University of Jember who participated in the study were taking introductory information technology courses for science education, the sample selection method used was purposive sampling. The quantitative method utilized a pre-test and post-test design, which included the analysis of mean scores, standard deviation, and the observed increase in mean scores. The quantitative method used a survey on AI literacy. The pretest mean score was 38.33 with a standard deviation of 13.41, while the posttest mean score was 71.49 with a standard deviation of 9.37 with a Wilcoxon signed rank-test result of -8.468, indicating a significant effect of the RBL-STEM learning model on students' AI literacy. The high standard deviation on the pretest indicates that there is a large variation in the AI literacy level of the students before the learning begins. This is due to students' different backgrounds, experiences and understanding of AI technology. Some students may be familiar with AI, while others have not been exposed to it at all. This inequality causes a wide spread of scores. After the implementation of the RBL-STEM model with Google Teachable Machine, the standard deviation decreased, indicating that this learning not only improved the average AI literacy, but also made the improvement more even. The AI literacy survey results showed an average score of 3.48, indicating that 69% of students showed an understanding of AI literacy. The implementation of the RBL-STEM model of teaching with Google Teachable Machine is able to train students to conduct research integrated in learning activities, the role of Google Teachable machine as an AI-based learning media is able to improve student AI literacy because the use of AI-based learning media creates a new, interactive, and fun learning atmosphere. Based on the findings of the analysis, it can be concluded that the application of the RBL-STEM model has a significant impact in improving students' AI literacy
Meaningful Learning with Digital Module: Innovation in High School Physics Learning on Waves
Full text linkThe development of 21st-century technology demands innovations in learning media that can support critical, creative, collaborative, and communicative thinking skills. In the context of physics learning, students often still face difficulties in understanding abstract concepts, including Wave material, due to limitations in visualization and the connection between theory and real phenomena. This study aims to develop a digital module based on Meaningful Learning in Wave material as an alternative learning medium that is more interactive, contextual, and aligned with current demands. The research employs the Research and Development (R&D) method using the Dick & Carey model to develop the digital module. Expert validation shows a very good level of feasibility with percentages of 92.5% for the media aspect, 79.2% for the material aspect, and 88.3% for the learning aspect. A limited trial involving 22 students produced positive responses with an average of 92.38%. These results demonstrate that the digital module is not only feasible for use but also effective in helping students connect prior knowledge with new concepts through concept maps, images, animations, and interactive videos. The developed digital module is equipped with concept maps, learning outcomes, illustrations, animations, and interactive videos, which have been proven to help students connect prior knowledge with new concepts, thereby supporting the achievement of meaningful learning. Thus, the digital module based on Meaningful Learning in Wave material can serve as an innovative alternative learning medium to enhance students’ conceptual understanding and 21st-century skills