The Influence of Inquiry Laboratory and Phyphox-Excel on Physics Concept Understanding in View of Students' Self-Regulated Learning

Authors

  • Muhammad Sayyadi Universitas PGRI Kanjuruhan Malang

DOI:

https://doi.org/10.37891/kpej.v9i1.1024

Abstract

The achievement of learning outcomes is not only influenced by models, methods, or learning strategies, but there are several other factors that can affect the achievement of the learning process. The selection of the right model, method, or media will facilitate educators in creating a pleasant learning atmosphere and in achieving learning outcomes. The inquiry laboratory learning model, assisted by Phyphox-Excel, can help students understand physics concepts, both during the learning process (performance) and at the end of learning (cognitive aspect). The purpose of this research is to determine the extent of the influence of the inquiry laboratory model assisted by Phyphox-Excel on students' understanding of physics concepts, as reflected in their Self-Regulated Learning (SRL). Data on students' understanding of concepts were collected through performance assessments and cognitive tests administered at the end of the learning. The results obtained from this research are: (1) the performance assessment of students learning with inquiry laboratory and Phyphox-Excel application is higher than those learning with inquiry laboratory without Phyphox-Excel, (2) the performance assessment of students with high SRL is higher than that of students with low SRL, (3) there is no interaction between the inquiry laboratory Model and SRL on student performance outcomes, (4) there are differences between inquiry laboratory with Phyphox-Excel application and inquiry laboratory without Phyphox-Excel on students' cognitive abilities, (5) there are differences in cognitive abilities between students with high SRL and students with low SRL, (6) there is an interaction between inquiry laboratory and SRL on students' cognitive abilities.

References

Acu, Y., Lapanporo, B. P., & Kushadiwijayanto, A. A. (2018). Model Sederhana Gerak Osilator dengan Massa Berubah terhadap Waktu Menggunakan Metode Runge-Kutta. Positron, 7(2), 42-47. https://doi.org/10.26418/positron.v7i2.23276

Al-Imam. (2019). The Application of Smartphone as Interpersonal Communication Media in the Employees in the Ministry of Religion Aceh Barat District. Islam Universalia-International Journal of Islamic Studies and Social Sciences, 3(2), 107-132. https://10.56613/islam-universalia.v3i2.197

Ausubel, D. P. (1968). Educational Psychology: A Cognitive View. Holt, Rinehart, and Winston.

Boimau, I., Mellu, N. K. R., & Manuain, R. M. (2020). Rancang Bangun Alat Praktikum Viskometer Berbasis Ardiono. Wahana Fisika, 5(1), 28–40. https://doi.org/10.17509/wafi.v5il.23903

Degeng, I. N. S. (2013). Ilmu Pembelajaran: Klasifikasi Variabel untuk pengembangan Teori dan Penelitian. Aras Media.

Friedman, H.S. & Schustack, M. W. (2008). Kepribadian: Teori Klasik dan Riset Modern. Edisi Ketiga. Terjemahan: Fransiska dan Ikarini, Maria Hany, Andreas Provita Prima. Airlangga.

Leech, N. L., Barrett, K. C., dan Morgan, G. A. (2005). SPSS for Intermediate Statistics: Use and Interpretation. Lawrence Erlbaum Associates.

Nejabati, N. (2015). The effects of teaching self-regulated learning strategies on EFL students’ reading comprehension. Journal of Language Teaching and Research, 6(6), 1343–1348. https://doi.org/10.17507/jltr.0606.23

Nurfadilah, N., Ishafit, I., Herawati, R., & Nurulia, E. (2019). Pengembangan Panduan Eksperimen Fisika Menggunakan Smartphone dengan Aplikasi Phyphox pada Materi Tumbukan. Jurnal Penelitian Pembelajaran Fisika, 10(2), 101–107. https://doi.org/10.26877/jp2f.v10i2.4019

Nurullaeli, N., & Astuti, I. A. D. (2019). Media Analisis Osilator Harmonik pada Pegas Berbasis Graphic User Interface (GUI). Jurnal Pendidikan Fisika, 7(2), 244. https://doi.org/10.24127/jpf.v7i2.1806

Putra, I. K. A. D., Arini, N. W., & Sudarma, I. K. (2019). Pengaruh Model Self-Regulated Learning terhadap Hasil Belajar IPA Siswa. International Journal of Elementary Education, 3(3), 258. https://doi.org/10.23887/ijee.v3i3.19406

Reigeluth, C. M., & Carr-Chellman, A. A. (Eds.). (2009). Instructional-Design Theories and Models: Volume III: Building a Common Knowledge Base. Routledge. https://doi.org/10.4324/9780203872130

Staacks, S., Hütz, S., Heinke, H., & Stampfer, C. (2018). Advanced Tools for Smartphone-Based Experiments: Phyphox. Physics Education, 53(4), 045009. https://doi.org/10.1088/1361-6552/aac05e

Sartika, D., Annisa Lutfin, N., & Nur Tuada, R. (2025). The Development of Digital Media Based on Mandar Local Culture to Enhance Curiosity and Scientific Literacy of Physics Candidates. Kasuari: Physics Education Journal (KPEJ), 8(1), 71–83. https://doi.org/10.37891/kpej.v8i1.776

Sirait, R., & Lubis, N. A. (2020). Analisis buku panduan praktikum fisika. JISTech (Journal of Islamic Science and Technology), 5(1), 71–79. https://doi.org/10.30829/jistech.v5i1.7664

Sugiono. (2012). Metode Penelitian Administrasi dan R&D. Cetakan ke-20. Alfabeta.

Zahra, S. S., Syahbana, I. H., Wiyadnyana, M. O., & Anggraini, F. (2022). Analisis Ayunan Pendulum Menggunakan Aplikasi Phyphox Pada Materi Fisika Kelas X. Mitra Pilar: Jurnal Pendidikan, Inovasi, dan Terapan Teknologi, 1(2), 53–64. https://doi.org/10.58797/pilar.0102.02

Downloads

Published

10-06-2026

How to Cite

Sayyadi, M. (2026). The Influence of Inquiry Laboratory and Phyphox-Excel on Physics Concept Understanding in View of Students’ Self-Regulated Learning. Kasuari: Physics Education Journal (KPEJ), 9(1), 44–51. https://doi.org/10.37891/kpej.v9i1.1024

Issue

Vol. 9 No. 1 (2026): June 2026

Section

Articles

License

Copyright (c) 2026 Universitas Papua

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

License and Copyright Agreement

In submitting the manuscript to the journal, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read Kasuari: Physics Education Journal Posting Your Article Policy at http://journalfkipunipa.org/index.php/kpef/about
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities tacitly or explicitly of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and copyright agreement.

Copyright

Authors who publish with Kasuari: Physics Education Journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.