Kasuari: Physics Education Journal (KPEJ)
Kasuari: Physics Education Journal (KPEJ) is a peer-reviewed open access journal and aims to provide a forum for researchers, lecturer, educational practitioners and University student on all topics related to physics education. The journal provides forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide physics learning include: development of instruments of evaluation physics, development of instructional media physics, the development of learning model of physics, and Quasi-Experiment. Kasuari: Physics Education Journal (KPEJ) published comprehensive research articles and reviews by leading experts in the field. Selected articles, which has a high scientific achievement, provide important new knowledge, and high benefits to society of physics and physics education. The Journal was first published in 2018 and regularly published twice per year in June and December. Journal title Kasuari: Physics Education Journal (KPEJ) Initials KPEJ Abbreviation Kasuari Physics Edu. J. Frequency 2 issues per year (June and December) DOI prefix 10.37891 Print ISSN 2615-2681 Online ISSN 2615-2673 Editor-in-chief Irfan Yusuf Managing Editor Sri Wahyu Widyaningsih Publisher Universitas Papua Citation Analysis Garuda | Google Scholar | Dimensions
Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa
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Development of Microsite-Based Learning Media on the Schorodinger Equation to Improve Students' Critical Thinking Skills
Critical thinking skills are essential for students' success in modern education. This study focuses on the development of microsite-based learning media to improve students' critical thinking skills, especially in understanding the Schrödinger equation. The focus of this study is the important role of critical thinking in modern education and the problems faced by Indonesian students when they learn with a rote approach from traditional learning. The research problem shows that innovative and creative learning methods are needed to improve critical thinking skills. The solution to this problem is to create a Schrödinger equation microsite. The methodology used is Research and Development (R&D) using the 4D development model consisting of Define, Design, Develop, and Disseminate. The results show that the microsite-based learning media is valid and practical, as evidenced by expert validation and positive student comments. Overall, the microsite learning media is considered feasible and useful for students to use in class, and shows the possibility of additional improvements depending on input for wider implementation. Implementation with a group of students shows that the Schrödinger equation microsite is effective.
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Integration of the Pyrolysis Context with the Heat Module to Improve Students' Mastery of Concepts
The energy crisis due to declining fossil fuel reserves and the increase in organic waste, such as coffee husk waste in Kepahiang Regency, has prompted the need for renewable energy-based solutions. This research aims to develop a science learning module based on the local context through the integration of the concept of pyrolysis of coffee husk waste in the heat and its displacement material. The research method uses the ADDIE model until the validation stage. Data were collected through needs questionnaires and expert validation sheets, analyzed descriptively. The results showed the low interest and understanding of students in the caloric material, as well as the dominance of textual learning methods without direct practice. Most students stated the need for modules that are visual, contextual, and easy to understand. The modules developed are declared valid by experts from the material, linguistic, and graphic aspects. In conclusion, the integrated heat module for coffee skin waste pyrolysis is considered feasible as an innovative teaching material on the concept of heat contextually and applicatively.
Evaluation of Prospective Physics Teacher Problem-Solving on the Topic of Gravity Newton's Law
This research aims to obtain information regarding the problem-solving abilities of Universitas Negeri Malang students, specifically the topic of Gravity Newton's Law. This study employed a mixed-method approach with a sequential explanatory design, integrating quantitative and qualitative analyses. Quantitative data from test results were analyzed using descriptive statistics, followed by qualitative data collection and analysis to enrich the research findings. The research subjects were 13 students selected using random sampling technique with 5 questions as research instruments. The data were analyzed using the average percentage of each problem-solving indicator, based on Polya's problem-solving framework: understanding the problem, devising a plan, carrying out the plan, and reviewing the solution. The data obtained will be analyzed by calculating the average percentage of indicators for each question and using the Polya’s problem-solving ability indicator. Based on data analysis, the average percentage for each problem-solving indicator was obtained, including: understanding indicators 82.30%, planning solutions 66.69%, calculating 65.35%, and checking again 46.15% as the lowest percentage. The average data for each problem-solving question was obtained: question 1 was 65.38, question 2 was 74.61, question 3 was 73.07, question 4 was 50, and question 5 was 56.15. It can be seen that students have difficulty determining the resultant force on 3 mass objects and integrating knowledge about resultant vectors.
Cultural Literacy and Physics Concepts Based Ethnophysics on Gender in the Jong Boat Game Culture of Rupat
This study aims to determine the level of cultural literacy and physics concept literacy of students towards the traditional game of Perahu Jong with an ethnophysical approach, and to analyze differences in abilities based on gender. The study was conducted on Rupat Island using a survey method and proportional stratified random sampling technique. The sample consisted of 109 ninth grade students from SMPN 2 and SMPN 3 Rupat. The instruments used were cultural literacy and physics concept literacy tests. The results of the descriptive analysis showed that the average cultural literacy ability of students was low with a score of 50.4, while physics concept literacy was very low with an average score of 32.9. The results of the Mann-Whitney U test showed a significant difference between the cultural literacy of male and female students, where female students had a higher score. However, there was no significant difference in physics concept literacy between male and female students. These findings indicate the importance of implementing local culture-based physics learning as a contextual approach to improving students' scientific literacy and preserving regional culture.
Integrating STEM in Physics Learning to Improve 21st Century Skills: A Systematic Literature Review
21st century skills need to be mastered by learners for education to be of high quality and relevant to the demands of the times. These skills include critical thinking, creative thinking, the ability to collaborate, as well as effective communication skills, all of which are important in facing global challenges and the complexity of the modern workplace. The purpose of this study was to evaluate article reviews on the incorporation of STEM (Science, Technology, Engineering, and Mathematics) into physics teaching to support the development of these skills. The method used was a systematic literature review with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) design consisting of four main stages, namely identification, screening, validity, and inclusion. The Scopus database was used as a search source for relevant scientific articles. A total of 1613 papers discussing STEM integration in physics education were found from 2018 to 2024. Of these, 25 papers were selected based on screening criteria and topic suitability. Based on the data synthesis of these articles, it can be concluded that the application of the STEM approach in physics learning significantly supports the development of 21st century skills. In addition to the four key skills, this integration also has the potential to strengthen civic values and character education through contextualized and interdisciplinary learning approaches. Collaboration between the STEM approach and other innovative learning models, such as problem-based learning or project-based learning, is considered effective in creating deep and meaningful learning experiences for students.
Exploring Misconceptions of Light and Shadow Formation among Senior High School Students: A Qualitative Study in Physics Education
This study explores senior high school students’ misconceptions of light and shadow formation within the context of physics education. Despite being a fundamental concept in optics, many students continue to experience difficulties in understanding the principles of light propagation, the rectilinear nature of light, and the conditions required for shadow formation. This research employed a qualitative exploratory design involving 32 students from Grade X and XI science classes in Central Java, Indonesia. Data were collected through diagnostic tests and semi-structured interviews, which allowed in-depth identification of alternative conceptions. The analysis revealed three dominant categories of misconceptions: (1) perceiving light as a substance that “flows” from the source, (2) assuming that shadows are independent objects rather than regions of blocked light, and (3) misunderstanding the relationship between light intensity, distance, and shadow clarity. These findings confirm that students often rely on intuitive reasoning based on everyday experiences rather than scientific explanations. The discussion highlights the implications for physics instruction, particularly the need for teaching strategies that incorporate conceptual change models and inquiry-based learning to address students’ alternative frameworks. The study concludes that addressing misconceptions in optics requires not only emphasizing correct scientific principles but also engaging students in reflective and interactive learning processes that directly confront their prior conceptions.
Assessing Assessment of Thermodynamics Concept Understanding: A Systematic Review
This study presents a systematic review of scholarly articles examining the development of thermodynamics concept assessment tools in physics education from 2010 to 2025. The review aims to analyze the characteristics, scope, and quality of existing instruments while offering guidance for future improvements. Eleven assessment tools were identified and reviewed using a structured protocol aligned with PRISMA and the guidelines of Petticrew & Roberts. The findings reveal a strong reliance on multiple-choice formats and a primary focus on fundamental thermodynamics concepts, chiefly heat, temperature, and the laws of thermodynamics. However, key conceptual areas such as entropy in open systems, real gas behavior, and statistical interpretations of thermodynamic laws are often overlooked. Furthermore, although many instruments report content validation by experts, only a few provide evidence of construct validity or internal consistency. The review recommends that future thermodynamics assessments align with students’ cognitive development, maintain a balance between item depth and efficiency, and include underrepresented conceptual domains. Overall, the review advocates for the creation of more comprehensive and effective assessment tools in the field of thermodynamics.
Development of Student Worksheets Based on Discovery Learning Assisted by PhET Interactive Simulations
This study aims to design and develop Student Worksheets based on a discovery learning approach, supported by PhET Interactive Simulations media, and to examine their design, feasibility, and practicality in the context of electricity at the high school level. The LKPD development process follows the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model, which encompasses the stages of analysis, design, development, implementation, and evaluation. The average obtained from the expert validation results is 87.50%, based on three assessment aspects, and is declared to be suiTabel for use. Meanwhile, the feasibility validation by media experts yields an average value of 79.68% across four indikators, indicating that the LKPD is ideal for use. Furthermore, the results of the field trial conducted by students are 82.84%, which is also classified as very appropriate. Based on the average value, it can be said that the physics LKPD based on discovery learning, supported by PhET.
Students’ Attitudes Toward Physics and Its Influencing Factors: A Literature Review
This literature study aims to address factors that influence students' attitudes towards physics and variations in learning methods that can be a reference for teachers to enhance students' attitudes towards physics. This study used systematic literature review method. Literature review was conducted using the keyword "attitudes towards physics". These keywords are searched through the Scopus search engine. We found 38 articles relevant to keywords with publication time constraints being the previous ten years. By using literature as a review, it was found that students' attitudes towards physics are influenced by a positive school environment, learning methods applied in the learning process, gender, type of school and age. We did not find that personality and grade level influenced students' attitudes towards physics as previous research concluded. In addition, we found more variety of learning methods to enhance students’ attitude towards physics. Variations of learning methods that are proven to significantly enhance students’ attitudes towards physics are problem based learning model, jigsaw cooperative learning model, inquiry learning model, STEM approach, peer instruction method, cognitively guided instruction method, multiple intelligences based instruction method, concept mapping, flipped classroom method, dialogical practical work, active learning, blended learning, augmented reality, game-based learning module, computer simulations, virtual laboratory, creating digital storytelling, and haptic augmented simulation.
E-Learning of Static Fluids Utilising Problem-Based Learning via the Edukati Platform to Encourage Students' Critical Thinking Skills
This study aims to develop e-learning media based on Problem Based Learning (PBL) with the help of the Edukati platform on static fluid material to train students' critical thinking skills. The problems in this study are the low empowerment of critical thinking skills in physics learning and the lack of learning media that support independent and contextual understanding of concepts. The research employed the Research and Development (R&D) method using the ADDIE development model, which includes the stages of analysis, design, development, implementation, and evaluation. Validation was conducted by four experts (media expert, subject matter expert, technical expert, and pedagogical expert), and practical testing involved teachers and students from MA Muhajirin Kampar. The e-learning platform is equipped with videos, e-modules, e-worksheets, interactive quizzes, discussion forums, and exams aligned with PBL syntax and critical thinking indicators. The validity results from media, content, technical, and pedagogical experts yielded an average validity score of 3.52, indicating that the developed e-learning platform is highly valid. The responses from teachers and students showed enthusiasm and comfort with the developed media, achieving an average practicality score of 3.62 (very practical) and 3.55 (very practical). Therefore, the PBL-based Fluid Statics e-learning is suitable for enhancing critical thinking skills among high school/MA students in grade XI.
Effectiveness of Simulation-Based Learning Media in The Understanding of Physics Concepts: A Literature Review
This study aims to evaluate the effectiveness of simulation-based learning media in enhancing conceptual understanding of physics at the senior high school level. The method used is a Systematic Literature Review (SLR) by adopting a systematic protocol for searching and selecting articles. Literature was retrieved from three main databases: Google Scholar, Semantic Scholar, and ScienceDirect. The analysis focused on 10 articles that met the inclusion criteria, namely: published between 2010–2024; used experimental methods with simulation media in physics education; had high school students as research subjects; and examined aspects of conceptual understanding. The review results show that simulation media is effective in presenting abstract and complex physics concepts in a visual manner that helps students understand the relationship between theory and everyday phenomena. Simulations also enable students to control variables, engage in independent exploration, and build stronger mental models. In addition, simulations have been proven to improve student performance in terms of recall, understanding, and analysis. However, there are some limitations, such as the lack of hands-on laboratory experience, the limited ability of simulations to represent real-world conditions, and minimal social interaction among students during the use of virtual media. Therefore, the use of simulation media should be integrated with other instructional approaches to optimize its effectiveness.
The Effect of Problem Based Learning Model on Critical Thinking Skills of High School Students on Physics Concepts
The persistent inadequacy of students’ critical thinking skills in physics education remains a significant concern within the learning process. This issue is largely attributed to the limited exposure to analytical problem-solving tasks, the monotonous implementation of instructional strategies, and the minimal integration of interactive learning media. Furthermore, the tendency of students to engage in rote memorization of formulas without a thorough conceptual understanding contributes to their weak analytical and problem-solving capacities. This study aims to examine the effectiveness of the Problem-Based Learning (PBL) modeI in enhancing the critical thinking skills of 11th-grade students at SMA Negeri 5 Banda Aceh, particularly in learning Archimedes’ Principle. A quasi-experimental approach was employed using a pretest-posttest control group design, with non-random assignment of participants. The findings demonstrated that the experimental group, which received PBL treatment, attained a higher average post-test score (M = 70.3, SD = 10.93) compared to the control group (M = 63.5, SD = 12.78). Statistical analysis using an independent t-test indicated a significant difference between the groups. Moreover, the normalized gain (N-gain) results showed a moderate level of improvement in the experimental class (0.50) versus a lower level in the control class (0.40). These results suggest that the PBL is more effective in fostering students’ critical thinking than the discovery learning approach.
Development of Alternating Current and Voltage E-Book Based on Blender Software to Improve Students Critical Abilities in Senior High School
This study aims to: (1) produce a physics e-book based on blender software that is suitable for use in schools, (2) determine the practicality of a physics e-book based on blender software for teachers and students of class XII MIPA in the learning process, (3) determine the effectiveness of a physics e-book based on blender software to improve critical thinking skills. This study uses the ADDIE model. In the analysis stage, researchers conducted observations, interviews, and distributed questionnaires to teachers and students of class XII MIPA SMAN 2 Sabang; the design stage designed the e-book grid, animation of alternating current and voltage based on blender software, compiled teaching modules, and test instruments; the development stage obtained the results of the e-book draft, teaching modules, data analysis techniques used in the development stage, namely V'Aiken and feasibility. The implementation stage used a pretest-posttest control group design. The evaluate stage tested the data generated. The results showed that: (1) the e-book based on the assessment of expert lecturers, teachers and colleagues is very feasible to be used in physics learning based on the results of the assessment of media feasibility and material feasibility, obtaining an average score of 94.55% and 92.37% with a very feasible category; (2) The e-book is very practical to use based on the practicality response questionnaire of teachers and students which obtained an average score of 97.67% and 92.48% with a very practical category; (3) The e-book is effective in improving critical thinking skills in the experimental class with a gain of 0.6.
Development of Alternative Energy-Based Temperature and Heat Module of Wood Waste Charcoal for Science Literacy
The low science literacy of students, especially in understanding temperature and heat materials, is a challenge in learning physics in schools. This material is often delivered theoretically without being associated with real life, so students have difficulty understanding concepts in their entirety. This research aims to develop a physics learning module on alternative energy-based temperature and heat materials from charcoal from wood and onion wood waste to improve students' science literacy. The research uses a 4D development model that is limited to the Define, Design, and Develop stages. The Define stage includes curriculum analysis, identification of student learning difficulties, and exploration of local potential. The Design Stage produces a contextual module design based on science literacy. At the Develop stage, the modules are validated by experts with results: 90% content aspect, 86% linguistics, and 95% presentation, with an average of 90% indicating the "Feasible" category. The module is considered to have high potential to support contextual learning and improve understanding of the concept of temperature and heat. Thus, this module is worthy of further testing to students in physics learning.
Conceptual Understanding and Critical Thinking Skills Assisted by a Virtual Laboratory through Guided Inquiry Learning
This study aims to determine the effect of the guided inquiry learning model on students' conceptual understanding and critical thinking skills in physics, with the support of a virtual laboratory, among Grade X students at SMAN 1 Situbondo in the 2023/2024 academic year. The main problem in learning physics is the low ability of students to understand concepts in depth and develop critical thinking about scientific phenomena. The guided inquiry learning model was chosen to create systematic learning, allowing students to explore, observe and draw conclusions. Meanwhile, virtual laboratories are used as supporting media to simulate experiments that cannot be carried out directly due to limited facilities and time. The type of research used is an experimental study with a posttest-only control group design. The population in this study consisted of Grade X Science Program (MIA) students, comprising three classes with 30 students each. The sample was selected using the cluster random sampling technique. The data collection instrument was an essay test to measure conceptual understanding and critical thinking skills. Data were analyzed using the MANOVA test. The analysis results showed that the calculated F value was more significant than the F table value, indicating that the guided inquiry learning model had a significant effect on students' conceptual understanding and critical thinking skills in physics when using a virtual laboratory for Grade X students at SMAN 1 Situbondo in the 2023/2024 academic year.
Qualitative Analysis of Students’ Misconceptions on Energy Conservation in Mechanical Systems
Energy conservation is a fundamental principle in physics, yet numerous studies report that students often hold misconceptions regarding its meaning and application. This study aims to qualitatively explore senior high school students’ misconceptions about the conservation of energy in mechanical systems. Data were collected from 36 students in grades X and XI using a four-tier diagnostic test combined with semi-structured interviews. Thematic analysis was employed to identify the types and patterns of misconceptions. Results indicate that students frequently perceive energy as a consumable entity that disappears during processes involving friction, or equate kinetic energy directly with force. Other misconceptions include the belief that energy can be permanently lost in non-conservative systems and that potential energy does not exist unless motion occurs. These findings highlight persistent gaps in conceptual understanding despite formal instruction. The study suggests that explicit teaching strategies, such as conceptual change approaches and multiple representations, are required to address these alternative conceptions.
Development of Interactive Learning Media Using Articulate Storyline 3 Integrated with Problem Based Learning to Enhance Students' Critical Thinking on Temperature and Heat Concepts
This study aims to develop interactive learning media utilizing Articulate Storyline 3 integrated with a problem-based learning (PBL) model to enhance students' critical thinking skills, particularly on the topic of temperature and heat. The research employed a Research and Development (R&D) approach using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. A large-scale field trial was conducted involving 100 eleventh-grade students from MAN 3 Banyumas. The implementation phase adopted a pretest-posttest control group design to measure the media's effectiveness. The results showed that the developed media is highly practical, as indicated by an average score of 90.43% from students and 93.05% from physics teachers, categorized as "very practical." Statistical analysis demonstrated a significant improvement in students’ critical thinking abilities, with a partial eta squared value of 0.949 and Cohen’s f of 4.31, signifying a very large effect size. The media features include interactive simulations, animations, quizzes, and a game-based approach that allows learners to engage in higher-order thinking through real-world problem-solving tasks. The integration of PBL strategies into interactive digital media provides students with opportunities to analyze, evaluate, and construct solutions collaboratively, fostering deep conceptual understanding.
Application of Auditory, Intellectually, Repetition Model Assisted by Kahoot to Improve Understanding of Temperature and Expansion Concepts in Class XI
In improving students' conceptual understanding of a learning material, an efficient and effective learning model is needed. One of the efficient and effective learning models in improving conceptual understanding is the Auditory, Intellectually, Repetition learning model assisted by Kahoot. This study aims to describe students' conceptual understanding by implementing the Auditory, Intellectually, Repetition learning model assisted by Kahoot on the material of temperature and expansion. In addition, this study was conducted to determine the differences in students' conceptual understanding using the Auditory, Intellectually, Repetition learning model assisted by Kahoot with conventional learning models on the material of temperature and expansion as a solution to improve the conceptual understanding of grade XI students on the material of temperature and expansion. This study used a quasi-experimental research type with a posttest-only control group design. The research data were in the form of posttest results of conceptual understanding which were processed quantitatively. The results showed that the experimental class had a higher average conceptual understanding ability score than the control group. The experimental class obtained an average score of 85.03 with a very good category and the control class obtained an average of 75.69 with a good category.
Fluistik Zone: Interactive Digital Media for Learning Static Fluid Concepts in Senior High School Physics
This study aims to develop an interactive digital learning media called Fluistik Zone on static fluid material using the 4D development model (Define, Design, Develop, Disseminate). This media covers the subtopic of introductory static fluids, consisting of density, hydrostatic pressure, Pascal's law, and Archimedes' law. The development procedure begins with a needs analysis through teacher interviews and literature reviews, followed by the initial design of Android application-based media equipped with features such as learning videos, interactive quizzes, and Online Active Learning Guide (OALG). Validation was carried out by material experts and media experts with average validity results of 94% and 99% respectively in the very valid category. The practicality assessment by teachers reached 94% in the very well category and student responses showed an average of 85% in the well category. These findings indicate that Fluistik Zone is valid, practical, and interesting for students in supporting physics learning interactively and contextually. This media is designed following the principles of multimedia learning to increase student engagement and understanding. Therefore, Fluistik Zone has the potential as an effective, interesting, and relevant physics learning media innovation to support 21st century learning. However, testing the effectiveness of the media on learning outcomes has not been carried out experimentally and the trial is still limited to one school. Further research is recommended to test the effect of using Fluistik Zone on student learning outcomes through a quasi-experimental design and expand the development to other physics topics and different levels of education.
Development of a Problem-Based E-Module on Particle Motion Dynamics to Improve Physics Problem-Solving Skills Using Flip
This study aims to examine the feasibility of an e-module on particle dynamics developed using Flip PDF Professional and to analyze the improvement of students’ physics problem-solving skills. The research subjects were physics education students at Cenderawasih University The research employed an R&D method with the 4D model. The data analysis technique for assessing product feasibility used a standardized scale. The e-module evaluation was conducted through expert validation, and the results were analyzed quantitatively. Furthermore, to determine the impact of the developed e-module on students’ physics problem-solving abilities, an N-gain analysis was applied. To obtain scores for the research variables, a physics problem-solving skills test instrument was used. The validation results showed that the e-module was categorized as very good by media experts (average score 38.5) and material experts (average score 41.5). Field testing indicated that the improvement in problem-solving skills was in the moderate category, with an N-gain value of 0.69 and an average post-test score of 80.20. Based on the findings obtained, this e-module has been proven to be feasible to function as one of the optional teaching materials in physics lessons.
Global Trends in Innovation and Evaluation of 21st Century Physics Learning: A Bibliometric and Systematic Review
Physics education in the 21st century is undergoing various innovations to enhance its effectiveness and relevance in the digital era. This study aims to map current research trends in high school physics education through bibliometric analysis and SLR analysis methods on articles indexed in the Scopus database. This study utilized 62 articles on physics learning that were analyzed. The study results show that innovations in physics learning include the use of simulations and virtual reality, digital applications such as Getsmart and PhET, project-based learning (PBL) approaches, as well as the use of digital tools like Tinkercad and Arduino Uno. In addition, STEM-based learning approaches, flipped classrooms, and hybrid learning are increasingly being implemented to enhance 21st-century skills such as critical thinking, problem-solving, and creativity. This study also found that teacher training adopting the Nature of Science (NOS) approach and technology in teaching contributes to the improvement of pedagogical competence. Learning evaluations using HOTS-based instruments and technology-based e-assessments have proven effective in measuring students' understanding and interest in physics.
The Effect of the Group Investigation Type Cooperative Learning Model on Presentation Skills in the Topic of Ideal Gas
Scientific presentation is one of the essential skills that every individual should possess, particularly those involved in the fields of education and research. Classroom learning is often focused on children's ability to memorize. This study aims to determine how presentation skills use the GI type cooperative model. This study used two variables: the independent variable and the dependent variable. The independent variable was the learning model, specifically a cooperative learning model of the group investigation type. The dependent variable in this study was the ability to learn. The type of research used is descriptive qualitative, as the purpose of this study is to provide a comprehensive picture of the phenomenon. The study's results showed an average increase of 17 points, accompanied by a decrease in the standard deviation value from 5.86 to 3.64, indicating the development of presentation skills following participation in GI-type cooperative learning. The results of the normality test on the presentation ability data at the pretest stage showed that the significance value in the Kolmogorov-Smirnov test was 0.116 and in the Shapiro-Wilk test was 0.061, indicating that the pretest data did not deviate significantly from a normal distribution.
Challenges of Science Teachers in Designing Inquiry Learning: A Systematic Literature Review
This study aims to map the challenges faced by science teachers in designing inquiry-based learning through a systematic literature review (SLR) approach. The PRISMA method was used to screen articles from the ERIC database published between 2020 and 2025. Out of 292 initial articles, a rigorous inclusion-exclusion process narrowed the sample to 14 relevant studies, which were then thematically analyzed. The findings revealed nine major thematic challenges: limited understanding of inquiry, lack of experience, reliance on traditional teaching methods, difficulty integrating inquiry into classroom practice, insufficient institutional support, inadequate professional development, challenges in designing inquiry elements, time constraints, and unsupported assessment practices. These challenges are interrelated and reflect the multidimensional nature of barriers to effective inquiry-based science instruction. This study provides empirical contributions to support science education policy development and the design of teacher training programs responsive to 21st-century learning demands.
Development of an Inquiry Based and Deep Learning Animate Physics Module with 4D Models to the Develop Stage
This research aims to develop an animate physics module based on an inquiry approach and deep learning. The method used is Research and Development (R&D) with a 4D model consisting of the Define, Design, Develop, and Disseminate stages. The research was carried out up to the Develop stage which includes analysis of the curriculum, materials, and student needs (Define).module structure design (Design); and expert validation and limited trials (Develop).The research instruments consisted of an expert validation questionnaire, a student response questionnaire, and learning outcome tests (pretest and posttest). The validation results showed that the module obtained a score of 87% (very suitable) from material experts, 85% (very suitable) from media expert, and 83% (suitable) from language experts. Limited trials on 25 grade XI students showed a practicality score of 86% (very practical). Furthermore, student learning outcomes improved, with an average pretest score of 58.4, a posttest score of 80.6, and an N-Gain of 0.062 (medium-high category). These findings demonstrate that the inquiry based and immersive learning based physics module is feasible, practical, and effective for improving conceptual understanding and higher order thingking skills in physics learning. This study provides a significant contribution to the development of innovative learning materials aligned with the demands of the 21st century, offering an alternative solution for creating meaningful, contextual, and critical-thinking-oriented physics learning.
The Effect of The Predict Observe Explain Strategy on Reducing Misconceptions About Light In Elementary Schools
This study aims to determine the effect of the Predict–Observe–Explain (POE) strategy on reducing misconceptions about light among fifth-grade elementary school students. This study describes empirical evidence of differences in the reduction of misconceptions between classes that received instruction using the POE strategy and classes that received instruction through teacher demonstrations. This study used a quantitative method with a quasi-experimental design, specifically a Nonequivalent Control Group Design, conducted at Demangan State Elementary School in the odd semester of the 2025/2026 academic year. The research subjects consisted of 52 fifth-grade students divided into an experimental class and a control class. Misconception data were collected through a validated two-tier diagnostic test, and the results showed that the validity was in the valid category. The reliability estimate of the misconception instrument was obtained through the Cronbach's Alpha test with a coefficient of 0.832, which is classified as high. Data analysis techniques included prerequisite tests (normality and homogeneity) and difference tests using independent t-tests for misconception reduction. The results showed that the average misconception reduction score in the experimental class increased from 44.35 on the pretest to 70.65 on the posttest, an increase of 26.30, while the control class only increased from 48.73 to 56.38, an increase of 7.65. The hypothesis test results showed a Sig. (2-tailed) value < 0.05 for both variables, so Ha was accepted. Thus, it can be concluded that the POE strategy has a significant effect in reducing students' misconceptions about light.