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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Analysis of Multiple Choice Questions on Impulse Momentum Material to See the Level of Difficulty of the Questions
This research aims to analyze the suitability, difficulty level, and reliability of impulse-momentum test instruments in physics subjects using the Rasch model. The background to this research is based on the importance of ensuring that the assessment instruments used in education have adequate validity and reliability. Using descriptive research methods with a quantitative approach, data were collected from 275 students from three schools in Bengkulu Province. The impulse-momentum test instrument was created and validated with the help of physics teachers from each school, and the research was conducted over 5 days. Data analysis was carried out using the QUEST application to assess the suitability of the questions under the Rasch model, the level of difficulty of the questions, and the instrument's reliability. The research results show that the majority of questions are of moderate difficulty, with instrument reliability at 0.97, indicating very good reliability. However, two items were found to have outfit values exceeding 2, indicating a mismatch with the Rasch model. In conclusion, the momentum impulse test instrument has good reliability, but several items need improvement to better align with the analytical model used. This emphasizes the importance of understanding item parameters and ensuring consistency with analytical models to ensure the validity and reliability of assessment instruments in education.
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Theoretical Analysis of Thermal Equilibration in a Rotating Solid Sphere Partially Immersed in a Hot Fluid: A Study Inspired by the Onde Cooking Process
This study presents a theoretical analysis of thermal equilibration in a sphere rotating with a constant angular velocity, where part of the sphere is submerged in a hot fluid and the other part is exposed to air. The model is inspired by the traditional onde-onde cooking process, which illustrates temperature equalization through continuous rotation during heating. By applying the steady-state heat equation in spherical coordinates and imposing boundary conditions representing two temperature regions (the hot fluid at T1 and the air at T2), the criterion for rotational equilibrium is obtained. The result shows that the angular velocity must satisfy the minimum threshold ωmin=k/ρcR2, where k is the thermal conductivity, ρ is the density, c is the specific heat, and R is the radius of the sphere. When the actual rotation rate exceeds this limit, the temperature distribution becomes nearly uniform, and the entire sphere approaches thermal equilibrium. The findings clarify the physical mechanism through which rotation enhances temperature uniformity in partially immersed solids. Beyond its culinary analogy, the model offers valuable insight for rotating heat exchangers, industrial drying systems, and thermal homogenization in composite materials.
The Effectiveness of Temperature and Heat Module Through P2F to Improve Science and Numeracy Literacy
This study aims to enhance students skills in science literacy and numeracy by creating temperature and heat modules using the learning of physics modeling at least in the effective category. This module is designed as a learning innovation because students frequently struggle to grasp the concepts of temperature and heat conventional methods. This study used the ADDIE development model and Research and Development (R&D) research methods to conduct trials on 35 grade XI students from high schools in Banjarmasin. The ADDIE model was chosen because it has clear stages for needs analysis, design, development, implementation, and evaluation, allowing the resulting modules to be systematically tested. The trial was carried out using a one-group pre-test post-test design. Data was collected through the (THB), which has been adjusted to numeracy and science literacy indicators. The results showed that this module was effective, with an n-gain score of 0.74, which shows how much students' skills improved after using it. Therefore, the temperature and heat modules learned through physics modeling can be used to improve students' numeracy and literacy skills. They can also be used as an innovative alternative learning resource in high school.
The Influence of Inquiry Laboratory and Phyphox-Excel on Physics Concept Understanding in View of Students' Self-Regulated Learning
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.
Global Trends and Research Focus on Augmented Reality for Enhancing Critical Thinking: A Bibliometric Analysis
Learning media is a process through which learners acquire knowledge, understanding, and skills in science. Augmented Reality (AR) is a digital technology that integrates manipulable digital images into real-world environments in real time, revolutionizing dynamic learning. Research indicates that mobile-based AR learning media enhance students’ material comprehension and stimulate critical thinking. Critical thinking involves analyzing, evaluating, and logically concluding information, which is a vital skill for informed decision making. Recent studies from 2015 to 2024 highlight the rapid growth of AR research across various disciplines, including Physics Education. To analyze these studies, a bibliometric method was employed, focusing on articles published between 2015 and 2024 in the Scopus database. This analysis identified research trends related to AR’s impact on critical thinking. This study used descriptive bibliometric analysis to evaluate publications on AR and critical thinking. Results revealed a peak in publication trends in 2022 and citation trends in 2020. Taiwan led in research output. Key research areas include AR, VR, and students’ critical thinking. Emerging themes such as STEM, artificial intelligence, nursing education, and game-based learning new research directions. These findings provide a reference for future research on AR in enhancing critical thinking, with potential data sources.
Learning Transformation in the Merdeka Belajar and Kampus Berdampak Era: Synergy of Technology, Pedagogy, and Digital Assessment
The transformation of physics education in the Merdeka Belajar era represents a fundamental paradigm shift in how teachers and students perceive, construct, and apply scientific knowledge. This article presents a theoretical and reflective analysis of the integration of technology, pedagogy, and digital assessment within the context of Indonesian physics education. Using a narrative–reflective approach and a review of recent literature, the study articulates how the Technological Pedagogical and Content Knowledge (TPACK) framework serves as a conceptual foundation for building collaborative, flexible, and scientifically literate learning ecosystems. The findings suggest that the integration of digital tools—such as PhET interactive simulations and Tracker-based video analysis—enhances conceptual understanding, promotes critical thinking, and facilitates continuous formative assessment. Philosophically, Merdeka Belajar embodies not only curricular flexibility but also a humanistic vision of science education that nurtures empathy, social responsibility, and ecological awareness. Therefore, the transformation of physics education is not merely technological modernization but an epistemological reconstruction toward ethical, collaborative, and sustainable learning.
Atemporal Discourse as a Managerial Burden: Implications for Physics Teachers’ Time Management
The Merdeka Curriculum idealises the emergence of critical-thinking students. However, when high cognitive demands are present in textbooks, such as the features 'Let's Think Critically!' and 'Let's Discuss!', without transparent time allocation (atemporal), it creates threatening dissonance. This study reveals this paradox: why does idealistic discourse lead to unsupported managerial burdens for Physics teachers? This study aims to critically analyse the implications of the dimension of temporality (instructional time management) in the Merdeka Curriculum Physics textbook for Grade XII Senior High School/MA. Specifically, this study fills a research gap by highlighting the threat of time management uncertainty caused by features that demand high-level cognitive reasoning and discussion, namely 'Let's Reason Critically!' and 'Let's Discuss!'. Using Critical Discourse Analysis (CDA), the primary data sources focused on imperative instructional units that were atemporal (did not specify duration) but demanded complex activities, such as quantitative analysis and evaluation of electrical circuit designs. The results showed a significant dissonance between the textbook's idealistic demands and the minimal managerial support. The 'Let's Think Critically!' and 'Let's Discuss!' features contain high cognitive demands but almost always lack clear time allocations. This gap (Demand Scale 5 vs. Support Scale 1) effectively shifts the burden of operational curriculum and emergency time management to teachers.
Application of Thermodynamic Wave KIT-based Deep Learning to Reduce Misconceptions in Grade XI High School Students Regarding Heat
This study aims to reduce the level of misconceptions experienced by eleventh-grade high school students on Heat material through the application of a deep learning approach combined with the use of the Wave and Thermodynamics KIT. The research method used was a quasi-experimental one-group pretest–posttest design, involving one class as the experimental class and two classes as replication classes. The research instrument was a three-tier multiple-choice diagnostic test used to map students' misconceptions before and after the learning treatment. Data were analysed using descriptive statistics, two-proportion tests, and normalised gain (n-gain) calculations. The research findings showed a very significant decrease in the frequency of misconceptions, namely from 6.10 to 1.00 in the experimental class; from 5.53 to 1.40 in the first replication class; and from 6.33 to 1.33 in the second replication class. This decrease was also accompanied by an increase in the conception score in each class, as reflected in average n-gain values of 0.69 in the experimental class, 0.72 in the first replication class, and 0.76 in the second replication class. Thus, it can be concluded that the application of deep learning supported by the Wave and Thermodynamics KIT is effective in reducing high school students' misconceptions about Heat material while simultaneously increasing their conceptual understanding to a medium to high level.
Enhancing Creative Thinking in Physics Education: A Systematic Review and Meta-Analysis
Creative thinking is a critical skill in physics education that enables students to develop effective problem-solving. This study aims to explore various interventions and their effects on enhancing creative thinking skills in physics education through a systematic review and meta-analysis. A keyword search across Scopus and ERIC identified 22 studies that met the criteria and were selected for analysis. The meta-analysis findings indicate that interventions implemented in physics learning significantly enhance creative thinking skills, with a very strong effect size. Among the types of interventions, instructional models demonstrated the largest effect size, highlighting their potential to foster creative thinking. Moderator analysis revealed significant variations across countries of study, sample size, intervention duration, and the physics topics involved. However, no significant differences were found for moderators such as publication type, education level, types of interventions applied, and instruments measuring creative thinking. These findings emphasise the importance of designing and adapting teaching strategies to enhance creative thinking skills in physics learning. This study contributes to strengthening the evidence for integrating creative thinking into physics education to meet the demands of the 21st century.
Systematic Literature Review: The Effectiveness of the History of Science Approach in Improving Conceptual Understanding in Physics Education
This study aims to analyze the effectiveness of the History of Science (HoS) approach in improving students' conceptual understanding in physics learning through the Systematic Literature Review (SLR) method using the PRISMA model. A total of six articles selected from 779 initial findings that met the inclusion and exclusion criteria were analyzed in depth. The synthesis results show that the HoS approach can strengthen conceptual understanding. The History of Science has been proven to help students overcome misconceptions, improve scientific reasoning skills, and enrich epistemological understanding of the nature of science. However, the SLR findings also confirm that empirical research on the implementation of HoS in the classroom is still limited, requiring the development of more structured learning strategies and improved teacher competencies to optimize the application of this approach in physics learning. Overall, this study confirms that HoS has great potential in supporting more meaningful, contextual, and conceptually oriented physics learning.
Identifying Students’ Scientific Literacy Needs: A Foundation for Developing a Problem-Based Global Warming Physics Module
Global warming has become a critical issue that requires younger generations to possess strong scientific literacy. However, various studies indicate that students’ understanding of scientific concepts and environmental phenomena remains limited. This pre-development study aims to identify students’ initial scientific literacy needs as a foundation for developing a problem-based learning module on global warming. This qualitative research involved 36 tenth-grade students of SMA Negeri 2 Lubuklinggau and employed interviews, observations, and Focus Group Discussions (FGD) with teachers. Data were analyzed using descriptive qualitative techniques, including data reduction, data display, and conclusion drawing, while data validity was ensured through triangulation and member checking. The findings reveal that many students experience difficulties in interpreting scientific data, connecting physics concepts with real environmental phenomena, and drawing evidence-based conclusions. In addition, teachers emphasized the need for interactive and contextually relevant learning modules. These findings highlight the importance of needs analysis as a fundamental step in developing learning modules that not only convey concepts but also enhance students’ scientific literacy and scientific thinking skills.
Development of Practical Guidebooks for Physics Education Students at Cenderawasih University
This study aims to (1) examine the validity characteristics of the developed practical guidebook; (2) analyze the responses of practitioners regarding the developed practical guidebook. The laboratory manual to be developed is significantly innovative in that it combines inclusive and flexible instructional design with active and contextual learning approaches. The manual also includes pedagogical aspects to help students not only understand physics but also internalize how to teach science effectively in the future. This research is a type of research and development (R&D) aimed at developing a manual. According to Thiagrajan, development research is based on the 4-D model, namely Define, Design, Development, Disseminate, or the 4-P model, which consists of the definition stage, the design stage, the development stage, and the dissemination stage, which in this study is limited to the development stage only. The results of the study show that the developed practicum guidebook has met the validity standards for testing with an internal consistency coefficient of 0.97. In addition, based on the results of the student response analysis, it is known that the developed practicum guidebook is in the very practical category with a practicality percentage of 88%. This score shows that the developed practical guidebook is considered practical by students for use in practical activities.
Profile of Students' Critical Thinking Skills and Digital Literacy in Energy Sources Material
Critical thinking skills help students analyse information deeply, make rational decisions, and solve problems creatively. Meanwhile, digital literacy is a key competency for navigating the rapid, diverse flow of information in today’s technological era. The purpose of this study is to examine students’ profiles of critical thinking skills and digital literacy in physics learning. This research employs a descriptive qualitative design. Data on critical thinking skills were collected through written tests containing descriptive questions. Students' digital literacy skills were measured using a questionnaire on student learning habits with digital media. The results of this study indicate that, in general, students' critical thinking skills in physics learning are currently in the category, with an average percentage of 68,4% however, students' weaknesses are visible in the indicators, conclude and set strategy and tactics, each with a percentage 62% and 56%, which is in the category low. Skill analysis results: digital literacy students showed better achievement, with an average percentage of 68,2%, which is in the good category. However, as with critical thinking skills, challenges arise in indicators' digital content production (58%) and personal data security (63%), both of which are in the 'enough' category. These results indicate that although students already possess basic critical thinking and digital literacy skills, several important aspects need improvement. This improvement can be achieved through a more integrated physics learning, with activities that emphasise in-depth analysis, information synthesis, and the safe and secure production of digital content.
Analysis of the Need for Development of Physics Electronic Modules using the Kaili Ethnic Culture Approach
The main challenge in physics education is the assumption by students that the material is difficult and abstract, and this is exacerbated by the threat of globalization to the preservation of local wisdom. The purpose of this study is to describe the needs analysis for the development of an electronic module on temperature and heat based on ethnoscience (Batik bomba) of the Kaili tribe culture for 11th grade MIPA students. The research used the 4D Research and Development (R&D) model. This research was in the define stage and used descriptive data analysis techniques. The research was conducted as a survey, with data collected through a needs analysis questionnaire for physics teachers and 38 grade XI high school students in Central Sulawesi. The results show that 100% of teachers need more interesting and contextual teaching materials, while 50% experience difficulties in developing independent modules. From the students' perspective, 88% want to learn the application of physics in real life, and 85% are motivated by examples of applications in local culture. The identified needs include: (1) the development of ethnoscience modules that integrate the local culture of Kaili (Bomba Batik Weaving), (2) the strengthening of practical learning, and (3) the availability of digital learning resources (e-modules). Based on these findings, the development of Kaili Ethnic Science electronic modules is urgently needed as a solution to overcome teaching obstacles while fostering positive attitudes and appreciation for local culture.
Improving Students' Conceptual Understanding with the 5E Learning Cycle Model in Static Fluid Material
Static fluids are a difficult topic, and students must understand many of the concepts involved. Students often misunderstand buoyancy, hydrostatic pressure, and Pascal's law. A learning method that uses the 5E learning cycle model can help overcome these misunderstandings. This method trains students to create and use models, analyze data, think mathematically, design experiments, and provide scientific explanations. Through these learning experiences, students should gain a deep understanding of the main ideas of static fluids. This study aimed to enhance students' conceptual understanding of static fluids using the 5E learning cycle model. The research design was a one-group pretest-posttest study with 29 high school students from Brawijaya Smart School in Malang as the subjects. Conceptual understanding was measured using a test comprising 10 multiple-choice questions. Data analysis was performed using the Wilcoxon test to calculate the n-gain value. The analysis revealed a significant improvement in students' conceptual understanding of static fluids after implementing the 5E learning cycle model. The research yielded an n-gain value of 0.55, which falls within the moderate category. Therefore, it can be concluded that the 5E learning cycle model improves students' conceptual understanding of static fluid material.
Development of an Ethnophysics-Based Critical Thinking Test on Heat Concept
Critical thinking skills are important in physics education because they encourage students to analyze, evaluate, and apply concepts in real life. However, the assessment instruments used still focus on memory skills and have not integrated the local cultural context. In fact, many physical phenomena, including heat transfer, can be seen in cultural activities such as traditional food preparation. Previous studies have emphasized the development of questions based on higher-order thinking skills, literacy, and numeracy, but few have linked them to culture. Therefore, it is necessary to develop ethno-physics-based critical thinking questions on heat so that assessments not only measure conceptual mastery but also connect physics with local wisdom. This study aims to analyze the validity, reliability, discriminating power, and difficulty level of ethno-physics-based critical thinking questions on the topic of heat, as well as to test their practicality. The method applied is Tessmer's Research and Development (R&D) model, with stages including Preliminary, Self-Evaluation, and Formative Evaluation. The results of the development show that the resulting test items are valid. The reliability value obtained is 0.75, which is classified as high. In terms of difficulty, the majority of questions are categorized as moderate and a small portion are easy. The discrimination power of the test items varies between very good, good, and fair. Overall, all items successfully differentiated between students' abilities, and none of the items failed to differentiate. In terms of practicality, the use of these items is classified as very practical.
Development of a Discovery Learning–Based Physics E-Book to Enhance Students’ Conceptual Understanding of Sound Waves
The rapid advancement of technology has profoundly influenced the field of education, particularly by enabling learning experiences that are more interactive and conceptually deep. The incorporation of mobile-based learning has emerged as a relevant approach to increase student involvement in mastering complex physics topics, such as sound waves. Accordingly, this study aims to design and evaluate a discovery learning–based physics e-book as an innovative instructional medium for senior high school students. The research adopts the 4D research and development framework—Define, Design, Develop, and Disseminate—and involves subject matter experts, media experts, and senior high school students as participants. The sampling technique used purposive sampling for experts and random sampling for students. Data collection was conducted through questionnaires and concept understanding tests, which were analyzed using descriptive statistics with reference to media feasibility criteria tables and N-Gain criteria. The results indicate that the developed e-book achieved an excellent validity level according to media and content experts and received positive feedback from users, making it highly feasible as a learning medium for physics on the topic of sound waves. An N-Gain score of 0.57 indicates a moderate increase in students’ conceptual understanding, showing that the discovery learning–based physics e-book serves as an engaging alternative for enhancing learning experiences. By combining academically relevant content with local cultural values, the e-book helps students relate physics concepts to their cultural context. These findings emphasize the need for innovative and contextual learning media to improve students’ understanding of physics, preserve local wisdom, and enhance the quality of physics education in Indonesia.
Development of Problem-Based Physics Teaching Modules on Climate Change and Weather for High Schools
Climate change and weather are now problems that affect the whole world and are bad for the environment and for people's lives. Sadly, a lot of high school students still don't understand the basics of climate change because the material is too abstract and hard to understand. For example, they think that daily weather is a form of long-term climate change. To solve this, a Problem-Based Learning (PBL) physics module was made for high school students to teach them the basics of climate change and weather. The module was created to follow the Merdeka Curriculum's Deep Learning principles of being mindful, meaningful, and fun. This study employed an R&D methodology utilizing the ADDIE model. Three experts (in material, curriculum, and pedagogy) were involved in the validation process. 23 students were used in individual and small group trials to test practicality. The average validity score was 86.78% and the average practicality score was 82.82%. Both of these scores are in the Very Valid and Very Practical ranges. These results show that the module is a good choice for use as a contextual teaching tool that helps with understanding concepts, engaging the mind, and being aware of the environment.
Development of Edpuzzle Interactive Media Based on Cooperative Learning Model to Increase Students Interest in Learning Motion Dynamics Material
Abstrak: Tujuan penelitian ini adalah: (1) mendeskripsikan kesesuaian media pembelajaran interaktif yang dibantu oleh Edpuzzle untuk meningkatkan minat belajar siswa pada mata pelajaran Dinamika Gerak; (2) mendeskripsikan peningkatan minat belajar siswa setelah menggunakan media tersebut; dan (3) mendeskripsikan respons siswa terhadap media tersebut. Penelitian ini juga bertujuan untuk mengembangkan media pembelajaran interaktif dengan model pembelajaran kooperatif yang sesuai untuk digunakan guna meningkatkan minat belajar siswa pada mata pelajaran Dinamika Gerak. Penelitian ini menggunakan model ADDIE, alat observasi, kuesioner, wawancara, dokumentasi, dan tinjauan pustaka sebagai bagian dari teknik Penelitian dan Pengembangan (R&D), serta metode untuk menganalisis data deskriptif kualitatif dan kuantitatif. Temuan ini mempertunjukkan bahwasanya: (1) media pembelajaran fisika berbantuan Edpuzzle dinilai sangat layak dengan nilai 90,18%, (2) minat belajar siswa meningkat signifikan pada indikator keaktifan, ketekunan, dan perhatian (kategori tinggi) pada N-Gain 0,72, dan (3) siswa responnya sangatlah baik nilai 94,29%. Simpulan, media Edpuzzle berbasis cooperative learning sangat sesuai untuk pembelajaran fisika dan efektif meningkatkan minat belajar siswa pada dinamika gerak.
Needs Analysis of a Solar System Module with Augmented Reality to Improve Students’ Communication and Problem-Solving
This study aims to analyze the need for developing an Augmented Reality (AR)-based digital module on the Solar System to improve students' scientific communication and problem-solving skills. The research method used a qualitative descriptive approach through observation, interviews, questionnaires, and Focus Group Discussions (FGDs) involving 36 seventh-grade students and a physics teacher. The results of the study indicate that physics learning in the classroom is still dominated by lecture methods and 2D media, making it difficult for students to visualize the concepts of rotation, revolution, and astronomical phenomena in depth. Other findings indicate that students' scientific communication and problem-solving skills are still low due to the lack of exploratory activities and scientific discussions. Teachers and students clearly need interactive digital learning media that can display 3D visualizations and support problem-based learning. The integration of AR technology with the Problem-Based Learning (PBL) model is considered highly relevant to provide more immersive, contextual, and collaborative learning. Thus, the results of this needs analysis serve as an important basis for developing an AR-PBL-based digital module on the Solar System that can strengthen students' conceptual understanding, scientific communication skills, and problem-solving abilities according to the demands of 21st-century learning.
Development of Augmented Reality Based Interactive E-LKPD to Improve Students’ Physics Concept Understanding on Alternative Energy
This study aims to develop an interactive e-LKPD based on Augmented Reality (AR) on alternative energy materials at the high school level and describe the feasibility, effectiveness of improving students' understanding of concepts, and students' responses to the use of interactive e-LKPD utilizing Augmented Reality (AR). The research method applied is Research and Development with the ADDIE model which includes analyze, design, development, implementation, and evaluation. The subjects of this study are 36 students in class X at one of the high schools in Bengkulu City. The product feasibility test was carried out by three validators consisting of two physics lecturers and one high school physics teacher. The data collection process is carried out through validation sheets, questionnaires given to students, and concept understanding tests through pretests and posttests. The findings of this study show that e-LKPD is very feasible with a percentage of 89.93% from three validators. The results of the students' responses were categorized as very good with a percentage of 90.34%. The results of the pretest and posttest of the AR-based interactive e-LKPD show the effectiveness of increasing the value of student concept understanding as shown by the N-Gain number which is in the high category with a value of 0.80. Thus, Augmented Reality-based interactive e-LKPD has the potential to become a physics teaching material that supports improving students' understanding of concepts on alternative energy materials.
The Effect of PDEODE Learning Strategy (Predict – Discuss – Explain – Observe – Discuss - Explain) on Students’ Critical Thinking Skills on Sound Wave Material
This study was conducted to evaluate the effectiveness of the PDEODE learning strategy in improving students' critical thinking skills on the topic of sound waves. The research method used a quasi-experimental design with a nonequivalent control group design, conducted at a public senior high school in South Tangerang. The research subjects involved two 11th-grade science classes, with one class as the experimental group implementing the PDEODE strategy and the other as the control group using a scientific approach. Data were collected through essay tests and then analyzed statistically, complemented by N-Gain and effect size calculations. The research findings revealed that the average post-test score for critical thinking skills in the experimental class (87.81) was significantly higher than that of the control class (54.66), with a significance level of 0.000. The N-Gain calculation for the experimental group was categorized as high (0.83), while the control group was in the medium category (0.42). The effect size calculated using Cohen's d indicated a medium effect category (0.5). Based on these findings, the PDEODE strategy can be considered an innovative learning alternative in the subject of physics.
Integrating an Artificial Intelligence–Assisted Investigative Science Learning Environment (ISLE) in Senior High School Physics Education: A Systematic Literature Review on Scientific Ability and Scientific Attitude
This study employed a Systematic Literature Review (SLR) to examine the integration of the Investigative Science Learning Environment (ISLE) supported by Artificial Intelligence (AI) in senior high school physics learning, focusing on scientific ability and scientific attitude. Using the PRISMA 2020 framework, 28 articles published between 2015 and 2024 were analyzed. The findings indicate that ISLE research has evolved significantly, with studies from 2015–2019 emphasizing its constructivist foundations and effectiveness in developing scientific reasoning, conceptual understanding, and inquiry skills. In the 2020–2024 period, research shifted toward AI integration for data analysis, automated feedback, real-time assessment, and personalized inquiry-based learning. Overall, the integration of AI within ISLE enhances evidence-based learning, investigation efficiency, and student engagement, while positively impacting students’ scientific abilities such as reasoning, investigative skills, and problem-solving and scientific attitudes, including curiosity, perseverance, and objectivity, highlighting its relevance for twenty-first-century education.
Two-Dimensional Visualization of Solid Expansion Using Spyder as a Physics Learning Medium in Secondary Schools
Physics education in secondary schools still faces several obstacles, particularly in understanding the concepts of temperature and heat, one of which is the expansion of solids. The main problem students face is difficulty visualizing how the size of solids changes as temperatures rise, so learning tends to consist only of memorizing formulas without a deep understanding. This study aims to explain the use of two-dimensional (2D) solid expansion graphs using Python-based Spyder software as a medium for physics learning. The method used is simulation and mathematical modeling of area expansion based on physical equations, with the results displayed as graphs. The simulation shows a linear relationship between temperature changes and the area of a solid object, in accordance with the area-expansion theory . Graph visualization helps students understand how temperature affects changes in object size and how expansion varies across materials, depending on their respective coefficients of thermal expansion. In addition, Spyder encourages active student participation, improves critical thinking skills, and provides a basic introduction to programming. Thus, the use of solid expansion graphs in Spyder can be an effective, interactive, and relevant alternative learning medium to improve the quality of physics learning at the secondary school level.
Revealing the Overconfidence Misconception in Optics Material: Analysis of Consistency and Confidence Levels of Prospective Physics Teachers
Misconceptions in optics accompanied by high confidence levels remain a persistent concern, particularly among prospective physics teachers whose conceptual errors may be transferred to future students. This study aimed to analyze the conceptual consistency and confidence levels of Physics Education students in optics material using the Four-Tier Diagnostic Test (FTDT). A quantitative descriptive design was employed involving 37 Physics Education students from a university in East Kalimantan, selected through purposive sampling. The instrument consisted of 50 items covering five subtopics, plane mirrors, concave mirrors, convex mirrors, convex lenses, and concave lenses with a Cronbach's Alpha reliability of 0.865. Data were analyzed using descriptive statistics and Spearman correlation tests applied to 1,850 item-level responses. Results showed that 68% of responses were categorized as Consistent Scientific, 22% as Consistent Misconception, and 10% as Inconsistent, with 87% falling under High Confidence. The concave mirror subtopic recorded the highest misconception rate (35%), with the majority accompanied by high confidence. The Spearman correlation revealed a significant but weak positive relationship between conceptual consistency and confidence level (r = 0.183; p < 0.01), indicating the presence of overconfidence misconception. These findings provide empirical support that FTDT can serve as one alternative diagnostic instrument for simultaneously identifying students' conceptual consistency and confidence levels in optics material.