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All Journal Momentum: Physics Education Journal Online Learning in Educational Research
Muhammad Nur Hudha
Universitas Sebelas Maret, Indonesia
Education Physics

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Validity Analysis of VR-Based Particle Dynamics Module Development Using the Rasch Model Supurwoko Supurwoko; Kadek Dwi Hendratma Gunawan; Muhammad Nur Hudha
Online Learning In Educational Research (OLER) Vol. 5 No. 2 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i2.803

Abstract

Physics education often encounters challenges in fostering students’ conceptual understanding of particle dynamics, largely due to the abstract nature of the content and its reliance on symbolic mathematical representations, which can impede meaningful interpretation of physical phenomena. To address this issue, this study developed PADYVIR (Particle Dynamics Virtual Reality), a virtual reality–assisted learning module, and examined its validity, reliability, and practicality for use in higher education settings. The development process followed the ADDIE instructional design model, after which the module underwent expert appraisal and psychometric evaluation using the Rasch measurement model. Expert assessments involved physics education specialists and instructional design experts, who evaluated the content, construct clarity, and pedagogical appropriateness of PADYVIR and its supporting learning instruments. The research instruments used in this study were adapted from previously validated tools reported in the literature, thereby ensuring the validity of baseline measurements. Rasch analysis indicated strong psychometric properties, including high person and item reliability indices, acceptable fit statistics, and evidence of unidimensionality. A limited trial with undergraduate students further demonstrated the high practicality of the system in terms of usability, attractiveness, and comprehensibility. These findings confirm that PADYVIR is a psychometrically robust and user-friendly instructional resource capable of supporting the visualisation and conceptual learning of particle dynamics. Methodologically, the study contributes to the field by integrating rigorous measurement theory with immersive educational technology, offering a replicable framework for the development and evaluation of virtual reality–based learning media. Implications for instructional design and educational technology research are discussed, and directions for future effectiveness studies are proposed
Enhanced learning: Designing bifocal modeling practicum tools with ESP32 for exploring kinetic theory of gases Sujito Sujito; Sulur Sulur; Muhammad Nur Hudha; Nanang Winarno; Sunardi Sunardi
Momentum: Physics Education Journal Vol. 8 No. 2 (2024)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v8i2.10046

Abstract

This research was conducted to obtain an initial design for a laboratory practical tool based on bifocal modeling assisted by an ESP32 microcontroller for kinetic gas theory. This study was conducted to obtain an initial design for a practical laboratory tool based on bifocal modeling assisted by the ESP32 microcontroller on the kinetic theory of gases. This study was conducted descriptively through a literature review of various book articles and materials. Interviews were conducted with students and physics teachers in high schools (9 students and two teachers in Malang, 15 students and three teachers in Bandung) in Indonesia. Interviews were conducted to obtain an overview of the application of physics learning and reveal other potential problems students and teachers face. The design of the bifocal modeling tool developed has been consulted with physics and ICT learning experts. The results are that it needs to be further developed and maintained until the manufacturing stage. Bifocal modeling based on the design developed in this study has the potential to facilitate students to conduct scientific experiments related to the kinetic theory of gases. Based on the equipment to be developed, it is expected that students will be able to observe macroscopic gas phenomena through actual experiments, monitor microscopic phenomena visualized through computer models, collect data in actual experiments and computer simulations, and compare data. Students' understanding of the concept of the kinetic theory of gases has the potential to be improved by conducting practical work using bifocal modeling-based tools.
Low Carbon Virtual Lab (LCVL) on electricity to empower sustainability literacy of junior high school students Salsabila Kholifahtun Nisa'; Muhammad Nur Hudha; Nurma Yunita Indriyanti; Riezky Maya Probosari; Lina Mahardiani; Kadek Dwi Hendratma Gunawan
Momentum: Physics Education Journal Vol. 9 No. 1 (2025)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v9i1.11178

Abstract

Electricity is a conceptual and complicated physics subject, hence technological integration is required to help understanding. Using the ADDIE development research approach, this study will investigate how the design, practicality, and characteristics of Low Carbon Virtual Lab (LCVL) media might empower students' sustainability literacy. The LCVL was built using low carbon education values and sustainability literacy indicators to test student abilities through quizzes and discussion topics. The feasibility of LCVL was rated as very good. Material experts scored 96.59%, media experts scored 86.98%, and language experts scored 95.60% (very feasible). The teacher and student response test to LCVL also yielded an overall average, with student responses of 91% and instructor responses of 82.41%. LCVL possesses the following characteristics: (1) an interactive digital simulation media, (2) packed in the form of a website link, (3) user-friendly, (4) utilized to empower students' sustainability literacy, and (5) the concept of electrical material supplied is combined with low carbon education. Thus, LCVL is appropriate for use in the learning process to improve students' sustainability literacy.
Exploring science education students' understanding of nuclear physics concepts through field study implementation with non-stationary calorimetry methods Muhammad Nur Hudha; Kadek Dwi Hendratma Gunawan; Dian Sinta Khusnul Ramawati; Salsabila Kholifahtun Nisa’
Momentum: Physics Education Journal Vol. 9 No. 2 (2025)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v9i2.12855

Abstract

This study explores the implementation of field studies using non-stationary calorimetric methods to understand the learning experience of science education students on the concept of nuclear physics. The study involved 72 science education S1 students who participated in an experiment to determine thermal power at the Kartini Reactor facility through a descriptive qualitative approach. The field study used reactor operation at a constant power of 100 kW by shutting down the cooling system to demonstrate the principle of heat accumulation. Students collected temperature data from three digital thermometers every 5 minutes for 35 minutes, then performed a linear regression analysis to calculate thermal power. Thematic analysis from student observations, interviews, and reflections reveals the development of conceptual understanding in four key areas. The students managed to calculate thermal power of 107.99 kW, 106.40 kW, and 109.08 kW with deviations in acceptable tolerances. The findings show that hands-on experience facilitates an understanding of energy conservation principles, heat transfer mechanisms, and experimental validation techniques. This study reveals students' ability to develop connections between theoretical concepts of nuclear physics and practical applications through authentic learning experiences.
Innovating IoT instruction through simulation-based modules: An R&D study in higher education Kadek Dwi Hendratma Gunawan; Budi Utami; Bramastia Bramastia; Suciati Suciati; Muhammad Nur Hudha; Jovita Ridhani; Dyah Ayu Saraswati Adimudra
Momentum: Physics Education Journal Vol. 9 No. 2 (2025)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v9i2.12897

Abstract

This study developed and evaluated a computer simulation–based Internet of Things (IoT) lecture module for the Artificial Intelligence for Science Education course to address the gap between abstract IoT concepts and classroom practice in science teacher education. Adopting an R&D approach with the ADDIE model, the module was structured into five subtopics aligned with explicit learning outcomes and supported by simulations, examples, and authentic projects. Expert validation (five validators: content, media, instructional, and evaluation) examined content, language, and presentation using Aiken’s V and Percentage of Agreement. Practicality was assessed via expert questionnaires (ease of use, attractiveness, usefulness, contextual relevance). Implementation involved a trial with 40 prospective science teachers, including a 5-point Likert readability survey. Content validity increased from 0.860 (valid) to 0.960 (very valid), and inter-rater reliability rose from 0.712 (fair) to 0.757 (good) after systematic revisions. Language validity improved from 0.833 to 0.950 (very valid); presentation remained strong at 0.893 (very valid) with qualitative enhancements to visual design. Expected practicality averaged 92% across dimensions (ease of use 91%; attractiveness 92%; usefulness 92%; contextual relevance 92%). Readability scores were consistently “highly readable” across seven dimensions (4.44–4.56), indicating clear language and style, logical sequencing, effective multimodal supports, manageable cognitive load, strong contextual relevance, and robust technical accessibility. The module is ready for classroom adoption, offering a scalable template for integrating IoT through simulations and authentic cases in preservice teacher education.
Co-Authors Bramastia Bramastia Budi Utami Dian Sinta Khusnul Ramawati Dyah Ayu Saraswati Adimudra Joumil Aidil Saifuddin Jovita Ridhani Kadek Dwi Hendratma Gunawan Kadek Dwi Hendratma Gunawan Lina Mahardiani Nanang Winarno Nurma Yunita Indriyanti Riezky Maya Probosari Salsabila Kholifahtun Nisa' Salsabila Kholifahtun Nisa’ Suciati Suciati Sulur Sunardi Sunardi Supurwoko Supurwoko