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All Journal re-JIEM (Research Journal of Islamic Education Management) Jurnal Cinta Nusantara
Hilda Mazlina
Universitas Islam Negeri Ar-Raniry Banda Aceh
Religion Humanities Economics, Econometrics & Finance Education Health Professions Other

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Development of An AI-Assisted Instructional Video for The Schrodinger Equation in Modern Physics Hilda Mazlina; Fitria Silviana; Cut Rizki Mustika; Melvi Maulida
re-JIEM (Research Journal of Islamic Education Management) SPECIAL ISSUE OF 1-ST INCOME (INTERNATIONAL CONFERENCE ON MANAGEMENT AND EDUCATION)
Publisher : Islamic Education Management Study Program, Tarbiyah and Teacher Training Faculty, State Islamic University of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/re-jiem.vi.24270

Abstract

Learning Modern Physics, particularly the Schrödinger equation, often presents significant challenges due to the abstract nature of the concepts and the dominance of mathematical representations. These challenges were further intensified by the limitations of face-to-face instruction in post-disaster conditions in Sumatra, especially in Aceh. This study aimed to develop an AI-based Modern Physics instructional video designed to enhance conceptual visualization and narrative clarity of the Schrödinger equation while supporting students’ independent learning. The study employed a research and development approach involving 40 undergraduate students enrolled in a Modern Physics course at Universitas Islam Negeri Ar-Raniry. The instructional video was developed using artificial intelligence to strengthen conceptual visualization, integrate excerpts from popular films as contextual representations, and provide explanations through real-time digital pen annotations. In addition, the video was complemented by an AI-based conceptual assistant accessed with a QR code to support students’ self-directed learning. Data were collected through expert validation, student feasibility testing, and student response questionnaires. The results indicated that the developed instructional video was categorized as highly feasible and was perceived as accessible, engaging, and relevant for independent learning. The use of TikTok as a video distribution platform was found to be effective in addressing access limitations and network constraints. The findings suggest that AI-based instructional videos have strong potential as a flexible and adaptive learning support solution for Modern Physics education in post-disaster contexts.
The NANOTECHNOLOGY-BASED HYBRID PBL–STEAM MODEL TO IMPROVE SCIENTIFIC LITERACY AND HIGHER-ORDER THINKING SKILLS IN INTRODUCTORY SOLID-STATE PHYSICS Mainisa Mainisa; Hilda Mazlina; Rasulun Iman
Jurnal Cinta Nusantara Vol. 4 No. 3 (2026): Juli-September, Synergy of Research and Community Service for Community Empower
Publisher : CV. Bunda Ratu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63754/jcn.v4i3.234

Abstract

The low level of students’ scientific literacy and Higher Order Thinking Skills (HOTS) in physics learning has become a crucial issue in 21st-century science education, particularly in responding to the rapid advancement of emerging technologies such as nanotechnology; global education reports indicate that science learning is still dominated by conceptual approaches that lack integration with problem-solving and real technological contexts. Within the broader theoretical landscape of science education, problem-based learning (PBL), STEAM (Science, Technology, Engineering, Arts, and Mathematics) integration, and deep learning-oriented pedagogy are recognized as powerful frameworks to enhance scientific literacy and higher-order thinking through constructive, contextual, and interdisciplinary learning environments. Based on this perspective, this study aims to examine the effectiveness of a Hybrid PBL–STEAM Model Oriented toward Deep Learning Based on Nanotechnology in improving students’ scientific literacy and HOTS in an introductory solid-state physics course. The study employed a quasi-experimental design using a mixed-method approach, involving undergraduate physics education students as the unit of analysis. Data were collected through scientific literacy tests, HOTS assessment instruments, classroom observations, and documentation. Data analysis was conducted using descriptive and inferential statistics to measure learning improvement, complemented by qualitative analysis to explore the learning processes. The findings indicate that the implementation of the proposed learning model significantly improves students’ scientific literacy and higher-order thinking skills compared to conventional instruction, as reflected by higher N-Gain scores and increased student engagement in nanotechnology-based problem-solving activities.
Co-Authors Cut Rizki Mustika Fitria Silviana Mainisa , Melvi Maulida Rasulun Iman