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All Journal Momentum: Physics Education Journal Journal of Environment and Sustainability Education
Kadek Dwi Hendratma Gunawan
Universitas Sebelas Maret, Indonesia
Chemistry Education Environmental Science Physics Other

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Investigating the influence of generative ai integration within Problem Based Learning on students' critical thinking in introductory physics courses Putu Prima Juniartina; Ni Luh Putu Mery Marlinda; I Made Oka Riawan; Kadek Dwi Hendratma Gunawan
Momentum: Physics Education Journal Vol. 10 No. 1 (2026)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v10i1.13647

Abstract

While the proliferation of Generative Artificial Intelligence (GenAI) offers transformative potential in higher education, its specific impact on critical thinking when integrated into structured pedagogical frameworks remains underexplored. This study investigates the integration of GenAI as a cognitive scaffold within a Problem-Based Learning (PBL) framework and its effect on the critical thinking skills of undergraduate students in an Introductory Physics course. Employing a quantitative quasi-experimental approach with a nonequivalent pretest-posttest control group design, the research involved 38 Science Education students. Participants were divided into an experimental group utilizing GenAI-assisted PBL and a control group receiving conventional instruction. Data were collected using 15 essay items assessing critical thinking based on Ennis’s taxonomy and analyzed via ANOVA and Normalized Gain (N-Gain). Results revealed a statistically significant difference (F=100.07; p<0.001), with the experimental group achieving a "Medium" gain (N-Gain = 0.477) compared to the control group's "Low" gain (N-Gain = 0.189). These findings address a critical gap by demonstrating that when GenAI is explicitly paired with the evaluative demands of PBL, it functions effectively as intelligent scaffolding rather than causing cognitive offloading, underscoring the necessity of embedding AI literacy into the modern science curriculum.
Artificial intelligence-based learning recommendation system to promote critical and creative thinking on junior high school physics topics Luh Putu Cintya Prabandari; 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.v9i1.10889

Abstract

This study aims to design a learning recommendation system to support the development of critical and creative thinking skills in junior high school (SMP) physics topics. The system is designed to help students gain a deeper and more integrated understanding of scientific concepts, enabling them to relate physics to real-life contexts and other disciplines, such as biology and chemistry. The study employs a Research and Development (R&D) method, which includes needs analysis, system design, data collection and processing, and recommendation system development. The dataset consists of 7,524 learning objectives across various science topics selected per the 7th-grade SMP curriculum. The recommendation system is developed using a content-based filtering approach, allowing for personalised recommendations of learning materials and activities tailored to students’ learning profiles. The results indicate that this system has the potential to serve as an effective tool in supporting integrated physics learning in junior high school, as well as in fostering thinking skills essential for 21st-century challenges.
Low Carbon Virtual Lab (LCVL) on electricity to empower sustainability literacy of junior high school students Salsabila Kholifahtun Nisa&#039;; 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.
Designing human centered virtual reality to improve student earthquake preparedness in Bali Anak Agung Ngurah Adhi Jaya; Luh Putu Cintya Prabandari; Jovita Ridhani; Kadek Dwi Hendratma Gunawan
Journal of Environment and Sustainability Education Vol. 3 No. 4 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i4.136

Abstract

Indonesia faces one of the highest disaster risks globally, with Bali being a particularly vulnerable region due to its tectonic setting along the Sunda Arc subduction zone. Despite the urgency of disaster education, current approaches in Indonesian schools remain largely conventional, lacking contextual engagement and experiential depth. This study aimed to develop and evaluate a Human-Centered Design (HCD)-based Virtual Reality (VR) simulation to enhance earthquake preparedness among junior high school students in Bali. Employing a mixed-methods approach, the VR media was developed through iterative phases, discover, define, design, and prototype & test, while integrating local context and user needs. Expert validation involving specialists in instructional media and disaster education confirmed the simulation's accuracy, usability, and contextual relevance. Subsequently, a limited implementation was conducted with 101 students in Bali. Students’ understanding was assessed using five open-ended items scored with a four-point rubric, and the data were analyzed using the Wilcoxon Signed-Rank Test and effect size (r). Results showed statistically significant improvement across all indicators (p < .001; r = 0.79–0.93), with clearer mastery of response procedures, improved recognition of safety signals, and more consistent understanding among students. Theoretically, this study expanded the application of HCD in mixed-methods educational research and practically demonstrated the potential of VR as an immersive, user-centered, and contextually relevant disaster learning media.
Co-Authors Anak Agung Ngurah Adhi Jaya Bramastia Bramastia Budi Utami Dian Sinta Khusnul Ramawati Dyah Ayu Saraswati Adimudra I Made Oka Riawan Jovita Ridhani Lina Mahardiani Luh Putu Cintya Prabandari Muhammad Nur Hudha Ni Luh Putu Mery Marlinda Nurma Yunita Indriyanti Putu Prima Juniartina Riezky Maya Probosari Salsabila Kholifahtun Nisa&#039; Salsabila Kholifahtun Nisa’ Suciati Suciati