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p-Index From 2021 - 2026
0.408
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All Journal Varied Knowledge Journal
Heru Kuswanto
Department of Physics Education, Yogyakarta State University, Indonesia
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Social Sciences

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PRISMA's Guided Review of Critical Thinking Development in Physics Education Across Educational Levels and Topics Dudy Prasetyo Rahmadhani; Supahar Supahar; Heru Kuswanto; Tugirin Tugirin
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.302

Abstract

Critical thinking is an essential competency in 21st-century physics education. However, comprehensive evidence regarding instructional models, assessment approaches, educational levels, physics topics, and recent research trends remains limited. This study aimed to synthesize recent research on the development of critical thinking in physics education through a systematic literature review. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A search of the Scopus database identified 118 records published between 2017 and 2024. After the identification, screening, and eligibility stages, 64 articles met the initial criteria, while 12 studies satisfied all inclusion criteria and were analyzed using qualitative content analysis. The findings indicate that Project-Based Learning (PBL) was the most frequently implemented instructional model, appearing in 3 of the 12 reviewed studies (25%). Problem solving was the most commonly assessed critical thinking indicator, and authentic assessment methods were increasingly adopted. Research was concentrated at the senior high school and higher education levels and predominantly focused on General Physics. This review provides a multidimensional synthesis of instructional models, assessment practices, educational contexts, physics topics, and research trends. The findings offer evidence-based guidance for physics educators, curriculum developers, and researchers while highlighting future research opportunities involving artificial intelligence (AI), local wisdom, and underexplored educational contexts and physics topics.
A Systematic Literature Review of Motivation in Physics Education Deo Alfitra Ramazhoni; Sukardiyono; Heru Kuswanto; Tugirin
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.305

Abstract

Learning motivation is an important factor influencing students’ conceptual understanding and learning outcomes in physics education. This study aims to synthesize empirical evidence on instructional methods used to enhance students’ motivation to learn physics through a Systematic Literature Review (SLR). The study follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, with articles obtained exclusively from the Scopus database using a Boolean search string. The inclusion criteria comprised empirical research articles published in English between 2020 and 2025 that examined instructional interventions aimed at enhancing students’ motivation to learn physics. Of the 376 articles initially identified, 15 articles met the eligibility criteria following the screening and eligibility assessment processes and were included in the analysis. The synthesis identified four major trends in instructional approaches: technology-enhanced learning, student-centered learning, contextual and culturally responsive learning, and reflective or metacognitive learning. Learning motivation was assessed through indicators such as learning engagement, self-efficacy, situational interest, curiosity, intrinsic motivation, and positive attitudes toward physics. Overall, the findings indicate that learning approaches integrating active student participation, educational technology, meaningful learning experiences, and relevant contexts are more effective in enhancing students’ motivation to learn physics.
Co-Authors Deo Alfitra Ramazhoni Dudy Prasetyo Rahmadhani Sukardiyono Supahar Supahar Tugirin Tugirin Tugirin