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Utilizing AI for Physics Problem Solving: A Literature Review and ChatGPT Experience Mustofa, Hisbulloh Als; Bilad, Muhammad Roil; Grendis, Nuraqilla Waidha Bintang
Lensa: Jurnal Kependidikan Fisika Vol 12, No 1: June 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v12i1.11748

The integration of artificial intelligence (AI) tools in physics education is gaining traction, driven by their potential to enhance learning experiences and outcomes. This study aims to investigate the use of AI tools, particularly ChatGPT, in solving physics problems and enhancing educational practices. Utilizing a systematic literature review following PRISMA guidelines, the research identifies current trends and practical applications of AI in physics education. The results indicate that AI tools effectively support lesson planning, introduce innovative teaching methodologies, and assist in solving complex physics problems, significantly enhancing problem-solving skills and personalized learning experiences. However, challenges such as inaccuracies in handling advanced content, the lack of useful visual aids, and the need for human intervention to ensure the completeness and accuracy of AI-generated content were noted. Personal experiences, supplemented by an interview with a thermodynamics lecturer, revealed that while ChatGPT can simplify complex concepts and improve comprehension, it could not replace the mentorship and nuanced feedback provided by human educators. The study concludes with recommendations for integrating AI tools into physics education, emphasizing the need for balanced integration with traditional teaching methods, improved AI literacy among educators and students, and future developments focusing on personalized learning and enhanced visualization capabilities. The findings demonstrate the transformative potential of AI in physics education and highlight the importance of addressing its limitations to maximize educational outcomes.

Online Self-Regulated Learning Assisted by Virtual Labs to Train STEM Student's Critical Thinking Skills Ernita, Nevi; Bahtiar, Bahtiar; Zulkarnaen, Zulkarnaen; Mustofa, Hisbulloh Als; Faresta, Rangga Alif
International Journal of Essential Competencies in Education Vol. 3 No. 1: June 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i1.1917

This study investigated the effectiveness of integrating online self-regulated learning with virtual labs in enhancing critical thinking skills among STEM students. The research adopted a controlled experimental design involving two groups—experimental and control—over a two-month period, employing a mix of interactive virtual labs and structured online self-regulated learning strategies for the former, while maintaining traditional educational methods for the latter. Results indicated significant improvements in the experimental group's critical thinking capabilities across multiple indicators such as interpretation, analysis, evaluation, inference, explanation, and self-regulation, compared to modest improvements in the control group. The experimental group benefited from a dynamic and interactive learning environment that allowed for hands-on experiments and simulations, fostering a deeper understanding and engagement with scientific concepts. This environment, enhanced by the strategic application of self-regulated learning techniques, facilitated a more effective development of critical thinking skills than traditional methods. The study highlighted the potential of virtual labs combined with self-regulated learning to significantly enhance educational outcomes in STEM education, suggesting that such integrative approaches could better prepare students for the complexities of the modern scientific landscape. Additionally, the study underscored the need for future research to explore these strategies across a more diverse and broader educational context to confirm these findings and further refine the educational interventions employed.

Women Emancipation in Indonesia: A Psychological desire to choose the field of physics education at the university level Mustofa, Hisbulloh Als; Ahmad Busyairi
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 5 No. 4 (2024): November
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v5i4.343

Abstract: The gender bias that places women as incapable people ultimately reduces their psychological drive to engage with the field of science, especially physics. This is in stark contrast to the prevailing attitudes at universities in Indonesia. This then became the basis for the aim of this research to explore whether women's interest in studying physics education was based on psychological factors in themselves by comparing them with men. The research was conducted using quantitative survey methods, and a sampling process using random sampling was carried out on the population of a university in Indonesia. The sample was divided into two groups based on gender: 77 women and 23 men. The data collection instrument was developed using the grounded theory of planned behavior (TPB) and social cognitive career theory (SCCT), which identified four main psychological factors: identity, interest, self-concept, and self-efficacy. The results of the descriptive and inferential data analysis, conducted using one-way ANOVA, indicate that the psychological factors of identity, interest, self-concept, and self-efficacy for women are significantly higher than those for men. Furthermore, the Pearson analysis demonstrated a significantly strong positive correlation between the psychological factors tested

Integration of Artificial Intelligence (ChatGPT) into Science Teaching and Learning Mustofa, Hisbulloh Als; Kola, Aina Jacob; Owusu-Darko, Isaac
International Journal of Ethnoscience and Technology in Education Vol 2, No 1 (2025): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v2i1.14195

The integration of artificial intelligence (AI) into science education is transforming teaching and learning by offering innovative solutions to complex challenges. This study aims to review current trends in AI utilization, particularly ChatGPT, and explore its potential to improve problem-solving in science education. A systematic literature review was conducted using PRISMA guidelines, complemented by experiential exploration and qualitative insights from a thermodynamics lecturer. The findings highlight AI’s ability to provide accurate explanations, generate diverse educational materials, and support interactive learning. However, limitations were identified, including inaccuracies in handling advanced or ambiguous problems and the potential for overreliance by students. Technical and ethical challenges, such as infrastructure requirements, educator preparedness, and concerns about bias, were also noted. These limitations underscore the importance of human oversight and critical evaluation of AI-generated content. The study recommends enhancing AI’s contextual understanding, visualization capabilities, and adaptability to individual learner needs. By harmonizing AI-driven innovations with traditional teaching methods, educators can leverage these tools to create inclusive and effective learning environments, advancing the transformative potential of AI in science education.

The Effectiveness of Augmented Reality as a Learning Medium in Enhancing Students' Motivation and Their Ability to Analyze Physics Concepts Egista*, Elfatihan; Haryanto, Haryanto; Mustofa, Hisbulloh Als
Jurnal Pendidikan Sains Indonesia Vol 13, No 1 (2025): JANUARY 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i1.42239

One of the primary challenges students face in learning physics is low motivation and a limited ability to analyze physics concepts. This issue is often attributed to traditional teaching methods that heavily rely on textbooks, which may not engage students effectively. This study investigates the effectiveness of augmented reality-based learning media in enhancing students' learning motivation and their ability to analyze physics concepts. A total of 67 students were randomly selected as the research sample. The study employs a quantitative research design using a pretest-posttest approach. Data were analyzed using the N-gain test and multivariate analysis of covariance (Mancova). The findings from the N-gain test indicate a significant improvement in both students' motivation to learn and their ability to analyze physics concepts. Furthermore, the Mancova results demonstrate that augmented reality-based learning media positively influence students' final learning motivation and analytical abilities. These effects are observed after controlling for students' initial learning motivation and baseline concept analysis abilities in physics

Utilizing AI for Physics Problem Solving: A Literature Review and ChatGPT Experience Mustofa, Hisbulloh Als; Bilad, Muhammad Roil; Grendis, Nuraqilla Waidha Bintang
Lensa: Jurnal Kependidikan Fisika Vol. 12 No. 1: June 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v12i1.11748

The integration of artificial intelligence (AI) tools in physics education is gaining traction, driven by their potential to enhance learning experiences and outcomes. This study aims to investigate the use of AI tools, particularly ChatGPT, in solving physics problems and enhancing educational practices. Utilizing a systematic literature review following PRISMA guidelines, the research identifies current trends and practical applications of AI in physics education. The results indicate that AI tools effectively support lesson planning, introduce innovative teaching methodologies, and assist in solving complex physics problems, significantly enhancing problem-solving skills and personalized learning experiences. However, challenges such as inaccuracies in handling advanced content, the lack of useful visual aids, and the need for human intervention to ensure the completeness and accuracy of AI-generated content were noted. Personal experiences, supplemented by an interview with a thermodynamics lecturer, revealed that while ChatGPT can simplify complex concepts and improve comprehension, it could not replace the mentorship and nuanced feedback provided by human educators. The study concludes with recommendations for integrating AI tools into physics education, emphasizing the need for balanced integration with traditional teaching methods, improved AI literacy among educators and students, and future developments focusing on personalized learning and enhanced visualization capabilities. The findings demonstrate the transformative potential of AI in physics education and highlight the importance of addressing its limitations to maximize educational outcomes.

Analisis Keterampilan Berpikir Kritis Siswa di Sekolah Menengah Kejuruan (SMK) Menggunakan Metode Ekspositori dalam mata Pelajaran Sanitasi, Hygiene, dan Keselamatan Kerja (SHKK) Sukriyadi, Sukriyadi; Burhanuddin, Burhanuddin; Mustofa, Hisbulloh Als; Bilad, Muhammad Roil
Lensa: Jurnal Kependidikan Fisika Vol. 13 No. 1: June 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i1.16946

This study aims to analyze the critical thinking skills of vocational high school (SMK) students and to identify the factors influencing their development within the context of expository teaching in the subject of Sanitation, Hygiene, and Work Safety (SHWS). The research employed a one-shot case study design using both quantitative and qualitative approaches. A total of 20 tenth-grade students from a public vocational high school in Central Lombok were selected as research participants. Quantitative data were collected through open-ended tests designed to measure critical thinking skills across five key indicators, while qualitative data were obtained from open-ended interviews with subject teachers. The results showed that students' critical thinking skills fell into the "moderately critical" category, with an average score of 2.380 on a 5-point scale. The data also revealed significant variation among students, with no participants achieving the “critical” or “highly critical” categories. Thematic analysis of teacher interviews identified four main factors affecting the development of critical thinking: student learning readiness, the effectiveness of the expository method, limited practical facilities, and structural challenges in instructional implementation. The study concludes that the expository method is not fully effective in fostering students’ critical thinking skills, particularly in practice-based subjects such as SHWS. These findings highlight the importance of implementing more participatory and contextual learning strategies, improving access to practical resources, and strengthening teacher capacity in critical thinking pedagogy to produce vocational graduates who are cognitively competent and adaptive.

Women Emancipation in Indonesia: A Psychological desire to choose the field of physics education at the university level Mustofa, Hisbulloh Als; Ahmad Busyairi
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 5 No. 4 (2024): November
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v5i4.343

Abstract: The gender bias that places women as incapable people ultimately reduces their psychological drive to engage with the field of science, especially physics. This is in stark contrast to the prevailing attitudes at universities in Indonesia. This then became the basis for the aim of this research to explore whether women's interest in studying physics education was based on psychological factors in themselves by comparing them with men. The research was conducted using quantitative survey methods, and a sampling process using random sampling was carried out on the population of a university in Indonesia. The sample was divided into two groups based on gender: 77 women and 23 men. The data collection instrument was developed using the grounded theory of planned behavior (TPB) and social cognitive career theory (SCCT), which identified four main psychological factors: identity, interest, self-concept, and self-efficacy. The results of the descriptive and inferential data analysis, conducted using one-way ANOVA, indicate that the psychological factors of identity, interest, self-concept, and self-efficacy for women are significantly higher than those for men. Furthermore, the Pearson analysis demonstrated a significantly strong positive correlation between the psychological factors tested

Mathematics Learning Transformation through MESSI LARI Application: Critical Thinking Educative Game for Elementary Students Riswari, Lovika Ardana; Ermawati, Diana; Mustofa, Hisbulloh Als
Jurnal Pendidikan Progresif Vol 15, No 3 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i3.pp1846-1863

Mathematics Learning Transformation through MESSI LARI Application: Critical Thinking Educative Game for Primary School Students. Critical thinking skill is one of the essential 21st-century skills that plays a crucial role in addressing the complexity of life’s problems. However, students still demonstrate low levels of critical thinking, as they tend to accept information without in-depth analysis. Elementary students are increasingly exposed to gadgets, often losing focus during lessons, relying on memorization rather than analyzing problems, and struggling to understand math questions. Objective: This study aimed to develop a technology-based learning medium to enhance students’ critical thinking skills and to evaluate its validity, effectiveness, and practicality. Method: The Research and Development (R&D) approach was employed using the 4D model: Define, Design, Develop, and Disseminate. The study involved 27 fifth-grade students as subjects at Elementary School 4 Troso. The instruments included validation sheets, test items, and questionnaires. The data analysis used the paired sample t-test and the N-Gain test (to determine the effectiveness of the MESSI LARI application). Findings: First, the validation of the MESSI LARI application reached a mean score of 87% from two experts, classified as very valid. Second, the application reported an adequate effectiveness rate of 71.8% based on pretest and posttest results. Third, student questionnaire responses indicated a practicality score of 86.67%, categorized as very practical. Conclusion: This study confirms that the MESSI LARI application, a Critical Thinking Educational Game, is valid, effective, and practical for use in elementary mathematics learning. Keywords: transformation, elementary mathematics, MESSI LARI application, educative game, critical thinking.

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