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All Journal Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Jurnal Sains dan Teknologi Nuklir Indonesia (Indonesian Journal of Nuclear Science and Technology) Journal of Teaching and Learning Physics JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Ilmiah Pendidikan Fisika Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) Journal of Applied Agricultural Science and Technology Online Learning in Educational Research
Endi Suhendi
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Energy Environmental Science Materials Science & Nanotechnology Mechanical Engineering Medicine & Pharmacology Physics

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Kerangka Teoretis Integrasi Berpikir Komputasional dalam Pembelajaran Fisika Kuantum Asep Irvan Irvani; Parlindungan Sinaga; Endi Suhendi; Lilik Hasanah; Rahmadhani Mulvia; Siti Nurdianti Muhajir
Journal of Teaching and Learning Physics Vol. 11 No. 1 (2026): Journal of Teaching and Learning Physics (February 2026)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v11i1.50995

Abstract

This study aims to analyze the theoretical framework of Computational Thinking (CT) integration in quantum physics education, specifically to improve concept understanding, critical thinking dispositions & abilities, and creative problem-solving skills of prospective physics teachers. CT is viewed as a systematic cognitive approach capable of bridging the gap in students' understanding of abstract and mathematical concepts in quantum physics. This study employs a qualitative method using systematic literature review and conceptual analysis of theories, models, and relevant previous research findings, both in the field of physics education and science education in general. The results of the study indicate that CT principles have the potential to improve the quality of students' thinking processes in understanding and solving quantum physics problems logically, reflectively, and creatively. The theoretical framework developed offers the integration of CT into learning design through a problem-based approach and multiple representations, both unplugged and computer-assisted. The conclusion of this study is that CT is not only relevant but also strategic as a foundation for the development of innovative pedagogy in modern physics education. The implications of this study open opportunities for curriculum designers, lecturers, and researchers to adopt and develop CT-based learning strategies in complex courses such as quantum physics, as well as encourage further empirical research to test the effectiveness of the proposed model.
From Solar Cells to Sustainable Futures: Dye-Sensitized Solar Cell Experimentation and Generative AI for STEM-ESD Literacy Arip Nurahman; Ida Kaniawati; Eka Chaya Prima; Endi Suhendi
Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) Vol 7, No 03 (2026): Agustus 2026
Publisher : STKIP HARAPAN BIMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56842/jp-ipa.v7i03.921

Abstract

This study examined how an instructional program integrating hands-on dye-sensitized solar cell (DSSC) experimentation with critically guided generative artificial intelligence (GenAI) inquiry influences university students' STEM–Education for Sustainable Development (STEM–ESD) literacy. An explanatory sequential mixed-methods design with an embedded quasi-experimental component was employed. Participants were 64 undergraduate physics education students in Bandung, Indonesia, allocated by intact class sections into an intervention group (n = 32) and a comparison group (n = 32). Across six weekly sessions the intervention group framed an energy problem, fabricated and characterized DSSCs sensitized with natural dyes, interrogated GenAI-generated explanations against their own measurements, and redesigned their cells using sustainability criteria. Data were collected through a validated five-dimension STEM–ESD literacy test administered before and after the program, laboratory notebooks, reflective journals, GenAI interaction logs, group discussions, and semi-structured interviews. Quantitative data were analyzed using baseline-adjusted regression models and effect-size estimation, qualitative data through thematic and epistemic coding with an epistemic-network representation, and the two strands were integrated using joint displays. Illustrative findings indicate the largest gains in sustainability literacy and evidence-evaluation practices, explained by an iterative cycle in which AI-generated explanations were treated as claims requiring verification rather than as authoritative answers.
Co-Authors A. Suhandi Achmad Samsudin Afwandi Taga S Agus Setiawan Andhy Setiawan Anggi Hanif Setyadin Arip Nurahman Asep Irvan Irvani Danawan, Agus Dani Gustaman Syarif Dini Rizqi Dwi Kunti Siregar Eka Cahya Prima Eka Chaya Prima Elin Yusibani Ermawati Dewi Evi Yufita Fauzi Fauzi Havez Rasya Lega Serano Hera Novia Herdyka Sulistiardi Hermawan Hermawan Ida Kaniawati Ikramullah ikramullah Imam Sya’roni Indah Safitri Iyon Suyana Lasmita Sari Lathifa Nur Ramdhania Lilik Hasanah Meilisyah Putri Utami Mohd Zaidi Bin Amiruddin Mulvia, Rahmadhani Musvira NURUL MUFIDA, SHOBRINA Nuzulira Janeusse Fratiwi Parlindungan Sinaga Parsaoran Siahaan Rinaldi Romar Rizal Adimayuda Siti Nurdianti Muhajir Syarif Rokhmat Hidayat TATI NURHAYATI Vania Valda Zulkarnain Jalil