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Artificial Intelligence in Physics Education Research in Two Decades: A Bibliometric Study from Scopus Database Nurjanah, Siti; Martaputri, Nurul Aulia; Zamzami, Zamzami; Suardi, Izzul Kiram; Hulu, Hepi Kharisda
Jurnal Pendidikan Fisika Vol 12, No 2 (2024): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v12i2.14745

There has been a substantial rise in research on utilizing Artificial Intelligence (AI) technology in physics education. This study conducts a comprehensive bibliometric analysis of this emerging field, aiming to discern trends, patterns, and future research areas. Using the PRISMA methodology, data were extracted from the Google Scholar and Scopus databases and analyzed with Biblioshiny and VOSviewer. We identified 12 main topic clusters, including chatbot applications and 3D virtual simulations, with significant growth in publications from 2020 to 2023. Key findings focused on pre-trained language models like ChatGPT, revealing strong connections between ChatGPT and topics such as linguistic quality and student perception. Future research areas can include thorough evaluations of AI models' accuracy and quality across various physics topics and educational levels, developing fair and transparent AI-driven assessment systems, and exploring blended learning approaches integrating AI-powered simulations. Encouraging interdisciplinary collaborations and conducting longitudinal studies to assess the long-term impact of AI on learning outcomes are also crucial. The use of Google Scholar and Scopus databases limits our research. Future research could benefit from incorporating other databases, such as Web of Science (WoS), and conducting a systematic literature review for a more nuanced understanding.

Qualitative Exploration of Factors Making Physics Challenging for Students Nurjanah, Siti; Martaputri, Nurul Aulia; Hulu, Hepi Kharisda; Novieyanti, Armelya; Aniasari, Yuri; Rashid, Salman
Jurnal Pembelajaran Fisika Vol 12, No 2 (2024): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

Show Abstract | Download Original | Original Source | Check in Google Scholar

The majority of students tend to perceive physics as a challenging subject. While numerous studies have investigated the factors contributing to this challenge, more comprehensive qualitative research needs to be conducted that delves deeply into this phenomenon, particularly within the constructivist paradigm. This study employs the constructivist paradigm as a framework to examine the elements that contribute to students’ perception of physics as a challenging subject. This study employed a descriptive qualitative method. The data for this study were collected through a thematic analysis of comments from the Quora platform. The sample consisted of ten comments from the Quora website, selected based on the highest recommendations. The data were subjected to a thematic analysis using ATLAS.ti software version 9. The study identified seven primary themes that analyze the elements contributing to the challenges in acquiring knowledge in the field of physics. These topics include the nature of physics itself, the role of teachers, the characteristics of students, the disparity between physicists and non-experts, the curriculum, parental influence, and the discipline’s historical development. The challenges encountered in studying physics arise from intricate and interconnected causes. Further research could be undertaken to examine efficient learning strategies to overcome these challenges and explore additional variables that may contribute to this phenomenon.Keywords: Constructivist paradigm, physics challenges, physics education, student perceptions, thematic analysisDOI: http://dx.doi.org/10.23960/jpf.v12.n2.202401

Artificial Intelligence in Physics Education Research in Two Decades: A Bibliometric Study from Scopus Database Nurjanah, Siti; Martaputri, Nurul Aulia; Zamzami, Zamzami; Suardi, Izzul Kiram; Hulu, Hepi Kharisda
Jurnal Pendidikan Fisika Vol. 12 No. 2 (2024): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v12i2.14745

There has been a substantial rise in research on utilizing Artificial Intelligence (AI) technology in physics education. This study conducts a comprehensive bibliometric analysis of this emerging field, aiming to discern trends, patterns, and future research areas. Using the PRISMA methodology, data were extracted from the Google Scholar and Scopus databases and analyzed with Biblioshiny and VOSviewer. We identified 12 main topic clusters, including chatbot applications and 3D virtual simulations, with significant growth in publications from 2020 to 2023. Key findings focused on pre-trained language models like ChatGPT, revealing strong connections between ChatGPT and topics such as linguistic quality and student perception. Future research areas can include thorough evaluations of AI models' accuracy and quality across various physics topics and educational levels, developing fair and transparent AI-driven assessment systems, and exploring blended learning approaches integrating AI-powered simulations. Encouraging interdisciplinary collaborations and conducting longitudinal studies to assess the long-term impact of AI on learning outcomes are also crucial. The use of Google Scholar and Scopus databases limits our research. Future research could benefit from incorporating other databases, such as Web of Science (WoS), and conducting a systematic literature review for a more nuanced understanding.

Qualitative Exploration of Factors Making Physics Challenging for Students Nurjanah, Siti; Martaputri, Nurul Aulia; Hulu, Hepi Kharisda; Novieyanti, Armelya; Aniasari, Yuri; Rashid, Salman
Jurnal Pembelajaran Fisika Vol 12, No 2 (2024): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

Show Abstract | Download Original | Original Source | Check in Google Scholar

The majority of students tend to perceive physics as a challenging subject. While numerous studies have investigated the factors contributing to this challenge, more comprehensive qualitative research needs to be conducted that delves deeply into this phenomenon, particularly within the constructivist paradigm. This study employs the constructivist paradigm as a framework to examine the elements that contribute to students’ perception of physics as a challenging subject. This study employed a descriptive qualitative method. The data for this study were collected through a thematic analysis of comments from the Quora platform. The sample consisted of ten comments from the Quora website, selected based on the highest recommendations. The data were subjected to a thematic analysis using ATLAS.ti software version 9. The study identified seven primary themes that analyze the elements contributing to the challenges in acquiring knowledge in the field of physics. These topics include the nature of physics itself, the role of teachers, the characteristics of students, the disparity between physicists and non-experts, the curriculum, parental influence, and the discipline’s historical development. The challenges encountered in studying physics arise from intricate and interconnected causes. Further research could be undertaken to examine efficient learning strategies to overcome these challenges and explore additional variables that may contribute to this phenomenon.Keywords: Constructivist paradigm, physics challenges, physics education, student perceptions, thematic analysisDOI: http://dx.doi.org/10.23960/jpf.v12.n2.202401

Development of Linear Motion Assessment Using Evidence-Centered Design Hulu, Hepi Kharisda; Sirait*, Judyanto; Firdaus, Firdaus; Balta, Nuri
Jurnal IPA & Pembelajaran IPA Vol 9, No 1 (2025): MARCH 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i1.42940

Linear motion is one of the basic concepts in physics, so an assessment that can measure students' abilities in this material is necessary. The assessments created by teachers tend to only evaluate students' abilities in formula calculations without measuring their understanding in depth. This research aims to develop assessments on the topic of linear motion using the evidence-centered design (ECD) framework. ECD is a framework that focuses on evidence of students' abilities. ECD consists of three components: claim, evidence, and task. The process of developing this assessment uses the research and development method by following the ADDIE stages: analysis, design, development, implementation, and evaluation. Data were collected through interviews with physics teachers, analyzing teachers documents, validating the assessment, and conducting task trials. The trials were conducted in two stages: one-to-one trials with one student and small-scale trials with 10 students. The analysis techniques included calculating validity using the Aiken Index, descriptive analysis of student responses in the one-to-one trial, and small-scale trials. The competencies measured in the assessment are based on scientific practice, including using and developing representations, analyzing and interpreting data, explaining with evidence, and evaluating information. Each measured competency in the assessment consists of two essay tasks. The validation results show that the developed assessment has high validity with an average Aiken score of 0.97. Teachers can use this assessment as a reference through stages to develop assessments that evaluate the achievement of learning objectives

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