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All Journal JPF : JURNAL PENDIDIKAN FISIKA INSECTA: Integrative Science Education and Teaching Activity Journal
Udomsak Kitthawee
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Agriculture, Biological Sciences & Forestry Chemistry Education Physics Social Sciences

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Phys’AR as a Learning Innovation: Strengthening Critical Thinking and Argumentation Skills in Applied Physics Pertiwi, Faninda Novika; Udomsak Kitthawee; Nurul Huda Ramadhan; Izza Aliyatul Muna
Jurnal Pendidikan Fisika Vol. 13 No. 3 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/h80x0b78

Abstract

Critical thinking and argumentation are essential twenty-first-century skills in physics education. Yet, conventional teaching methods often fail to provide students with sufficient opportunities to practice and develop these abilities. To address this challenge, this study introduced Phys’AR, an Augmented Reality (AR)–based learning medium designed not only to visualize abstract physics concepts but also to embed structured activities for constructing and evaluating arguments. The study employed an explanatory sequential mixed methods design involving 42 undergraduate students of physics education, divided into a 2023 control group and a 2024 experimental group. Quantitative data on critical thinking and argumentation skills were collected through standardized tests and analyzed using normality tests, homogeneity tests, and independent samples t-tests, while qualitative insights were gathered from classroom observations and student interviews. The findings showed that students in the experimental group significantly outperformed those in the control group in critical thinking, with higher post-test averages and more consistent score improvements. Analysis of argumentation revealed that students supported their claims with stronger data when learning with Phys’AR. However, most remained at a medium level in warrants and backings, and rebuttals were generally weak across both groups. These results indicate that Phys’AR is effective in strengthening evidence-based reasoning but requires complementary teaching strategies to promote deeper theoretical justification and counter-argumentation. The novelty of this study lies in extending the role of AR in physics education from a visualization tool to a platform for argumentation and critical reasoning. By highlighting which components of argumentation benefit most from AR and which require additional scaffolding, this research contributes both theoretical and practical insights for advancing critical thinking and argumentation in physics education.
ANALYSIS OF STUDENTS' QUESTIONING SKILLS TO CORRECT MISCONCEPTIONS RELATED TO UNDERSTANDING TEMPERATURE AND HEAT MATERIALS Munawaroh, Afifah Al; Faninda Novika Pertiwi; Udomsak Kitthawee
INSECTA: Integrative Science Education and Teaching Activity Journal Vol. 6 No. 2 (2025)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/insecta.v6i2.12154

Abstract

This study aims to analyze the questioning ability of grade VII students in an effort to correct misconceptions on temperature and heat materials. The ability to ask questions is an important skill in the learning process, because the right questions can help students dig deeper into understanding and identify and correct their misconceptions. This study uses a qualitative descriptive approach with the subject of grade VII students in one of the junior high schools based on Islamic boarding schools in Ponorogo. Data was obtained through tests, interviews, and document analysis in the form of student question notes during the learning process. The results of the study show that most students still have difficulty asking exploratory and critical questions related to the concept of temperature and heat. However, through targeted guidance from teachers, the quality of the questions. From the questions asked by students on the material on temperature and heat, it can be an indicator of misconceptions because by asking questions, students have constructed their own thoughts, making them more curious and satisfying that curiosity through their ability to ask questions. this research connects the two showing how questioning can be a diagnostic and corrective tool to address students’ conceptual misunderstandings. This research is important because many students still hold misconceptions about temperature and heat, while their questioning skills remain low, preventing these errors from being revealed. By analyzing students’ questions, this study provides an effective way for teachers to diagnose misunderstandings early and improve science learning quality.
Co-Authors Faninda Novika Pertiwi Faninda Novika Pertiwi, Faninda Novika Izza Aliyatul Muna Munawaroh, Afifah Al Nurul Huda Ramadhan