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Low-Cost Light Sensor-Based Physics Experiments: Enhancing Students’ Experimental Skills Hadi, Muhammad Irzha; Aimran, Wan Mohm; Prasitpong, Singha
Schrödinger: Journal of Physics Education Vol. 7 No. 1 (2026): February
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v7i1.2800

Purpose of the study: The purpose of this study is to examine the effectiveness of a simple light sensor-based experiment in improving students’ experimental skills in physics learning, particularly in the topic of optics, among eleventh-grade vocational high school students. Methodology: This study used a quantitative experimental method with a one-group design. The tools included a simple light sensor based on an LDR, breadboard, resistors, LED, buzzer, and multimeter. Data were collected through observation sheets, product assessment, and student response questionnaires. Data analysis was conducted using IBM SPSS Statistics software. Main Findings: Students’ experimental skills reached a high level with a mean score of 81.61, significantly exceeding the Minimum Completeness Criteria score of 75 (p < 0.05). All students successfully completed the simple light sensor experiment. Skill indicators showed an overall average of 86.67. Student responses to the media and learning process were very positive, with mean percentages of 87.07% and 86.90%, while product evaluation by teachers and observers reached 100%. Novelty/Originality of this study: This study provides new empirical evidence on the effectiveness of low-cost, simple light sensor (light dependent resistor)-based experiments in real vocational classrooms, focusing on direct measurement of students’ science process skills. It advances existing knowledge by demonstrating that affordable, hands-on experimental media can significantly enhance practical skills and learning engagement in physics education contexts with limited laboratory resources.

The Development of the Growth Mindset of the Eleventh Grade Students Using Open Approach Puteh, Nisreen; Prasitpong, Singha; Premprayoon, Kasem
Social Science Academic Vol. 3 No. 2 (2025)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.v3i2.8455

This research aims to develop the growth mindset of eleventh-grade students using Open Approach. Six students from grade 11 from a school under the Yala Secondary Educational Service Area Office were selected. The students initially had a fixed mindsetat levels F1 and F2 and a weak growth mindset at level G1 before the development process. This study is a classroom action research. The instruments of this research consisted of three lesson plans on probability using Open Approach, activity sheets, a mindset assessment form, an interview form, a post-lesson report, a video camera, and a voice recorder. Data analysis was conducted using the mindset framework analysis from the Mindset Works Educator Kit (2012). Percentage analysis and qualitative methods were obtained in the research. The research findings indicated that students who participated in learning through Open Approach showed progress in their growth mindset scores, with 33% reaching level G3, 50% reaching level G2, and 17% remaining at level G1. Students showed behaviors of embracing challenges, demonstrating efforts, solving problems independently, valuing peer feedback as beneficial to learning, and viewing others' success as a source of inspiration and learning examples.

Implementation of Learning with the Problem Posing Method to Increase Activeness and Learning Outcomes of Physics in the Material of Temperature and Heat Purnomo, M.; Aimran, Wan Mohm; Prasitpong, Singha
Schrödinger: Journal of Physics Education Vol. 4 No. 3 (2023): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v4i3.696

Purpose of the study: This research aims to find out how physics learning using the Problem posing Method is implemented in high school and to find out whether learning physics using the Problem posing Method can increase the activeness and learning outcomes of high school students in physics. Methodology: This type of research is classroom action research carried out in 2 cycles. This research was conducted in high school. The subjects of this research were 31 students of class X high school. The research data is in the form of student activity and learning outcomes. Students' learning activity is known from the results of observation sheets, while students' learning outcomes are known from the results of evaluations carried out at the end of each cycle. Main Findings: The results showed that the active learning of students in cycle II showed an increase when compared to cycle I. The results showed learning with the Problem Posing model was preferred by students so that it was hoped that the teacher could apply the Problem Posing model as a variation in learning Physics. The limitation of the research which only applies the Problem Posing model to the material Temperature and Heat with a relatively short research time, it is hoped that further research can be carried out on other materials. Novelty/Originality of this study: The novelty of this research is that classroom action research was carried out to determine students' activeness in the learning process using a problem posing model specifically for learning physics on temperature and heat.

Low-Cost Light Sensor-Based Physics Experiments: Enhancing Students’ Experimental Skills Hadi, Muhammad Irzha; Aimran, Wan Mohm; Prasitpong, Singha
Schrödinger: Journal of Physics Education Vol. 7 No. 1 (2026): February
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v7i1.2800

Purpose of the study: The purpose of this study is to examine the effectiveness of a simple light sensor-based experiment in improving students’ experimental skills in physics learning, particularly in the topic of optics, among eleventh-grade vocational high school students. Methodology: This study used a quantitative experimental method with a one-group design. The tools included a simple light sensor based on an LDR, breadboard, resistors, LED, buzzer, and multimeter. Data were collected through observation sheets, product assessment, and student response questionnaires. Data analysis was conducted using IBM SPSS Statistics software. Main Findings: Students’ experimental skills reached a high level with a mean score of 81.61, significantly exceeding the Minimum Completeness Criteria score of 75 (p < 0.05). All students successfully completed the simple light sensor experiment. Skill indicators showed an overall average of 86.67. Student responses to the media and learning process were very positive, with mean percentages of 87.07% and 86.90%, while product evaluation by teachers and observers reached 100%. Novelty/Originality of this study: This study provides new empirical evidence on the effectiveness of low-cost, simple light sensor (light dependent resistor)-based experiments in real vocational classrooms, focusing on direct measurement of students’ science process skills. It advances existing knowledge by demonstrating that affordable, hands-on experimental media can significantly enhance practical skills and learning engagement in physics education contexts with limited laboratory resources.

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