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p-Index From 2021 - 2026
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All Journal International Journal of Evaluation and Research in Education (IJERE) Schrödinger: Journal of Physics Education
Karim, Siti Nurqualbiah Mat
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Education Social Sciences Other

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The integration of scaffolding and augmented reality in physics learning Karim, Siti Nurqualbiah Mat; Karim, Aidah Abdul; Khalid, Fariza
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.30575

Abstract

Physics learning often involves problem-solving in mathematical calculation that has become one of the many challenges among high school students. The integration of scaffolding and augmented reality (AR) has the potential to improve students’ understanding in problem-solving involving mathematical calculation in physics learning. Therefore, this study aims to increase gravitational knowledge among high school students using AR learning kit with the integration of scaffolding. This study employed mixed method case study research design and involved 15 high school students in urban areas. Data was collected using semi structured interview and pre and post gravitation test then analyzed using qualitative thematic analytic and descriptive statistics. The findings showed that an AR learning kit integrating scaffolding named FizaAR has increased gravitational knowledge among high school students in physics learning. The findings further indicated that scaffolding element employed in FizaAR have the feature of simplified small subtopics help to increase confidence among students in physics learning. Consequently, the AR learning kit might enhance high school students’ understanding of physics. This study found that integrating scaffolding and AR would help physics education.
Rethinking Work and Energy: A Cross-Context Phenomenological Inquiry in Physics Classrooms Karim, Siti Nurqualbiah Mat; Jamalulai, Fajriani; Gargar, Kim A
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.v7i1.2840

Abstract

Purpose of the study: This study aims to explore and analyze the lived experiences of students and teachers in learning the work and energy topic using a phenomenological approach across Indonesian and Malaysian contexts, in order to understand how conceptual understanding is constructed within different pedagogical and socio-cultural settings. Methodology: This study employed a qualitative phenomenological design with purposive sampling. Data were collected using validated in-depth interview guidelines (content validity index = 0.81), classroom observations, and document analysis. Data were transcribed verbatim and analyzed through phenomenological procedures (horizontalization, coding, thematic clustering, textural–structural description, cross-case analysis) with triangulation, member checking, audit trail, and researcher reflexivity. Main Findings: Students in both Indonesia and Malaysia predominantly experienced work–energy learning as formula-based and computational. Conceptual understanding was fragmented, with weak causal integration between work, kinetic energy, potential energy, and conservation principles. Procedural competence exceeded qualitative reasoning ability. Mathematical ability strongly influenced confidence and performance. Pedagogical practices in both contexts emphasized numerical problem-solving, reinforcing algorithmic thinking over reflective and conceptually integrated understanding. Novelty/Originality of this study: This study introduces a cross-context phenomenological analysis of work–energy learning in Indonesia and Malaysia, moving beyond diagnostic measurement of misconceptions toward exploring students’ and teachers’ lived experiences. It advances existing knowledge by revealing how pedagogical structures and socio-cultural classroom dynamics systematically shape computational-dominant understanding, offering a deeper interpretive framework for conceptual reform in physics education.
Co-Authors Fariza Khalid Gargar, Kim A Jamalulai, Fajriani Karim, Aidah Abdul