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Momentum: Physics Education Journal
Published by Universitas Kanjuruhan Malang
ISSN : 25489127     EISSN : 25489135     DOI : 10.21067
Core Subject : Science,
Physics
Arjuna Subject : -
Articles 185 Documents
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Completeness of quantum theory and entanglement: A simplified teaching framework Mustafa Erol
Momentum: Physics Education Journal Vol. 10 No. 1 (2026)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v10i1.11749

Abstract

This work proposes a clear teaching framework for the completeness of quantum theory and the related phenomenon of quantum entanglement. The framework begins by summarizing and underlining the probabilistic structure of quantum theory. Next, the well-known Einstein–Podolsky and Rosen (EPR) paradox, which questions the probabilistic structure and completeness of the theory, is summarized. Afterward, Bell’s inequality and Clauser, Horne, Shimony, and Holt (CHSH) inequality approaches are enlightened by underlining their abilities to test completeness. The effort next explains how the completeness of quantum theory can be tested via quantum entanglement. Finally, the quantum entanglement of bipartite systems is generally illuminated, and the quantum entanglement of spins is fully resolved for undergraduate teaching purposes. The opinions of the students on the teaching proposal reveal that necessity, simplicity, and originality are high, and significance and importance are medium. The proposed teaching framework is reasonably simple and includes almost all the details that can be easily introduced for undergraduate quantum mechanics courses.
Item analysis of a creative thinking skills test on dynamic fluids material Brilliana Ghorbiy; Parno Parno; Ahmad Taufiq
Momentum: Physics Education Journal Vol. 10 No. 1 (2026)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v10i1.12277

Abstract

Creative thinking skills are essential in physics learning because students are required not only to understand formulas, but also to generate ideas, solve contextual problems, and explain scientific phenomena creatively. However, most physics assessments still emphasize procedural calculations and have not comprehensively measured students’ creative thinking skills, particularly in dynamic fluid learning. Therefore, this study aims to examine the quality of essay test items developed to assess students’ creative thinking skills in the context of dynamic fluids. A descriptive quantitative approach was employed involving 120 students who had previously studied dynamic fluids. The developed instrument consisted of four contextual essay questions representing the indicators of fluency, flexibility, originality, and elaboration. Data analysis was conducted using SPSS version 30.0 through empirical validity testing, reliability analysis, item difficulty level, and discrimination index analysis. The results showed that all items had very high validity coefficients (r = 0.827–0.946; p < 0.001), indicating strong construct validity. The instrument also demonstrated very high reliability with a Cronbach’s Alpha coefficient of 0.908. Furthermore, all items were categorized as having moderate difficulty levels (0.476–0.526) and good to very good discrimination indices (0.694–0.899). These findings indicate that the developed instrument is effective for measuring students’ creative thinking skills in dynamic fluid learning. The novelty of this study lies in the development of a contextual essay-based assessment instrument specifically designed for dynamic fluid topics, where each item explicitly represents one indicator of creative thinking. This study contributes to the development of more meaningful creative thinking assessments in physics education.
Application of the RASCH model to analyze Critical Thinking Skills Instruments (CTSI) on static fluid concept Lingga Thursina Fajriyati; Duden Saepuzaman; Lina Aviyanti; Winny Liliawati
Momentum: Physics Education Journal Vol. 10 No. 1 (2026)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v10i1.12442

Abstract

This study aims to analyze the reliability, validity of item analysis, and estimation of respondents' abilities in assessing students' critical thinking skills (CTS) instrument on static fluid material using the Rasch model. There are five indicators of the CTS instrument, namely Basic Clarification (BCL), Decision Basis (TBD), Inference (INF), Advanced Clarification (ACL), and Assumption and Integration (SIN), with a total of 20 items. The Rasch model was chosen because it provides an in-depth analysis of item characteristics, respondents' abilities, and allows the identification of imprecise or biased items. Although the theoretical background is presented briefly due to the methodological focus of this study, previous studies have primarily emphasized improving CTS through learning interventions rather than developing standardized measurement instruments. The research method used is quantitative with a descriptive design using Win steps 3.73 software for data analysis. The sample consisted of 215 high school students in grades XI and XII majoring in science, consisting of 120 female students and 95 male students in West Java. The results of the study showed that the test instrument had high reliability with an individual reliability of 0.73 and an item reliability of 0.92, as well as good internal consistency with a Cronbach's Alpha of 0.78. The validity of this instrument also met the acceptance criteria of the Rasch model, with MNSQ infit and MNSQ outfit values ​​ranging from 0.5 to 1.5, indicating acceptable model fit. Therefore, the CTS test instrument is suitable for use in high school physics education. This study contributes to addressing the limited availability of validated CTSCTS instruments specifically designed for static fluid material at the high school level using Rasch analysis.
An empirical and theoretical investigation using PBL: Students' mental models in understanding capillary rise Gazali Rachman; Izaak Hendrik Wenno; John Rafafy Batlolona; Jamaludin Jamaludin; Ashari Bayu P. Dulhasyim
Momentum: Physics Education Journal Vol. 10 No. 1 (2026)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v10i1.13143

Abstract

Students’ low achievement and persistent misconceptions in physics, particularly on capillary rise phenomena, suggest that conventional instruction is often insufficient for developing scientifically accurate mental models. Understanding capillary rise requires students to connect microscopic interactions, such as adhesive and cohesive forces, with observable macroscopic phenomena. Although this concept is important in physics and closely related to everyday experiences, research investigating students’ mental models of capillary rise remains limited, especially within Problem-Based Learning (PBL) contexts. Previous studies have focused mainly on conceptual understanding and learning outcomes rather than on the development of topic-specific mental models. This study aimed to examine the effect of PBL on students’ mental models of capillary rise concepts. A quasi-experimental method with a pretest–posttest non-equivalent control group design was employed. Participants were 78 eleventh-grade science students from two public senior high schools in Central Maluku, Indonesia, divided equally into an experimental group and a control group. Data were collected through mental model tests, interviews, and classroom observations. Quantitative data were analyzed using Analysis of Covariance (ANCOVA). The results showed a significant effect of the instructional model on students’ mental models (F = 8.793; p = 0.004; Partial η² = 0.116). Students who learned through PBL demonstrated greater improvement in constructing scientifically appropriate mental representations than those who received conventional instruction. These findings indicate that PBL promotes active engagement in problem-solving and collaborative inquiry, enabling students to build and refine conceptual understanding. This study contributes to physics education research by providing empirical evidence that problem-based learning supports the development of meaningful mental models in conceptually complex physics topics such as capillary rise.
Investigating the influence of generative ai integration within Problem Based Learning on students' critical thinking in introductory physics courses Putu Prima Juniartina; Ni Luh Putu Mery Marlinda; I Made Oka Riawan; Kadek Dwi Hendratma Gunawan
Momentum: Physics Education Journal Vol. 10 No. 1 (2026)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v10i1.13647

Abstract

While the proliferation of Generative Artificial Intelligence (GenAI) offers transformative potential in higher education, its specific impact on critical thinking when integrated into structured pedagogical frameworks remains underexplored. This study investigates the integration of GenAI as a cognitive scaffold within a Problem-Based Learning (PBL) framework and its effect on the critical thinking skills of undergraduate students in an Introductory Physics course. Employing a quantitative quasi-experimental approach with a nonequivalent pretest-posttest control group design, the research involved 38 Science Education students. Participants were divided into an experimental group utilizing GenAI-assisted PBL and a control group receiving conventional instruction. Data were collected using 15 essay items assessing critical thinking based on Ennis’s taxonomy and analyzed via ANOVA and Normalized Gain (N-Gain). Results revealed a statistically significant difference (F=100.07; p<0.001), with the experimental group achieving a "Medium" gain (N-Gain = 0.477) compared to the control group's "Low" gain (N-Gain = 0.189). These findings address a critical gap by demonstrating that when GenAI is explicitly paired with the evaluative demands of PBL, it functions effectively as intelligent scaffolding rather than causing cognitive offloading, underscoring the necessity of embedding AI literacy into the modern science curriculum.

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