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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

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

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

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

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

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.

Exploring the intersection of Torajan hanging graves and physics concepts in ethnoscience education Nurul Arsyi; Muh. Mahfud; Nurul Hidayah; Mutahharah Hasyim; Risky Setiawan
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.v10i1.12778

This qualitative, ethnographic study aims to identify, analyze, and reconstruct the physics principles embedded in the Hanging Grave tradition of Tana Toraja, specifically focusing on the erong (coffin), body, and hanging structures into contextual learning materials. Conducted in Kesu District, Toraja Regency, data were gathered via triangulation (observations, interviews, and documentation) utilizing purposive sampling. Four key informants participated: a traditional chief, a coffin manufacturer, a cemetery caretaker, and a community member. Data were processed through reduction, display, and verification. The study reveals three major socio-cultural physics applications that are (1) Static Equilibrium, The erong support system on the cliff wall functions as a cantilever beam. The static load is sustained by a pinch moment at the beam's base, satisfying static equilibrium criteria to prevent rotation or collapse. (2) Kinematics and Dynamics, The Ma'Popengkalo Alang (body transportation) ritual involves mechanical work (W = F.s) and energy transformations. The minimum force required to move the mass vertically is heavily dictated by the cliff's angular slope. (3) Thermodynamics, The degradation of erong wood follows thermodynamic and thermal expansion principles. Periodic ambient temperature fluctuations induce thermal stress, accelerating weathering. This is culturally mitigated through physical conservation during the Ma'nenek ceremony. Ultimately, this indigenous science reconstruction successfully transforms complex cultural engineering into structured, contextual physics concepts ready for curriculum integration.

Students’ understanding in DC analysis of bipolar junction transistor circuits Erawan Kurniadi; Jeffry Handhika; Purwandari Purwandari; Dhimas Kukuh P.A.
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.v10i1.12980

This research investigates the depth of students’ understanding of fundamental circuit concepts, the characteristics of bipolar junction transistor (BJT), and their integration in solving DC transistor circuit analysis problems. Adopting a qualitative research design, the study involved undergraduate students enrolled in an introductory electronics course. The validity of the data was ensured through methodological triangulation employing comparative testing and Socratic dialogue. The comparative test consisted of two models: one focusing on current-strength comparisons and the other on voltage-level comparisons. The findings were verified and elaborated through Socratic dialogue using critical and exploratory questions to probe and test students’ ideas, assumptions, and beliefs. Data analysis and interpretation were facilitated through an integration matrix that aligned students’ comparative-test responses with their corresponding Socratic dialogues. Findings on the understanding in DC analysis of BJT circuits revealed three distinct categories of understanding: (1) Students who merely guessed answers without grasping either fundamental circuit principles or transistor behavior; (2) Students capable of performing mathematical analysis but lacking a sound conceptual understanding of transistor behavior; and (3) Students who could perform mathematical analysis and demonstrated a reasonable understanding of transistor behavior, yet still exhibited certain misconceptions. The findings imply the importance of fostering conceptual synthesis in BJT circuit analysis to enhance transferable problem-solving skills for analyzing more complex electronic systems and to support deeper analytical reasoning in electronics learning.

RASCH model analysis: validity and reliability of concept understanding test instrument on temperature and heat Kafa Pramitha Anggraini Indhira Artanti; Sherly Eka Putri Damayanti; Shinta Nuriyah Mahbubiyah Royani; Bintan Nuril Irvaniyah; Natasya Mustika Elvina Rossa; Anggita Meilina Putri; Khoirun Nisa'
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.v10i1.13156

This study aims to analyze the quality of a concept understanding test instrument on temperature and heat using the Rasch Model approach, focusing on validity, reliability, and item difficulty level. This research employed a descriptive method with a quantitative approach. The sample was selected through simple random sampling and involved 75 students of class XI at Senior High School. The research instrument consisted of 15 multiple-choice items covering concepts related to temperature and heat. Data were analyzed using the Rasch Model assisted by Ministep software to examine item fit, person reliability, item reliability, and the distribution of item difficulty. The results showed that all 15 items were valid based on the INFIT and OUTFIT criteria of MNSQ and ZSTD values. The person reliability was categorized as poor, whereas the item reliability was categorized as very good. The item difficulty level was distributed into four categories, consisting of 4 easy items, 2 moderate items, 6 difficult items, and 3 very difficult items. These findings indicate that the Rasch Model is effective in identifying the validity, reliability, and difficulty distribution of test items. The study implies that the developed instrument can be used by physics teachers and researchers as an empirical basis for evaluating students’ conceptual understanding of temperature and heat. However, the low person reliability suggests the need for further refinement by involving a more heterogeneous sample and developing additional items with a broader range of difficulty levels to improve the instrument’s ability to distinguish students’ conceptual understanding.

Landscape of augmented reality research: A bibliometric analysis Fatmawaty Fatmawaty; Duden Saepuzaman; Dadi Rusdiana
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.v10i1.13261

This study aims to examine the trends, contributions, and impact of Augmented Reality research, particularly in physics education, from 2006 to 2025. The study employs a bibliometric analysis approach using the Scopus database. The analysis was conducted with the aid of several software tools, including R Studio with the bibliometric and biblioshiny packages, VOS viewer, and Microsoft Excel. The findings indicate a significant increase in research productivity over the past two decades. Indonesia and the United States (USA) emerged as the two main contributing countries, with Universitas Negeri Semarang and the International Information Technology University identified as the most productive affiliations. Daineko, Y. A., stands out as a leading author, demonstrating strong research presence and extensive collaborations with other scholars. Prominent articles on AR-related topics are distributed across indexed journals. The keyword trend analysis suggests that future research should shift from mere implementation in learning contexts toward optimizing the learning environment through rigorous evaluation of AR effectiveness in education.

Characteristic of critical thinking test instrument and analysis students’ ability using Rasch model Siti Saffanah Apriliani; Duden Saepuzaman; Irma Rahma Suwarma
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.v10i1.13455

This study aims to analyze the characteristics of the instrument and students' critical thinking skills on the topic of work and energy using Rasch Model. The analysis conducted includes instrument quality, instrument characteristics as indicated by person-item fit to Rasch Model, and the distribution of students' critical thinking skills. The results of the critical thinking skills test of 82 students were analyzed using Winsteps software version 3.73. The results show that the instrument used is reliable and valid, meeting the criteria for good values for both persons and items. The instrument quality analysis shows that items and persons fit Rasch Model. The Wright Map shows the pattern of students' ability distribution and the difficulty level of items, which align with the analysis of students' abilities categorized as very high, high, low, and very low, and item difficulty levels categorized as very difficult, difficult, easy, and very easy. Item Q9 is the most difficult item, and Q6 is the easiest item. The pattern of students' responses to items is shown in the Scalogram, where there are persons who provide anomalous response patterns. Overall, the instrument used has good quality for measuring students' critical thinking skills and emphasizes the importance of having a range of question difficulties.

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Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
momentumjournal@unikama.ac.id

Editorial Address
-

Location
Kota malang,

Jawa timur

INDONESIA