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Kasuari: Physics Education Journal (KPEJ)
Published by Universitas Papua
ISSN : 26152681     EISSN : 26152673     DOI : -
Core Subject : Science, Education,
Education Physics
Kasuari: Physics Education Journal (KPEJ) is a peer-reviewed open access journal and aims to provide a forum for researchers, lecturer, educational practitioners and University student on all topics related to physics education. The journal provides forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide physics learning include: development of instruments of evaluation physics, development of instructional media physics, the development of learning model of physics, and Quasi-Experiment. Kasuari: Physics Education Journal (KPEJ) published comprehensive research articles and reviews by leading experts in the field. Selected articles, which has a high scientific achievement, provide important new knowledge, and high benefits to society of physics and physics education. The Journal was first published in 2018 and regularly published twice per year in June and December.
Arjuna Subject : -
Articles 190 Documents
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Profile of Students' Critical Thinking Skills and Digital Literacy in Energy Sources Material Suminarsih Suminarsih; Nur Khoiri; Harto Nuroso
Kasuari: Physics Education Journal (KPEJ) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v9i1.1056

Abstract

Critical thinking skills help students analyse information deeply, make rational decisions, and solve problems creatively. Meanwhile, digital literacy is a key competency for navigating the rapid, diverse flow of information in today’s technological era. The purpose of this study is to examine students’ profiles of critical thinking skills and digital literacy in physics learning. This research employs a descriptive qualitative design. Data on critical thinking skills were collected through written tests containing descriptive questions. Students' digital literacy skills were measured using a questionnaire on student learning habits with digital media. The results of this study indicate that, in general, students' critical thinking skills in physics learning are currently in the category, with an average percentage of 68,4% however, students' weaknesses are visible in the indicators, conclude and set strategy and tactics, each with a percentage 62% and 56%, which is in the category low. Skill analysis results: digital literacy students showed better achievement, with an average percentage of 68,2%, which is in the good category. However, as with critical thinking skills, challenges arise in indicators' digital content production (58%) and personal data security (63%), both of which are in the 'enough' category. These results indicate that although students already possess basic critical thinking and digital literacy skills, several important aspects need improvement. This improvement can be achieved through a more integrated physics learning, with activities that emphasise in-depth analysis, information synthesis, and the safe and secure production of digital content.
Learning Transformation in the Merdeka Belajar and Kampus Berdampak Era: Synergy of Technology, Pedagogy, and Digital Assessment Rodika Utama; Dian Artha Kusumaningtyas; Mohamed Yusuf Wako; Asnin Nur Salamah
Kasuari: Physics Education Journal (KPEJ) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v9i1.1065

Abstract

The transformation of physics education in the Merdeka Belajar era represents a fundamental paradigm shift in how teachers and students perceive, construct, and apply scientific knowledge. This article presents a theoretical and reflective analysis of the integration of technology, pedagogy, and digital assessment within the context of Indonesian physics education. Using a narrative–reflective approach and a review of recent literature, the study articulates how the Technological Pedagogical and Content Knowledge (TPACK) framework serves as a conceptual foundation for building collaborative, flexible, and scientifically literate learning ecosystems. The findings suggest that the integration of digital tools—such as PhET interactive simulations and Tracker-based video analysis—enhances conceptual understanding, promotes critical thinking, and facilitates continuous formative assessment. Philosophically, Merdeka Belajar embodies not only curricular flexibility but also a humanistic vision of science education that nurtures empathy, social responsibility, and ecological awareness. Therefore, the transformation of physics education is not merely technological modernization but an epistemological reconstruction toward ethical, collaborative, and sustainable learning.
Improving Students' Conceptual Understanding with the 5E Learning Cycle Model in Static Fluid Material Sarah Lutfiah Ardilla; Sutopo Sutopo; Hari Wisodo; Nur Akhyar Basri; Muhammad Ikhbar Ihsan; Muizzatul Islamiyah
Kasuari: Physics Education Journal (KPEJ) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v9i1.1069

Abstract

Static fluids are a difficult topic, and students must understand many of the concepts involved. Students often misunderstand buoyancy, hydrostatic pressure, and Pascal's law. A learning method that uses the 5E learning cycle model can help overcome these misunderstandings. This method trains students to create and use models, analyze data, think mathematically, design experiments, and provide scientific explanations. Through these learning experiences, students should gain a deep understanding of the main ideas of static fluids. This study aimed to enhance students' conceptual understanding of static fluids using the 5E learning cycle model. The research design was a one-group pretest-posttest study with 29 high school students from Brawijaya Smart School in Malang as the subjects. Conceptual understanding was measured using a test comprising 10 multiple-choice questions. Data analysis was performed using the Wilcoxon test to calculate the n-gain value. The analysis revealed a significant improvement in students' conceptual understanding of static fluids after implementing the 5E learning cycle model. The research yielded an n-gain value of 0.55, which falls within the moderate category. Therefore, it can be concluded that the 5E learning cycle model improves students' conceptual understanding of static fluid material.
Global Trends and Research Focus on Augmented Reality for Enhancing Critical Thinking: A Bibliometric Analysis Rahmi Lakini; Edi Istiyono; Heru Kuswanto; Aris Kurniawan; Rindang Chairunnisa
Kasuari: Physics Education Journal (KPEJ) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v9i1.1074

Abstract

Learning media is a process through which learners acquire knowledge, understanding, and skills in science. Augmented Reality (AR) is a digital technology that integrates manipulable digital images into real-world environments in real time, revolutionizing dynamic learning. Research indicates that mobile-based AR learning media enhance students’ material comprehension and stimulate critical thinking. Critical thinking involves analyzing, evaluating, and logically concluding information, which is a vital skill for informed decision making. Recent studies from 2015 to 2024 highlight the rapid growth of AR research across various disciplines, including Physics Education. To analyze these studies, a bibliometric method was employed, focusing on articles published between 2015 and 2024 in the Scopus database. This analysis identified research trends related to AR’s impact on critical thinking. This study used descriptive bibliometric analysis to evaluate publications on AR and critical thinking. Results revealed a peak in publication trends in 2022 and citation trends in 2020. Taiwan led in research output. Key research areas include AR, VR, and students’ critical thinking. Emerging themes such as STEM, artificial intelligence, nursing education, and game-based learning new research directions. These findings provide a reference for future research on AR in enhancing critical thinking, with potential data sources.
Development of Problem-Based Physics Teaching Modules on Climate Change and Weather for High Schools Irenta Irenta; Hamdi Akhsan; Kistiono Kistiono
Kasuari: Physics Education Journal (KPEJ) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v9i1.1094

Abstract

Climate change and weather are now problems that affect the whole world and are bad for the environment and for people's lives. Sadly, a lot of high school students still don't understand the basics of climate change because the material is too abstract and hard to understand. For example, they think that daily weather is a form of long-term climate change. To solve this, a Problem-Based Learning (PBL) physics module was made for high school students to teach them the basics of climate change and weather. The module was created to follow the Merdeka Curriculum's Deep Learning principles of being mindful, meaningful, and fun. This study employed an R&D methodology utilizing the ADDIE model. Three experts (in material, curriculum, and pedagogy) were involved in the validation process. 23 students were used in individual and small group trials to test practicality. The average validity score was 86.78% and the average practicality score was 82.82%. Both of these scores are in the Very Valid and Very Practical ranges. These results show that the module is a good choice for use as a contextual teaching tool that helps with understanding concepts, engaging the mind, and being aware of the environment.
Development of Practical Guidebooks for Physics Education Students at Cenderawasih University Wilda Wijayani Pamangin; Bonefasius Yanwar Boy; Silvia Anggri Wijaya; Widyaskara Mangando
Kasuari: Physics Education Journal (KPEJ) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v9i1.1099

Abstract

This study aims to (1) examine the validity characteristics of the developed practical guidebook; (2) analyze the responses of practitioners regarding the developed practical guidebook. The laboratory manual to be developed is significantly innovative in that it combines inclusive and flexible instructional design with active and contextual learning approaches. The manual also includes pedagogical aspects to help students not only understand physics but also internalize how to teach science effectively in the future. This research is a type of research and development (R&D) aimed at developing a manual. According to Thiagrajan, development research is based on the 4-D model, namely Define, Design, Development, Disseminate, or the 4-P model, which consists of the definition stage, the design stage, the development stage, and the dissemination stage, which in this study is limited to the development stage only. The results of the study show that the developed practicum guidebook has met the validity standards for testing with an internal consistency coefficient of 0.97. In addition, based on the results of the student response analysis, it is known that the developed practicum guidebook is in the very practical category with a practicality percentage of 88%. This score shows that the developed practical guidebook is considered practical by students for use in practical activities.
Atemporal Discourse as a Managerial Burden: Implications for Physics Teachers’ Time Management Januharmen Januharmen; Emayulia Sastria; Dinyah Rizki Yanti Zebua; Ogi Danika Pranata
Kasuari: Physics Education Journal (KPEJ) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v9i1.1103

Abstract

The Merdeka Curriculum idealises the emergence of critical-thinking students. However, when high cognitive demands are present in textbooks, such as the features 'Let's Think Critically!' and 'Let's Discuss!', without transparent time allocation (atemporal), it creates threatening dissonance. This study reveals this paradox: why does idealistic discourse lead to unsupported managerial burdens for Physics teachers? This study aims to critically analyse the implications of the dimension of temporality (instructional time management) in the Merdeka Curriculum Physics textbook for Grade XII Senior High School/MA. Specifically, this study fills a research gap by highlighting the threat of time management uncertainty caused by features that demand high-level cognitive reasoning and discussion, namely 'Let's Reason Critically!' and 'Let's Discuss!'. Using Critical Discourse Analysis (CDA), the primary data sources focused on imperative instructional units that were atemporal (did not specify duration) but demanded complex activities, such as quantitative analysis and evaluation of electrical circuit designs. The results showed a significant dissonance between the textbook's idealistic demands and the minimal managerial support. The 'Let's Think Critically!' and 'Let's Discuss!' features contain high cognitive demands but almost always lack clear time allocations. This gap (Demand Scale 5 vs. Support Scale 1) effectively shifts the burden of operational curriculum and emergency time management to teachers.
Systematic Literature Review: The Effectiveness of the History of Science Approach in Improving Conceptual Understanding in Physics Education Infa Damayanti; Lia Yuliati; Khusaini Khusaini
Kasuari: Physics Education Journal (KPEJ) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v9i1.1104

Abstract

This study aims to analyze the effectiveness of the History of Science (HoS) approach in improving students' conceptual understanding in physics learning through the Systematic Literature Review (SLR) method using the PRISMA model. A total of six articles selected from 779 initial findings that met the inclusion and exclusion criteria were analyzed in depth. The synthesis results show that the HoS approach can strengthen conceptual understanding. The History of Science has been proven to help students overcome misconceptions, improve scientific reasoning skills, and enrich epistemological understanding of the nature of science. However, the SLR findings also confirm that empirical research on the implementation of HoS in the classroom is still limited, requiring the development of more structured learning strategies and improved teacher competencies to optimize the application of this approach in physics learning. Overall, this study confirms that HoS has great potential in supporting more meaningful, contextual, and conceptually oriented physics learning.
Application of Thermodynamic Wave KIT-based Deep Learning to Reduce Misconceptions in Grade XI High School Students Regarding Heat Muzdalifa A. Madusila; Asri Arbie; Meilan Demulawa
Kasuari: Physics Education Journal (KPEJ) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v9i1.1108

Abstract

This study aims to reduce the level of misconceptions experienced by eleventh-grade high school students on Heat material through the application of a deep learning approach combined with the use of the Wave and Thermodynamics KIT. The research method used was a quasi-experimental one-group pretest–posttest design, involving one class as the experimental class and two classes as replication classes. The research instrument was a three-tier multiple-choice diagnostic test used to map students' misconceptions before and after the learning treatment. Data were analysed using descriptive statistics, two-proportion tests, and normalised gain (n-gain) calculations. The research findings showed a very significant decrease in the frequency of misconceptions, namely from 6.10 to 1.00 in the experimental class; from 5.53 to 1.40 in the first replication class; and from 6.33 to 1.33 in the second replication class. This decrease was also accompanied by an increase in the conception score in each class, as reflected in average n-gain values of 0.69 in the experimental class, 0.72 in the first replication class, and 0.76 in the second replication class. Thus, it can be concluded that the application of deep learning supported by the Wave and Thermodynamics KIT is effective in reducing high school students' misconceptions about Heat material while simultaneously increasing their conceptual understanding to a medium to high level.
Identifying Students’ Scientific Literacy Needs: A Foundation for Developing a Problem-Based Global Warming Physics Module Geby Anita; Ahmad Amin; Yaspin Yolanda
Kasuari: Physics Education Journal (KPEJ) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v9i1.1115

Abstract

Global warming has become a critical issue that requires younger generations to possess strong scientific literacy. However, various studies indicate that students’ understanding of scientific concepts and environmental phenomena remains limited. This pre-development study aims to identify students’ initial scientific literacy needs as a foundation for developing a problem-based learning module on global warming. This qualitative research involved 36 tenth-grade students of SMA Negeri 2 Lubuklinggau and employed interviews, observations, and Focus Group Discussions (FGD) with teachers. Data were analyzed using descriptive qualitative techniques, including data reduction, data display, and conclusion drawing, while data validity was ensured through triangulation and member checking. The findings reveal that many students experience difficulties in interpreting scientific data, connecting physics concepts with real environmental phenomena, and drawing evidence-based conclusions. In addition, teachers emphasized the need for interactive and contextually relevant learning modules. These findings highlight the importance of needs analysis as a fundamental step in developing learning modules that not only convey concepts but also enhance students’ scientific literacy and scientific thinking skills.

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