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Rahmat Perdana
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Schrödinger: Journal of Physics Education
Published by Cahaya Ilmu Cendekia Publisher
ISSN : 27163229     EISSN : 27161587     DOI : https://doi.org/10.37251/sjpe
Core Subject : Education, Social,
Social Sciences Other
Covers all the Schrödinger: Journal of Physics Education (SJPE) at the level of primary, secondary, senior, and higher education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements and establishing new collaborations in these areas. Original research papers and state-of-the-art reviews are invited for publication in all areas of Schrödinger: Journal of Physics Education (SJPE). Topics of Interest include, but are not limited to the following: Physics Education Literacy Ethophysics-Based Learning Collaborative & Interactive In Physics Learning Learning Analysis for Physics Education Physics Education Management Systems STEM (Science, Technology, Engineering, Mathematics) in Physics Education Virtual-Based Learning In The Laboratory E-Learning And Multimedia For Physics Education Physics Teacher Evaluation Curriculum, Research, and Development for Physics Education Web-Based Tools For Physics Education Learning/Teaching Methodologies and Assessment in Physics Education Global Issues in Physics Education Games and Simulations in Physics Education Mobile/Ubiquitous Computing In Physics Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 14 Documents
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Search results for , issue "Vol. 5 No. 4 (2024): December" : 14 Documents clear
Students' Critical Thinking on Thermodynamics: Gender and Conceptual Illahi, Beta Kurnia; Suwarma, Irma Rahma
Schrödinger: Journal of Physics Education Vol. 5 No. 4 (2024): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v5i4.1227

Abstract

Purpose of the study: This study aims to analyze senior high school students' critical thinking skills in thermodynamics and explore gender-based differences in these skills. Methodology: A quantitative approach was employed with purposive sampling involving 132 students (34.1% male, 65.9% female) who had studied thermodynamics with the same teacher. Data were gathered using five essay questions designed to assess critical thinking components, including analysis, evaluation, inference, deduction, and induction. The collected data were analyzed to determine the level of critical thinking skills and potential differences between genders. Main Findings: The results showed that students’ critical thinking skills were generally low across all components: analysis (36.2%), evaluation (30.0%), inference (19.8%), deduction (28.3%), and induction (32.0%). While differences in critical thinking skills between male and female students were observed, they were not statistically significant. Novelty/Originality of this study: This study provides a detailed analysis of students' critical thinking skills in thermodynamics, highlighting specific weaknesses in key components. It offers a new perspective by examining gender-based differences in critical thinking, which are rarely explored in the context of physics education. The findings serve as a foundation for designing targeted educational strategies to address these deficiencies and improve critical thinking skills in science learning.
Analyzing Ohm's Law: Comparison of Current and Resistance in Series and Parallel Circuits Imtiyaaza, Kuni Afrida; As’ari, Safira Aila; Cahyani, Khoirunnisa Aprilia; Nurbayana, Faradilla Sari; Zahro, Zurrotur Rofiqotin; Nagifea, Friscela Yona; Sudarti, Sudarti; Baihaqi, Habibah Khusna
Schrödinger: Journal of Physics Education Vol. 5 No. 4 (2024): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v5i4.1281

Abstract

Purpose of the study: The purpose of this study is to analyze and compare the relationship between current and resistance in series and parallel circuits, and to verify the accuracy of Ohm's Law through experimental measurements and theoretical calculations. Methodology: This study uses a Pre-Experimental Design (One-Group Post-Test Only Design), involving 10 series and 10 parallel circuits with resistors of varying values. Measurements of current and resistance were taken using a digital multimeter and ohmmeter. Data collection occurred at three time points (start, 5 minutes, 10 minutes). The data was compared with theoretical values based on Ohm's Law. Main Findings: The experiment showed that in a series circuit, the current increased proportionally with the applied voltage, consistent with Ohm's Law. In parallel circuits, the current also increased with voltage, but at a higher rate compared to series circuits. The resistance measured in both circuit types was consistent with theoretical calculations, with minor percentage errors observed in both configurations. Novelty/Originality of this study: This study offers a fresh perspective by analyzing the application of Ohm’s Law in both series and parallel circuits, comparing real experimental data with theoretical calculations. It advances existing knowledge by providing a practical verification of theoretical concepts, enhancing understanding of current distribution and resistance effects in different circuit configurations, which can benefit students and professionals in electronics.
Enhancing Classroom Engagement: Investigating Student Motivation towards Learning Physics Zeidan, Mohammad; Young, David
Schrödinger: Journal of Physics Education Vol. 5 No. 4 (2024): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v5i4.1288

Abstract

Purpose of the study: The aim of this study is to identify effective intervention activities in the physics classroom that enhance student engagement and sustain attention toward learning physics by evaluating the impact of diverse strategies on student motivation. Methodology: The study used Vevox (an engagement platform), group work, physics simulations, and educational videos. Data were collected through pre- and post-intervention surveys, student rankings, and performance evaluations, and analyzed using statistical software for quantitative insights. Main Findings: Group work and physics simulations were found to be the most effective strategies for boosting student engagement and motivation. Students reported increased interest, enjoyment, and improved focus during physics lessons as a result of the interventions. Novelty/Originality of this study: This study offers a novel approach by integrating diverse, data-driven intervention strategies to improve student motivation in physics classrooms, providing actionable insights for educators to create more engaging and effective learning environments.
Effectiveness of Cooperative Problem Solving (CPS) Learning with the Science Process Skills Approach on the subject of Simple Harmonic Motion Rizaldi, Rachmat; Hasanah.S, Uswatun; Syahwin; Fitriana, Sheila; Mardiana, Tri Astuti
Schrödinger: Journal of Physics Education Vol. 5 No. 4 (2024): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v5i4.1377

Abstract

Curpose of the study: The purpose of the research that has been carried out is to analyze the effectiveness of cooperative problem solving learning with the science process skills approach in improving students' understanding of the subject of simple harmonic motion. Methodology: The method used is a quasi-experiment with a pretest-posttest control group design. The subject of the study was students of class X science from two high schools who were selected purposively. The data was analyzed with a Statistical Descriptive Test to describe the learning outcome data from two sample classes. Main Findings: The results of the analysis showed that the average posttest score of the experimental class was higher than that of the control class. The average score of the experimental class showed a high improvement category, while the control class only achieved a moderate category. CPS learning with the SPS approach has proven to be effective because it combines group cooperation and scientific exploration. Students can associate theory with practice, so that the understanding of concepts becomes more deep. Novelty/Originality of this study: This study introduces a novel integration of Cooperative Problem Solving (CPS) with Science Process Skills (SPS) in teaching Simple Harmonic Motion. Unlike traditional methods, this approach fosters both collaborative problem-solving and scientific thinking, enhancing students' conceptual understanding and practical application. It advances existing knowledge by demonstrating how CPS-SPS synergy can bridge theoretical physics and real-world problem-solving skills effectively.

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