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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 138 Documents
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Enhancing Conceptual Understanding of Electric Circuit Analysis through the Jigsaw Method: A Quasi-Experimental Study in Senior High Schools Acquah, Isaac Kwesi
Schrödinger: Journal of Physics Education Vol. 6 No. 1 (2025): March
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i1.1348

Abstract

Purpose of the study: This study examines the effectiveness of the Jigsaw cooperative learning method in improving Form 1 students' understanding of electric circuit analysis, problem-solving skills, and its impact compared to traditional teaching. Methodology: A quasi-experimental pre-test and post-test design was employed, involving 87 students from Obiri Yeboah SHS and Dadieso SHS. Over a one-week intervention, the Jigsaw method was integrated into regular physics lessons. Data were collected through tests and questionnaires administered before and after the intervention to assess the students’ knowledge and learning experiences. SPSS was used for statistical analysis, evaluating the effectiveness of the Jigsaw method in improving conceptual understanding. Main Findings: The results demonstrated a significant increase in students' comprehension of electric circuits. At Obiri Yeboah SHS, the average score rose from 50.19 (pre-test) to 83.69 (post-test), and at Dadieso SHS, from 46.50 to 86.57. The Jigsaw method not only improved students' understanding of the subject but also enhanced their problem-solving abilities, communication skills, and motivation to learn. Statistical analyses, including t-tests and Cohen’s d, indicated a strong, significant effect size, reinforcing the method’s effectiveness. Novelty/Originality of this study: This study provides compelling evidence of the Jigsaw method’s ability to enhance student performance and deepen conceptual understanding in science education, particularly in electric circuit analysis. The findings underscore the importance of cooperative learning techniques in promoting active participation, peer teaching, and higher levels of student engagement, suggesting that such strategies are critical for fostering more interactive and impactful classroom experiences.
Integration of Health Law and Radiation Safety Aspects in the Medical Physics Curriculum for Radiotherapy Treatment Widyaningrum, Ratna; Nofik, Khoirun; Masruroh, Ainul; Hernawati, Sari
Schrödinger: Journal of Physics Education Vol. 6 No. 1 (2025): March
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i1.1536

Abstract

Purpose of the study: This study aims to analyze the legal regulations related to radiation safety in radiotherapy and develop a systematic approach to integrating health law and radiation safety aspects into the medical physics curriculum. Methodology: A qualitative library research approach was used, analyzing journals, regulatory documents (WHO, IAEA, BAPETEN), and academic books through content analysis. Main Findings: International and national regulations, including IAEA, ICRP, and BAPETEN, strictly govern radiation safety in radiotherapy, covering dose limits, exposure monitoring, and waste management. However, medical physics curricula lack structured integration of legal and safety aspects. A systematic curriculum model is proposed, incorporating progressive learning, practical simulations, clinical internships, and competency-based assessments to enhance student preparedness in radiation protection and regulatory compliance. Novelty/Originality of this study: This study proposes a structured curriculum model linking technical and regulatory aspects through progressive learning, practical training, and industry collaboration, ensuring better radiation safety implementation in clinical practice.
Qualitative Analysis of the Implementation of Inquiry-Based Physics Learning Tools on Strengthening Character and Improving Learning Outcomes Sari, Silvina Anjar; Oransa, Mohamed A
Schrödinger: Journal of Physics Education Vol. 6 No. 1 (2025): March
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i1.1469

Abstract

Purpose of the study: This study aims to analyze the implementation of inquiry-based physics learning devices to support character strengthening and improve student learning outcomes. Methodology: This study uses a qualitative approach with a case study design. The subjects of the study were students and teachers of grade XI majoring in natural sciences 2 of Sleman 2 State Senior High School, selected using purposive sampling technique. Data were collected through observation, interviews, and document analysis. Data analysis used the Miles and Huberman model with data reduction, data display, and drawing conclusions through triangulation. Main Findings: Inquiry-based learning increases students' active engagement, understanding of physics concepts, and critical thinking skills. Students are more independent, creative, and demonstrate positive character traits such as honesty, discipline, and cooperation. Test results show significant improvements in academic achievement. This approach is effective in supporting character building and the development of 21st-century skills according to the Merdeka Curriculum. Novelty/Originality of this study: This study reveals the effectiveness of inquiry-based physics learning devices not only in improving learning outcomes, but also in building students' character. This study provides new insights into the integration of character building in physics learning, in line with the Merdeka Curriculum, and shows how the inquiry approach can develop 21st century skills more holistically.
Linking Pre-existing Metacognition Practices and Students’ Performance in High School Physics Diate, Kim; Benasing, Rayyanah R.; Tee-Pastidio, Krystine Mae R.
Schrödinger: Journal of Physics Education Vol. 6 No. 2 (2025): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i2.1528

Abstract

Purpose of the study: This research aims to provide insight on how student’s pre-existing metacognitive strategies influences their academic performance, specifically in learning physics. Methodology: This research administered the Physics Metacognition Inventory (PMI) scale to 117 Grade 9 students of the laboratory high school of MSU-Iligan Institute of Technology. PMI scale has an internal consistency of 0.90, indicating high-reliability of the instrument in measuring the constructs it intends to measure. Shapiro-Wilk’s test for normality reveals non-normal distribution (p-values < 0.05) , thus a non-parametric test (i.e., spearman rank correlation) is utilized to establish statistical correlation among the variables of interest (i.e, level of proficiency and factors on Physics Metacognition Inventory). Statistical analysis is done using RStudio Version 2023.06.0+421 (2023.06.0+421). Main Findings: Results suggest that student’s knowledge of cognition exhibits a strong positive correlation with their physics academic performance. Moreover, all five components of regulation of cognition showed positive correlation with the level of physics performance. However, the strongest predictor is the dimension of evaluation. Novelty/Originality of this study: This research highlights the role of pre-existing metacognitive strategies and how it is correlated to academic performance in a physics classroom. Understanding how each of the dimensions of metacognition correlates to physics performance can have an important implications on how physics instruction might be productively given to junior high school students especially with the goal of honing critical evaluation of one’s thinking, conceptual conclusions, and physical sensibility of solutions.
Development of Online Learning Management in Physics Learning Technology Course Wahyuningsih, Daru; Sukarmin, Sukarmin
Schrödinger: Journal of Physics Education Vol. 6 No. 2 (2025): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i2.1584

Abstract

Purpose of the study: Development of online learning management in Physics Learning Technology course. Methodology: The research method used is the development research method with the research subjects of students of the Department of Physics Education, Faculty of Teacher Training and Education, Sebelas Maret University, Surakarta, Indonesia. Data were collected using an open questionnaire method and analyzed using a method of concluding from the opinions expressed by students participating in the course. Main Findings: The development of an online learning management model for the Physics Learning Technology course in the Physics Education Study Program at Sebelas Maret University was carried out through the stages of planning, organizing, implementing, and supervising to achieve learning objectives. Planning involved preparing a blended learning-based course syllabus. Organizing included arranging the necessary materials, media, and learning tools. Implementation followed the planning and organizing stages, while supervision was conducted by analyzing student responses. The results show that all seven learning objectives were achieved, including the ability to collaborate, manage time, use online learning applications, select appropriate materials, complete assignments on time, rewrite information from library sources, and properly cite references. Novelty/Originality of this study: Online learning management of Physics Learning Technology course can be done by learning of designing, organizing, actuating, and controlling according to learning objectives.
A Computational Revisit of the Variational Principle: Estimating Ground State Energies of the 1D Harmonic Oscillator via Python Naik, Bikash Kumar
Schrödinger: Journal of Physics Education Vol. 6 No. 2 (2025): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i2.1680

Abstract

Purpose of the study:To estimate the ground state energy of the one-dimensional harmonic oscillator using the variational principle and Python-based numerical methods. Methodology:Python 3.11 was used with NumPy, SciPy, and Matplotlib libraries. The variational method was applied using multiple trial wavefunctions. Integrals were computed via Simpson’s rule, and optimization was done through parameter scanning. Main Findings:The Gaussian trial wavefunction produced a ground state energy of 0.5003 ℏω, showing 0.06% error. Other trial functions were less accurate. The results confirm that the choice of trial function critically affects the energy estimate, and Python effectively supports variational computations in quantum systems. Novelty/Originality of this study:This study integrates computational tools with the variational principle, presenting an accessible approach to energy estimation in quantum mechanics. It demonstrates how Python can facilitate variational analysis, making the method replicable and educationally useful for students and researchers.
Teacher Strategies in Developing Students Independence in Physics Learning Isdianti, Isdianti; Muhammad Afrialdi, Raden
Schrödinger: Journal of Physics Education Vol. 6 No. 2 (2025): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i2.1874

Abstract

Purpose of the study: This study aims to identify and analyze the instructional strategies used by physics teachers to develop students’ learning independence, particularly their responsibility in completing tasks and self-confidence in solving problems, in accordance with 21st-century education demands. Methodology: This study employed a qualitative naturalistic method using direct classroom observation, in-depth interviews, and document analysis. Tools included observation checklists, interview guides, and physics learning modules. Thematic analysis was conducted using manual coding without software. Data triangulation combined teacher, student, and laboratory assistant perspectives. The subject comprised 36 tenth-grade students at State High School 11 Muaro Jambi. Main Findings: This study demonstrates that students' learning independence improves through the application of well-structured teaching strategies. Students were able to complete class assignments independently and showed strong confidence in solving physics problems. Teachers implemented inquiry-based, problem-based, and project-based learning models supported by scaffolding and contextual tasks. Activities such as group discussions, presentations, and self-reflection significantly contributed to fostering independent learning behaviors and student responsibility. Novelty/Originality of this study: The novelty of this study lies in its explicit focus on enhancing students’ learning independence through a comprehensive integration of four instructional dimensions approach, method, model, and strategy. Additionally, the inclusion of laboratory assistants as data sources enriches the contextual insight. This study contributes to the literature by illustrating how early, intentional instructional design can effectively build learning independence at the secondary school level.
Strategies in Developing Junior High School Students' Science Process Skills in the Material of Temperature, Heat, and Expansion Wirayuda, Ricky Purnama; Salsabilla Nurma Yahya, Gita
Schrödinger: Journal of Physics Education Vol. 6 No. 2 (2025): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i2.1875

Abstract

Purpose of the study: This study aims to explore how teacher strategies enhance students' science process skills, particularly observation, graphing, and communication during physics learning on the topic of heat, temperature, and expansion at the junior high school level. Methodology: This study employs a naturalistic qualitative method aimed at exploring teachers' strategies in enhancing students' science process skills during physics lessons on temperature, heat, and expansion. Data were collected through interviews, and documentation, then analyzed descriptively to identify patterns and themes that reflect students' abilities in observation, communication, and data representation. Main Findings: The study found that teachers effectively foster students’ science process skills (SPS) in physics through varied strategies, including scientific approaches, step-by-step instruction, and cooperative learning. By integrating observation, graphing, and communication activities during laboratory sessions, teachers provided scaffolding, feedback, and peer collaboration. These strategies, supported by theories of Vygotsky, Bruner, and Ausubel, created an engaging and structured learning environment that promoted students’ active participation and scientific reasoning. Novelty/Originality of this study: This study presents a novelty through the use of informant triangulation involving teachers, laboratory assistants, and students, which is rarely applied in similar studies on science process skills (SPS). Three SPS indicators are systematically examined through four pedagogical strategies, supported by direct quotations that provide a contextual, comprehensive, and student-centered perspective in physics learning.
Strengthening Student Discipline through Instructional Strategies in Physics Learning: A Naturalistic Study from Four Pedagogical Perspectives Dewi, Diah Sari; Farni, Evi Ramna; Suryati, Sri
Schrödinger: Journal of Physics Education Vol. 6 No. 2 (2025): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i2.1878

Abstract

Purpose of the study: The purpose of this study is to explore the strategies used by physics teachers in building students' discipline within character education. This study offers theoretical insights into discipline formation and practical guidance for teachers to implement character-based strategies in physics classrooms. Methodology: This study used a qualitative naturalistic approach with purposive sampling. Data were collected through participatory observation, semi-structured interviews, and documentation. Tools used include observation sheets, interview guides, and field notes. The data were analyzed using the Miles and Huberman interactive model. Validity was ensured through triangulation techniques and member checking for data verification. Main Findings: The findings show that students' discipline in physics learning was very good. Teachers consistently apply structured strategies, methods, and models that promote punctuality, rule adherence, timely task submission, and practical work discipline. Early communication, consistent rule enforcement, and value reinforcement shaped responsible behavior. Most students felt helped by systematic learning patterns. Teacher strategies were closely linked to students' disciplinary character formation in physics class. Novelty/Originality of this study: This study offers originality by integrating a naturalistic approach to explore teacher strategies in building student discipline through four instructional perspectives: approach, method, model, and strategy. It advances existing knowledge by highlighting value internalization in physics learning, shifting the focus from formal rule enforcement to reflective classroom practices that naturally foster character-based discipline.
Classify, Measure, Tabulate: Exploring Teacher Strategies in Shaping Scientific Process Skills in Phase Change Physics Farni, Evi Ramna; Pramitha, Sarah
Schrödinger: Journal of Physics Education Vol. 6 No. 2 (2025): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i2.1877

Abstract

Purpose of the study: This study aims to explore and describe the strategies used by physics teachers to enhance students’ scientific process skills specifically in classifying, measuring, and tabulating data during the learning of phase changes of matter in senior high school. Methodology: This study employed a qualitative naturalistic approach. Data were collected using in-depth interviews and photographic documentation. The participants included one physics teacher and 36 students of class XI F7 Senior High School 10 Jambi City. Istruments used were interview guidelines and documentation sheets. Data analysis followed the stages of data reduction, data display, and conclusion drawing. Main Findings: The study found that teachers implemented various strategies to improve students’ scientific process skills, particularly in classifying, measuring, and constructing data tables during the learning of phase changes of matter. Through structured guidance, contextual examples, and supportive assessments, students showed improved accuracy and independence in scientific data handling. Both teacher and student responses indicated that strategy-based teaching effectively enhanced students’ analytical and practical competencies in physics learning. Novelty/Originality of this study: This study offers a fresh perspective by exploring teacher strategies specifically designed to enhance students’ abilities in classifying, measuring, and tabulating data within the topic of phase changes in physics. Unlike previous research, it integrates pedagogical, methodological, and model-based approaches, contributing new insights into the development of scientific process skills in secondary education settings.

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