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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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Teachers' Perceptions of the Physics Learning Process Using the Direct Instruction Model in Junior High Schools Yani, Resky; Ismail, Ismail; Poh, Sing Huat
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.v6i2.1824

Abstract

Purpose of the study: This study aims to identify teachers' perceptions of the physics learning process using the direct instruction model at senior high school 1 Jeneponto. Methodology: This research is a qualitative research that produces data presented in narrative form and describes what is from a variable, symptom or condition and does not intend to test the hypothesis. The data sources in this study were three physics teachers at senior high school 1 Jeneponto. Main Findings: The results of the study showed that students and physics teachers of senior high school 1 Jeneponto have a positive perception of the Direct Instruction learning model. Teachers apply the Direct Instruction learning model according to the steps in the theory, while some teachers do not implement the steps of the direct instruction learning model in the practical section because there are no practical tools for class XII material, teachers have prepared the things needed in learning, teachers have the ability to teach according to the existing theory. By using this direct instruction learning model, students have been able to achieve several achievements and have played an active role in learning. Novelty/Originality of this study: The novelty of this study lies in revealing physics teachers' contextual perceptions of the Direct Instruction model through a qualitative approach. Despite limited practical tools, teachers strive to follow the model, positively impacting student engagement and achievement. This offers a fresh perspective on its real-world implementation rarely explored in prior studies.
21st-Century Competencies in Physics: Assessment Strategies for Critical Thinking, Problem-Solving, and Character Formation Mor, Bhupendra; Patel, R N; Prajapati, Bharat
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.v6i2.2030

Abstract

Purpose of the study: This study develops and validates an integrated, multimodal framework for assessing 21st-century competencies—critical thinking, creative problem-solving, and character formation—in secondary physics. It aims to provide an evidence-based alternative to conventional assessments that inadequately measure higher-order skills essential for real-world application. Methodology: A sequential mixed-methods design was employed with 320 secondary students and 15 teachers in Germany and Pakistan. The intervention used multimodal tasks (socio-scientific debates, engineering challenges) assessed with validated instruments, including the Watson-Glaser Critical Thinking Appraisal, Creative Problem-Solving rubrics, the Ethical Sensitivity Scale, and Augmented Reality simulations using GeoGebra. Main Findings: Multimodal assessments significantly outperformed traditional tests, with open-response tasks yielding a 48.8% gain in critical thinking. Creative Problem-Solving Stage 4 (Solution Planning) demonstrated a 133% skill gain and a strong correlation with student resilience (r=0.69). AR-based labs enhanced conceptual understanding by 25 percentage points over traditional labs. However, 78% of teachers reported inadequate training for implementation. Novelty/Originality of this study: This study presents a novel, cross-culturally validated framework that integrates socio-scientific issues, AR, and competency-based rubrics to assess cognitive, practical, and ethical skills in physics. It offers a scalable model to bridge the persistent gap between abstract physics knowledge and its real-world application, addressing documented assessment reform needs.
Time-period Measurements of Reversible Pendulum Using Arduino Wadhwa, Adya; Singh, Manmohan; Kumar, Kuldeep; Wadhwa, Ajay
Schrödinger: Journal of Physics Education Vol. 6 No. 3 (2025): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i3.1974

Abstract

Purpose of the study: The purpose of this study is to improve the Kater’s reversible pendulum experiment by integrating an Arduino microcontroller and infrared sensor to obtain more accurate, reliable, and automated measurements of oscillation periods for determining the acceleration due to gravity. Methodology: The methodology used in this study includes Kater’s reversible pendulum, Arduino Uno microcontroller (Arduino, Italy), infrared (IR) sensor, digital stopwatch (Casio HS-3V-1R), personal computer with Arduino IDE software, data recording using Microsoft Excel, and review of related literature and student feedback survey. Main Findings: The main findings of this study show that the modified Kater’s reversible pendulum integrated with Arduino Uno and an infrared sensor successfully automated oscillation measurements, minimized human error, and improved timing accuracy. The system produced a reliable value of gravitational acceleration, g = 9.85 m/s², confirming high precision and effectiveness of the experimental setup. Novelty/Originality of this study: The novelty of this study lies in modifying the traditional Kater’s reversible pendulum by integrating an Arduino Uno and infrared sensor for automated oscillation measurement. This innovation advances existing methods by reducing human error, improving precision, and providing students with exposure to modern microcontroller applications, thereby enhancing both experimental accuracy and educational value.
Reimagining Physics Education for the 21st Century: A Socio‑Technical Perspective on Curriculum Reform and Industrial Relevance Mor, Bhupendra
Schrödinger: Journal of Physics Education Vol. 6 No. 3 (2025): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i3.2013

Abstract

Purpose of the study: This study aims to design, implement, and evaluate a holistic, modular physics curriculum to address the mismatch between traditional physics education and modern socio-technical demands. The framework integrates foundational rigor with industrial relevance, interdisciplinary agility, and mandatory experiential learning to produce innovation-ready, ethically responsible graduates. Methodology: A longitudinal, single-group, pre-test/post-test quasi-experimental design was used over 12 months with 85 undergraduates. Grounded in Socio-Technical Systems theory, this mixed-methods study used the Purdue Visualization of Rotations Test, industry co-developed surveys, the CATME tool, and an adapted PLIC instrument. Data analysis was conducted using SPSS version 28. Main Findings: The framework yielded significant gains (p < 0.01). Students showed a 22% improvement in spatial reasoning and a 35% increase in industry-aligned competence. Core course failure rates dropped by 50%. Employers reported a 28% reduction in onboarding time. Capstone projects resulted in nine patent-pending prototypes. Ethical-decision scores and interdisciplinary collaboration indices increased by 18% and 25%, respectively. Novelty/Originality of this study: This study is the first to operationalize Socio-Technical Systems theory into a coherent physics curriculum. It uniquely integrates modular stackable micro-credentials, compulsory industry immersion, AR-enabled laboratories, and ethics-driven design challenges within a single framework, providing an actionable, evidence-based roadmap for creating future-ready physicists.
Generative AI Scaffolding in Physics Education: A Phenomenological Analysis of Its Role and Implications in STEM Learning Torralba, Edwin M.
Schrödinger: Journal of Physics Education Vol. 6 No. 3 (2025): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i3.2031

Abstract

Purpose of the study: This study investigates how generative AI tools especially video generation scaffold high school students’ understanding of Newtonian mechanics, focusing on female learners in a STEM Honors Physics class. It explores how these tools impact conceptual mastery, critical thinking, creativity, and students’ perceptions of AI use in education. Methodology: Using a phenomenological qualitative design, the study involved 17 female students. It followed a three-phase structure preparatory, scaffolding, and post-discourse with tools like AI-generated videos, simulations, TAM-based surveys, and reflective journals, grounded in Constructivist Learning Theory and the Technology Acceptance Model. Main Findings: AI-enhanced visualizations improved students’ conceptual understanding and learning efficiency. Students gained critical thinking through prompt refinement and creativity. Ethical concerns and AI accuracy issues were noted. Overall, students showed moderate satisfaction, ease of use, and usefulness perceptions, but cautious intentions toward future AI use. Novelty/Originality of this study: This is among the first studies to apply generative AI hypermedia in high school physics education through a structured, theory-driven framework. It uniquely highlights gender-specific engagement, ethical considerations, and practical integration of AI in fostering deeper conceptual and creative STEM learning.
3D-Printed Projectile Demonstrator and Its Implications on Students’ Conceptual Understanding and Attitudes toward Physics Cabal, Marienne Sophia C.; Basagre, Rey-Mark G.
Schrödinger: Journal of Physics Education Vol. 6 No. 3 (2025): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i3.2036

Abstract

Purpose of the study: This study aimed to develop, evaluate, and implement a 3D-printed Projectile Demonstrator (3D-PPD) as an instructional tool for projectile motion, and analyze its implications on students’ conceptual understanding of projectile motion (CUPM) and attitudes toward physics (ATP). Methodology: The study employed a developmental and quasi-experimental research design. The 3D-PPD was designed using AutoCAD for 3D modeling and printed using a Bambu Lab X1 Carbon with AMS multicolor 3D printer. Research tools included survey and test questionnaires, an evaluation rating sheet, and a weekly learning plan. Statistical tests such as inferential statistics were performed using Jamovi software. Main Findings: The 3D-PPD received “very satisfactory” ratings in design (M = 3.62, SD = 0.27), instructional quality (M = 3.53, SD = 0.36), and cost-benefit (M = 3.40, SD = 0.38). It significantly improved students’ CUPM (p < 0.05, d = 0.90) but showed no significant improvement in ATP (p = 0.294, d = 0.43). Furthermore, the correlation analysis between CUPM and ATP after exposure to the 3D-PPD yielded a p-value of 0.818, indicating a statistically insignificant relationship. Novelty/Originality of this study: This study pioneers the development of an instructional tool through 3D printing, recognizing how modern fabrication technologies can concretize abstract physics concepts and offer scalable solutions to instructional material gaps in physics education. It also offers a significant insight into distinct students’ learning dimensions which emphasizes the need for contextualized support to inform future instructional design and research.
Blended Learning Integration in Physics: Advancing Critical Thinking Skills on Optical Instrument Concepts Aini, Yesma; Zakiah, Wafiqoh
Schrödinger: Journal of Physics Education Vol. 6 No. 3 (2025): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i3.2132

Abstract

Purpose of the study: This study aims to determine the effect of the blended learning model on students' critical thinking skills on the concept of optical instruments. Methodology: The research sample was obtained through purposive sampling, consisting of class XI IPA 1 (experimental) and class XI IPA 2 (control), with 29 students in each class, for a total of 58 students. This study employed a quasi-experimental method with a nonequivalent control group design. The instrument was an essay test consisting of 10 items based on Robert H. Ennis’s critical thinking indicators. Data were analyzed using parametric tests (t-test) with the assistance of the SPSS program. Main Findings: The paired samples t-test at α = 0.05 yielded a Sig. (2-tailed) value of 0.001, indicating that H0 was rejected and H1 accepted. This confirms a significant difference in students’ critical thinking skills between the experimental and control classes. The blended learning model enhanced students’ performance, with the experimental class achieving a higher N-gain (0.63, medium) than the control class (0.33, medium). Nonetheless, improvement remained modest in the indicator of answering clarification questions (N-gain = 0.43). Novelty/Originality of this study: This study highlights the originality of integrating a blended learning model supported by Google Classroom to improve students’ critical thinking skills in physics, specifically on optical instruments. The novelty lies in combining digital learning platforms with classroom instruction, demonstrating not only improved learning outcomes but also fostering students’ independence and active engagement, thus extending existing knowledge in blended physics education.
Literature Review of E-Learning, Blended Learning, and Hybrid Learning and Their Implementation in Physics Learning Siregar, Winda Sari; Sinaga, Josua Anly Hendra; Simamora, Peronika; Simanjuntak, Mariati Purnama
Schrödinger: Journal of Physics Education Vol. 6 No. 3 (2025): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i3.2141

Abstract

Purpose of the study: This study aims to analyze the implementation, advantages, challenges, and impacts of E-Learning, Blended Learning, and Hybrid Learning models in physics education through a systematic literature review of nationally accredited journal articles published between 2016 and 2025. Methodology: The research employed a literature review method, drawing on 55 articles from nationally accredited journals published between 2016 and 2025. Sources were obtained from Garuda Kemdikbud, Sinta, university journal portals, and open repositories. The selection process applied inclusion–exclusion criteria, keyword-based searches, and classification according to learning models (E-Learning, Blended Learning, and Hybrid Learning) in the context of physics education. Main Findings: The results indicate that E-Learning enhances students’ independence, creativity, and conceptual understanding through digital platforms such as Moodle, Google Sites, and Chamilo. Blended Learning effectively reduces misconceptions and improves learning outcomes by combining face-to-face and online instruction. Meanwhile, Hybrid Learning provides the most optimal academic achievement by integrating synchronous and asynchronous learning. Nevertheless, all three models face challenges related to infrastructure limitations, teacher preparedness, and students’ digital literacy. Novelty/Originality of this study: This study offers a comprehensive comparative analysis of E-Learning, Blended Learning, and Hybrid Learning in physics education, which has not previously been systematically reviewed. It enriches the body of knowledge by synthesizing empirical evidence, highlighting the strengths, weaknesses, and integration potential of the three models, and providing valuable insights for educators and policymakers in adopting effective digital learning strategies.
Artificial Intelligence for Physics Education in STEM Classrooms: A Narrative Review within a Pedagogy Technology Policy Framework Kotsis, Konstantinos T.
Schrödinger: Journal of Physics Education Vol. 6 No. 3 (2025): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i3.2148

Abstract

Purpose of the study: This study seeks to consolidate existing global research on the incorporation of Artificial Intelligence (AI) into school-level STEM education, with a particular emphasis on physics teaching and learning in primary and secondary settings, to delineate principal trends, recognize emerging opportunities, and underscore ongoing challenges in pedagogy and learning. Methodology: A narrative literature review was performed utilizing Google Scholar and Scopus to identify significant studies published from 2015 to 2025. The selection emphasized peer-reviewed journal articles and conference proceedings that concentrate on the pedagogical, technological, and policy aspects of AI in STEM education. Main Findings: The analysis indicates that artificial intelligence is transforming STEM education via intelligent tutoring systems, adaptive learning platforms, automated assessments, and virtual laboratories. These technologies improve personalization, engagement, and inquiry-based learning, yet they also present ethical dilemmas concerning bias, privacy, and equity. A novel conceptual framework that integrates pedagogy, technology, and policies is proposed to direct future research and practice. Novelty/Originality of this study: This study presents a novel three-dimensional framework that interconnects pedagogy, technology, and policy as mutually reinforcing components in AI-enhanced STEM education. The model presents a novel analytical framework for assessing existing initiatives and outlines a strategy for creating inclusive and sustainable AI-enhanced learning environments.
TPACK-Based Analysis of Prospective Physics Teachers’ Readiness for Digital Classroom Management Linda Dwi Astuti; Permatasari, Indhah; Daru Wahyuningsih
Schrödinger: Journal of Physics Education Vol. 6 No. 3 (2025): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i3.2157

Abstract

Purpose of the study: This study aims to analyze the readiness of prospective physics teacher students in managing digital classrooms based on the TPACK framework, focusing on different semester levels (2nd, 4th, and 6th semesters) in the Physics Education Study Program at Sebelas Maret University. Methodology: A quantitative survey design was employed using a validated questionnaire based on TPACK indicators (TK, PK, CK, TPK, TCK, PCK, and TPACK). The instrument was measured with a five-point Likert scale. Data were analyzed using descriptive statistics, assumption testing (Shapiro–Wilk, Levene), ANOVA, and non-parametric tests with SPSS software. Main Findings: Results showed that students’ average readiness scores in TPACK dimensions increased from the 2nd to the 6th semester. Significant improvements were observed particularly between the 2nd and 6th semesters in dimensions such as TK, TPK, and TCK. However, not all semester comparisons showed statistically significant differences, indicating gradual but uneven development of TPACK competencies across cohorts. Novelty/Originality of this study: This study provides one of the first empirical analyses of TPACK readiness specifically among prospective physics teachers in Indonesia across different semester levels. The findings highlight how extended exposure to digital classroom practices strengthens TPACK competencies, offering insights for curriculum design that address semester-based progression in teacher education programs.

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