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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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From Tradition to Innovation: Exploring the Impact of Seurunee Kalee Based Ethnoscience in Guided Inquiry Physics Learning Elvida, Elvida; Lee, Mei Chi
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.v6i3.2203

Abstract

Purpose of the study: This study aims to examine the effect of the guided inquiry learning model integrated with an ethnoscience approach using the Seurunee Kalee context on students’ critical thinking skills in learning sound waves at Dewantara 1 State Senior High School. Methodology: This study used a mixed-method approach with an explanatory sequential design and a quasi-experimental Non-Equivalent Control Group Design. Data were collected using tests, questionnaires, and interviews. Learning tools included worksheets and guidebooks. Data analysis employed SPSS version 25 for quantitative analysis and the Miles and Huberman model for qualitative review. Main Findings: The guided inquiry learning model integrated with an ethnoscience approach using the Seurunee Kalee significantly improved students’ critical thinking skills on sound waves. The experimental group’s mean score increased from 31.81 to 78.63, while the control group rose from 29.09 to 68.18. The t-test result (Sig. = 0.039 < 0.05) confirmed a significant difference. Student responses reached 86.79%, categorized as very strong. Novelty/Originality of this study: This study introduces the integration of a guided inquiry learning model with an ethnoscience approach using the Seurunee Kalee context in physics learning. The novelty lies in combining local cultural values with scientific inquiry to enhance students’ critical thinking skills, providing a new framework for contextualized and culturally relevant science education.
Strong Equivalence Principle: Violations without Failure a PPN Classroom Framework with a Brans–Dicke Counterexample Cody, Michael Aaron
Schrödinger: Journal of Physics Education Vol. 6 No. 4 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i4.2174

Abstract

Purpose of the study: The study aims to clarify that the Strong Equivalence Principle (SEP) is sufficient but not necessary for reproducing classical solar-system tests of gravity. The framework targets persistent student misconceptions, offering instructors a concise way to separate principles from observations. Methodology: The analysis applies the standard parametrized post-Newtonian (PPN) formalism focusing on parameters γ and β. Worked examples from Brans–Dicke theory illustrate explicit predictions when γ ≠ 1. A concise three-stage instructional sequence, introducing γ and β, analyzing the Brans–Dicke counterexample, and interpreting the resulting parameter-space diagram, serves as the pedagogical intervention guiding students in distinguishing sufficiency from necessity within gravitational theory. Main Findings: Results confirm that SEP enforces γ=β=1, while experimental constraints allow small deviations. Brans–Dicke theory with finite coupling demonstrates that SEP violations can still pass key solar-system tests: light deflection, Shapiro delay, and perihelion advance. Classroom diagrams and exercises show students how alternative theories succeed observationally, even when SEP is not strictly satisfied, thereby correcting misconceptions. Novelty/Originality of this study: The study reframes established theoretical results into a compact pedagogical tool. Unlike prior treatments that present SEP as both sufficient and necessary, this approach emphasizes the logical distinction and demonstrates it with concrete counterexamples. Its originality lies in providing classroom-ready illustrations and tasks, equipping instructors to teach SEP more accurately and address misconceptions effectively.
Pathway to Higher Order Thinking with Learning by Design Pedagogy Dhingra, Mansi; Yadav, Parul
Schrödinger: Journal of Physics Education Vol. 6 No. 4 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i4.2222

Abstract

Purpose of the study: This research article talks about the Learning by Designing (LbD) pedagogy where students get engaged in small tasks which are hands-on, timed and in class. With evolution of Artificial intelligence (AI) in the teaching learning process it is important to develop strategies where students develop higher order thinking with unique projects and reduce temptations to rely on AI. Methodology: Fifteen students engaged in a three-day design-based activity to monitor solar panel performance using temperature, light, and current sensors connected to an Arduino microcontroller. Unlike traditional demonstrations, this hands-on design task emphasized critical thinking, collaboration, and reflection. The Arduino controls all these sensors and allows quantifying the readings for aforementioned parameters, which can be displayed on a computer screen and finally stored. Main Findings: This experiment is done by a group of students and their learning experiences are discussed. A mixed-methods approach was used: technical data analysis complemented by qualitative reflection and questionnaires assessing cognitive development. Findings indicate measurable improvement in analytical reasoning (87% of students), practical problem-solving (80%), and creativity through iterative prototyping. Novelty/Originality of this study: This study proposes a Learning by Design framework integrating Arduino–IoT experiments in solar energy optimization to explore how such activities promote higher-order thinking, problem-solving, and academic authenticity in an AI-rich educational landscape. While many studies emphasize technical success, few have examined how such IoT-integrated, design-based experiments enhance cognitive and metacognitive growth.
AI-Powered Tutors as a Catalyst for Conceptual Understanding in Einsteinian Physics Education Kotsis, Konstantinos
Schrödinger: Journal of Physics Education Vol. 6 No. 4 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i4.2263

Abstract

Purpose of the study: The objective of this study is to investigate the role of AI-powered tutors in assisting students to rectify Newtonian misconceptions and attain a conceptual comprehension of Einsteinian physics concepts, including spacetime curvature, time dilation, and gravity as geometry. Methodology: A conceptual and narrative literature review was performed utilizing databases such as Scopus, Web of Science, ERIC, SpringerLink, and Google Scholar. The utilized tools and frameworks encompass conceptual change theory, constructivism, cognitive load theory, Bayesian Knowledge Tracing, reinforcement learning, virtual simulations, and natural language processing. Main Findings: AI-driven tutors proficiently identify misconceptions, deliver tailored feedback, and present multimodal simulations of relativistic phenomena. They augment conceptual comprehension, diminish cognitive load, elevate student engagement and motivation, and facilitate inquiry-based learning. Recently researches indicates enhanced conceptual precision and acceptance of Einsteinian models when artificial intelligence is incorporated with guided instruction. Novelty/Originality of this study: This study integrates artificial intelligence technologies with conceptual change theory and Einsteinian physics education to propose a systematic pedagogical framework. It enhances understanding by demonstrating how AI operates as a cognitive collaborator, improving conceptual restructuring, metacognition, and accessibility to contemporary physics instead of supplanting educators.
Measuring CD Pit Spacing with a Laser: Applying Fundamental Physics Principles and the Diffraction Grating Method Naufal, Muhammad Risyad; Rodhiyah, Marathur
Schrödinger: Journal of Physics Education Vol. 6 No. 4 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i4.2281

Abstract

Purpose of the study: This study aimed to measure the distance between data pits on a Compact Disc (CD) by utilizing its reflective surface as a diffraction grating. When a laser beam strikes the CD, the alternating pits and lands create a diffraction pattern of bright and dark fringes. The pit spacing can then be determined from this pattern and compared with literature values. Methodology: A red laser was used as the light source, and the resulting diffraction pattern was analyzed using simple Python code based on the diffraction principle. This approach provides an efficient and low-cost method to perform quantitative analysis using readily available tools. Main Findings: The measured distance between pits on the Compact Disc was 1.607 ± 0.017 µm, with an accuracy error of 0.004%. The results closely matched reported literature values, though slight deviations may have arisen from parallax errors, the difficulty of identifying the laser’s exact reflection point, or ruler precision. From these results, it can be seen that a simple basic physics experiment can easily performed by students because the equipment and procedures are simple yet still produce good results. Novelty/Originality of this study: This work demonstrates that meaningful physics experiments can be conducted with everyday materials and simple instruments, offering a time- and cost-efficient way to explore fundamental concepts such as diffraction. The study highlights the potential of using familiar objects like compact discs to make physics learning more engaging and accessible for students and young researchers.
Students' Lexical Difficulties in Classical Mechanics and Modern Physics Vocabulary: A Survey Analysis Falakh, Athfatullaila; Widana, Sausan Nada; Sidik, Muhamad Raka Arya; Wahyunengsih, Wahyunengsih
Schrödinger: Journal of Physics Education Vol. 6 No. 4 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i4.2384

Abstract

Purpose of the study: The aim of this study is to map undergraduate students’ physics vocabulary needs in classical mechanics and modern physics by identifying their levels of familiarity, frequency of use, and perceived difficulty of scientific terms across different physics domains. Methodology: This study employed a descriptive quantitative survey method. The instrument was a researcher-developed structured questionnaire containing physics vocabulary items, validated by expert review. Data were collected online using Google Forms. Responses were measured with a three-point Likert scale and analyzed descriptively using Microsoft Excel software. Main Findings: The results show that students demonstrate high vocabulary recognition in classical mechanics and energy-related terms. Moderate recognition appears in laboratory and academic vocabulary. Low recognition is found in thermodynamics and modern physics terms, especially abstract and theoretical concepts. Overall vocabulary familiarity decreases as conceptual abstraction increases across physics domains. Novelty/Originality of this study: This study introduces a systematic, domain-based mapping of physics vocabulary by integrating familiarity, frequency of use, and perceived difficulty across multiple physics fields. It advances existing research by providing comparative evidence between classical mechanics and modern physics, offering empirical insights that support targeted vocabulary instruction in higher education physics learning.
Profiling Physics Pre-Service Teachers' Basic Teaching Skills Through Microteaching-Based Evaluation Indhah Permatasari; Linda Dwi Astuti
Schrödinger: Journal of Physics Education Vol. 6 No. 4 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i4.2450

Abstract

Purpose of the study: This study aims to describe the profile of basic teaching skills of prospective physics teachers in a microteaching course. Methodology: This study uses a descriptive quantitative method was employed, using observation techniques. The observation technique was used to assess students' basic teaching skills during their microteaching practice. Main Findings: The results indicate that students’ basic teaching skills are generally good, although several aspects still require improvement. Skills in opening and closing lessons (87.04%), explaining material (89.3%), questioning (90.9%), reinforcement (82.6%), variation (88.5%), and classroom management and discipline (97.6%) were categorized as very good. Meanwhile, skills related to small group discussion (74.18%) and individualized instruction (63.89%) were classified as moderate and require further development. Novelty/Originality of this study: This study contributes to physics education pedagogy by providing empirical evidence on the specific teaching skill profile of prospective physics teachers, which can inform the design of microteaching programs oriented toward the unique characteristics of physics instruction. These findings highlight that, while most teaching skills are well developed, prospective physics teachers still need structured support in implementing collaborative learning and differentiation strategies to enhance the quality of physics teaching.
Surveying the Obstacles to Effective English Communication in Physics Tutorials Khairiah, Rhea; Wiardy, Achmad; Wahyunengsih
Schrödinger: Journal of Physics Education Vol. 6 No. 4 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i4.2452

Abstract

Purpose of the study: This study aims to describe how English is used to support communication during physics tutorial activities and to analyze the linguistic, psychological, and environmental factors that hinder effective communication among students during English-medium physics tutorials. Methodology: This study used a descriptive survey design involving 50 physics students. Data were collected through a 50-item Likert-scale questionnaire developed based on theoretical frameworks in language learning and science education. All responses were processed using descriptive statistical techniques in Microsoft Excel to identify dominant linguistic, psychological, and environmental communication barriers. Main Findings: The results of the study show that psychological barriers, especially anxiety when speaking, fear of making mistakes, and lack of confidence, are the biggest obstacles in the communication process. In addition, there are also linguistic challenges, such as limited technical vocabulary and difficulty in accurately formulating scientific expressions. Environmental factors, including the speed of delivery and lack of language support, further exacerbate these communication difficulties. Novelty/Originality of this study: This study conducts an in-depth analysis of communication barriers in physics tutorial activities, a context that has been previously under-discussed in the literature. By integrating linguistic, psychological, and environmental perspectives, this study presents new empirical findings that can enrich more inclusive pedagogical practices and support the development of science learning strategies that use English as the medium.

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