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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 143 Documents
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Quantum Learning Boosts Higher-Order Thinking: Enhancing Critical Thinking and Written Argumentation in Secondary Physics David, Andrew; Eguta, Kaia; Gargar, Kim A
Schrödinger: Journal of Physics Education Vol. 7 No. 1 (2026): February
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v7i1.2826

Abstract

Learning method on critical thinking skills and written argumentation skills of high school students simultaneously in physics learning, to determine whether this student-centered approach is effective in improving higher-order thinking skills in secondary education. Methodology: This study employed a quasi-experimental non-equivalent control group pretest–posttest design at Kandrian Secondary School. Purposive sampling was used to select 60 eleventh-grade students divided into experimental and control groups. Instruments included essay tests based on Facione’s Delphi Report and Toulmin’s Argumentation Pattern (TAP), assessed using analytic rubrics. Data were analyzed using SPSS through N-gain, Kolmogorov–Smirnov, Levene’s Test, independent and paired samples t-tests, and Cohen’s d. Main Findings: The experimental group demonstrated significantly higher improvements in critical thinking and written argumentation skills compared to the control group. N-gain scores were in the moderate category for the experimental class and low for the control class. Independent samples t-test results showed significant differences (p < 0.05), while paired samples t-tests confirmed significant pretest–posttest gains. Cohen’s d indicated a large effect size of Quantum Learning on both competencies. Novelty/Originality of this study: This study is novel in empirically examining the simultaneous impact of Quantum Learning on both critical thinking and written argumentation skills at the senior high school level. It integrates cognitive and argumentative competencies within a single instructional intervention, advancing existing knowledge by providing combined evidence of effectiveness in a resource-limited secondary education context.
Radiation Safety Evaluation: Leakage and Dose Rate Distribution of a Laboratory X-Ray System Firmansyah, Anugrah; Batovski, Dobri Atanassov
Schrödinger: Journal of Physics Education Vol. 7 No. 1 (2026): February
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v7i1.2773

Abstract

Purpose of the study: This study aims to measure and analyze potential radiation leakage and dose rate distribution around the Phywe X-ray unit in an educational physics laboratory using a survey meter, in order to evaluate safety conditions and support improved radiation protection for users. Methodology: This study employed a PHYWE X-ray Unit, survey meter (Geiger-Müller type), tape measure (Stanley 5 m), and digital stopwatch (Casio HS-3V). The method included literature review, experimental multi-point radiation leak measurement, repeated exposure timing, and dose rate mapping. Data were processed using Microsoft Excel for tabulation and graphical analysis. Main Findings: Radiation intensity was 0 µSv/h at most measurement points. Detectable values occurred at 200 cm (261.12 µSv/h) and 300 cm (67.32 µSv/h), showing decreasing intensity with increasing distance. Dose rates were 36.72 µSv/h at 150 cm and 276.42 µSv/h at 650 cm. Results indicate dominant low exposure levels with variations influenced by distance, scattering, shielding, and measurement geometry. Novelty/Originality of this study: This study provides systematic multi-point radiation leakage mapping of an educational-scale Phywe X-ray unit in a non-clinical laboratory setting. It generates empirical dose distribution data rarely reported for teaching laboratories, verifies inverse square behavior under real conditions, and reveals deviations caused by scattering and shielding, thereby advancing practical radiation safety knowledge beyond clinical-focused studies.
Rethinking Work and Energy: A Cross-Context Phenomenological Inquiry in Physics Classrooms Karim, Siti Nurqualbiah Mat; Jamalulai, Fajriani; Gargar, Kim A
Schrödinger: Journal of Physics Education Vol. 7 No. 1 (2026): February
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v7i1.2840

Abstract

Purpose of the study: This study aims to explore and analyze the lived experiences of students and teachers in learning the work and energy topic using a phenomenological approach across Indonesian and Malaysian contexts, in order to understand how conceptual understanding is constructed within different pedagogical and socio-cultural settings. Methodology: This study employed a qualitative phenomenological design with purposive sampling. Data were collected using validated in-depth interview guidelines (content validity index = 0.81), classroom observations, and document analysis. Data were transcribed verbatim and analyzed through phenomenological procedures (horizontalization, coding, thematic clustering, textural–structural description, cross-case analysis) with triangulation, member checking, audit trail, and researcher reflexivity. Main Findings: Students in both Indonesia and Malaysia predominantly experienced work–energy learning as formula-based and computational. Conceptual understanding was fragmented, with weak causal integration between work, kinetic energy, potential energy, and conservation principles. Procedural competence exceeded qualitative reasoning ability. Mathematical ability strongly influenced confidence and performance. Pedagogical practices in both contexts emphasized numerical problem-solving, reinforcing algorithmic thinking over reflective and conceptually integrated understanding. Novelty/Originality of this study: This study introduces a cross-context phenomenological analysis of work–energy learning in Indonesia and Malaysia, moving beyond diagnostic measurement of misconceptions toward exploring students’ and teachers’ lived experiences. It advances existing knowledge by revealing how pedagogical structures and socio-cultural classroom dynamics systematically shape computational-dominant understanding, offering a deeper interpretive framework for conceptual reform in physics education.

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