cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rahmat Perdana
Contact Email
rahmat260997@gmail.com
Phone
-
Journal Mail Official
cic.sjpe@gmail.com
Editorial Address
Cahaya Ilmu Cendekia Publisher, Jambi, Indonesia 36361
Location
Unknown,
Unknown
INDONESIA
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 271 Documents
 23   24   25   26   27 
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.
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.
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.
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.
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.
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.
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.

Page 25 of 28 | Total Record : 271

 23   24   25   26   27 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 2 (2026): April Vol. 7 No. 1 (2026): February Vol. 6 No. 4 (2025): December Vol. 6 No. 3 (2025): September Vol. 6 No. 2 (2025): June Vol. 6 No. 1 (2025): March Vol. 5 No. 4 (2024): December Vol. 5 No. 3 (2024): September Vol. 5 No. 2 (2024): June Vol. 5 No. 1 (2024): March Vol. 4 No. 4 (2023): December Vol. 4 No. 3 (2023): September Vol. 4 No. 2 (2023): June Vol. 4 No. 1 (2023): March Vol. 3 No. 4 (2022): December Vol. 3 No. 3 (2022): September Vol. 3 No. 2 (2022): June Vol. 3 No. 1 (2022): March Vol. 2 No. 4 (2021): December Vol. 2 No. 3 (2021): September Vol. 2 No. 2 (2021): June Vol. 2 No. 1 (2021): March Vol. 1 No. 4 (2020): December Vol. 1 No. 3 (2020): September Vol. 1 No. 2 (2020): June Vol. 1 No. 1 (2020): March More Issue