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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 271 Documents
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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.
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.
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.
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.

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