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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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A Century of the Schrödinger Equation Foundations, Structure and Applications Horchani, Ridha
Schrödinger: Journal of Physics Education Vol. 7 No. 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v7i2.2393

Abstract

Purpose of the study: This study aims to provide a comprehensive pedagogical review of the Schrödinger equation by integrating its physical derivations, mathematical structure, and applications to support advanced undergraduate and beginning graduate students in understanding quantum mechanics coherently. Methodology: Literature review, pedagogical synthesis, canonical model analysis, Hilbert-space formalism, self-adjoint operator framework, spectral theory approach, quantum mechanics textbooks and journal sources, mathematical physics methods, conceptual analysis, and visualization of wave packets and quantum phenomena were used as tools and methods in this study. Main Findings: The study shows that multiple derivations of the Schrödinger equation converge to a unified structure based on linear, unitary evolution with a self-adjoint Hamiltonian. Key quantum phenomena such as superposition, tunnelling, and quantization emerge consistently from canonical models, while mathematical conditions ensure physical consistency and probability conservation. Novelty/Originality of this study: This study uniquely integrates physical derivations, rigorous mathematical structure, and pedagogical organization into a single coherent framework. It bridges conceptual gaps between theory and application, offering a unified reference that enhances understanding of quantum mechanics and supports both self-study and instructional practices.
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.
How Epistemic Beliefs Shape Physics Self-Efficacy among Pre-service Science Teachers: The Mediating Role of Self-Regulative Behavior Fulminar, Louie Paul
Schrödinger: Journal of Physics Education Vol. 7 No. 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v7i2.2735

Abstract

Purpose of the study: This study aimed to investigate whether self-regulative behavior mediates the relationship between epistemic beliefs and physics self-efficacy among pre-service science teachers. Methodology: This study employed a correlational research design wherein a survey was conducted with 261 randomly selected Bachelor of Secondary Education major in Science students in a Philippine higher education institution. Analysis was conducted using Hayes’ PROCESS macro version 4.2 in SPSS, applying bootstrapping procedures to test indirect effects. Main Findings: Results revealed that self-regulative behavior partially mediates the relationship between epistemic beliefs and physics self-efficacy. The direct effect of epistemic beliefs on physics self-efficacy decreased but remained significant (B = 0.177, Boot SE = 0.079, 95% Boot CI [0.027, 0.335]), representing 48% of the total effect. The indirect effect through self-regulative behavior was also significant (B = 0.191, Boot SE = 0.040, 95% Boot CI [0.117, 0.273]), accounting for 52% of the total effect. Novelty/Originality of this study: This study highlights self-regulative behavior as a mediator in physics self-efficacy, offering new insight into how epistemic beliefs translate into confidence. It informs teacher education by emphasizing the integration of epistemological sophistication and regulation strategies to enhance pre-service teachers’ learning and teaching preparedness.
How Temperature Shapes Diode Performance: An Experimental Study on Rectifier, Avalanche, and Zener Diodes Lee, Mei Chi; Purnamasari, Indah; Kovalenko, Kirill
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.v7i1.2757

Abstract

Purpose of the study: The purpose of this study is to experimentally analyze the effect of temperature on the internal resistance of rectifier, avalanche, and Zener diodes by measuring their current–voltage characteristics across different operating temperatures. Methodology: This study employed an experimental method using two digital multimeters (Sanwa CD800a), a K-type thermocouple (Omega), a DC power supply (GW Instek GPS-3030), an aluminum container, and an electric heater. Data were recorded manually and analyzed using Microsoft Excel for I–V plotting and temperature coefficient calculations. Main Findings: The rectifier, avalanche, and Zener diodes exhibited distinct I–V characteristics and temperature-dependent behavior. Maximum forward currents were 264.8 mA (rectifier), 299.4 mA (avalanche), and 37.25 mA (Zener). Temperature coefficients showed negative values for avalanche diodes and positive values for Zener diodes. Internal resistance increased with temperature for all diodes, with rectifier Rd ranging from 0.185 Ω to 0.2 Ω, avalanche Rd from 0.233 Ω to 0.25 Ω, and Zener Rd from 0.1 Ω to 0.125 Ω. Novelty/Originality of this study: This study presents a novel experimental comparison of rectifier, avalanche, and Zener diodes by simultaneously evaluating internal resistance and temperature resistivity coefficients under identical thermal conditions. The results provide new empirical insights into diode-specific thermal behavior, advancing current knowledge on temperature-sensitive performance in practical electronic applications.
Radiation Safety Evaluation: Leakage and Dose Rate Distribution of a Laboratory X-Ray System Firmansyah, Anugrah
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.
Low-Cost Light Sensor-Based Physics Experiments: Enhancing Students’ Experimental Skills Hadi, Muhammad Irzha; Aimran, Wan Mohm; Prasitpong, Singha
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.v7i1.2800

Abstract

Purpose of the study: The purpose of this study is to examine the effectiveness of a simple light sensor-based experiment in improving students’ experimental skills in physics learning, particularly in the topic of optics, among eleventh-grade vocational high school students. Methodology: This study used a quantitative experimental method with a one-group design. The tools included a simple light sensor based on an LDR, breadboard, resistors, LED, buzzer, and multimeter. Data were collected through observation sheets, product assessment, and student response questionnaires. Data analysis was conducted using IBM SPSS Statistics software. Main Findings: Students’ experimental skills reached a high level with a mean score of 81.61, significantly exceeding the Minimum Completeness Criteria score of 75 (p < 0.05). All students successfully completed the simple light sensor experiment. Skill indicators showed an overall average of 86.67. Student responses to the media and learning process were very positive, with mean percentages of 87.07% and 86.90%, while product evaluation by teachers and observers reached 100%. Novelty/Originality of this study: This study provides new empirical evidence on the effectiveness of low-cost, simple light sensor (light dependent resistor)-based experiments in real vocational classrooms, focusing on direct measurement of students’ science process skills. It advances existing knowledge by demonstrating that affordable, hands-on experimental media can significantly enhance practical skills and learning engagement in physics education contexts with limited laboratory resources.
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.
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.
Assessing the Impact of ASSURE-Based Instruction on Students’ Cognitive Ability: A Quasi-Experimental Approach Verawati, Gita; Le, Nguyen Nhu
Schrödinger: Journal of Physics Education Vol. 7 No. 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v7i2.3011

Abstract

Purpose of the study: This study aims to analyze the effect of the ASSURE instructional model on students’ cognitive abilities in learning light wave concepts at the senior high school level, focusing on improving cognitive performance across Bloom’s Taxonomy levels (C1–C4). Methodology: This study employed a quasi-experimental method with a nonequivalent control group design. Data were collected using multiple-choice cognitive tests, documentation, and observation. The instrument was validated using Product Moment correlation and tested for reliability using Cronbach’s Alpha. Data were analyzed using Kolmogorov–Smirnov, Levene’s Test, and independent samples t-test. Main Findings: The results showed that the experimental group achieved higher posttest scores than the control group. The independent samples t-test indicated a significant difference (p < 0.05). The effect size analysis yielded a large effect (d = 1.34), indicating a strong impact of the ASSURE model on students’ cognitive abilities. Novelty/Originality of this study: This study provides a specific analysis of the ASSURE model’s effectiveness across cognitive levels (C1–C4) in learning light wave concepts. It also integrates learner characteristic analysis into instructional design, offering a more structured and comprehensive approach to enhancing students’ cognitive development in physics education.
Combined Ultrasonic and Thermal Treatment: Effects on Microbial Reduction and Protein Stability in Fresh Milk Lee, Mei Chi; Handayani, Atul; Po, Sing Huat
Schrödinger: Journal of Physics Education Vol. 7 No. 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v7i2.3082

Abstract

Purpose of the study: This study aims to evaluate the effect of ultrasonic treatment combined with temperature variation on the inhibition of Escherichia coli and the preservation of protein content in fresh cow’s milk under controlled experimental conditions. Methodology: Experimental design; ultrasonic generator (60 kHz, 70 W); water bath temperature control (30°C, 40°C, 50°C); incubator shaker; laminar air flow; Total Plate Count (TPC) method; Kjeldahl method; colony counter; Nutrient Agar (NA) and Nutrient Broth (NB); two-way ANOVA; descriptive statistics; statistical software (SPSS). Main Findings: Ultrasonic treatment combined with temperature significantly reduced Escherichia coli counts, with the highest reduction (95.9%) achieved at 50°C for 30 minutes. Bacterial counts decreased progressively with increasing temperature and exposure time. Protein content remained relatively stable, ranging from 2.02% to 2.20%, indicating minimal degradation under treatment conditions. Novelty/Originality of this study: This study presents an integrated and statistically validated approach to simultaneously analyze microbial inactivation and protein stability using combined ultrasonic and thermal treatments. It demonstrates a synergistic interaction between acoustic cavitation and moderate temperature, offering a novel framework linking physical wave principles with biological systems in food processing.

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