Journal of Digitalization in Physics Education (JDPE)
In addition to original articles, the journal features the following special sections: Research & Development in Physics Education Based Digital Technology: Research & Development area explores the creation and testing of new tools, methods, or frameworks that integrate digital technology into physics education. Researchers create a better, smarter, and more enjoyable way of learning science through the use of digital tools and technology. Research & Development in Physics Education Based Digital Technology in JDPE to enforce the special focus on “the utilization and optimization of digital technology in the science education". Implementation of Digital Technology in Physics Education: Consisting of implementation research studies on learning and teaching of digital technology in the physics education. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. Implementation of Digital Technology in Physics Education in JDPE to enforce the special focus on “the utilization and optimization of digital technology in the physics education". Issue & Trend of Digital Technology in Physics Education: Consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. Issues and trends in JDPE to enforce the special focus on “the utilization and optimization of digital technology in the physics education". This special section particularly seeks to promote informed dialogues about current issues in physics education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a bibliometric, literature review, position paper, a polemical piece, or a creative commentary. Culture Studies in Physics Education Based Digital Technology: A field of research that looks at howcultural, social, and identity-related factors influence and are influenced by the use of digital technology in physics education. This area examines how learners from different cultural backgrounds experience digital science education—how they interact with technology, how their beliefs or identities affect their learning, and how digital tools reflect or neglect cultural diversity.Digital technology has great potential to improve science education, but if cultural factors are ignored, it may actually widen gaps instead of closing them. Culture studies help ensure digital tools are inclusive, respectful, and effective for diverse learners.
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<![CDATA[Literature Review: Effectiveness of Applying the STEAM Method in Training Students' Creative Thinking in High School Physics Learning ]]>
<![CDATA[Khofifatur Risma Faradillah]]>;
<![CDATA[Cahyo Febri Wijaksono]]>
<![CDATA[ Journal of Digitalization in Physics Education Vol. 1 No. 2 (2025): August ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jdpe.v1i2.39005
<![CDATA[Objective: This research aims to determine the effectiveness of the STEAM (Science, Technology, Engineering, Art, and Mathematics) approach in enhancing high school students’ creative thinking skills within the context of physics learning. The study addresses the need for innovative learning strategies to foster creativity, problem-solving, and interdisciplinary integration in science education. Method: The study employed a systematic literature review method. A total of 20 articles published between 2019 and 2024 were selected from national and international journals indexed in Sinta, Scopus, and DOAJ. The selected articles met the criteria of being relevant to STEAM implementation in high school physics learning and its effect on students’ creative thinking skills. The data were analyzed through thematic synthesis to identify patterns, outcomes, and pedagogical strategies. Results: The findings indicate that implementing STEAM in physics education significantly enhances students' creativity. The reviewed studies show that STEAM facilitates active involvement in design, innovation, and interdisciplinary problem-solving. Students demonstrate increased creative thinking, especially in formulating ideas, constructing models, and exploring solutions collaboratively. Novelty: This study synthesizes recent empirical evidence on the effectiveness of STEAM in physics learning, highlighting its role in promoting creativity. The review emphasizes STEAM’s potential as an effective pedagogical alternative to traditional physics instruction, particularly in nurturing 21st-century skills in secondary education.]]>
<![CDATA[Empowering STEAM Education Through Survival Reality Show: A Literature Review of ‘University War’ to Enhance Problem Solving Skills in Physics Learning ]]>
<![CDATA[Bilqisth Dwi Athiah]]>;
<![CDATA[Wasis]]>;
<![CDATA[Noval Hulu]]>
<![CDATA[ Journal of Digitalization in Physics Education Vol. 1 No. 2 (2025): August ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jdpe.v1i2.39008
<![CDATA[Objective: This study intends to analyze the enhancement of problem-solving abilities through the survival reality program 'University War' in high school physics learning and to characterize the empowerment of STEAM education. Methods: This study employs a library research approach. Thirty-two journal articles were evaluated to collect secondary data, which was obtained through the evaluation of research journals from various online journal sources. Results: Of the papers that were evaluated, one survival reality show and eighteen essays from 2020 to 2024 addressed the matter in question. The findings and analysis of secondary data, demonstrating how STEAM education is strengthened through the survival reality show 'University War' in physics learning at the high school level, are very suitable for applying to improve problem-solving skills. Novelty: In addition to improving problem-solving skills, STEAM empowerment through the TV program can increase student motivation. The challenges in the program are suitable for students to improve their problem-solving skills and also provide a non-monotonous classroom atmosphere.]]>
<![CDATA[Literature Review: STEAM Approach to Improve High School Students' Problem-Solving Ability in Physics Learning ]]>
<![CDATA[Vivian Oktab Fransiska]]>;
<![CDATA[Dwikoranto]]>;
<![CDATA[Nina Fajriyah Citra]]>
<![CDATA[ Journal of Digitalization in Physics Education Vol. 1 No. 2 (2025): August ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jdpe.v1i2.39011
<![CDATA[Objective: This study aims to collect information on the STEAM approach to enhance high school students' problem-solving skills in physics learning. Method: The method employed is a systematic literature review (SLR) using the PRISMA method. Article Collections or journals were searched using tools, namely Watase Uake, to assist in the search. Results: From as many as (245) relevant articles, researchers identify and filter so that researchers get the results of as many as (20) articles to be reviewed. Based on the literature review conducted, researchers found that learning using the STEAM learning approach can improve problem-solving skills. Novelty: The STEAM approach offers advantages over traditional methods, including an enhanced ability to identify problems, think critically, develop creative solutions, understand concepts, analyze information, increase motivation and interest, and improve student learning outcomes. These problem-solving skills are needed to be equipped to face various challenges in the coming era. A literature review indicates that learning with the STEAM approach can enhance problem-solving skills and hold promising potential, particularly in physics subjects at the high school grade XI level. The STEAM approach offers advantages over traditional methods, including an improved ability to identify problems, think critically, develop creative solutions, understand concepts, analyze information, increase motivation and interest, and enhance student learning outcomes.]]>
<![CDATA[Assessing Higher-Order Thinking Skills in Physics: A Comparative Study of Paper-Based and Computer-Based Method ]]>
<![CDATA[Rahman Eka Cahya Rahman Eka Cahya]]>;
<![CDATA[Budi Jatmiko Budi Jatmiko]]>;
<![CDATA[Mita Anggaryani]]>;
<![CDATA[Dwikoranto]]>;
<![CDATA[Salma Hasna Hamiydah]]>
<![CDATA[ Journal of Digitalization in Physics Education Vol. 1 No. 2 (2025): August ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jdpe.v1i2.41235
<![CDATA[Objective: This research is a quasi-experimental investigation with a non-equivalent control group design, aiming to analyse the differences in the use of CBT and PBT methods for HOTs' question assessments. Method: This research employed a quantitative approach, conducting statistical tests using SPSS 26 on each of 35 students by comparing the N-Gain results in the control group using PBT and the experimental group using CBT. Furthermore, normality tests, homogeneity tests, and independent sample-T tests were conducted to determine the significance of the differences between CBT and PBT results. Results: The N-Gain of the experimental group is 0.7652 higher than the N-Gain of the control group is 0.2272. Therefore, the CBT method is more effective than the PBT method. The datum distributed normally and homogeneously both to control group and experimental group, resulting the Sig. (2-tailed) in the independent sample-T test is 0.000 < 0.05. It is concluded, that there is a significant difference between the use of the PBT and CBT methods for assessing HOTs questions. Novelty: This research compares the use of digital and conventional technology in physics learning, especially to improve students' cognitive domain in achieving high-order thinking skills (HOTs), which is one of the important aspects of 21st-century education.]]>
<![CDATA[The Effectiveness of G-Sites-Based Learning to Improve Students' Critical Thinking Skills ]]>
<![CDATA[Akhmad Iswardani]]>;
<![CDATA[Budi Jatmiko]]>;
<![CDATA[Eko Hariyono]]>;
<![CDATA[Habibi]]>;
<![CDATA[Muhammad Rey Dafa Ahmadi]]>
<![CDATA[ Journal of Digitalization in Physics Education Vol. 1 No. 2 (2025): August ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jdpe.v1i2.41960
<![CDATA[Objective: This study aims to develop and evaluate the effectiveness of G-Sites-based learning media to improve students' critical thinking skills, particularly in understanding the physics topic of the electrical obstacle series. With the growing need for engaging and flexible digital learning solutions, this research addresses how interactive web-based media can enhance learning outcomes in science education. Method: The research employed a 3D development model consisting of Define, Design, and Develop. Learning needs were identified through student surveys, and the media was designed using G-Sites, which incorporated features such as videos, quizzes, and interactive simulations. The developed media was validated by experts and tested on 59 high school students in a limited classroom trial at SMAN 1 Ngimbang. Data were analyzed quantitatively using validity scores and gain scores from pre-and post-tests. Results: The validation results showed that the learning media was highly valid in terms of design, content, interactivity, and technical aspects, with scores exceeding 90%. Student learning outcomes improved significantly, as shown by increased post-test scores. Feedback indicated that students found the media engaging, accessible, and preferable compared to conventional methods. Novelty: This study introduces the innovative use of Google Sites as a free, accessible, and flexible platform for developing interactive physics learning media. Unlike many commercial platforms, G-Sites allows educators to independently create customized, multimedia-rich content tailored to their students' needs, representing a practical and scalable solution for digital learning in resource-constrained environments.]]>
<![CDATA[Improving Critical Thinking Skills of High School Students in Physics Learning with Smartphone-Simulation Assisted Inquiry Model ]]>
<![CDATA[Rahmatta Thoriq Lintangesukmanjaya]]>;
<![CDATA[Akhmad Iswardani]]>;
<![CDATA[Binar Kurnia Prahani]]>;
<![CDATA[Budi Jatmiko]]>;
<![CDATA[Zainul Arifin Imam Supardi]]>;
<![CDATA[Dwikoranto]]>
<![CDATA[ Journal of Digitalization in Physics Education Vol. 1 No. 2 (2025): August ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jdpe.v1i2.42129
<![CDATA[Objective: Research to describe the improvement of students' critical thinking skills with the Smartphone-Simulation assisted inquiry learning model. Method: This research employed a quantitative descriptive approach, utilizing the data collected. Primary data were obtained from the results of skills tests, observations of learning implementation, and student responses. Furthermore, secondary data was obtained from a literature review to support the primary data. Results: The smartphone simulation media-assisted inquiry model has a positive effect on improving students' critical thinking skills, with an N-Gain score of 0.675. The inquiry learning model, combined with critical thinking, is closely related, focusing on high-level thinking processes that are systematic, reflective, and experience-based. Novelty: Dynamic visualization through the use of smartphone simulations greatly helps improve students' critical thinking skills, accelerating and strengthening the development of their critical thinking in real terms. This is achieved through information transfer and the construction of understanding through active and reflective thinking processes. It is hoped that this research can be one of the implementations of innovative learning planning assisted by digital media.]]>
