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[3D E-Worksheet on Global Warming: Its Impact on High School Students' Critical Thinking Skills ]]>
<![CDATA[Putri, Salsabila Carissma]]>;
<![CDATA[Hariyono, Eko]]>
<![CDATA[ Journal of Digitalization in Physics Education Vol. 2 No. 1 (2026): April ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jdpe.v2i1.50339
<![CDATA[Objective: This study aims to describe the implementation of the guided inquiry learning model assisted by a 3D e-worksheet on global warming, analyze improvements in students' critical thinking skills after the learning, and determine students' responses to the learning. Method: The study used a pre-experimental design with a pre-test and post-test group without a control group. The subjects were grade X students of SMA Negeri 1 Kebomas in three classes (experimental class and two replica classes). The research instruments included observation sheets for learning implementation, critical thinking tests (pre-test and post-test) based on Ennis indicators, and student response questionnaires. Data were analyzed using normality and homogeneity tests, paired t-tests, N-Gain, ANOVA, Cohen's effect size, and descriptive analysis of responses. Results: Learning implementation was categorized as very good, with meeting percentages of 86.30%, 89.81%, and 90.74%. There was a significant difference between pre-test and post-test scores (Sig. 0.000). The average N-Gain values in the three classes were 0.443, 0.554, and 0.396 (moderate category), indicating increased critical thinking skills. ANOVA results showed Sig. 0.000, meaning improvement varied across classes. Student responses were good, with average percentages above 70%, reflecting interest and new experiences in technology-based physics learning. Novelty: The novelty lies in integrating 3D e-worksheet, supported by PhET simulations, into a guided inquiry framework on global warming to train students' critical thinking skills, with consistency tested across three classes.]]>
<![CDATA[Review Digital Learning Aid Systems for Enhancing Students’ Problem-Solving Skills in Physics Education: A Systematic Literature Review ]]>
<![CDATA[A'yun, Qurrota]]>;
<![CDATA[Dwikoranto, Dwikoranto]]>;
<![CDATA[Lintangesukmanjaya, Rahmatta Thoriq]]>;
<![CDATA[Sya'roni, Imam]]>
<![CDATA[ Journal of Digitalization in Physics Education Vol. 2 No. 1 (2026): April ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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<![CDATA[Objective: This study aims to examine how digital learning aid systems support the development of students’ problem solving skills in physics education. The study focuses on identifying how digital tools facilitate conceptual understanding, visualization of abstract physics concepts, inquiry based learning processes, and student engagement in solving physics problems. Method: This research uses a systematic literature review approach. Relevant studies were collected from international scientific databases and selected based on inclusion criteria related to digital learning systems, physics education, and problem solving skills. The selected articles were analyzed to identify learning mechanisms, instructional features, and patterns of digital technology use that support problem solving in physics learning environments. Results: The analysis shows that digital learning aid systems enhance problem solving through several instructional mechanisms. Interactive simulations, virtual experiments, visualization tools, and feedback systems help students understand physics concepts, explore relationships between variables, conduct inquiry based investigations, and evaluate solution strategies. These features support analytical thinking and structured problem solving processes. Novelty: This review highlights that digital learning aid systems function not only as instructional media but as integrated learning environments that simultaneously support conceptual understanding, visualization, inquiry processes, and student engagement to strengthen problem solving skills in physics education.]]>
<![CDATA[Implementation of PBL-Based Digital Worksheets to Improve Students’ Problem-Solving Skills: A Literature Review ]]>
<![CDATA[Katarina Sanca]]>;
<![CDATA[Rahmatta Thoriq Lintangesukmanjaya]]>;
<![CDATA[Dwikoranto]]>;
<![CDATA[Putri, Neisya Azaria Adinda]]>
<![CDATA[ Journal of Digitalization in Physics Education Vol. 2 No. 1 (2026): April ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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<![CDATA[Objective: This study aims to analyze previous research on the implementation of Problem-Based Learning (PBL)-based digital worksheets and examine their contribution to improving students’ problem-solving skills, particularly in physics, where conceptual understanding and analytical reasoning are essential. Method: This research employs a literature review, analyzing 20 relevant articles published between 2021 and 2025 that discuss the integration of PBL and digital worksheets in educational contexts. Many studies focus on physics education topics such as motion, hydrostatic pressure, momentum, optical instruments, and global warming. The selected articles were systematically reviewed and synthesized to identify trends, findings, and the effectiveness of PBL-based digital worksheets in supporting students’ problem-solving abilities. Results: The results of the review indicate that PBL-based digital worksheets positively impact students’ problem-solving skills by providing structured activities through problem identification, investigation, analysis, and solution development. In physics education, these worksheets help students understand abstract concepts, connect formulas with real-world phenomena, and solve contextual physics problems more effectively. They also create interactive, student-centered learning environments that foster active participation and higher-order thinking. In addition, this review shows that digital worksheets have evolved from simple task sheets into adaptive learning tools that support feedback, collaboration, and independent learning. Novelty: The novelty of this study lies in highlighting PBL-based digital worksheets as not only instructional media but also as pedagogical innovation that integrates physics problem-solving processes with digital technology to improve students’ problem-solving skills, conceptual understanding, and digital competence.]]>
<![CDATA[The Potential of E-Learning in Understanding Concepts in Science and Physics Education: A Bibliometric Analysis ]]>
<![CDATA[Damarsha, Adrian Bagas]]>;
<![CDATA[Suprapto, Nadi]]>;
<![CDATA[Lutfiani, Elvia Reza]]>;
<![CDATA[Aisah, Siti Nur]]>;
<![CDATA[Mubarok, Husni]]>;
<![CDATA[Adam, Alif Syaiful]]>
<![CDATA[ Journal of Digitalization in Physics Education Vol. 2 No. 1 (2026): April ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jdpe.v2i1.52130
<![CDATA[Objective: The objective of this study is to describe trends, contributions, developments, and research opportunities in e-learning for conceptual understanding in physics and science education. Method: The research method employed was bibliometric analysis using the Scopus database. Data were obtained from the Scopus database using the search terms “E-Learning” AND “Physics Education” OR “Science Education” AND “Conceptual Understanding,” yielding 2,735 documents. The Scopus database was filtered by year, document type, and language, resulting in 2,363 documents for analysis. Results: The results indicate that research on e-learning’s impact on conceptual understanding in physics or science education has been a trend over the past ten years. The top contributing authors are H, Gwo-Jen; S, Niwat; K, Heru; and S, Andi, while the top affiliations are Indonesia University of Education, Padang State University, and Malang State University. Current developments in e-learning have been categorized as artificial intelligence, so the opportunity for data-driven research lies in developing artificial intelligence for learning. Novelty: Technological transformation has impacted the world of education, particularly in strategies to improve students’ conceptual understanding. This study presents a bibliometric mapping of e-learning research related to conceptual understanding in physics and science education. This study differs from previous research, which has not presented a thematic evolution to guide future research.]]>
<![CDATA[Physics Learning Utilizing VIRRIC (Virtual Reality Hydroelectric): Effects on Students' Learning Outcomes and Experiences ]]>
<![CDATA[Zakaria, Aminudin]]>;
<![CDATA[Anggaryani, Mita]]>;
<![CDATA[Cendani, Tinezia]]>;
<![CDATA[Citra, Nina Fajriah]]>
<![CDATA[ Journal of Digitalization in Physics Education Vol. 2 No. 1 (2026): April ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jdpe.v2i1.52253
<![CDATA[Objective: This study explores the impact of physics learning using VR-based media on students' learning outcomes and learning experiences. This study also examined gender differences in gains. Method: This study uses the one-group pre-test and post-test methods to measure learning outcomes and a questionnaire to determine student responses. These student responses assess how students experience learning after using the Virtual Reality Hydroelectric (VIRRIC) media. This paper reports on the design, implementation, and impact of applying VIRRIC. VIRRIC was created using MilleaLab Creator software, a VR platform inspired by the Karangkates Hydroelectric Power Plant. The inspiration for this real renewable energy product is to support students in contributing to SDG 7. VIRRIC was tested in science class learning, and 30 high school students were tested. Results: The trial results showed that 93% of students had a moderate n-gain (average n-gain = 0.433), indicating a decent increase in learning outcomes before and after using VIRRIC. In addition, the application of VIRRIC was well received by the students, with a questionnaire score of 0.76, indicating that they had good learning experiences in physics through VIRRIC. Both results show a positive correlation between STEM activities using VIRRIC and students' learning outcomes and learning experiences. Therefore, VIRRIC can be a medium for teaching, particularly on the renewable energy topic. Novelty: This study provides scientific evidence of VR technology's effectiveness in supporting physics learning. It provides empirical evidence of how conventional physics learning can be transformed into digitalization using VR.]]>
<![CDATA[Development of Parabolic Motion Learning Devices Based on Technology-Enhanced Guided Inquiry with a Sport Education Approach to Improve High School Students' Critical Thinking Skills ]]>
<![CDATA[Astutik, Widi]]>;
<![CDATA[Wasis, Wasis]]>;
<![CDATA[Jatmiko, Budi]]>;
<![CDATA[Ramadhani, Noer Risky]]>
<![CDATA[ Journal of Digitalization in Physics Education Vol. 2 No. 1 (2026): April ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jdpe.v2i1.52270
<![CDATA[Objective: This study aims to develop a parabolic motion learning tool based on a guided inquiry model with a sports education approach to improve the critical thinking skills of high school students. Method: This research is a research and development (R&D) study using the ADDIE model, which includes analysis, design, development, implementation, and evaluation. The subjects consisted of 11th-grade high school students involved in both limited and extensive trials. The research instruments included a tool validation sheet, a learning implementation observation sheet, a student response questionnaire, and a critical thinking skills test. Data analysis was conducted using validity, reliability, N-gain, normality, homogeneity, paired t-test, and ANOVA. Results: The results showed that the developed learning tool met the criteria for highly valid with a percentage between 84% and 98%; practical based on the learning implementation category (very good) and student response (87.88%), and effective based on the increase in the N-gain value in the moderate category (0.59–0.62). The statistical test results also showed a significant increase between pretest and posttest scores, and no significant differences between classes, demonstrating the consistent effectiveness of the learning tools. Novelty: The novelty of this research lies in the integration of a guided inquiry model with a sports education approach in physics instruction on parabolic motion to train critical thinking skills through contextual learning based on sports activities, a practice that has not been widely explored in previous research.]]>
