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.
Articles
19 Documents
<![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.]]>
<![CDATA[Effectiveness of Learning With PBL Model Based on E-Modules to Improve Critical Thinking Skills ]]>
<![CDATA[Aulia Betha Novianti]]>;
<![CDATA[Budi Jatmiko]]>;
<![CDATA[Binar Kurnia Prahani]]>;
<![CDATA[Noer Risky Ramadhani]]>
<![CDATA[ Journal of Digitalization in Physics Education Vol. 1 No. 3 (2025): DECEMBER ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jdpe.v1i3.42451
<![CDATA[Objective: This study aims to examine the effectiveness of physics e-modules based on the Problem-Based Learning (PBL) model in improving students’ critical thinking skills on static fluid concepts. The focus is to evaluate the implementation of learning, measure the improvement of students’ critical thinking ability, and analyze student responses after applying the PBL-based e-modules. Method: The research employed a proper experimental design with a pre-test and post-test control group, conducted at MA Ma’arif Bangil, Pasuruan, Indonesia. A total sampling technique was used, with class XA as the experimental group and class XB as the control group. Data were collected using observation sheets, pre-test and post-test instruments, and student response questionnaires. Data analysis included N-Gain scores, normality and homogeneity tests, t-tests, and descriptive analysis for student responses. Results: The findings showed that the implementation of PBL-based e-modules reached an average of 91.8% categorized as very good. Students in the experimental class demonstrated a significant improvement in critical thinking skills, with an average N-Gain of 0.512 (moderate), compared to 0.212 (low) in the control group. Furthermore, student responses were predominantly in the “good” and “very good” categories, indicating positive perceptions of the learning approach. Novelty: This study highlights the integration of PBL with interactive e-modules as an innovative learning strategy that not only enhances students’ critical thinking skills but also addresses the limitations of conventional print modules. It provides empirical evidence that digital-based problem-oriented instruction is highly relevant to fostering 21st-century competencies in science learning.]]>
<![CDATA[Exploratory Factor Analysis (EFA) of PhET Simulation-Based Innovation in Rigid Body Equilibrium Learning to Enhance Students’ Conceptual Understanding ]]>
<![CDATA[Hanan Zaki Alhusni]]>;
<![CDATA[Ratna Purnamawati]]>;
<![CDATA[Binar Kurnia Prahani]]>;
<![CDATA[Titin Sunarti]]>;
<![CDATA[Riski Ramadani]]>;
<![CDATA[Iqbal Ainur Rizki]]>
<![CDATA[ Journal of Digitalization in Physics Education Vol. 1 No. 3 (2025): DECEMBER ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jdpe.v1i3.42475
<![CDATA[Objective: This study aimed to analyze the validity and reliability of an instrument developed to measure students’ perceptions of PhET simulation–based innovations in learning rigid body equilibrium. The research sought to determine whether the instrument accurately captured students’ conceptual understanding, engagement, and satisfaction while also identifying latent factors underlying their responses through Exploratory Factor Analysis (EFA). Method: The study employed a quantitative survey approach with 25 Likert-scale items distributed to students in one secondary school. Data were analyzed using descriptive statistics, Kaiser-Meyer-Olkin (KMO), and Bartlett's test for sampling adequacy, followed by EFA with Varimax rotation. Reliability testing was conducted through Cronbach's Alpha to evaluate the internal consistency of extracted factors. Results: The findings revealed that the instrument achieved strong overall reliability (Cronbach’s α = .909). EFA identified nine distinct factors, extending beyond the original five theoretical dimensions of ease of use, engagement, conceptual clarity, collaboration, and satisfaction. While the first five factors demonstrated high reliability (α > .75), Factors 6–9 exhibited weaker reliability, indicating the need for refinement. These results confirm that PhET simulations effectively enhance conceptual understanding and engagement, but also reveal additional dimensions of students’ learning experiences. Novelty: This study contributes to physics education research by providing a validated multidimensional instrument for evaluating PhET-based learning in rigid body equilibrium. The emergence of nine empirical factors highlights the complex nature of students’ perceptions and underscores the need for more nuanced measurement tools. Unlike prior research focusing solely on conceptual gains, this study emphasizes the psychometric validation of students’ experiences, offering a novel framework for assessing technology integration in physics education.]]>
<![CDATA[Physics Learning with the Problem Based Learning (PBL) Model Based on Electronic Liveworksheets to Improve Critical Thinking Skills ]]>
<![CDATA[Sri Dewi]]>;
<![CDATA[Khoirun Nisa’]]>
<![CDATA[ Journal of Digitalization in Physics Education Vol. 1 No. 3 (2025): DECEMBER ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jdpe.v1i3.42583
<![CDATA[Objective: This study aims to determine the effectiveness of the Problem-Based Learning (PBL) model based on electronic liveworksheets in improving students' critical thinking skills. Method: This research employed a quantitative quasi-experimental design with a pre-test and post-test control group. The study subjects were 64 eleventh-grade students from SMA Negeri 1 Bluluk, divided into an experimental class (PBL with electronic liveworksheets) and a control class (conventional PBL), each consisting of 32 students. Research instruments included learning implementation observation sheets, critical thinking skills test questions, and student response questionnaires. Data were analyzed using prerequisite tests (normality and homogeneity) and hypothesis tests (paired t-test, N-Gain, and Effect Size). Results: The results showed that the learning implementation reached a "Very Good" category with a percentage of 93.2%. The experimental class demonstrated a higher improvement in critical thinking skills with an N-Gain value of 0.50 (medium category) and an Effect Size of 0.70 (medium category), both of which were greater than those of the control class. Student responses to the use of electronic liveworksheets were also very positive, with all aspects receiving percentages above 85%. Novelty: The novelty of this research lies in the successful integration of the PBL model with electronic liveworksheets, which effectively overcomes the limitations of conventional PBL, such as time inefficiency and delayed feedback. This integration provides an interactive dimension and instant feedback that significantly increases student motivation, engagement, and critical thinking skills, making it an innovative and relevant solution for 21st-century learning.]]>
<![CDATA[Analysis of Responses to the Use of Kahoot! Interactive Quiz in High School Students on Black Basic Materials ]]>
<![CDATA[Dea Ramadhana Zsa Zsa Alifah]]>;
<![CDATA[Titin Sunarti]]>;
<![CDATA[Oka Saputra]]>
<![CDATA[ Journal of Digitalization in Physics Education Vol. 1 No. 3 (2025): DECEMBER ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jdpe.v1i3.42801
<![CDATA[Objective: This study aims to analyze student responses after using the Kahoot interactive quiz on the black principle material. Method: The study was conducted in class XI-2 of Dr. Soetomo Surabaya odd semester of the 2024/2025 academic year. This study uses qualitative descriptive research. Result: The results showed that students responded positively to the use of the Kahoot interactive quiz in learning the black basic materials. Most students felt more enthusiastic, engaged, and motivated during the learning process. They reported that the quiz format helped them better understand the concepts, and the immediate feedback feature allowed them to correct misconceptions quickly. In addition, the competitive yet fun atmosphere increased participation and focus during lessons. Novelty: The Kahoot application presents interesting animations, colors, and sounds, so that learning is not monotonous. Students can find out the ranking after all questions are answered. The development of technology is an opportunity to develop interactive learning media. Therefore, educators are required to provide learning media that make it easier for students to understand the material presented.]]>
<![CDATA[The Effectiveness of Guided Inquiry Learning Model with Digital Simulations to Enhance Students’ Critical Thinking Skills in Physics ]]>
<![CDATA[Mahdalysa Dayu]]>;
<![CDATA[Rahmatta Thoriq Lintangesukmanjaya]]>;
<![CDATA[Lindsay N. Bergsma]]>
<![CDATA[ Journal of Digitalization in Physics Education Vol. 1 No. 3 (2025): DECEMBER ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jdpe.v1i3.43522
<![CDATA[Objective: This study aims to determine the effectiveness of the guided inquiry learning model integrated with digital simulation in enhancing students’ critical thinking skills on the topic of harmonic oscillation. Method: A quasi-experimental method with a pretest-posttest control group design. The participants were two Grade XI classes at SMAN 1 Pacet: the experimental group received guided inquiry learning with digital simulations, while the control group received guided inquiry learning without simulations. Instruments used included critical thinking skill tests (pre-test and post-test), classroom implementation observation sheets, and student response questionnaires. Results: The results showed that the implementation of learning in the experimental class was in the “outstanding” category, with an average score of 3.62 (89.5%). The paired t-test analysis indicated a significant improvement between pre-test and post-test scores in both the experimental (p=0.000) and control (p=0.003) classes, with mean score differences of 32.90 and 20.20, respectively. The N-Gain value of the experimental class was 0.68 (medium category), which was higher than the control class’s N-Gain of 0.39 (medium category). Student responses toward the learning approach were highly positive, with an overall average 0f 82% in the “outstanding” category. Novelty: This study highlights the novelty of integrating PhET digital simulations into guided inquiry learning to foster critical thinking in physics education, specifically in understanding harmonic oscillation.]]>
<![CDATA[The Effectiveness of Black's Principles with Modeling-based Learning (MbL) to Improve Students' Science Process Skills ]]>
<![CDATA[Firza Farahdiba Daeng]]>;
<![CDATA[Dea Ramadhana Zsa Zsa Alifah]]>;
<![CDATA[Budi Jatmiko]]>;
<![CDATA[Zainul Arifin Imam Supardi]]>;
<![CDATA[Hanan Zaki Alhusni]]>;
<![CDATA[Nina Fajriyah Citra]]>
<![CDATA[ Journal of Digitalization in Physics Education Vol. 1 No. 3 (2025): DECEMBER ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jdpe.v1i3.45185
<![CDATA[Objective: This study aims to examine the effectiveness of the Modeling-based Learning (MbL) model in improving students’ science process skills (SPS) on the topic of Black’s Principle. SPS is essential for mastering STEM, yet remains relatively low among Indonesian students, as indicated by PISA and TIMSS results. Method: The research employed a quasi-experimental design using a pretest-posttest control group design. Two high school classes, each consisting of 30 students, participated in the study. The instruments used included an SPS test and questionnaires that measured skills such as observing, formulating hypotheses, conducting experiments, and interpreting and communicating data. Data analysis involved N-Gain calculations, normality tests, and paired t-tests to confirm statistical significance. Results: The findings revealed that the experimental class taught using the MbL model showed a significant improvement in SPS, with an average N-Gain score of 0.8 (high category). In contrast, the control class, which did not receive MbL-based instruction, only reached an average N-Gain score of 0.5 (medium category). Statistical tests confirmed the significance of these differences, demonstrating the positive impact of the MbL model on SPS development. Novelty: This study highlights the potential of the MbL approach as an innovative and effective teaching model to enhance science process skills at the secondary school level. By integrating modeling activities into learning, the MbL strategy provides students with deeper engagement and better mastery of scientific inquiry processes compared to traditional methods.]]>
<![CDATA[3D E-Worksheet on Global Warming: Its Impact on High School Students' Critical Thinking Skills ]]>
<![CDATA[Salsabila Carissma Putri]]>;
<![CDATA[Eko Hariyono]]>
<![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 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.]]>
