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
30 Documents
<![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[Neisya Azaria Adinda Putri]]>
<![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.v2i1.52051
<![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[Adrian Bagas Damarsha]]>;
<![CDATA[Nadi Suprapto]]>;
<![CDATA[Elvia Reza Lutfiani]]>;
<![CDATA[Siti Nur Aisah]]>;
<![CDATA[Husni Mubarok]]>;
<![CDATA[Alif Syaiful Adam]]>
<![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[Aminudin Zakaria]]>;
<![CDATA[Mita Anggaryani]]>;
<![CDATA[Tinezia Cendani]]>;
<![CDATA[Nina Fajriah Citra]]>
<![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[Widi Astutik]]>;
<![CDATA[Wasis Wasis]]>;
<![CDATA[Budi Jatmiko]]>;
<![CDATA[Noer Risky Ramadhani]]>
<![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.]]>
<![CDATA[Identification of Students' Creative Thinking Ability in Solving Open-Ended Problems on Rigid Object Equilibrium Material Using Digital-Based Assessment ]]>
<![CDATA[Ratna Purnamawati]]>;
<![CDATA[Wasis Wasis]]>;
<![CDATA[Muhammad Satriawan]]>;
<![CDATA[Hanandita Veda Saphira]]>
<![CDATA[ Journal of Digitalization in Physics Education Vol. 2 No. 2 (2026): August ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jdpe.v2i2.57668
<![CDATA[Objective: To identify students' creative thinking ability in solving open-ended problems on rigid object equilibrium material through digital-based assessment at SMA Negeri 1 Badegan. Method: A descriptive quantitative method involving 108 eleventh-grade students at SMA Negeri 1 Badegan. Data were collected through observation, documentation, and open-ended problem tests administered digitally using Google Form integrated with a learning management system (LMS). Students' creative thinking ability was analyzed based on four indicators: fluency, flexibility, originality, and elaboration. The data analysis was conducted by calculating the percentage of achievement for each indicator and categorizing students' creative thinking ability levels. Results: Students' creative thinking ability in solving open-ended problems on rigid object equilibrium material was still relatively low. The fluency indicator obtained an average achievement score of 42.98% (poor category), flexibility reached 30.53% (very poor category), originality obtained 20.35% (very poor category), and elaboration reached 25.61% (very poor category). The findings indicate that students experienced difficulties in generating diverse ideas, producing original solutions, and providing detailed explanations when solving open-ended physics problems. The utilization of digital platforms through Google Form and LMS facilitated systematic data collection, efficient response management, and documentation of students' creative thinking performance. Novelty: The novelty of this study lies in the identification of students' creative thinking ability in rigid object equilibrium material through digital-based assessment. The integration of digital platforms as a data collection medium provides an efficient approach for analyzing students' responses to open-ended physics problems and contributes to the development of technology-supported physics assessment practices.]]>
<![CDATA[Implementation of Portfolio-Based Performance Assessment to Improve High School Students' Argumentation Skills in Physics Learning ]]>
<![CDATA[Hatta Daeng]]>;
<![CDATA[Abu Zainuddin]]>
<![CDATA[ Journal of Digitalization in Physics Education Vol. 2 No. 2 (2026): August ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jdpe.v2i2.52776
<![CDATA[Objective: To determine the implementation and effect of portfolio-based performance assessment in improving argumentation skills in physics learning, and to identify students' responses to its application. Method: This study used a quasi-experimental pretest-posttest control group design with 66 tenth-grade students at SMA Negeri 1 Bubulan, divided into an experimental class of 33 students receiving portfolio-based performance assessment and a control class of 33 students receiving conventional instruction. Data were collected through observation, TAP indicator-based essay tests, and portfolios, and analyzed using normality tests, paired and independent samples t-tests, and N-Gain calculations. Results: Portfolio assessment was implemented very well (93.75%). The experimental class's argumentation skills improved, with an average N-Gain score of 0.71 (high category), higher than the control class's 0.63 (medium category). However, the difference in post-test scores between the two classes was not statistically significant (p = 0.499). Novelty: The study integrates portfolio-based performance assessment with a Problem-Based Learning (PBL) model incorporating Toulmin's Argument Pattern (TAP) as an innovative approach to measuring and improving high school students' scientific argumentation skills in physics learning more comprehensively and authentically.]]>
<![CDATA[PISA 2025-Based Digital Physics Literacy Assessment: A Development Study on Wave Material in Lamongan ]]>
<![CDATA[Sri Dewi]]>;
<![CDATA[Muhammad Satriawan]]>;
<![CDATA[Titin Sunarti]]>;
<![CDATA[Iqbal Ainur Rizki]]>
<![CDATA[ Journal of Digitalization in Physics Education Vol. 2 No. 2 (2026): August ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jdpe.v2i2.55537
<![CDATA[Objective: This study aimed to develop and validate a digital assessment instrument for physics literacy, framed around the three PISA 2025 science competencies, using wave material for grade XI students at a senior high school in Lamongan. Method: The study used a Research and Development (R&D) approach following the ADDIE model, limited to the Development stage, comprising expert validation and a limited trial involving 35 grade XI Phase F students. The instrument consisted of 10 higher-order-thinking essay items (Bloom's cognitive levels C4–C6), with a maximum score of 32 points, contextualized around the Sumenep Earthquake, East Java (M6.0, 30 September 2025). Results: The instrument was very valid (CVI = 0.89) and reliable (Cronbach's α = 0.84). Students' physics literacy profile was distributed as 45.7% Developing, 34.3% Capable, and 20.0% Proficient, with a class average of 76.0% (Capable category). Achievement per PISA 2025 competency was K-1, Explaining Scientific Phenomena, 80.3%; K-2, Evaluating Investigation Design and Interpreting Data, 74.9%; and K-3, Evaluating Scientific Information and Decision-Making, 73.4%. Novelty: This is the first PISA 2025-based digital assessment instrument for physics literacy contextualized on an authentic local seismic phenomenon in East Java, validated by a multi-expert panel comprising physics-education academics and a practicing teacher.]]>
<![CDATA[Deep Learning-Based Digital Physics Comics for Fostering Critical Thinking in Alternative Energy Education ]]>
<![CDATA[Nur Lailatul Ilmiah]]>;
<![CDATA[Muhammad Satriawan]]>
<![CDATA[ Journal of Digitalization in Physics Education Vol. 2 No. 2 (2026): August ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jdpe.v2i2.55938
<![CDATA[Objective: This study aimed to develop a Deep Learning-based Digital Physics Comic on alternative energy to improve senior high school students’ critical thinking skills. Method: This Research and Development (R&D) study adopted the ADDIE model, including analysis, design, development, implementation, and evaluation. The product was implemented with Grade X students at a senior high school in Sidoarjo, Indonesia, during the 2025/2026 academic year using a non-equivalent control group pretest–posttest design. Data were collected through expert validation sheets, learning implementation observations, critical thinking tests, and student response questionnaires. The media was evaluated for validity, practicality, and effectiveness. Results: The Digital Physics Comic achieved a validity score of 89.31% (very valid) and a learning implementation score of 91.67% (very practical). Student responses indicated high effectiveness (90.35%). The experimental class obtained a higher average N-Gain score (0.7332) than the control class (0.6209). The Mann–Whitney test showed a significant difference between the groups (p = 0.007 < 0.05), with the greatest improvement found in the inference indicator. Novelty: This study integrates a deep learning approach and Problem-Based Learning (PBL) into a digital physics comic on alternative energy. The media combines meaningful, mindful, and joyful learning through contextual stories, visual narratives, and problem-solving activities, offering an innovative approach to strengthening students’ conceptual understanding and critical thinking skills in physics.]]>
<![CDATA[A Bibliometric Study on E-books in Physics Education to Support 21st-Century Learning: Trends and Directions (2015–2025) ]]>
<![CDATA[Muhammad Ghiyats Naufal]]>;
<![CDATA[Abd Kholiq]]>;
<![CDATA[Tantri Ilvia Suci]]>;
<![CDATA[Cahyo Febri Wijaksono]]>
<![CDATA[ Journal of Digitalization in Physics Education Vol. 2 No. 2 (2026): August ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jdpe.v2i2.56328
<![CDATA[Objective: Advances in digital technology have accelerated the adoption of e-books as learning media in physics education. However, comprehensive studies that map research development and identify future research directions remain limited. This study aims to analyze publication trends on the use of e-books in physics education during the 2015–2025 period and to identify research gaps that can guide future investigations. Method: employing a bibliometric approach using 612 Scopus-indexed publications on e-books in physics education published between 2015 and 2025, selected through a systematic screening process. The analysis examined publication productivity, and thematic development using annual scientific production, keyword co-occurrence, thematic evolution, thematic maps, and trend topics. Results: The findings reveal a continuous increase in publications, indicating growing scholarly interest in e-books within physics education. The research landscape has shifted toward more interactive digital learning technologies; however, it remains dominated by general themes related to e-books, education, and learning. In contrast, physics-specific topics, such as scientific literacy, conceptual understanding, STEM education, and problem-solving skills, have yet to emerge as major research focuses, highlighting significant opportunities for future research. Novelty: provides a comprehensive bibliometric mapping of e-book research in physics education by integrating publication trends, thematic evolution, and an analysis of research gaps. The findings highlight a lack of focus on scientific literacy, thereby providing a clear direction for the development of interactive e-books in physics education and offering a strategic reference for researchers and learning media developers in designing interactive e-books that support scientific literacy and 21st-century competencies.]]>
<![CDATA[Mapping Learning Management System–Based Flipped Classroom Research Trends in Physics Education (2020-2025): A Bibliometric Analysis ]]>
<![CDATA[Panji Putra Islamaulana]]>;
<![CDATA[Rahmatta Thoriq Lintangesukmanjaya]]>;
<![CDATA[Dwikoranto Dwikoranto]]>;
<![CDATA[Neisya Azaria Adinda Putri]]>
<![CDATA[ Journal of Digitalization in Physics Education Vol. 2 No. 2 (2026): August ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jdpe.v2i2.57189
<![CDATA[Objective: A bibliometric analysis was conducted to comprehensively map publication trends, conceptual structures, shifts in research focus, and knowledge gaps regarding Learning Management System (LMS)-based flipped classrooms in physics education between 2020 and 2025. Method: A quantitative descriptive approach was employed via bibliometric analysis guided by the PRISMA 2020 screening protocol. We processed 239 documents retrieved from the Scopus database using Scopus Web Analytics for statistical performance analysis and science mapping techniques. Results: Findings indicate that annual publication dynamics fluctuated but rebounded in 2025, accumulating 2,872 citations and an h-index of 24. The research's conceptual network is divided into seven main clusters representing the relationships between flipped classroom pedagogy, e-learning, and learning analytics. A thematic evolution map reveals a paradigm shift from emergency adaptation responses to remote learning (2020–2021) toward the utilization of data analytics, the development of critical thinking skills, and self-regulated learning (2024–2025). Novelty: This research maps the LMS as a conceptual dimension integrated with the pedagogical characteristics of physics education, particularly in supporting the learning of abstract physics concepts. These findings expand understanding of flipped classroom evolution by showing the trajectory of LMS development from mere digital learning infrastructure to environments that support pre-class diagnostic quizzes, interactive simulations (such as PhET), learning analytics, and the cultivation of critical thinking and self-regulated learning skills. Consequently, this study provides a conceptual foundation for developing LMS-based flipped classroom designs that are more adaptive and aligned with the specific characteristics of physics learning.]]>
