Physics Learning Research Articles

Bridging spatio-temporal discontinuities in global soil moisture mapping by coupling physics in deep learning

The launch of Soil Moisture Active Passive (SMAP) satellite in 2015 has resulted in significant achievements in global soil moisture mapping. Nonetheless, spatiotemporal discontinuities in the soil moisture products have arisen due to the limitations of its orbit scanning gap and retrieval algorithms. To address these issues, this paper presents a physics-constrained gap-filling method, PhyFill for short. The PhyFill method employs a partial convolutional neural network technique to explore spatial domain features of the original SMAP soil moisture data. Then, it incorporates variations in soil moisture induced by precipitation events and dry-down events as penalty terms in the loss function, thereby accounting for monotonicity and boundary constraints in the physical processes governing the dynamic fluctuations of soil moisture. The PhyFill model was applied to SMAP soil moisture data, resulting in continuous spatially daily soil moisture data on a global scale. Three validation strategies are employed: visual inspection through global pattern, simulated missing-region validation, and soil moisture validation with in situ measurements. The results indicated that the reconstructed soil moisture achieved a higher spatial coverage with satisfactory spatial continuity with neighbouring pixels. The simulated validation of the missing regions revealed that the averaged unbiased root mean square difference (ubRMSD) and correlation coefficient (R) were 0.01 m3/m3 and 0.99, respectively versus the gap filled SMAP product. The core validation sites demonstrated that the reconstructed soil moisture data has a consistent ubRMSD compared with the original SMAP soil moisture data (0.04 m3/m3vs. 0.04 m3/m3). The PhyFill method can generate globally continuous, high accurate soil moisture estimates, providing remarkable support for advanced hydrological applications, e.g., global soil moisture dry-down events and patterns.

Exploration the Ethnoscience of Gasing Game from Malay Riau Culture and its Potential for Physics Learning

Exploration the Ethnoscience of Gasing Game from Malay Riau Culture and its Potential for Physics Learning

Machine learning in experimental neutrino physics

Machine learning in experimental neutrino physics

Pelatihan Pembuatan Lembar Kerja Peserta Didik Berbasis Keterampilan Proses Sains Menggunakan Physics Toolbox sebagai Alternatif Keterbatasan Praktikum Fisika

Student Worksheet (LKPD) is a learning tool that has a role in activating students in the learning process. This training aims to introduce technology that can support practicum as an optimization of the implementation of Physics practicum activities by utilizing the Physics Toolbox Sensor Suite application. The methods used in this activity include socialization, lectures, and discussions. Participants in this activity were Physics teachers totaling 46 people. This activity was conducted in three meetings. Participants received an introduction to the various features of the Physics Toolbox Sensor Suite application at the first meeting. Expert lecturers guided the trainees in the application of the tool in the second meeting. After receiving guidance, the trainees were directed to make the LKPD which would then be presented at the third meeting. This training produced six LKPDs with six different Physics materials. The results of the LKPD assessment by experts showed a very positive view of the quality of the LKPD. LKPD generated in this training is considered to have fulfilled all indicators of Science Process Skills (KPS). Through this activity, it can be concluded that the KPS-based LKPD assisted by the Physics Toolbox Sensor Suite application can be a practicum tool that facilitates the implementation of Physics practicum in schools that do not have or lack practicum tools. It is recommended that the use of laboratories and virtual laboratories can be conducted continuously to support Physics learning.

Effectiveness of Virtual Labs for Physics Learning in Moroccan Secondary Schools

The teaching of physical sciences primarily relies on the use of experimental activities to explain the phenomena and physical concepts taught theoretically in class. Nevertheless, this conventional approach faces various challenges and problems, which limit its ability to achieve the different pedagogical objectives set by teachers. In this study, we evaluated the effectiveness of virtual laboratories (“VLABs”) as an alternative tool to traditional practices for teaching physics concepts in Moroccan secondary schools. The methodology followed in this study is quantitative and based on two questionnaires. The first is intended for teachers to evaluate the experimental activities on VLABs based on a socio-technical and pedagogical heuristic study and to verify their conformity with the expectations and characteristics of each type of learner according to the Felder-Silverman learning style preferences. The second was administered in the form of an evaluation to compare the performance of the control group with the experimental group that integrated the opportunities offered by the VLAB LABSTER. The results show that VLABs are not only comparable to conventional experimental activities in terms of applicability, ease of use, and effectiveness in achieving the learning objectives for which they were initially designated but surpass them in terms of performance, as evidenced by the significant improvement of the mean obtained by the group that integrated the experimental activities on the VLAB. Thus, VLABs can be used not only as an alternative to traditional experimental activities in distance learning but also as a viable option for potential adoption even in traditional face-to-face physics instruction.

Analysis of Cognitive Abilities of Class VII Students in Physics Learning After The Application of The Model Advance Organizer Learning

Analysis of Cognitive Abilities of Class VII Students in Physics Learning After The Application of The Model Advance Organizer Learning

Need Analysis for Physics Learning in Secondary School as Perceived by Teachers

Need Analysis for Physics Learning in Secondary School as Perceived by Teachers

The Effect of Problem-Based Learning Model Accompanied by the QuizWhizzer Game on Critical Thinking Skills and Physics Learning Outcomes of Vocational Students

Physics learning is learning that influences students' thinking skills so that students can be skilled in the cognitive and psychomotor fields and support students to think systematically, creatively, and objectively. But in fact, the implementation of learning that occurs is not contextual because the way teachers teach in class is still boring and less varied, so student involvement in the learning process in class becomes less active, both asking and answering questions. This study aims to determine the effect of using a problem-based learning model accompanied by a QuizWhizzer game on vocational students' critical thinking skills and physics learning outcomes in Jember Regency. This study used a quantitative approach, specifically a true experimental design of a posttest-only control group. The study population consisted of class X students at SMK Negeri 1 Jember, with the sample comprising two classes selected from all classes at SMK Negeri 1 Jember. Data analysis of students' critical thinking skills using the Mann-Whitney U Test resulted in a significance value (2-tailed) of 0.038 < 0.05, which leads to the rejection of H0 and acceptance of Ha. Data analysis of students' physics learning outcomes using the Mann-Whitney U Test and hypothesis testing results resulted in a significance value (2-tailed) of 0.023 < 0.05, which leads to the rejection of H0 and acceptance of Ha. These findings indicate a significant effect of applying a problem-based learning model assisted by QuizWhizzer on students' critical thinking skills and physics learning outcomes, especially on energy and its changes. With this research, teachers can design more effective learning models to support critical thinking skills and optimal student learning outcomes in physics learning accompanied by learning media by analysing student needs, selecting learning models, developing learning media, planning learning activities, and implementing them.

Integrating Technology in Physics Learning

Integrating Technology in Physics Learning

Comparison and Correlation Between Students' Cognitive Competency in Regular Physics and Teaching and Learning Course

Students learn exact and non-exact subjects in the biology education department. Lectures are required to be carried out using the case method. This research aims to determine differences in students' cognitive competence through the implementation of the case method in General Physics and Teaching and Learning courses and to determine the relationship between students' cognitive competence in General Physics and Teaching and Learning courses. This research is a correlational descriptive study carried out in June-July 2023. This research involved 32 biology education students as the research sample. Research data was collected using tests. Data were analyzed descriptively and using Spearman Rank. The results show that students' cognitive competence in the Teaching and Learning course is higher than in General Physics course. This is due to differences in the level of difficulty in studying lecture material. The research results also show a strong positive correlation between students' cognitive competence in exact courses (General Physics) and non-exact courses (Teaching and Learning). Further research is still needed to find other variables that can explain the relationship between these two variables because students' cognitive competence in exact courses cannot fully be used to indicate students' cognitive competence in non-exact courses.

Guided Inquiry Method and Self-Efficacy on High School Students' Physics Learning Outcomes

A change in the learning paradigm is needed to develop a scientific attitude to form students who are creative, critical, open, innovative, and competitive. This study aims to analyze the effect of the guided inquiry learning method and self-efficacy on students' physics learning outcomes. This research is true experimental research that compares the application of the guided and free inquiry methods. This study involved 70 students from 2 classes selected by simple random sampling. The instruments used in this study were self-efficacy questionnaires and student learning outcomes. The data collected were then analyzed descriptively and inferentially using SPSS 20. The results showed that applying the inquiry method and self-efficacy influenced students' physics learning outcomes. Applying the guided inquiry method and high student self-efficacy resulted in high learning outcomes. Conversely, they applied the free inquiry method with low self-efficacy, which resulted in low learning outcomes. However, there was no interaction between the inquiry method and self-efficacy.

Preleminary Study: Need Analysis for Research and Development of Automatic Sprinkling System based on Arduino and Soil Moisture Sensor as The Instructional Aids in Soil Moisture Measurement

Instructional aids will made student easier to understanding and applying physics concepts. This study aims to obtain data and analyze the student’s needs toward to the instructional ais soil moisture measurement in physics lesson. Samples in study were student of 33 peoples, taken from class XH at SMAN 71 Jakarta with technique purposive sampling. This study resulted: physics learning motivation of student are in the medium category, with attention 87.88%, relevance 55.30%, confidence 60.61% and satisfaction 87.12%. Curriculum analysis show in class X, measurement lesson still can be developed to soil moisture measurement based on contextual learning approach. Based on style learning, 4,48% students who have visual learning style, auditory 24.24% and kinesthetic 27.27%. A total of 59.85% students experience difficulty in learning physics. As many as 79.55% of students agree that hands on method in learning can reduce difficulty in learning physics. As many as 87.12% of students agree that they need automated instrument in physics practice and only 39.39% of students has known about Arduino. The frequently used learning media in class were on audio-visual category, starting from power point slide presentation, Canva’s slides presentation, video, simulation and animation. All of those findings were supported research and development of oto-sprinkler system by using humidity sensor and Arduino Uno. Result of this study will become the base contextual in developing contextual teaching aids in form of soil moisture measurement, so that can increase the physics learning motivation in student.

The study of an innovative Eéducationnel practice in Greek students: The flipped learning

The purpose of this paper is to compare the effectiveness of using flipped teaching against traditional teaching, with active learning techniques, in physics and mathematics courses. The study was conducted on 100 middle and high school students who were first subjected to traditional teaching (control group) and then subjected to flipped teaching (experimental group). To check the effectiveness of the two methods, the students were submitted to an assessment test in the lesson taught with the two methods. To test the existence of a statistically significant difference between the performance of the two groups, the independent sample t-test and ANOVA test were used for continuous variables. In addition, multiple logistic regression analysis with Odds Ratios was used to predict student achievement depending on the teaching method used. The results of the study showed that there is no statistically significant difference in the average performance of students with the two teaching methods.

Penerapan Metode Resitasi Terhadap Hasil Belajar Fisika pada Materi Usaha dan Pesawat Sederhana Kelas VIII SMP Negeri 1 Lawe Bulan Kutacane Tahun Ajaran 2023/2024

This study aims to examine the impact of the Recitation method on the learning outcomes in Physics, specifically on the topics of Work and Simple Machines, among eighth-grade students at SMP Negeri 1 Lawe Bulan during the 2023/2024 academic year. The research was conducted using a quasi-experimental method with a one-group pretest-posttest design and a saturated sampling technique to select a sample of 20 students. A multiple-choice test was employed as the instrument to measure students' learning outcomes. Data were analyzed using a one-sample t-test to compare the average student learning outcomes against the school’s minimum competency criteria (KKM). The analysis revealed a t-value (t_hitung) of 3.4, which exceeds the critical value (t_tabel) of 2.086 at a 0.05 significance level, indicating a significant effect of the Recitation method on students' Physics learning outcomes. In conclusion, the Recitation method is effective in enhancing students' learning outcomes in the studied topics.

Development of Physics Learning E-Module for Class X High School Students

This research aims to determine the validity of the physics e-module for grade X Senior High School students. The type of research used is research and development (R&D) by adopting the ADDIE development model. The stages of the ADDIE development model consist of Analysis, Design, Development, Implementation, and Evaluation. Data analysis was conducted to assess the validity of the physics e-module in three aspects: media, content, and language. Validity was evaluated by six experts: two media experts, two content experts, and two language experts. The results of the validity test of the physics e-module obtained from media experts was 79% with the category "Valid", from content experts was 94% with the category "Very Valid", and from language experts was an average of 90% with the category "Very Valid". It can be concluded that the physics e-module is valid and suitable for use in physics learning for grade X Senior High School students.

Effect of Physics Inquiry Learning with Low-cost Experiment Tool on Students’ Problem-solving Skills and Self-efficacy

The low problem-solving skills and self-efficacy of students in physics learning significantly impact their overall learning processes and outcomes. In order to address this issue, an inquiry learning model was implemented, along with the low-cost experiment tool. This learning model is designed to be valid and effective in enhancing students' problem-solving skills and self-efficacy. The research followed a non-equivalent control group design and involved 66 students to ensure the development of a high-quality learning model that meets the required standards and criteria. By utilising learning instruments, such as students' response questionnaires, problem-solving pre- and post-tests, and self-efficacy questionnaires, the focus of the physics topic in this research was the simple mathematic pendulum. The validity test results show that the learning instrument has high validity and reliability criteria, making it feasible to use in physics learning. Furthermore, the statistical effectiveness test results show that this learning model is effective in improving students' problem-solving skills and self-efficacy. As students engage in hands-on investigations and collaborate on meaningful projects, they are prompted to apply critical thinking and decision-making skills, directly contributing to the development of effective problem-solving strategies. The intrinsic motivation derived from successfully navigating the challenges of inquiry learning, coupled with the personal relevance of the content, nurtures students' confidence in their abilities, ultimately strengthening their self-efficacy as independent and capable learners. Research implies the development of innovative learning models, effectively enhancing students' PSS and SE.

Critical Thinking Skills (CTS) through Augmented Reality Worksheets using The Inquiry-Scaffolding Models

Critical thinking skills (CTS) are important for training in physics. This research aims to train students' CTS through augmented reality worksheets with the inquiry-scaffolding model. The research participants comprised 36 third-semester physics education students at UIN Walisongo Semarang. This research utilized a pre-experimental method employing a one-group pre-test post-test design. The enhanced CTS was assessed using the N-gain test. The analysis of students' CTS yielded four categories: very less critical, less critical, critical, and very critical. Implementing learning through augmented reality worksheets employing an inquiry-scaffolding model enhanced students' CTS by 0.30 with moderate criteria. The breakdown of students' CTS following the augmented reality worksheets with inquiry-scaffolding models showed a distribution of 19.44% less critical, 69.44% critical, and 11.11% very critical. From the research findings, it can be concluded that augmented reality worksheets using the inquiry-scaffolding model effectively train students' CTS in learning physics. Through learning with augmented reality worksheets, students are trained to analyze arguments, consider the validity of various sources, make inferences and general conclusions, and make decisions. Scaffolding procedure: explaining, modeling, and questioning can provide an overview of cause and effect, and abstraction of a concept as a provision to strengthen CTS.

Challenges and Benefits of Inquiry-Based Learning in Physics

Challenges and Benefits of Inquiry-Based Learning in Physics

The effect of using simulator “evolution of electrical systems’’ in electricity lessons on students' motivation and academic performance

The emergence of simulators and their integration into teaching practice in the world of education have offered us technological opportunities to enhance and promote learning. Science students' abilities to observe, measure, predict, control variables, formulate hypotheses, and interpret data can all be activated by including simulations into the curriculum. The aim of this work is to study the effects of integrating an "evolution of electrical systems" simulator in improving students' motivation, participation and school results in learning and teaching electricity lessons in Moroccan secondary schools. Two study groups of 34 and 35 students were chosen to examine the research hypothesis. They both meet the standards for this research (same teacher, same school level, coming from the same socio-economic environment, and almost similar results in their school careers). Before beginning the process of incorporating simulation sequences in teaching, a diagnostic test was administered to both groups to assess the prerequisites for the RC and RL dipoles, and the results were evaluated. Then we designated one of the two groups as the test group, which received instruction using simulation sequences, and the other group as the control group, which received traditional teaching. Both groups took an Achievement test to evaluate the impact of this integration on the learning of physics. After examining the test data (Charts Comparison and Student's t-test), we came to the conclusion that the use of simulation sequences in the classroom produced significantly more positive and satisfactory results than the traditional approach (Mt = 12,09 for the test group and Mc = 9,69 for the control group). We saw during the sessions that the experimental class students were more motivated and engaged in their learning than the control group. We collected this data by closely observing behavioral shifts, participation rates, and student involvement in the design of the course. These new techniques contribute at improving the experimental part of electricity in secondary schools.

Physics Learning Technology for Sustainable Development Goals (SDGs): A Literature Study

The integration of technology in physics education has become increasingly important to meet the Sustainable Development Goals (SDGs), particularly in enhancing educational quality, promoting inclusivity, and fostering sustainable practices. This literature study aims to evaluate the effectiveness of various technological tools, including adaptive learning platforms, augmented reality (AR), virtual reality (VR), artificial intelligence (AI), and virtual laboratories, in improving physics education. Utilizing a systematic literature review methodology adhering to PRISMA guidelines, the study analyzed data from a comprehensive selection of peer-reviewed articles sourced from the SCOPUS database, focusing on publications from 2020 to 2024. The results indicate that these technologies significantly enhance student engagement, understanding, and critical thinking skills, thus addressing the limitations of traditional teaching methods. Adaptive learning strategies, when combined with techniques like flipped classrooms and micro-learning, effectively cater to individual student needs, promoting personalized learning experiences. AR and VR provide immersive learning environments, making complex physics concepts more accessible and engaging, while AI tools support lesson planning and problem-solving. Virtual laboratories offer hands-on experimental practice without the constraints of physical lab space. However, the study also identifies challenges such as inadequate teacher training, unequal access to technology, and the need for comprehensive professional development programs. The implications of these findings underscore the necessity of addressing these challenges to fully realize the potential of technology-enhanced education. Recommendations include developing professional development programs, ensuring equitable access to technological resources, and fostering collaborations between educational institutions, industry, and communities.