Physics Lectures Research Articles

A “Mastery Unapproached”

Abstract An almost ideal context for a case study on the development, use, and reception of multimodal material educational settings can be found in the works of Göttingen physicist Robert Wichard Pohl (1884–1976). From 1919 on, Pohl created an educational programme for introductory lectures on experimental physics, in which he demonstrated fundamental concepts and phenomena using simple yet meaningful experiments that were projected on the front wall of the lecture hall. With his teaching aids, technical infrastructure, and textbook, Pohl changed the teaching of physics at schools and universities in Germany and beyond. Pohl’s original devices are still part of the teaching collection used during introductory physics lectures. I will argue that teaching collections, as the material foundations for such “regimes of practices,” should be treated not as passive archives of objects but as dynamic, complex environments that allow new insights into the history of science teaching.

Prospective teachers’ perception of critical and reflective thinking skills on modern physics: Rasch Analysis

Related research on critical and reflective thinking skills has been interesting and conducted by many researchers, but they are still carried out separately. This study aims to determine the perception of prospective teachers towards critical and reflective thinking skills in modern physics lectures. This research includes quantitative research using the cross-sectional survey method. Ninety-seven prospective teachers participated in the study, with details of 15 men and 82 women with an age range of 19-21 years. Questionnaire critical and reflective thinking skills are used as instruments for collecting data. Each of them is a 20-item critical thinking skills questionnaire and 24 items of reflective thinking skills questionnaire. The collected data was analyzed using winsteps software version 4.6.1. which includes descriptive, individual conformity, gender, and bubble chart. The results of detailed data analysis show that for critical thinking skills, 17% of prospective teachers perceive low, 68% of prospective teachers perceive moderate, and 15% of prospective teachers perceive high. As for reflective thinking ability, 11% of prospective teachers perceive low, 78% of prospective teachers perceive moderate, and 11% of prospective teachers perceive high. However, there are many misfit persons, 66% for critical thinking skills and 67% for reflective thinking skills. This means prospective teachers do not have strong perception beliefs in both thinking skills. Therefore, it needs to be strengthened through treatment, training, or workshops to further train both skills.

Effort to Optimize Learning Physics at Integrated Islamic High School via a Physics based Ethnoscience Approach

The aim of community service program is to enhance the educational experience at the integrated Islamic high school (SMA IT Khairu Ummah) Rejang Lebong district by employing an ethnoscience approach. The service program is implemented in SMA IT Khairu Ummah to address challenges posed by inadequate learning facilities and infrastructure, particularly in physics education, which may impede the teaching and learning process. The implementation of community service initiatives in 2024 comprises four phases. The first phase encompasses observational efforts within schools to acquire a comprehensive picture of the educational environment. The second phase involves the socialization of service activities and coordination with school principal and educators, particularly those teaching physics. The third phase entailed instructing educators on the development of ethnoscience-focused educational resources. The last phase entails regular assessment and guidance involving two Mahasiswa Kampus Merdeka Belajar program and five physics lecturers to guarantee that the community service program positively influences the learning process. The findings indicate that the training positively enhances teacher competencies by implementing ethnoscience education that leverages the local community's cultural and traditional diversity, even amidst constraints of limited facilities and infrastructure. Physics teacher and students of SMA IT Khairu Ummah SMA IT have implemented an ethnoscience-based physics approach that is effective in enhancing students' comprehension of scientific processes and their acquisition of related skills.

Spiral-curricular blended learning for the mathematics education in physics teacher training courses

A good physics education depends on a good, transferable mathematics education. A concept for a cross-modular blended learning math course developed for the first two semesters of our physics teacher trainee study program is introduced. The course covers the important new mathematics required for the development of the conceptual understanding of the classical experimental physics mechanics and electrodynamics. It is based on three pillars: parallelism of the math topics to the physics lectures, spiral-curricularity to prior knowledge and high quality digitally available interactive materials such as interactive videos, formative tests and exercises to foster a self-regulated learning of the students in online as well as face-to-face learning environments. The blended learning math course and its face-to-face math seminars are integrated into the experimental physics modules. Results of surveys among the first two cohorts of course participants indicate that the design of the math course is well accepted and the interactive videos are very well received by the students. Initial tests on the learning effectiveness indicate a sufficient development of long term knowledge by the students.

Development of Student Worksheets Based on Problem Based Learning (PBL) Assisted by PhET Simulations to Improve Mastery of High School Physics Concepts

This development research aims to produce a product in the form of a Student Workshees (known LKPD) based on a problem-based learning model that is feasible, practical and effective for improving students' mastery of concepts. This research is included in Research and Development (R&D) with a 4D model, which consists of defining, designing, developing, and disseminating. The product developed is Newton's Law LKPD supported by other independent curriculum tools: Learning Outcomes, Learning Goal Flow, Teaching Modules, and concept mastery test instruments. Data collection techniques use validation sheets, learning implementation observation sheets, student response questionnaires, and test instruments. The validity of the product was assessed by three expert validators, who were physics lecturers, and three practitioner validators, who were physics subject teachers. Their evaluations were performed using a Likert scale. Practicality is obtained from the teacher's observation sheet and student response questionnaires regarding learning. Effectiveness was obtained from the results of limited product trials in the form of an increase in pretest and posttest scores, which were analyzed using the n-gain test. The results of the validity of the product developed have a percentage, namely LKPD 92.12%; Learning Achievement 92.08%; Flow of Learning Objectives 92.60%; Teaching modules 89.78% and test instruments 91.15% with very valid and reliable categories above 75%, so the product can be said to be suitable for use. The results of the product's practicality were in the form of an implementation sheet by the teacher. Student responses of 92.08% and 82.10% were written in the convenient category. The results of the n-gain test for students' concept mastery were 0.74 in the medium category and included in the very effective criteria. Thus, the LKPD, Learning Outcomes, Learning Goal Flow, Teaching Modules and test instruments produced are feasible, practical and effective in improving students' mastery of concepts.

Enhancing Physics Education in Ugandan Teacher Training Institutions: Technology Integration and Gender-Inclusive Teaching Strategies

Purpose: This article investigates strategies to enhance physics education in Ugandan Teacher Training Institutes (TTIs) by utilizing the TPACK framework. It focuses on technology integration, professional development for educators, and innovative teaching approaches to improve the quality of physics education. Methodology: Employing a mixed-method design, this study examined ICT and gender integration in physics teaching across three Teacher Training Institutions in Eastern Uganda. The research utilized case study and survey designs, gathering data from 14 Physics Lecturers and 14 TTI administrators through surveys, interviews, observations, and document analysis. Purposive sampling was used to select participants with relevant expertise. Data were analyzed using content analysis and quantitative methods in Excel, adhering to ethical protocols that included obtaining permissions and ensuring confidentiality. Findings: The study highlights that while physics lecturers possess strong subject matter and pedagogical knowledge, there is a notable deficiency in updated ICT skills and gender-inclusive practices. Key strategies for enhancing ICT competencies include implementing professional development programs, adopting blended learning models, and conducting ICT integration workshops. The research identifies that demographic factors and digital literacy significantly influence ICT integration, emphasizing the need for targeted training and resource allocation to create inclusive, technology-enhanced educational environments aligned with TPACK, DOI, and sociocultural theories. Unique Contribution to Theory, Practice, and Policy: This study underscores the critical need for comprehensive training in ICT and gender inclusivity within TTIs. It emphasizes the importance of institutional support and policy development to modernize physics education, enhance pedagogical practices, and promote gender equity.

Development of Three-Dimensional Light Wave Test Based on Three-Dimensional Learning Framework

The three-dimensional learning framework as a current science learning standard to facilitate the development of students' knowledge that is coherent and interconnected so that it can be used in various situations of daily life, is only possible if the assessment is oriented towards the science learning standards in question. The focus of this research is to develop a Three-Dimensional light wave test based on the Three-Dimensional Learning Framework. Development was carried out through quantitative research methods with construction design and validation, involving physics lecturers, physics teachers and high school students. Construction and validation were carried out using document analysis sheets, cognitive questionnaires, content validation sheets and student responses. Analysis was carried out through descriptive analysis, V-Aiken content validation, and Item Response Theory (IRT) using eIRT software. The construction and validation results show that the Three-Dimentional light wave test based on the Three-Dimentional Learning Framework has differentiating power in the good category, five items are very high, three items are high, eight items are medium and five items are low; the level of difficulty is in the medium category, two questions are very difficult, seven questions are difficult, eight questions are medium and four questions are easy; the pseudo guessing factor overall functions well; and reliable for measuring the level of ability of students with low to very high abilities. The Three-Dimensional test of light waves based on the Three-Dimentional Learning Framework can be used by educational practitioners as an assessment tool to explore students' coherent understanding of disciplinary core ideas (DCI), scientific practices (SP), and crosscutting concepts (CC) in wave material light.

Using expectancy-value theory to understand the teaching motivations of women physics lecturers

Using expectancy-value theory to understand the teaching motivations of women physics lecturers

Development of Interactive Learning Media Using the Lectora Application to Enhance Student’s Critical and Creative Thinking Skills

The Development of Interactive Learning Media in the 2013 Curriculum is a government effort to ensure that students have 21st-century skills. The goal of the conducted research is to develop valid interactive learning media on the topic of Newton's Law of Gravity. A field study revealed that students' critical and creative thinking skills in Newton's Law of Gravity were still low. Therefore, the existing problem was addressed by producing a product in the form of integrated learning media that fostered critical and creative thinking skills for high school students. The research conducted followed the Research and Development (R&D) approach using the ADDIE model, which was reduced to the Implementation stage. Three Physics lecturers from the Faculty of Mathematics and Natural Sciences Education at State University of Padang (UNP) were involved in this research as validators, along with six Physics teachers from Padang City as practitioners. Validity test sheets were used as the data collection instrument in this research. During the data analysis phase, instrument validation and product validation were performed using the V Aiken Model Technique. The research results showed that the validated development instrument for the product category was valid. The average validity test score for the product was 0.79, which falls into the valid category. Therefore, it can be concluded that the interactive learning media developed in this study is considered valid.

Analysis of Quantum Physics Lectures from the Perspective of the MBKM and OBE Based Higher Education Curriculum

Lecture analysis in the core courses of the study program contributes to the evaluation of the curriculum used. This field study was carried out to analyze Quantum Physics lectures from the perspective of a university curriculum based on Independent Learning Campus (MBKM) and Outcome-Based Education (OBE). Data collection techniques were carried out through observing the implementation of learning in the Quantum Physics course, interviews with lecturers teaching quantum physics courses, and reviewing curriculum tools in the form of curriculum books, semester lecture plans (RPS), and assessment documents. The instruments used refer to content standards, process standards and learning assessment standards listed in Permendikbud Number 3 of 2020, Permendikbudristek Number 56 of 2022, and Permendikbudristek Number 53 of 2023. The participants involved in this research were a lecturer and 29 students of the undergraduate physics education study program at one of the universities in Garut Regency. The lecturer in question is a lecturer who teaches quantum physics courses, while the students in question are final year students who are taking quantum physics courses in the odd semester of the 2023/2024 academic year. Data collection was carried out over the period October – November 2024. Data analysis was carried out qualitatively using a data triangulation approach. The results of data analysis show that in the Bachelor of Physics Education curriculum, the Quantum Physics course is in the group of upper-level compulsory courses with physics concept study material. From an MBKM perspective, this course can be converted to Program Pertukaran Mahasiswa (PMM) and Program Magang dan Studi Independen Bersertifikat (MSIB), but cannot be converted to the Teaching Campus Program. Conversion to the PMM program is carried out by taking courses in other study programs that have course learning outcomes that are related to quantum physics. Conversions to the MSIB program are carried out at companies or agencies related to the application of quantum physics concepts. From an OBE perspective, this course contributes to graduate learning outcomes in Specific Skills and supports the graduate's profile as a Physics Teacher. The special skill in question is being able to apply mathematical models in explaining physical phenomena in learning.

Evaluasi Implementasi Blended Learning pada Mata Kuliah Fisika Modern dengan Model Diskrepansi

The purpose of this paper is to describe the essence that occurs at each stage in the discrepancy evaluation model which consists of the Design, Installation, Process and Product stages related to the Blended Learning method in the modern spectacles course at the Muslim University of Maros. Based on the type of research used, this research is included in program evaluation research using the discrepancy evaluation model. The research sample consisted of 14 people plus 1 modern physics lecturer. Data collection was carried out using a mixed method with data collection instruments using, (1) interview guidelines, (2) questionnaires with a Likert scale model and (3) documentation. The data analysis technique used for qualitative data is data analysis using the Miles and Huberman model. This data analysis technique consists of data collection, data reduction and drawing conclusions. As for the quantitative data, the data analysis technique used is quantitative descriptive analysis and the calculation of the coefficient of determination. The results showed that (1) there was no discrepancy in the design stage (2) there was a discrepancy in the installation stage of 0.04 (3) there was a discrepancy in the Process stage of 0.23 (4) there was a discrepancy in the Product stage of 0. 78. So that the Blended Learning lectures can be continued with suggestions for improvement, namely (1) Lecturers continue to carry out their obligations to carry out face-to-face lectures, (2) Require students to study material in Google Classroom, (3) Uploaded material has various forms.

Analysis of Learning Media Needs for Physics of Motion Course Based on Android Platform

Teaching and learning activities in the post-pandemic educational environment are already underway in both schools and universities. However, there are also those who still apply a hybrid learning system, one of which is the learning system at Indraprasta PGRI University which still applies a hybrid learning system, namely the physics of motion course. Utilizing Android-based learning media can enjoy learning experiences, facilitating access to various educational resources. It is important to know the needs of students and educators in the process of learning physics of motion to improve the quality of learning, namely by conducting a needs analysis. The aim of this research is to determine the importance of the need for Android-based motion physics learning media. The method used in the research is exploratory descriptive research. From the results of observations and interviews conducted with several motion physics lecturers and observing learning activities in class, the methods used in learning still use classical methods. Learning the physics of motion using Matlab requires a video guide so that it is easy for students to understand. From the results of filling out the questionnaire via a questionnaire, it can be concluded that the results of the analysis of students' needs for Android learning media in the physics of motion course showed that 88.31% answered that they agreed with the development of an Android-based motion physics learning application. So it can be concluded that the development of Android-based motion physics learning media is needed by Informatics Engineering students at Indraprasta PGRI University.

Learning Problems of Prospective Teachers in Lectures Modern Physics During the Covid-19 Pandemic

Since the COVID-19 pandemic hit the world, many problems have been caused by accompanying effects, including impacts in the field of education. This study aims to explore the problems faced by physics education study program students in modern physics lectures in online learning during the COVID-19 pandemic. The method used in this study is a qualitative description with a questionnaire as a data collection technique. A total of 28 students who contracted modern physics courses and two lecturers who taught modern physics courses were participants in this study. The collected data were analyzed descriptively-qualitatively. After data analysis, several problems faced by students in attending modern physics lectures can be identified, namely: difficulty mastering concepts, internet signal interference, less interesting/monotonous learning, and never doing modern physics practicum. Limited tools are the main factor in the inability to carry out practicum. Even though practicum allows students to master abstract concepts of modern physics. Based on these findings, further research can be carried out that can facilitate students to more easily master modern physics concepts that are integrated with a practicum in the learning process. Keywords: learning problems, prospective teachers, lectures modern physics, covid-19 pandemic

Problem-Based Learning Model Supported Phydia (PBL-Phydia) to Improve ICT Abilities

This research is motivated by the low level of physics learning activity using multimedia technology. This research aims to develop problem-based physics lectures supported by physics multimedia android (PBL-Phydia) to improve students' ICT skills. The research method used is the (R&D) method which refers to the ADDIE model. Subjects in the experimental class as a treatment class used Phydia as many as 17 students and the control class as a comparison class used PBL without the support of Phydia as many as 17 students. The results of the research have succeeded in developing a problem-based physics lecture design supported by Phydia with the characteristic of having a syntax consisting of five phases, and in each phase, there are independent learning activities with Phydia. The five phases are as follows: (1) Student orientation towards the problem; (2) Organizing students to study; (3) Independent and group investigations; (4) Develop and display artifacts and presentations, (5) Analyze and evaluate the problem-solving process on five lecture materials/topics related to physics. The test results show that Phydia is better able to improve ICT abilities. Keywords: Problem-based physics learning, physics multimedia android, ICT ability

Innovation Learning Process in New Normal Era: Effectiveness of Online Proctored Examination (OPE) Technology to Increase Student Honesty in Physics Lecture

This study aims to determine the effectiveness of online proctored examination (OPE) technology in increasing students’ honesty levels. This research is a pre-experiment using one group pre-test and post-test design methods. OPE in Physics lectures was conducted on a group of randomly chosen 34 students. The level of honesty of students was measured using the autoproctor application, which is used in the implementation of the OPE. Then, the level of honesty before using OPE at meeting 1 was compared with after getting used to using OPE at meeting 6. The data were analyzed using paired sample t-tests and quantitative description. The results show that OPE technology was effective in increasing students’ honesty levels. This is indicated by the results of the paired sample t-test using the Wilcoxon test of 72.5 with a p-value of < 0.001. In addition, the average increase in the pre-test and post-test honesty scores recorded by the autoproctor application was 64.9% for the pre-test and 92.6% for the post-test. The effectiveness of OPE in learning is supported by the results of responses to a questionnaire that measures the relative advantage, compatibility, ease of use, trialability, and observability of using OPE. The results of the questionnaire responses show an average score of 78.7, namely the use of OPE was classified as effective in learning. The results of this study can be used as a reference for teachers and academic practitioners to increase the level of honesty of students in online exams using OPE technology.
 Keywords: innovation learning process, OPE Technology, Student Honesty

Analysis of Physics Textbooks Used in Senior High School for Insertion of the Nature of Science

The study analyzed two grade X physics textbooks published by Erlangga and Yudhistira. The analyzed textbooks emphasized the insertion of four aspects of the nature of science (NOS), consisting of science as a body of knowledge, science as a way of investigating; science as a way of thinking; and science and its interaction with technology and society. The content analyzed is the subject matter in the odd semester. The raters consisted of one physics lecturer (rater 1) and two teachers (rater 2 and 3). The raters used the scoring rubric developed by the researchers based on indicators from the four aspects of NOS. The results stated that Erlangga’s Textbook inserted (a) the first 58.46% of the NOS aspects; (b) 26.28% second aspect of NOS; (c) 31.78% of the third aspect of NOS; and (c) 16.86% of the fourth aspect of NOS. Also, the results in Yudhistira’s book revealed that (a) the first 49.55% of the NOS aspects; (b) 13.88% second aspect of NOS; (c) 24.55% third aspect of NOS; and (d) 12.01% of the fourth aspect of NOS. The percentage of inter-rater agreements ranged from 70-88%. The percent agreement strengthens with the interval of kappa value from 0.60 to 0.88. The results indicated that the two books devoted half of the learning material that reflected science as a body of knowledge but neglected science as a way of investigating, and science and its interaction with technology and society.
 Keywords: physics textbooks, insertion, nature of science

AN EXPLORATORY STUDY: DEVELOPMENT OF ELECTRONIC MODULES IN MATHEMATICAL PHYSICS I COURSE

AN EXPLORATORY STUDY: DEVELOPMENT OF ELECTRONIC MODULES IN MATHEMATICAL PHYSICS I COURSE

Implementation of the WASAKA Learning Model on the Topic of Heat and Temperature

This research aims to delineate the implementation of the WASAKA learning model and describe students' responses to this learning model through a one-to-one test. This study employed the Educational Design Research (EDR) methodology, encompassing two stages: the preliminary stage and the formative evaluation stage. Ten students participated in a one-to-one test during a single meeting, focusing on learning heat and temperature topics in the Fundamental Physics lecture. Research instruments included observation sheets and response questionnaires, with data analyzed using descriptive statistics. The results of the data analysis revealed an average score of 5.00 for implementing the WASAKA learning model, categorizing it as "very good." Additionally, students' responses to this learning model were highly positive. The conclusion drawn from this research is that the WASAKA learning model is well-suited for application in Fundamental Physics lectures covering heat and temperature topics.

Designing a Virtual Lab-based Learning Module Integrated with Project-based Learning for Modern Physics

Students show a low level of activity when attending modern physics lectures at the Department of Physics Education due to inadequate lecture facilities. Classes are teacher-centered, and the Zoom app, which students use to study online, is ineffective. Accordingly, the purpose of this research is to design a virtual lab-based learning module that is integrated with project-based learning to increase student activity in modern physics learning. This study uses a development method with a 4D model. The research subjects were two expert validators to assess the feasibility of the product and students for small group trials. The validators were given a questionnaire to assess the feasibility of the book, while the students were given a questionnaire to see the student's response to the book. The analysis was carried out by reducing the validation results and student responses. based on research results show that our virtual lab-based learning module which is integrated with project-based learning for modern physics can increase student activity.

Development of A Physics-Based E-Module Iman Taqwa-Loading CTL on Dynamic Fluid Materials

The CTL model is a model that can help teachers motivate students to make connections between the content of the material and real-life situations, and this model requires teachers to create alternative teaching materials as a guide. The development of good teaching materials that combine religious values with science. Therefore, researchers are interested in developing this e-module. This research aims to determine the validity of the product being developed, namely a physics e-module based on CTL containing implications for dynamic fluid material, and to find out how students respond to the product the researcher developed. This research is development research, and the development model used is the ADDIE development model, which consists of five stages. However, this research only reached the development stage because research aimed to develop and produce valid teaching materials based on validator assessments, and at each stage of this model, there is evaluation and revision. First, the researchers analyzed the curriculum, needs, and materials. Then, they design it, the initial design stage for developing a product. Next, the development is the stage where the previously prepared design realizes the product design. Validators consist of two physics lecturers and one physics teacher. The development trial subjects were 34 class XII, IPA 1, MAN 1, and HST students. The product validation results from material experts were 81%, and from media experts were 82%, where both of these figures are included in the very valid criteria. The results of the student response test on the product being developed were 85%, which met very good criteria. Based on these results, the physics e-module based on CTL contains imprints on dynamic fluid material is declared valid and very good. Implications development is helping teach physics in religion and dynamic fluid materials. Implications of research for helping increase learning module fluid dynamics include religion (Islamic).