This study aims to develop a physics learning module based on a contextual inquiry approach assisted by Electronics Workbench (EWB) software for teaching organ pipe topics, evaluate its feasibility based on expert validation, assess its practicality based on teacher and student responses, and examine its potential to improve students’ critical thinking skills and digital literacy. The study employed a Research and Development (R&D) approach using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. The research participants included material and media experts as validators and 33 Grade 11 students from SMA Negeri 2 Gerung as module users. Data were collected through expert validation sheets, teacher and student response questionnaires, and pretest-posttest instruments measuring students’ critical thinking skills and digital literacy. The feasibility assessment yielded an average score of 85.63%, categorized as very valid. The module was also considered highly practical based on teacher and student responses, with average scores of 92.5% and 87.5%, respectively. The average critical thinking score increased from 61.2 to 84.5, while the average digital literacy score increased from 65.4 to 86.7. The mean N-gain score was 0.55, indicating a moderate level of improvement. A paired-samples t-test showed a statistically significant difference between the pretest and posttest scores (p < .001), with a large effect size (Cohen’s dz = 3.38). These findings indicate that the developed module is feasible and practical and provides preliminary evidence of its potential to improve students’ critical thinking skills and digital literacy. However, because the effectiveness test employed a one-group pretest-posttest design without a control group, the findings should be interpreted cautiously and confirmed through controlled experimental studies.
Computational thinking skills are essential for numerical physics learning; however, students’ mastery of these skills remains considerably below expectations. This study aims to analyze the difficulties experienced by Physics Education students in applying computational thinking to numerical physics learning. A survey research design employing a quantitative descriptive approach was used. Data were collected through a 15-item questionnaire administered via Google Forms to 31 students from the 2022 and 2023 cohorts of the Physics Education program, selected using purposive sampling. The questionnaire demonstrated good reliability, with a Cronbach’s alpha coefficient of 0.82, while its content validity was established through expert judgment. Descriptive statistical analysis revealed an overall mean difficulty score of 3.68 on a five-point scale, indicating a relatively high level of difficulty. The highest level of difficulty was found in the conceptual understanding aspect (M = 3.72), particularly in integrating physics theory with computational implementation, whereas the practical application aspect showed a slightly lower mean score (M = 3.63). These findings indicate that students face substantial challenges in both understanding and applying computational thinking in numerical physics contexts. The study provides an empirical basis for improving instruction, particularly through the development of curricula and teaching strategies that more effectively support students’ computational thinking competencies in physics education
This study aims to examine the effect of the Process-Oriented Guided Inquiry Learning (POGIL) model assisted by Sevima Edlink on students’ analytical thinking skills in the context of alternative energy. The study employed a quasi-experimental method using a posttest-only control group design involving 65 tenth-grade students at SMAS YAB Sukaratu. Data were collected using an instrument consisting of five essay questions developed based on analytical thinking indicators. The results of the independent-samples t-test showed that the calculated t-value (tcalculated = 11.55) was greater than the critical t-value (ttable = 2.00) at α = 0.05, indicating a statistically significant difference in analytical thinking skills between the experimental and control groups. These findings indicate that the integration of the POGIL model with Sevima Edlink can support the development of students’ analytical thinking skills through interactive and technology-assisted learning. Therefore, POGIL assisted by Sevima Edlink can be considered an alternative instructional approach for developing higher-order thinking skills in physics education. Future research should involve larger samples, different educational levels, and other physics topics to further examine the effectiveness and long-term impact of this learning approach.
Growth mindset plays an important role in facilitating students' understanding of physics concepts. This study aimed to examine the effects of prior knowledge and growth mindset on students’ physics learning outcomes. A quantitative approach with a correlational research design was employed. The sample consisted of 36 students from the Physics Education Study Program at UIN Sunan Kalijaga who were enrolled in the Fundamental Physics course, selected using a saturated sampling technique. Data were collected using a growth mindset questionnaire, a prior test (pretest), and a physics learning outcomes test (posttest). The research instruments were validated and tested for reliability before use. Data were analyzed using descriptive and inferential statistics, including prerequisite tests, multiple linear regression, and Pearson correlation analysis. The results showed that prior knowledge and growth mindset jointly had a significant effect on physics learning outcomes, with an R value of 0.775 and an R² value of 0.600, indicating that the two variables explained 60% of the variance in learning outcomes. The ANOVA results confirmed that the regression model was statistically significant (F = 24.787, p < 0.001). Partially, prior knowledge had a positive and significant effect on physics learning outcomes (β = 0.689, p < 0.001), whereas growth mindset had a negative but non-significant effect (β = –0.414, p = 0.295). These findings indicate that prior knowledge is the dominant factor influencing students’ physics learning outcomes, whereas growth mindset serves as a complementary supporting factor. Therefore, instructional design should emphasize diagnostic assessment and the reinforcement of prerequisite knowledge before introducing new concepts. In addition, students’ growth mindset should continue to be fostered to encourage reflective learning and strengthen their confidence in overcoming academic challenges.
Physics education in the digital era demands pre-service teachers to be proficient in packaging abstract concepts into cognitive-friendly, multimodal digital media. However, conventional Project-Based Learning (PjBL) models frequently remain final product-oriented, lacking explicit guidance on content representation. This study aims to describe the conceptual design process of the Multimodal-PjBL syntax for pre-service physics teachers and to evaluate its theoretical feasibility. The research adopted a Research and Development (R&D) approach using the ADDIE model, which was limited to the first three phases up to expert validation. Data were collected utilizing a 5-point Likert scale expert validation instrument evaluating content accuracy, structural construct, readability (language), and technical presentation of the Model Book, instructional kits, and supporting research instruments. The research subjects involved four expert validators (two content specialists and two media specialists). Quantitative data were analyzed using a five-point mean score conversion interval, while qualitative data were processed interactively through data reduction and a revision tracking matrix. The results revealed that the structural modification of the PjBL syntax was successfully and logically integrated with multimodal aspects across all instructional stages. Quantitatively, all developed documents achieved a "Highly Valid" predicate, with mean scores consistently ranging from 4.50 ≤ M ≤ 5.00. Notably, the digital product assessment instrument and the textbook achieved a perfect score of 5.00. Qualitatively, the initial draft was refined based on expert feedback through high-resolution vector graphic enhancements, the elimination of double-barreled statements, and the formulation of operational descriptors to minimize inter-rater bias. In conclusion, the Multimodal-PjBL syntax is proven to satisfy rigorous content and construct validity principles, making it highly feasible as an instructional foundation for digital science media production courses.
