Collaboration skills are an essential 21st-century competency in physics learning, as they enable students to construct conceptual understanding through interaction, discussion, and collaborative problem-solving. However, previous studies have indicated that students' collaboration skills in Indonesia remain relatively low, partly due to limited motivation and active engagement during the learning process. This study aims to examine the effect of integrating Lumio by SMART, an interactive learning platform, with the Discovery Learning (DL) model on the collaboration skills of eleventh-grade students studying particle dynamics. The novelty of this study lies in the integration of the Lumio collaborative digital platform with the DL model, an approach that remains relatively unexplored in physics education, particularly in mechanics learning, which requires active student collaboration. This study employed a quasi-experimental design involving two eleventh-grade classes from the Engineering Expertise Program at SMA Negeri 1 Bululawang during the 2024/2025 academic year, comprising an experimental class (n = 30) and a control class (n = 30). The research instruments consisted of a collaboration skills questionnaire using a five-point Likert scale and observation sheets. The experimental class received Discovery Learning instruction supported by Lumio, whereas the control class received conventional instruction. Questionnaire results showed that collaboration skills in the experimental class improved from the moderate to the very high category, while those in the control class increased from the moderate to the high category. Similarly, observational data indicated greater improvement in the experimental class, with collaboration skills progressing from the low to the high category, compared with the control class, which improved from the low to the moderate category. These findings suggest that integrating DL with Lumio by SMART can enhance the quality of student interaction and collaboration during problem-solving activities. Further research involving inferential statistical analysis and larger samples is recommended to provide stronger empirical evidence of the effectiveness of this instructional approach.
This study aims to develop and validate an ethnoscience-based physics teaching module integrated with flipped learning for teaching temperature and heat. The module is designed to support students' self-regulation and creativity through contextual learning activities grounded in local wisdom. This study employed a research and development (R&D) approach using the ADDIE model, limited to the Development stage. The module was evaluated by two subject matter experts, one media expert, and one learning practitioner using Likert-scale instruments. The content expert validation yielded an average score of 91.45%, while the media expert and learning practitioner evaluations resulted in scores of 90.38% and 92.31%, respectively. All scores fell within the very valid category. The ethnoscience context incorporated into the module is the traditional salt-making process, which is relevant to the concepts of temperature and heat. These validation results indicate that the developed module is highly valid and suitable for use as an innovative instructional material. Based on expert evaluations, the module has the potential to support learning activities aimed at fostering students' self-regulation and creativity. Further research is needed to examine its effectiveness through classroom implementation.
This study aims to develop and validate a physics learning module based on a contextual inquiry approach assisted by a Learning Management System (LMS) that is valid, practical, and effective in improving the self-regulation skills and digital literacy of high school students. The research uses the Research and Development (R&D) method with the ADDIE model which is limited to the Implementation and Evaluation stage. The subjects of the study were 25 students of grade XI Science 2 SMAN 1 Dompu on Hydrostatic Pressure material with LMS Teacher's Room and PhET simulation. The results of validation by three experts showed an average percentage of 87.50% (Very Valid category). The practicality of the module was shown from the students' response of 88.10% and the teacher's response of 85.00%, both in the Very Practical category. The self-regulation questionnaire reached 90.00% and digital literacy reached 95.00%, both in the Very Good category. The effectiveness test using Normalized Gain (N-Gain) yielded an average of 0.79 (High category), with a minimum score of 0.36 and a maximum of 0.98. The modules developed have proven to be valid, practical, and effective as innovative technology-based teaching materials that are able to facilitate students' self-regulation and digital literacy skills.
The integration of Generative Artificial Intelligence (GenAI) has transformed higher education, offering innovative possibilities as well as pedagogical challenges. This study examines students' perceptions and expectations regarding the use of AI as a learning assistant in Fundamental Physics Course. Employing a quantitative descriptive survey design based on the Technology Acceptance Model (TAM) and self-regulated learning frameworks, data were collected from 119 undergraduate students in Physics and Mathematics Education at University of Mataram using a 5-point Likert scale questionnaire. The findings indicate highly positive perceptions across all evaluated dimensions: Perceived Ease of Use ( ), Student Attitudes ( ), Perceived Usefulness ( ), Usage Intensity ( ), and Learning Impact ( ). Students predominantly utilize AI as a cognitive scaffold to summarize lecture materials ( ) and facilitate self-directed learning outside class hours ( ). Within the Conceptual Change Model (CCM-CCA), AI effectively supports abstract concept understanding ( ) and connects theory with real-world applications ( ). Furthermore, students demonstrated strong academic maturity, recognizing that AI serves as a tool rather than a replacement for lecturers ( ) and acknowledging ethical guidelines ( ). However, the relatively lower score on critical thinking development ( ) highlights the risk of cognitive offloading and misconceptional pitfalls stemming from AI hallucinations. This study underscores the need to enhance AI literacy and redesign physics assessments toward higher-order thinking skills to ensure deep conceptual mastery.
This study aims to examine the effect of the guided inquiry learning model assisted by PhET simulation on students’ learning outcomes in static fluid. The study employed a quasi-experimental method using a nonequivalent control group design. The population consisted of 93 Grade XI students at SMAN 1 Kediri, from which 41 students were selected through purposive sampling. Class XI-A1, comprising 21 students, served as the experimental group and received guided inquiry instruction assisted by PhET simulation, while Class XI-A2, comprising 20 students, served as the control group and received conventional instruction. Cognitive learning outcomes were measured using an 18-item multiple-choice test that had been validated in terms of validity, reliability, difficulty level, and discriminating power. Observation sheets were also used to assess students’ affective and psychomotor outcomes as supporting data. Data analysis included normality and homogeneity tests, followed by an independent-samples t-test using the pooled-variance formula at a 5% significance level. An N-gain analysis was also conducted to assess the improvement in cognitive learning outcomes. The results showed that the calculated t-value (t = 3.46) exceeded the critical value (t = 2.02), indicating a statistically significant difference between the experimental and control groups. The N-gain results placed the experimental group in the high category and the control group in the low category. The mean affective scores of the experimental and control groups were 84.92 and 82.24, respectively, both of which were categorized as good. The experimental group also obtained a higher mean psychomotor score than the control group (85.71 vs. 80.58). These findings indicate that the guided inquiry learning model assisted by PhET simulation has a significant positive effect on students’ learning outcomes in static fluid.
