This study aims to develop a learning tool using the case method in an engineering physics course. The 4D (define, design, develop, disseminate) development model is used as the methodology. The development model is used to determine the feasibility and effectiveness of learning tools in improving the learning outcome. The validation sheet, questionnaire, and written test sheet were used as the data collection techniques. The validation sheet consists of construction and content validation. The questionnaire is used to collect descriptive data on the practical teaching materials test, and the written test sheet consists of a pretest and a post-test, which are used to determine learning outcomes improvement. The validation test results showed that the case-based learning tools in the engineering physics course were categorized as very valid. The practicality of case-based learning tools is evaluated through an analysis of lecturer and student responses. The results showed that the practical case-based learning tools were rated as very practical. Effectiveness can be determined from the N-gain score from the pretest and posttest. The result showed that the N-gain score was in the medium range, indicating improvement in the learning outcome. According to the results above, the development of learning tools using the case method has been declared feasible and effective for application in the engineering physics course.
This paper presents methodologies derived from a comprehensive survey of students studying at different levels of the education system, as well as of educators in Physics. The survey aimed to understand Generation Z's expectations from education systems and integrate their perspectives into effective teaching and assessment strategies. Key findings reveal the need for innovative approaches to enhance cognitive learning. The paper also aims to offer a list of pedagogies in accordance with Bloom’s taxonomy levels. These strategies prioritize student-centered learning, interactive engagement, and personalized feedback. By incorporating Generation Z's perceptions, educators can foster a more inclusive and effective learning environment, ultimately enriching the educational experience for the next generation of students. The survey highlights a strong shift toward competency-based, skill-oriented learning in line with the National Education Policy and global trends. Students increasingly value application and problem-solving over rote memorization, resonating with Bloom’s revised taxonomy. This underscores the need for formative, competency-based assessments aligned with real-world skills. While traditional classroom note-taking remains important, diverse and flexible learning resources are equally essential to meet varied learning preferences. The findings discussed in the paper offer valuable insights for educators seeking to modernize teaching practices and improve student outcomes.
The students have had problems in forming a proper understanding of the concept of elasticity in terms of integrating numbers, graphs, and mathematics in understanding the relationship between force and deformation. This study was designed to investigate the effect of IoT-based real-time representation on the conceptual understanding of elasticity. A quasi-experimental design was used by taking a non-equivalent control group from eleventh graders. While the experimental group went through an IoT-based practicum in which they were able to visualize real-time numerical and graphical representations, the control group followed the standard practice in the laboratory. The test of conceptual understanding of the students involved the use of a diagnostic reasoning instrument, and the analysis of covariance was applied in analyzing the gathered data. The results showed that the use of IoT-based representation improved students’ conceptual understanding of elasticity more than traditional classroom learning.
This study developed a Guided Inquiry-Based Electronic Module (E-Module) on Global Warming integrated with STEM to enhance students' conceptual understanding. This is a design-based research with three stages: introduction, prototyping, and assessment. The Plomp model was used for development. The third stage involved high school students in Indonesia. The E-Module was rated Highly Valid with an overall Aiken score of V, indicating excellent content and construct validity. The practicality test was rated highly practical by both teachers and students, meaning it was easy to use and understand. The quasi-experimental findings demonstrated significant improvements in conceptual understanding with large effect sizes. This reduced misunderstandings and promoted correct understanding. Results showed that the experimental group performed significantly better than the control group, indicating that the intervention was effective in promoting conceptual change. This study offers an empirical foundation for the synergistic integration of guided inquiry-based learning and STEM education through a digital platform. Once validated, this framework allows for the use of this approach to address complex scientific concepts and demonstrates its utility in educational contexts.
In the 21st-century education era, integrating innovative learning media is essential to develop mathematical thinking skills and improve overall student learning outcomes, especially when addressing highly abstract physics topics such as Einstein’s special theory of relativity. This research aims to implement a specifically designed Student Worksheet (SW) assisted by the Pythagoras theorem to develop mathematical thinking indicators, enhance student learning performance, and evaluate student responses toward the media. The research employed a pre-experimental method with a one-group pretest-posttest design conducted at SMAN Mumbulsari during the 2024/2025 academic year. Using convenience sampling, 72 eleventh-grade students from two physics elective classes were selected as research subjects. Data collection was carried out using validated pretest-posttest essay questions, Student Worksheets focused on four key mathematical thinking elements: specializing, generalizing, conjecturing, and convincing, and response questionnaires based on a Likert scale. Data analysis utilized the Normalized Gain (N-gain) score to measure the improvement in learning outcomes and descriptive statistics to determine the percentage of student responses. The results indicated that students' mathematical thinking skills fell into the good to very good range across all indicators. Furthermore, learning outcomes showed an average N-gain of 0.57, placing the improvement in the moderate category, complemented by a positive student response rate of 68.20%. These findings demonstrate that the Pythagoras-assisted SW effectively improves learning performance in physics. This research provides significant practical benefits as an innovative instructional alternative for physics teachers, simplifying complex, abstract concepts through a geometric approach, thereby helping students overcome mathematical barriers and fostering a deeper understanding of physics.
