The Role of Arduino-Assisted Robotics Coding Application in Physics Learning: A Systematic Review

This study aims to analyze students' creative thinking skills based on Contextual Teaching and Learning (CTL) in basic physics 1 subject, the physics education study program at Pattimura University. The research subjects were 22 students in semester 1 class of 2022. This research uses quantitative and qualitative descriptive research types. The research design used is a one shot case study. The instruments in this study are, 1) Observation sheets, to assess student creativity during the learning process. 2) Questionnaire sheet, to see student responses related to CTL learning and creative thinking skills. Data analysis in this study was carried out using quantitative descriptive analysis. The results of the study show that indicators of creative thinking skills have percentages, namely Elaboration of 60.61%, Flexibility of 57.58%, and Originality of 56.06%. The three indicators have percentages above 50% and the average final score for creative thinking skills for physics students class of 2022 is 58.08. So it can be said that creative thinking skills are sufficiently mastered by students. Student response data to learning using the CTL model was obtained at 73.27% in the satisfactory category. Based on the results of the study, it can be concluded that students' creative thinking skills based on CTL are sufficiently mastered by students

In the previous research, Collaborative Problem Based Physic Learning (CPBPL) model has been developed to improve student’s science process skills, collaborative problem solving, and self-confidence on physics learning. This research is aimed to analyze the effectiveness of CPBPL model towards the improvement of student’s self-confidence on physics learning. This research implemented quasi experimental design on 140 senior high school students who were divided into 4 groups. Data collection was conducted through questionnaire, observation, and interview. Self-confidence measurement was conducted through Self-Confidence Evaluation Sheet (SCES). The data was analyzed using Wilcoxon test, n-gain, and Kruskal Wallis test. Result shows that: (1) There is a significant score improvement on student’s self-confidence on physics learning (α=5%), (2) n-gain value student’s self-confidence on physics learning is high, and (3) n-gain average student’s self-confidence on physics learning was consistent throughout all groups. It can be concluded that CPBPL model is effective to improve student’s self-confidence on physics learning.

Twenty first century skills are very important skills in learning because these skills are able to prepare individuals to face challenges and opportunities in the future masses. This study aims to analyze the trend of project-based learning (PjBL) integrated in Science, Technology, Engineering, and Mathematics (STEM) to improve twenty first century skills in Physics learning. The method used is bibliometric analysis method. A total of 127 articles were collected through the Publish or Perish (PoP) application based on relevant keywords in Google Scholar indexed journals. The article was processed using the VOSviewer application. VOSviewer mapping results were analyzed and described. The results of this study are that in the last five years (2020 - 2024), STEM-integrated PjBL has become one of the trends in Physics learning in schools. This can be seen from the many articles found about STEM-integrated PjBL. However, research related to STEM-integrated PjBL to improve twenty first century skills in Physics learning still needs to be done.Twenty first century skills are very important skills in learning because these skills are able to prepare individuals to face challenges and opportunities in the future masses. This study aims to analyze the trend of project-based learning (PjBL) integrated in Science, Technology, Engineering, and Mathematics (STEM) to improve twenty first century skills in Physics learning. The method used is bibliometric analysis method. A total of 127 articles were collected through the Publish or Perish (PoP) application based on relevant keywords in Google Scholar indexed journals. The article was processed using the VOSviewer application. VOSviewer mapping results were analyzed and described. The results of this study are that in the last five years (2020 - 2024), STEM-integrated PjBL has become one of the trends in Physics learning in schools. This can be seen from the many articles found about STEM-integrated PjBL. However, research related to STEM-integrated PjBL to improve twenty first century skills in Physics learning still needs to be done.

Technological developments present a variety of forms of interactive media in physics learning. Comics and artificial intelligence (AI) are two innovative media genres that are popularly used to enhance learning. However, a general review of the learning effects of various previous researchers on the effects of comics and AI on physics learning is still limited. This literature review aims to identify the impacts and challenges of implementing comics and AI in physics learning. This literature review goes through five stages, including determining the research question, literature search, article selection, outlining the information from the articles, and literature writing. Articles are sourced from open-access databases, Scorpus, ProQuest, ERIC and Google Scholar. Articles published between 2020 and 2024 are found through searches using keywords in the abstract and title. The search results in as many as 23 articles worth reviewing. Based on the review, comics and AI have proven effectiveness in enhancing physics learning by increasing interest, motivation, and student involvement in learning and understanding concepts in physics. These media have great potential to support interactive and communicative learning. Both media have impacts, advantages, weaknesses, and challenges in their application. AI can give lead to plagiarism in learning, and uncontrolled comics affect students' focus on learning. The implementation of these two learning media has a positive effect on improving learning outcomes. This medium can teach complex subjects in an accessible and fun way. Comics provide interactive and communicative learning that supports independent learning for students. In conclusion, comics and AI positively impact students' physics learning. This literature review provides information about research objects, issues, and conclusions for other researchers regarding the development of comics and AI in physics learning.

The philosophy that advances the study of physics as one of the learning areas in secondary schools cannot be overlooked due to the realization of the contributions of physics towards the industrial and vocational development of the country. The major concern of this particular study is the consistent poor average scores in the subject currently witnessed at the Kenya Certificate of Secondary Education (KCSE) level in Physics, which can be attributed to low student motivation and traditional teaching strategies. For instance, in the years 2016, 2017, 2018, and 2019, Kisumu County registered low mean scores of 4.23, 4.98, 4.67, and 4.10, respectively, in physics in KCSE. The use of Information and Communications Technology (ICT) in the teaching and learning of physics can be used to promote learners’ centered teaching and learning of physics and eventually improve physics scores. This study therefore underscores the need for virtual laboratory-based instruction (VLBI) to realize active classroom interaction during the teaching and learning of physics. Technology-based enhanced learning leverages all learners, irrespective of their economic and demographic background. The study therefore aimed at establishing the effect of VLBI on students’ level of interaction in the classroom in learning physics in secondary schools in Kenya. The study is supported by behaviorism learning theory and adopted quasi-experimental research designs. The physics teachers were purposefully sampled from each selected school. Physics teachers were purposefully sampled from each of the schools selected. There were 358 students and 72 teachers in the sample. The data was analyzed using both descriptive and inferential statistics. The study concluded that virtual laboratories enhanced the use of experimental teaching approaches and that there was no statistical significance between the knowledge of the teacher about the selected ICT framework and the use of virtual experiments. There is a need to develop a prototype for a technology-enriched ICT framework for active learning of physics that will provide teachers and students with an interactive platform to promote active physics learning.

The application of multiple representation approach in physics learning has been adopted by several researchers, especially to improve the ability and achieve effective learning. The use of multiple representation approach in physics learning over the past few years has provided good results on student learning outcomes, including being able to improve and develop abstract physics concepts, scientific complex skills, metacognition skills, and problem solving. This research is the result of a review based on bibliometric analysis of multiple representations in physics learning. Data was obtained based on Scopus sources from 2013 to 2023, then obtained data as many as 121 articles which then the data was processed using RStudio and VOSViewer. Based on the results of the analysis using Rstudio and VOSViewer, it also displays other information such as year, country, author, institution, journal, co-word analysis, co-occurrence network, and visual density on occurrence. The results of this study provide a framework of the current trends of multiple representations in physics learning both in the present and some indicators that can be used as opportunities for future research.

Research related to the application of concept mapping in physics learning is increasing and has become a trending topic for decades. This research purpose are (1) Analyze the research network and visualization concept mapping research in physics learning and contributions to learning physics (2) Analyze contribution of Indonesian Researchers on Concept mapping research (3) Analyze research recommendations related to concept mapping in physics learning. This bibliometric analysis using Scopus database in 2012-2023 period documents and analyze by VOSviewer. Visualization results with physics concept mapping be found in 6 clusters with the dominant items are mapping, students, and physics. The implementation of concept mapping in physics learning has many impact there are conceptual understanding, student performance, learning outcome, problem solving and physics misconception. Indonesia has contribute in physics concept mapping research with Universitas Negeri Manado being the most productive affiliations, Polukan c. being the most productive author and the most cited publication is “The effectiveness of Concept Mapping Content Representation Lesson Study (ComCoReLS) model to improve skills of Creating Physics Lesson Plan (CPLP) for pre-service physics teacher”. Based on network visualization the research recommendation about physics concept mapping are about concept mapping’s research in problem solving and misconceptions.

The purpose of this study is to determine the influence between student learning motivation and gender on students' science process skills in physics learning. This study is included in the type of survey with a comparative design and uses a quantitative approach to analyze the relationship between variables. The population in this study is all grade IX students of SMP Negeri 4 Singkawang, data was taken using saturated sampling techniques. The instrument used in this study was a learning motivation questionnaire consisting of 22 statements and science process skills test questions consisting of 10 expanded multiple-choice questions. The data analysis technique used in this study is the two-way ANOVA Test. The results of the hypothesis test show that. (1) There is no difference in students' science process skills based on learning motivation in physics learning. (2) There is no difference in students' science process skills based on gender in physics learning. (3) There is an influence of student learning motivation and gender on students' science process skills in physics learning. With a sig value > 0.05 for hypotheses (1) and (2), while a sig value < 0.05 for hypothesis (3). From the explanation above, it can be concluded that individually, learning motivation and gender do not affect students' science process skills. But the combination of these two variables affects students' science process skills in physics learning.

<span>Physics learning often involves problem-solving in mathematical calculation that has become one of the many challenges among high school students. The integration of scaffolding and augmented reality (AR) has the potential to improve students’ understanding in problem-solving involving mathematical calculation in physics learning. Therefore, this study aims to increase gravitational knowledge among high school students using AR learning kit with the integration of scaffolding. This study employed mixed method case study research design and involved 15 high school students in urban areas. Data was collected using semi structured interview and pre and post gravitation test then analyzed using qualitative thematic analytic and descriptive statistics. The findings showed that an AR learning kit integrating scaffolding named FizaAR has increased gravitational knowledge among high school students in physics learning. The findings further indicated that scaffolding element employed in FizaAR have the feature of simplified small subtopics help to increase confidence among students in physics learning. Consequently, the AR learning kit might enhance high school students’ understanding of physics. This study found that integrating scaffolding and AR would help physics education.</span>

Physics learning provides a context for future careers in fostering ability in high-end logic with the 21st learning goals. Applying computational thinking in schools is challenging and requires systemic transformation and teacher attention. This study aims to investigate the computational thinking of students in physics learning. This study used exploratory qualitative research. Data were gathered through observation, interviews, and portfolio documents. The data are analyzed through six stages: preparing and organizing, exploring, building descriptions, representing the findings, interpreting the results, and validating the accuracy. The result indicated four primary computational thinking skills: decomposition, abstraction, simulation, and evaluation. The computational thinking skills in physics learning can develop students’ understanding and implementation of physics concepts based on data, not just mathematical formulas. Computational thinking in physics learning gives students the opportunity and space to explore and develop their ideas and logical reasoning more deeply in problem-defining, solutions, and evaluation. Students use their logical reasoning to solve the problem precisely. This study is expected to be used as a basis and support for physics teachers to integrate computational thinking into their learning classroom.

This research aims to analyze the application of discovery learning to physics learning during the COVID-19 pandemic. This research method is a study of literature and journals, as many as ten journals that can be accounted for related to the application of discovery learning research models to physics learning during the COVID-19 pandemic in Indonesia. The study was analyzed using qualitative descriptive analysis with paper review technique. It was concluded that: 1) The application of the discovery learning model to physics learning during the COVID-19 pandemic can improve student understanding, students’ critical thinking ability, and mastery of student concepts. 2) The use of online learning tools and discovery learning-based e-modules can improve students’ mastery of concepts in physics learning during the COVID-19 pandemic. 3) The advantages of the discovery learning model in physics learning during the COVID-19 pandemic are that it can improve cognitive abilities and form students’ disciplined and positive attitudes. 4) The flexibility of the discovery learning model in physics learning during the COVID-19 pandemic is that students have difficulty understanding the material, and teachers find it difficult to present the material, so the application of the discovery learning model in physics learning during the COVID-19 pandemic in Indonesia is not all effective.

<p class="Default">This research aims to: 1) develop a virtual laboratory media as a supporter of the implementation of high school physics practicum; and 2) know the effectiveness of the use of virtual laboratories in high school physics learning. This research uses research and development (R & D) methods. The procedure for developing virtual laboratory media is carried out through: 1) field studies, literature studies, about the implementation of practicum in physics learning, interviews with teachers, monitoring of school equipment to support the implementation of physics practicum. 2) development: pre-production, production, and post-production, and 3) At this stage what is done is to study the effectiveness of the virtual laboratory media that have been developed on the level of student understanding through performance. The developed virtual laboratory media obtained a score of feasibility by material experts, media experts and students of 4.1 with good categories suitable for use in the learning process. The results of this study indicate: 1) There are significant differences in the pre-test and post-test scores in the experimental class with the sig value. 0,000. 2) There is a significant difference in the value of the post-test in the experimental class and the control class with a significance value of 0.039. Based on the results of the effectiveness test, it can be concluded that the use of laboratory media in high school physics teaching and learning activities significantly increases learning outcomes that can be used to increase the use of direct equipment</p>

Physics Physics learning media is currently starting to increase according to the times. Android-based learning applications are currently starting to develop towards augmented reality (AR) technology. This study aims to develop a product in FULAN (Fun physics learning using augmented reality) learning media as a learning medium on magnetic electricity material. This type of research is development research. The subjects involved in this study were a learning media expert and physics education expert, and physics teacher candidate students at Sultan Ageng Tirtayasa University. The data processed in this study were collected through expert validation sheets, student response questionnaires with a Likert scale. The collected data were analyzed descriptively. The model used in this study is the ADDIE model, which consists of five stages, namely assessment analysis, design, development, implementation, and evaluation. The results of this study are: the learning media made obtained a score of 81% from instructional media experts, 85% from physics education experts, and 88% from student responses. FULAN learning media using Augmented Reality technology as a creative, innovative teaching aid can increase student enthusiasm in studying magnetic electricity material. Based on these results, it can be concluded that the FULAN learning media is suitable for use in learning physics.

National educational progress relies heavily on innovative teaching methods, particularly in physics learning. This study focuses on the development and feasibility assessment of an interactive electronic student e-worksheet based on a Problem-Based Learning (PBL) approach and integrated with the Phyphox application as a virtual laboratory tool to support students' collaborative skills in physics le arning. Employing the 4D development model (Define, Design, Develop, Disseminate), the research was conducted up to the Develop stage, emphasizing product feasibility testing. Validation was carried out by subject matter and media experts, while practicality testing involved two teachers and 42 students from a public senior high school in Bandar Lampung. Data collection methods included interviews, observations, and Likert-scale questionnaires. The e-worksheet achieved high feasibility scores, 88.7% for media quality and 93.3% for content. Practicality assessments from teachers and students ranged from 93.0% to 95.2%, indicating excellent usability. The findings demonstrate that integrating Phyphox into the e-worksheet is both highly feasible and perceived as practical; however, future studies should examine its effectiveness in enhancing collaboration and learning outcomes. This research contributes to advancing technology-based interactive learning media with the potential to improve educational quality. Further investigations are recommended to evaluate the effectiveness of this tool across different academic levels and physics topics.

The collaborative creativity learning (CCL) model is a collaborative-based scientific creativity learning to improve scientific creativity, science process skills, and collaborative skills of the junior high school students. The purpose of this research is to improve science process skills of junior high school in physics learning through the implementation of CCL model. This research used one group pre-test and post-test design toward 144 students of State Junior High School 2 Jember and State Junior High School 3 Jember (Jember, Indonesia) academic year 2017/2018. The student’s science process skills were measured by using Science Process Skills Instrument (SPSI) with indicators of formulating problems, formulating the hypothesis, identifying variables, formulating the operational definition of variables, designing the data table, carrying out the experiment, analysing the data, formulating the conclusions. The data analysis technique used the Wilcoxon test, n-gain, and Mann-Whitney U test. The results show that: (1) The average post-test score was in the medium category, (2) There is improvement of student’s science process skills at α = 5%, (3) N-gain average score of student’s science process skills was in medium category, and (4) There is no difference (consistent) n-gain on student’s science process skills in all groups. Therefore the CCL model has proven to be effective to improve the science process skills of junior high school in physics learning. The implication of this research is that CCL model can be used as a solution to improve science process skills of junior high school in physics learning.