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181	Physics Education	ABS-55
Explainable Machine Learning for Early Identification of Junior High School Students at Risk of Low Physics Achievement Ainun Najib, Anif Jamaluddin, and Yulianto Agung Rezeki Master Program of Physics Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, Indonesia Abstract This study develops an explainable machine learning framework for the early identification of junior high school students at risk of low physics achievement. In this study, risk is operationally defined as a predicted physics score below the minimum mastery criterion, allowing a regression based model to function as an early warning indicator for potential learning difficulty. A preliminary dataset of 226 students was analyzed using literacy, numeracy, and socioeconomic status SES indicators as predictors of physics achievement. Four regression algorithms were compared under an 80 20 train test split: Linear Regression, Support Vector Regression SVR, Random Forest, and Gradient Boosting. Random Forest achieved the best predictive performance, with RMSE = 10.69, MAE = 8.20, and R2 = 0.32. SHAP analysis showed that literacy and numeracy were the dominant predictors, followed by parental education and occupation, indicating that both academic readiness and family background contribute to physics achievement. These findings suggest that explainable machine learning can provide not only predictive accuracy but also pedagogically actionable explanations to support early intervention in physics education. Keywords: physics education, machine learning, SHAP, literacy, numeracy, SES Share Link | Plain Format | Corresponding Author (Ainun Najib)

182	Physics Education	ABS-58
A Systematic Review of STEAM Implementation in Fluid Dynamics Learning Atika Nur Fadhilah (1), Parno (1), Eny Latifah (2), Raden Bambang Sumarsono (3), Cindy Tyas Harvina (1), Marlina Ali (4) 1) Physics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Malang, Indonesia. 2) Physics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Malang, Indonesia. 3) Department of Educational Administration, Facullty of Education, Universitas Negeri Malang, Indonesia 4) School Education, Universiti Teknologi Malaysia, Malaysia Abstract STEAM implementation has become an important approach in physics learning, especially in fluid dynamics material that is abstract, contextual, and closely related to real-life phenomena. Various studies indicate that integrating science, technology, engineering, arts, and mathematics can support students^ conceptual understanding, creativity, and problem-solving skills in learning fluid dynamics. This study aims to systematically examine the implementation of STEAM in fluid dynamics learning, including its impact on learning outcomes, students^ conceptual understanding, and the challenges encountered during implementation. The method used is a Systematic Literature Review (SLR) with the PRISMA framework, based on research articles published between 2016 and 2026 obtained from several reputable databases. The results of the review show that STEAM-based learning in fluid dynamics is commonly implemented through project-based learning, inquiry activities, experiments, and technology-integrated learning media. Most studies report positive impacts on students^ conceptual understanding, learning motivation, creativity, collaboration skills, and problem-solving abilities. However, several challenges were also identified, including limited learning facilities, teachers^ difficulties in designing integrated STEAM activities, time constraints, and students^ varying initial abilities. Overall, the findings indicate that STEAM implementation has strong potential to create more meaningful, interactive, and contextual learning experiences in fluid dynamics learning. Keywords: STEAM education- fluid dynamics- learning Share Link | Plain Format | Corresponding Author (Atika Nur Fadhilah)

183	Physics Education	ABS-64
PROFILE OF SCIENCE LITERACY AND CRITICAL THINKING SKILLS OF SENIOR HIGH SCHOOL STUDENTS IN GLOBAL WARMING TOPIC Arif Rahman Hakim, Wasis, Binar Kurnia Prahani Science Education Doctoral Program, Faculty of Mathematics and Natural Science, Universitas Negeri Surabaya, Surabaya, Indonesia Departmen of Physics, Faculty of Mathematics and Natural Science, Universitas Negeri Surabaya, Surabaya, Indonesia Departmen of Physics, Faculty of Mathematics and Natural Science, Universitas Negeri Surabaya, Surabaya, Indonesia Abstract This study investigates the initial profile of scientific literacy and critical thinking skills of students. The results of the test instrument given to grade X students at SMAN 1 Menganti indicate that students have not mastered scientific literacy according to the indicators of explaining scientific phenomena, compiling and evaluating designs for scientific investigations and interpreting data and evidence critically as well as researching, evaluating and using scientific information for decision making and action, and critical thinking skills according to the indicators of focus, reason, inference, situation, clarity, and overview in physics lessons on the topic of global warming with the Inquiry learning model. Students have not been optimal in answering the test because they have not understood the concept of the material thoroughly, and the learning model used is less effective, because there is no reflection process. Therefore, the inquiry learning model equipped with reflection at each stage of learning can be an alternative solution to improve scientific literacy and critical thinking skills of students in physics lessons on the topic of global warming Keywords: Please JCritical Thinking Skills, Global Warming, High School , Profile ,Scientific Literacyust Try to Submit This Sample Abstract Share Link | Plain Format | Corresponding Author (Arif Rahman Hakim)

184	Physics Education	ABS-74
Development of Electrical Circuit KIT for Deaf Students in Physics Learning at SMPLB Upik Rahma Fitri (a*), Yuli Triasion Simangunsong (b), Amanda Wirdayanti (c), Fatimah Az Zahra (d), Budi Santoso (e), Mira Ziveria (f) (a, b, c, d) Department of Physics Education, Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta 13220, Indonesia (e) Department of Special Educatoin, Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta 13220, Indonesia (f) Department of Information System, Kalbis University, Jl. Pulomas Selatan, Jakarta 13210, Indonesia *upikrahma[at]unj.ac.id Abstract Deaf students at Junior High Special Schools (SMPLB) often face significant challenges in understanding abstract physics concepts, such as electric circuits, due to the lack of adaptive learning media that caters to their specific sensory needs. This research aims to develop a multisensory Electric Circuit KIT designed specifically for deaf students to enhance their conceptual understanding and learning motivation. The development follows the Successive Approximation Model (SAM), which consists of three main stages: the Preparation Phase, the Iterative Design Phase, and the Iterative Development Phase, The resulting product is a learning KIT covering series and parallel circuits, complemented by a practical video tutorial presented in Indonesian Sign Language (BISINDO). This approach enables a see-do-analyze learning experience that maximizes the students visual and kinesthetic senses. The KIT validity and effectiveness were evaluated through expert validation by physics and inclusive education specialists, followed by user testing with deaf students. The results of the physics and inclusive education specialists expert tests stated that the product developed was very suitable for use in learning and made it easier for users to understand electrical circuits. This media is expected to provide an inclusive, adaptive, and practical solution for physics instruction in special education settings. Keywords: Deaf Students, Learning Media, KIT, Electric Circuits, BISINDO Share Link | Plain Format | Corresponding Author (Yuli Triasion Simangunsong)

185	Physics Education	ABS-78
Development of ChatGPT-Based Physics Simulations: From the Doppler Effect to Electric Field Exploration Tia Jannah Tertia*, Ghonia Millata Mallia Shofa, Meita Puteri Handayani,Sparisoma Viridi Department of Physics,Bandung Institute of Technology Jalan Ganesha 10, Bandung 40132, Indonesia *tertiatia12[at]gmail.com Abstract The utilisation of Large Language Models (LLMs) such as ChatGPT offers educators opportunities to independently develop digital learning media without advanced programming expertise.This research evaluates the robustness of the iterative prompt engineering method by transitioning from Doppler effect simulations to electric field concepts, which entail higher vector complexity.Whilst this method was previously successful for the Doppler effect, its implementation for electric fields revealed technical challenges, specifically visual inaccuracies in field line rendering.These findings suggest a performance threshold for AI in automatically managing complex interactive visualisations without manual code intervention.The study concludes that although prompt engineering significantly accelerates the development of simulation frameworks,the educator^s role as a technical evaluator remains crucial to ensure the scientific validity and final quality of the resulting educational media. Keywords: physics simulation, ChatGPT, Doppler effect, electric field, prompt engineering, physics learning Share Link | Plain Format | Corresponding Author (Tia Jannah Tertia)

186	Physics Education	ABS-82
Measuring Student Creativity Construct in Structural Mechanics among Indonesian Vocational Students Using Multi-Group CFA Salma Maharani (a*), Riyan Arthur (a), Aip Badrujaman (a) a) Educational Research and Evaluation, School of Postgraduate, Universitas Negeri Jakarta,Indonesia *salma_9913925006[at]mhs.unj.ac.id Abstract This study aims to measure the equality of creativity constructs among vocational school students learning structural mechanics using Multi Group Confirmatory Factor Analysis MGCFA. The MGCFA analysis was used to test the consistency of the creativity measurement structure in vocational school students in various areas of Jakarta so that the assessment results could be validly compared between school groups. The research participants consisted of students from SMKN 35 Jakarta, SMKN 56 Jakarta, SMKN 1 Jakarta, SMKN 26 Jakarta, and SMKN 52 Jakarta who had studied structural mechanics material, including forces on building structures, types of support, force analysis, force balance, and simple frame rod styles. The research instrument consists of 12 indicators that represent the dimensions of conceptual creativity and procedural creativity. The results of the analysis showed that the two factor model had a good model match with values chi square 75.997, df 53, CFI 0.967, TLI 0.959, RMSEA 0.033, and SRMR 0.036. Most indicators have a significant loading factor to their respective latent constructs. The results of the MGCFA show that the creativity construct has a relatively consistent measurement structure in vocational school students in the building sector in various areas of Jakarta. The findings of the study show that the instrument has adequate psychometric characteristics to measure student creativity consistently between groups. This research contributes to the development of engineering creativity assessment in vocational education and supports the alignment of graduate competencies with the needs of the modern construction industry. Keywords: Vocational Education, Creativity Assessment, Structural Mechanics, Multi-Group Confirmatory Factor Analysis Share Link | Plain Format | Corresponding Author (Salma Maharani)

187	Physics Education	ABS-84
Integrating Food Security into Inclusive School Management: A Sustainable Model for Primary Education through Energy and Environmental Physics Perspectives Nurhattati1*, Rihlah Nur Aulia2, Ahmad Jauhari Hamid Ripki3, Raihan Syarif4, and Fadhillah5 1. Education Management, Universitas Negeri Jakarta, Jakarta, Indonesia 2 IRE, Universitas Negeri Jakarta, Jakarta, Indonesia 3 Education Management, STKIP Kusumanegara, Jakarta, Indonesia 4 Sociology, Universitas Tarumanegara, Jakarta, Indonesia 5 Education Management, Universitas Serambi Mekkah, Aceh, Indonesia Abstract This study develops an innovative model of inclusive school management that integrates food security as a foundation for achieving sustainable primary education. The research responds to the growing need for educational institutions to address social equity while simultaneously fostering environmental awareness and energy literacy. Using a mixed-method approach, the study combines qualitative insights from school stakeholders with quantitative assessments of food security initiatives implemented within inclusive school settings. The proposed model emphasizes three core dimensions: (1) inclusive governance structures that ensure participation of all learners, including those with diverse needs- (2) food security programs embedded in school management practices, such as school gardens, nutrition education, and community-based food systems- and (3) integration of energy and environmental physics education into the curriculum to cultivate sustainable behaviors among students. Findings reveal that schools adopting this model not only enhance inclusivity and resilience but also strengthen students^ scientific understanding of energy efficiency, ecological balance, and sustainable resource management. The synergy between food security and environmental physics education creates a holistic framework that empowers schools to act as agents of sustainability. This research contributes to the discourse on sustainable education by demonstrating how inclusive school management can be aligned with global sustainability goals through practical, interdisciplinary strategies. The model offers a replicable pathway for policymakers, educators, and communities to advance inclusive, resilient, and environmentally conscious primary education systems. Keywords: Inclusive school management- Food security- Sustainable primary education- Energy literacy Share Link | Plain Format | Corresponding Author (Nurhattati Nurhattati)

188	Physics Education	ABS-85
Acoustic Spectrum Analysis of Makharijul Huruf as a Foundation for Developing a Contextual Acoustic Physics Learning Module in Islamic Boarding Schools Yiyin Ema Amalia (a), Galih Restu Fardian Suwandi (b) (a) Master Program of Physics Teaching, Faculty of Mathematics and Natural Sciences, Institut Teknologi Bandung, Bandung, Indonesia (b) Nuclear Physics and Biophysics Research Group, Department of Physics, Faculty of Mathematics and Natural Sciences, Institut Teknologi Bandung, Bandung, Indonesia Abstract This study investigates the acoustic spectrum of makharijul huruf as a foundation for developing a contextual acoustic physics learning module for Islamic boarding schools. The study focuses on the pronunciation of makhraj al halq letters, namely hamzah, ha, ain, ha, ghain, and kha, by examining their first formant F1 and second formant F2 frequency characteristics. It also compares the formant patterns produced by certified and beginner Quran reciters. The research employed a Research and Development approach based on the ADDIE model, limited to the analysis, design, and development stages. Audio recordings of the target letters were processed using Praat to observe waveform patterns, spectrograms, and formant frequency distributions. The analysis shows that each letter exhibits distinguishable acoustic characteristics associated with differences in articulation position, vocal tract configuration, and resonance patterns. Variations in F1 and F2 values were also observed between certified and beginner reciters, indicating differences in pronunciation consistency and acoustic realization. These findings were then translated into the design of an acoustic physics learning module that connects Quranic pronunciation phenomena with fundamental physics concepts, particularly sound waves, resonance, frequency, and sound signal visualization. By using a culturally and educationally relevant context, the module is expected to support more meaningful physics learning and to help strengthen science literacy in Islamic boarding school environments. Keywords: acoustic physics, acoustic spectrum, F1 and F2 formants, makharijul huruf, sound resonance, physics learning module. Share Link | Plain Format | Corresponding Author (Yiyin Ema Amalia)

189	Physics Education	ABS-89
Needs Analysis of PBL-Deep Learning Module Integrating Batik Ciprat Local Wisdom Umul Muslimah (a*), Daru Wahyuningsih (a), Lita Rahmasari (a) a) Physics Education, Universitas Sebelas Maret Jalan Ir. Sutami No. 36A, Surakarta 57126, Indonesia Abstract Low critical thinking skills and the high prevalence of students misconceptions in heat and temperature topics became one of the problems that indicated the need for the development of a physics learning module. This study aimed to to investigate the developmental needs of a problem-based learning (PBL)-deep learning module integrating batik ciprat local wisdom specifically in heat and temperature. This study used a descriptive quantitative approach with purposive sampling techniques, involving 16 physics teachers and 89 senior high school students in Wonogiri, Indonesia. The research data were collected through questionnaires to identify teachers needs and students characteristics. Findings indicate that 76% of teachers struggle with implementing deep learning approaches, while 92% believe problem-based learning effectively fosters critical thinking and collaboration. Additionally, 93% of teachers require a structured contextual module on heat and temperature, and 95% are convinced that integrating Batik Ciprat strengthens these competencies. From the student perspective, 78% find heat and temperature engaging, 89% show greater interest in physics when connected to Batik Ciprat cultural practices, and 83% prefer collaborative group learning for problem-solving. These findings confirm that developing a PBL-deep learning module integrated with Batik Ciprat local wisdom is strongly needed to support more meaningful physics instruction, ultimately advancing students critical thinking abilities and collaborative skills. Keywords: Deep learning- Learning module- Local wisdom- Problem-based learning Share Link | Plain Format | Corresponding Author (umul muslimah)

190	Physics Education	ABS-90
Experimental Module on Changes in Current and Voltage in Simple Electronic Circuits Using a STEM Approach Assisted by a Data Logger Galih Dwi Satrio (a*), Hadi Nasbey (b), Upik Rahma Fitri (c), Ferdi Azhar Mauludi (d), Nur Siffa (f), Syfa Adzkia Luthfi (g), Renata Kantate Getsemani Sitanggang (h), Yanniyah Putri (i), Deni Kurniawan (j) (a, b, c, d, e, f, g, h, i, j) Program Studi Pendidikan Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta 13220, Indonesia *galihdsatrio[at]gmail.com Abstract This research aims to develop and determine the feasibility of an Experimental Module on Changes in Current and Voltage in Simple Electronic Circuits using a STEM approach assisted by a Data Logger as a physics learning medium. The experimental module was designed to help students understand the concepts of current and voltage through experiments supported by a data logger for real-time data acquisition. The research method used was Research and Development (R&D) with the ADDIE development model (analysis, design, development, implementation, and evaluation), which was limited only to the development stage. At the Analysis stage, a literature review was conducted regarding the implementation of physics experiments and the utilization of digital technology in learning current and voltage materials. The Design stage focused on developing the module structure containing aspects of Science, Technology, Engineering, and Mathematics (STEM). The resulting product was an experimental module consisting of learning materials, practicum procedures, data logger usage, data analysis, and practice questions. During the Development stage, the module was developed and validated by material experts and media experts. The expert validation results showed that the developed module was categorized as feasible to be used as a physics learning medium. Furthermore, based on user trial results, the module was able to help students understand the concepts of current and voltage more concretely, improve data analysis skills, critical thinking, and problem-solving abilities through the experimental activities conducted. This study is expected to support the utilization of technology in physics experiment activities so that learning becomes more modern and effective. Keywords: Eksperimental Module, Volatage, Current, Resistor, Capacitor, Electricity, STEM, Data Logger Share Link | Plain Format | Corresponding Author (Galih Dwi Satrio)

191	Physics Education	ABS-91
The Implementation of Polytomous Scoring-Based Physics Assessment Instrument in Cambridge AS-A Level Learning: An Evaluation Using the CIPP Model Agung Prastyo, Elvin Yusliana Ekawati, Lita Rahmasari Physics Education Department, Sebelas Maret University Abstract The increasing number of Cambridge International Schools should be accompanied by the development and implementation of high-quality assessment instruments. However, physics assessments that predominantly employ dichotomous scoring have not fully represented students conceptual understanding and reasoning processes. This study aimed to evaluate the implementation of a polytomous scoring-based physics assessment instrument in Cambridge AS-A Level learning. The CIPP model was employed to evaluate the implementation from the aspects of context, input, process, and product. Data collection was conducted from July 2023 to May 2026 at SMA Unggulan Rushd. The data were obtained through document analysis, observations, and interviews. Data were validated using method triangulation. The findings revealed that the instrument was implemented in both formative and summative physics assessments. The context evaluation indicated that a diagnostic physics assessment instrument grounded in first-principle thinking or deep question constitutes a major need in Cambridge AS-A Level learning. In the input aspect, students prior knowledge, teachers professional competencies, and supporting facilities were considered adequate. The instruments aligned with Cambridge Conceptual Competencies. However, systematic multilevel scoring criteria were still limited. The process evaluation showed that polytomous scoring provided a clearer representation of students reasoning processes compared to dichotomous scoring. The scoring process was conducted on each test item using multilevel scoring based on the indicators achieved by students. In addition, students expressed satisfaction with the assessment results because the clear multilevel rubrics contributed to more standardized final scores. Furthermore, the product evaluation demonstrated increased teacher awareness regarding the importance of understanding students first-principle thinking rather than focusing solely on final answers. Therefore, it can be concluded that the implementation of a polytomous scoring-based physics assessment instrument provides richer and more comprehensive information about students abilities than dichotomous scoring. Keywords: Cambridge Curriculum- CIPP Model- Diagnostic Instrument- Physics Assessment- Polytomous Scoring Share Link | Plain Format | Corresponding Author (Agung Prastyo)

192	Physics Education	ABS-95
Needs Analysis for a STEM-Integrated Guided Inquiry Learning-Based E-Module on Newtons Laws Salmaa Anisah Rodhiyah (a*), Suharno (a), Dwi Teguh Rahardjo (a) Department of Physics Education Universitas Sebelas Maret Ir. Sutami No. 36A, Surakarta 57126, Indonesia Abstract Physics learning in senior high schools still faces challenges related to students low critical thinking skills and scientific literacy, particularly on the topic of Newtons Laws, which is abstract and requires deep conceptual understanding. This study aims to determine the need for learning tools in the form of a STEM-integrated Guided Inquiry Learning-based e-module to improve students critical thinking skills and scientific literacy. Through this needs analysis, researchers are expected to identify existing learning problems and provide follow-up support for teachers in implementing effective learning strategies. The needs analysis conducted in this study included analyses of teaching module needs, Newtons Laws materials, critical thinking skills, and scientific literacy. The participants of this study consisted of physics teachers and Grade 11 of students from three senior high schools implementing the Merdeka Curriculum. This study employed a quantitative descriptive research method. Data were collected through observations, questionnaires, documentation, and literature studies. The results of the needs analysis showed that: (1) 87.50% of teachers experienced difficulties in independently developing e-modules, although 91.67% showed strong interest in developing innovative e-modules. (2) Newtons Laws were considered important and relevant to daily life, yet 87.50% of teachers reported that students found the topic difficult to understand. (3) 83.33% of teachers experienced challenges in improving students critical thinking skills, while 79.17% experienced difficulties in enhancing students scientific literacy. (4) Teachers needed an e-module that supports the development of both critical thinking skills and scientific literacy. Therefore, the development of a STEM-integrated Guided Inquiry Learning-based e-module is necessary to promote more interactive, contextual, and meaningful physics learning on Newtons Laws. Keywords: Guided Inquiry Learning, STEM, e-module, critical thinking skills, scientific literacy, Newtons Laws Share Link | Plain Format | Corresponding Author (Salmaa Anisah Rodhiyah)

193	Physics Education	ABS-97
Tactile Media for Mechanical Wave Concepts (MATAGEM) for Visually Impaired Students Upik Rahma Fitri (a*), Amanda Wirdayanti (b), Yuli Triasion Simangunsong (c), Esmar Budi (d), Budi Santoso (e), Mira Ziveria (f) (a, b, c, d) Department of Physics Education, Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta 13220, Indonesia (e) Department of Special Education, Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta 13220, Indonesia (f) Department of Information System, Kalbis University, Jl. Pulomas Selatan, Jakarta 13210, Indonesia *upikrahma[at]unj.ac.id Abstract Visually impaired students often experience difficulties in understanding mechanical wave concepts because physics learning materials are generally presented through visual representations that are not fully accessible to them. Therefore, learning media that accommodate tactile and auditory modalities are needed to support inclusive science learning. This study aimed to develop Tactile Media for Mechanical Wave Concepts (MATAGEM) for visually impaired students. The study employed a Research and Development (R&D) approach using the Successive Approximation Model (SAM), which consists of the Preparation, Iterative Design, and Iterative Development phases. MATAGEM was designed as an accessible learning medium integrating three-dimensional tactile representations of transverse and longitudinal waves, Braille labels, and interactive audio features. The development process involved identifying the learning needs of visually impaired students, designing tactile and audio-based components, and constructing a functional prototype through iterative refinement. The resulting product is a multisensory learning medium that enables students to explore mechanical wave concepts through tactile and auditory experiences. MATAGEM has the potential to support independent learning and provide more accessible representations of abstract physics concepts for visually impaired students. Keywords: tactile media, mechanical waves, visually impaired students, multisensory learning, inclusive learning Share Link | Plain Format | Corresponding Author (Amanda Wirdayanti)

194	Physics Education	ABS-99
Modul Eksperimen Rangkaian Arus Searah (DC) dengan Pendekatan STEM berbantuan Data Logger Syfa Adzkia Luthfi*, Hadi Nasbey, Upik Rahma Fitri, Renata Kantate Getsemani Sitanggang, Galih Dwi Satrio, Yanniyah Putri Program Studi Pendidikan Fisika, Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta 13220, Indonesia *syfaadzkial[at]gmail.com Abstract Penelitian ini bertujuan untuk mengembangkan modul eksperimen rangkaian arus searah (DC). Pengembangan modul menggunakan model pengembangan ADDIE (Analysis, Design, Develop, Implement, Evaluation) yang dalam pelaksanaannya dibatasi hingga tahap Develop. Pada tahap Analysis dilakukan analisis kebutuhan melalui studi literatur untuk mengidentifikasi masalah dan kebutuhan pembelajaran, menemukan masalah yang pernah dikaji, serta menentukan karakteristik kebutuhan pengguna. Selanjutnya, tahap Design menghasilkan rancangan awal modul eksperimen berupa storyboard, serta menyiapkan instrumen uji ahli dan uji coba pengguna. Pada tahap Develop, mencakup pembuatan produk, pelaksanaan uji ahli dan pengguna, serta penyempurnaan modul eksperimen berdasarkan masukan yang diperoleh. Hasil uji coba skala laboratorium menunjukkan alat data logger mampu mencatat data dengan baik dan dapat digunakan untuk eksperimen. Tanggapan ahli menunjukkan kesesuaian fungsi modul eksperimen dan produk dinilai sangat valid, sementara uji coba pengguna menunjukkan siswa mampu melaksanakan eksperimen dengan berpanduan pada modul. Dengan demikian, produk ini dapat digunakan sebagai media pendukung eksperimen dengan menggunakan data logger. Penelitian ini juga dapat menjadi referensi bagi pengembangan modul eksperimen sejenis yang mendukung pembelajaran yang lebih efektif dan efisien. Keywords: Modul Eksperimen- Rangkaian Arus Searah (DC)- Model ADDIE Share Link | Plain Format | Corresponding Author (Syfa Adzkia Luthfi)

195	Physics Education	ABS-100
MODUL EKSPERIMEN ASAS BLACK DENGAN PENDEKATAN STEM BERBANTUAN DATA LOGGER Renata Kantate Getsemani Sitanggang (a*), Hadi Nasbey (b), Upik Rahma Fitri (c), Syfa Adzkia Luthfi (d), Galih Dwi Satrio (e) (a,b,c,d,e,) Program Studi Pendidikan Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta 13220, Indonesia *renatasitanggang53[at]gmail.com Abstract Penelitian ini bertujuan untuk mengembangkan modul eksperimen Asas Black dengan pendekatan STEM (Science, Technology, Engineering, and Mathematics) berbantuan data logger sebagai media pembelajaran fisika bagi siswa SMA. Penelitian ini merupakan penelitian pengembangan (Research and Development) dengan model ADDIE (Analysis, Design, Development, Implementation, Evaluation) yang dibatasi hingga tahap Development. Produk dirancang berdasarkan kebutuhan dan kesesuaian proses pembelajaran fisika di SMA. Pada tahap Analysis, dilakukan analisis kebutuhan melalui studi literatur yang mencakup analisis pembelajaran, kurikulum, karakteristik peserta didik, serta materi dan media pembelajaran untuk menentukan urgensi pengembangan media. Tahap Design menghasilkan rancangan awal produk berupa kerangka modul, alur pembelajaran dengan pendekatan STEM, instrumen validasi ahli dan lembar observasi pengguna. Pada tahap Development, dilakukan proses pembuatan produk, uji coba skala laboratorium, validasi isi oleh ahli, uji coba pengguna, serta revisi dan penyempurnaan produk berdasarkan masukan yang diperoleh. Hasil uji coba skala laboratorium membuktikan bahwa modul eksperimen yang dikembangkan mampu menunjukkan kesesuaian antara hasil eksperimen dengan teori Asas Black berbantuan data logger. Hasil validasi ahli menyatakan bahwa produk dapat digunakan dalam pembelajaran. Hasil uji coba pengguna menunjukkan bahwa produk sangat baik dan memudahkan siswa dalam memahami materi Asas Black. Dengan demikian, modul eksperimen yang dikembangkan sesuai dengan kebutuhan dan dapat digunakan sebagai media pembelajaran mandiri bagi siswa SMA. Penelitian ini diharapkan menjadi referensi dalam pengembangan bahan ajar eksperimen yang memanfaatkan teknologi untuk pembelajaran fisika. Keywords: Modul Eksperimen, Asas Black, Kalor, Pendekatan STEM, Data Logger, Media Pembelajaran Share Link | Plain Format | Corresponding Author (Renata Kantate Getsemani Sitanggang)

196	Physics Education	ABS-104
MATILDES (MEDIA TAKTIL HUKUM ARCHIMEDES) SEBAGAI MEDIA PEMBELAJARAN INKLUSIF UNTUK SISWA TUNANETRA Upik Rahma Fitri (a*), Fatimah Az Zahra (b), Hadi Nasbey (c), Budi Santoso (d), Andry Fitrian (e), Mira Ziveria (f) (a,b,c) Program Studi Pendidikan Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Jakarta, Jakarta, Indonesia (d) Program Studi Pendidikan Luar Biasa, Fakultas Ilmu Pendidikan, Universitas Negeri Jakarta, Jakarta, Indonesia (e)Program Studi Pendidikan Fisika, Universitas Indraprasta PGRI, Jakarta, Indonesia (f)DProgram Studi Sistem Informasi, Institut Teknologi dan Bisnis Kalbis, Jakarta, Indonesia Abstract Penelitian ini bertujuan untuk mengembangkan MATILDES (Tactile Media for Archimedes^ Principle) sebagai media pembelajaran fisika inklusif bagi siswa tunanetra di tingkat SMA. Prinsip Archimedes dinilai sulit dipahami oleh siswa tunanetra karena pembelajaran fisika umumnya disampaikan melalui representasi visual. Penelitian ini menggunakan metode Research and Development (R&D) menggunakan Successive Approximation Model (SAM), yang terdiri dari tahap persiapan, desain iteratif, dan pengembangan iteratif. Media yang dikembangkan mengintegrasikan eksperimen sederhana pada objek yang mengambang, daya apung netral, dan tenggelam dengan komponen taktil dan deskripsi Indonesian Unified Braille (BBIU) untuk mendukung pengalaman belajar multisensori. Hasil pengembangan menunjukkan bahwa MATILDES berhasil diwujudkan dalam bentuk media pembelajaran taktil yang terdiri atas kit eksperimen fluida, papan representasi taktil, panduan penggunaan berbasis Braille, serta papan simbol massa jenis yang dirancang untuk mendukung pembelajaran fisika yang lebih aksesibel bagi siswa tunanetra. Keywords: : tactile media, Archimedes Principle, inclusive education, blind students, SAM model. Share Link | Plain Format | Corresponding Author (Fatimah Az Zahra)

197	Physics Education	ABS-110
Reconceptualizing photovoltaic system understanding through a solar food truck prototype: An interactive representation of mobile renewable energy integration Muhammad Nurtanto1*, Moh Fawaid2, Nurulita Imansari1, Farid Mutohhari3, Mustofa Abi Hamid4, and Abdulnassir Yassir5 1 Department of Technological and Vocational Education, Universitas Negeri Jakarta, Jakarta, Indonesia 2 Department of Mechanical Engineering Vocational Education, Universitas Sultan Ageng Tirtayasa, Banten, Indonesia 3 Department of Mechanical Engineering Vocational Education, Universitas Sarjanawiyata Tamansiswa, Yogyakarta, Indonesia 4 Department of Electrical Engineering Vocational Education, Universitas Sultan Ageng Tirtayasa, Banten, Indonesia 5 Department of Curriculum and Instruction (Instructional Technology), Islamic University in Uganda, Mbale, Uganda Abstract The increasing demand for renewable energy utilization in mobile business sectors highlights the importance of understanding solar photovoltaic systems conceptually and applicatively. However, comprehension of solar panel systems is often limited to theoretical explanations and static electrical diagrams, making energy flow, component integration, and power conversion processes difficult to visualize comprehensively. This study aimed to develop a solar cell-based food truck prototype as a conceptual representation of a photovoltaic power generation system (PLTS) and to analyze its technical performance under operational conditions. The study employed an engineering design and system testing approach through stages of conceptual design, component integration, fabrication, and performance evaluation. The prototype integrated a solar panel, solar charge controller, battery, inverter, battery indicator, AC and DC loads, and electrical control systems within a food truck configuration. Data were collected from solar panel output testing, battery charging performance, DC and AC load endurance, and electrical energy distribution analysis. Data analysis was conducted descriptively by comparing theoretical calculations and actual operational measurements. The results showed that the solar panel achieved optimal performance at 12:00 with an output voltage of 19.68 V, current of 1.22 A, and maximum power of 24 W. Battery testing indicated operational discrepancies between theoretical and actual endurance due to energy losses, inverter efficiency, and battery condition. Technically, the prototype successfully visualized the energy conversion process from solar radiation into electrical energy through an integrated operational system. This study contributes a contextual and interactive conceptual model of photovoltaic systems through a food truck prototype, offering a more applicative representation of renewable energy implementation for mobile energy systems and sustainable technology development. Keywords: photovoltaic system, solar-powered food truck, renewable energy visualization, energy conversion, mobile energy integration Share Link | Plain Format | Corresponding Author (Muhammad Nurtanto)

198	Physics Education	ABS-112
Development of an IoT-Based Renewable Energy Potential Monitoring System in the Coastal Area of &#8203-&#8203-Bengkulu as a Source of Locally Based Science Learning Dedy Hamdani Physics Education Study Program, Faculty of Teacher Training and Education, University of Bengkulu, Indonesia Abstract This study aims to develop an Internet of Things (IoT)-based environmental monitoring system to identify renewable energy potential in the coastal areas of Bengkulu and assess its potential as a source of science learning based on local context. The study uses an engineering design approach that includes the stages of design, development, implementation, and system testing. The developed system integrates an ESP32 microcontroller with a BH1750 sensor, a DHT22 sensor, and a cup anemometer to monitor sunlight intensity, air temperature, air humidity, and wind speed in real-time. Environmental data is transmitted via a WiFi network and visualized using the Blynk IoT platform. The results show that sunlight intensity increases significantly during the daytime period and reaches a maximum value of around 35,000 lux, indicating the potential for medium-sized solar energy in coastal areas. Wind speeds range from around 2.5-4.5 m/s and tend to increase during the day, indicating the influence of coastal atmospheric dynamics and the potential for small-scale wind energy utilization. Air temperature and humidity patterns also demonstrate the characteristics of a dynamic tropical coastal environment. The developed system successfully performed real-time environmental monitoring and provided baseline data for estimating solar and wind energy potential based on field data. In addition to its technical contribution, this research also demonstrated that environmental monitoring data can be utilized as a resource for locally context-based science learning. Real-time environmental data from coastal areas can support contextual science learning, STEM, and project-based learning in renewable energy, weather, climate, and environmental sustainability. Therefore, the developed system has the potential to support the development of renewable energy monitoring, along with digital technology-based science learning and the development of 21st-century skills. Keywords: Internet of Things, renewable energy, environmental monitoring, local context-based science learning, STEM education Share Link | Plain Format | Corresponding Author (Dedy Hamdani)

199	Physics Education	ABS-114
Acoustic Phenomena in Javanese Gamelan: An Ethno-Physics Approach to Sound Waves, Resonance, and Spectrum Analysis in Physics Education Linda Dwi Astuti, Dwikie Mahendra Sani, Bunga Nur Anas Thasia, Fina Husnawati Universitas Sebelas Maret Abstract Physics education on sound wave concepts is often taught theoretically and detached from local cultural contexts. This study aims to investigate the acoustic phenomena in Javanese Gamelan instruments as an ethno-physics approach to innovating sound waves analysis in physics education. Utilizing a descriptive qualitative method that integrates software-assisted spectrum analysis, this study examines two main acoustic characteristics of the gamelan: the material quality in saron instruments and the self-beating phenomenon in pencon instruments (gong, kempul, and kenong). The spectrum analysis results reveal that the thickness and geometry of the saron blades are precisely engineered to produce clear tonal scales and prevent humming. Furthermore, the self-beating phenomenon in pencon instruments is empirically proven to occur due to wave interference within a single instrument- the pencu (central boss) and rai (face) produce the fundamental frequency, while the sisi (side walls) generate an overtone frequency approaching the kempyung or gembyang interval. The subtle difference between these internal frequencies creates a rhythmic beating effect. These findings confirm that the Javanese gamelan is not merely a performing arts instrument but a representation of highly sophisticated acoustic physics engineering. Integrating this ethno-physics study into the curriculum offers novelty in bridging local wisdom with comprehensive science understanding, making sound waves analysis materials more measurable and contextual. Keywords: Ethno-physics, Javanese Gamelan, Sound Waves Analysis Share Link | Plain Format | Corresponding Author (Linda Dwi Astuti)

200	Physics Education	ABS-118
Smart tribology training kit for real-time evaluation of lubricant quality based on temperature and noise characteristics under variable loading conditions Muhammad Nurtanto1*, Constantinus Rudy Prihantoro1, Hamid Abdillah2, and Gulzhaina K. Kassymova3 1 Department of Technological and Vocational Education, Universitas Negeri Jakarta, Jakarta, Indonesia 2 Department of Mechanical Engineering Vocational Education, Universitas Sultan Ageng Tirtayasa, Banten, Indonesia 3 Abai Kazakh National Pedagogical University, Almaty, Kazakhstan Abstract This study develops a Smart Tribology Training Kit to evaluate lubricating oil quality based on temperature and noise changes in frictional components under real time operating conditions. Lubricant degradation often increases temperature, noise, and wear in mechanical systems. However, conventional lubricant testing commonly relies on complex and expensive laboratory analysis that cannot directly represent real friction phenomena in vocational learning environments. This limitation reduces students^ conceptual understanding of tribology, condition monitoring, and predictive maintenance. The research applied an experimental engineering approach through several stages, including needs analysis, construction design, finite element analysis (FEA) based structural simulation, fabrication, assembly, and performance testing. The experiments used load variations of 2 kg, 6 kg, and 11 kg at rotational speeds of 981 rpm and 1489 rpm under three lubrication conditions: without lubricant, SAE 10W-30 used oil, and SAE 10W-30 new oil. The analyzed parameters included structural displacement, safety factor, temperature, and noise level. The results indicate that the training kit structure achieved a maximum displacement of 0.014 mm with a safety factor of 1.208, confirming that the system is safe for load based testing. Performance testing showed that the absence of lubricant generated the highest temperature and noise levels, while new lubricant significantly reduced both parameters. At 1489 rpm with an 11 kg load, the system without lubricant reached a temperature of 35.7 degrees Celsius and a noise level of 99.9 dBA, whereas the new lubricant produced a temperature of 32.2 degrees Celsius and a noise level of 89.2 dBA. This study contributes to the development of an interactive tribology learning medium that supports vocational education in the fields of lubricant monitoring, mechanical diagnostics, and predictive maintenance. Keywords: Smart tribology training kit, lubricant quality, frictional loading, temperature and noise monitoring, predictive maintenance. Share Link | Plain Format | Corresponding Author (Muhammad Nurtanto)

201	Physics Education	ABS-123
ANALYSIS OF STUDENT^S AND LECTURER^S NEEDS IN THE DESIGN OF MOODLE-BASED ELECTROSTATIC DIGITAL TEACHING MATERIALS INTEGRATING MIX VIRTUAL TECHNOLOGY AND CONTEXTUAL APPROACH Andik Purwanto Physics Education Study Program, Faculty of Teacher Training and Education, University of Bengkulu, Bengkulu, Indonesia Abstract The abstract nature of electrostatic concepts represents a significant cognitive barrier for physics teacher candidates, often decoupling mathematical formalism from physical reality and depressing scientific literacy. This study investigated the systemic needs of students and lecturers as the foundational ^Define^ phase in developing interactive, Moodle-based electrostatic digital modules enhanced with Mix Virtual Technology (Augmented Reality and 3D Interactive Simulations) under a contextual framework. Deploying a data-driven, mixed-methods approach, empirical insights were systematically harvested from 41 physics education undergraduate students via a detailed survey (structured across target competencies (Necessities), contemporary learning gaps (Lacks), and pedagogical expectations (Wants)) supplemented by targeted interviews with physics lecturers and comprehensive institutional document analysis. The empirical data revealed a substantial imbalance between student awareness of vital literacy mandates (Dimension Average Score = 4.41) and the stagnant, passive instructional models currently hosted on static Learning Management Systems (Dimension Average Score = 3.55). Students expressed intense interest (Dimension Average Score = 4.46) in shifting toward contextual problem-solving, identifying localized coastal meteorological anomalies (such as lightning phenomena at Pantai Panjang) as high-priority pedagogical anchors. Quantitative document analysis corroborated that existing instruments rely heavily on routine, algorithmic variables rather than authentic higher-order evaluations. These findings provide a data-driven framework establishing the baseline technical blueprint and pedagogical architecture necessary to deploy scaffolded, immersive digital micro-contents that remediate visualization deficits and enhance critical reasoning in higher physics education. Keywords: Contextual Approach, Electrostatics, Literasi Sains, Mix Virtual Technology, Moodle, Needs Analysis Share Link | Plain Format | Corresponding Author (Andik Purwanto)

202	Physics Education	ABS-133
The Effect of Physics E-Module Based on Transformative Physics Edutainment on Students Conceptual Understanding of Static Electricity Anderias Henukh, I Made Astra, Ivylentine Datu Palittin, Muhammad Haidar Ali, Muhammad Reyza Arief Taqwa Department of Physics Education,Universitas Musamus, Merauke, Indonesia Department of Physics Education, Universitas Negeri Jakarta,Jakarta, Indonesia Department of Physics Education, Universitas Negeri Malang, Malang, Indonesia Abstract This study examines the effect of a physics e-module based on transformative physics edutainment on students conceptual understanding of static electricity material. A quasi-experimental method design was employed. The research subjects were junior high school students selected through purposive sampling, consisting of an experimental class (n = 32, treated with the e-module) and a control class (n = 33, using conventional learning).The research instruments consisted of a static electricity concept test covering six conceptual understanding indicators: interpreting, classifying, summarising, inferring, comparing, and explaining static electricity phenomena administered as pre-test and post-test. Instrument validity was confirmed through content validity by expert judgment (Aikens V > 0.80 for all items), and reliability was established using Cronbachs Alpha 0.87, indicating high reliability. The experimental class achieved a mean pre-test score of 42.50 and a mean post-test score of 78.60, while the control class recorded a mean pre-test of 41.80 and a mean post-test of 61.20. The N-gain score of the experimental class was 0.63 (moderate category), which was 29.31% higher than the control class N-gain of 0.34 (low category). The independent samples t-test yielded t= 7.84, p < 0.001, confirming a statistically significant difference between the two classes. Furthermore, Cohens d = 1.23 indicated a large effect size, demonstrating that the e-module substantially enhanced students conceptual understanding compared to conventional learning. The findings highlight the potential of integrating transformative edutainment into digital physics learning. Future research should expand the applicability of this approach to broader topics and larger, more diverse samples. Keywords: Physics E-module, Transformative, Physics edutainment, Conceptual understanding, Static Electricity Share Link | Plain Format | Corresponding Author (Anderias Henukh)

203	Physics Education	ABS-141
From Macro to Nano: Reconceptualizing Children^s Cognitive Transition in Understanding Nanoscale Matter Arita Marini , Dea Nur Hafifah, Yurniwati, Karen Ferreira Meyers Universitas Negeri Jakarta, Jakarta, Indonesia, University of Eswatini, South Africa Abstract Nanoscience increasingly shapes contemporary technological systems through its applications in medicine, advanced materials, nano-sensors, and intelligent engineering. Despite its growing societal relevance, elementary science education remains insufficiently prepared to support children^s understanding of nanoscale matter from a cognitive perspective. Existing studies in nanoscience education predominantly emphasize STEM activities, visualization technologies, and nano-content delivery, while limited attention has been directed toward how children cognitively transition from observable material reasoning toward nanoscale abstraction. This article argues that traditional conceptual change perspectives remain theoretically insufficient for explaining nanoscale reasoning because they primarily assume conceptual refinement within perceptually observable domains. However, nanoscale reasoning fundamentally destabilizes this assumption because learners must construct scientific explanations for entities that cannot be perceptually validated. Using a conceptual synthesis approach, this article proposes a scale-dependent cognitive reconstruction framework explaining how children recursively reorganize scientific representation systems through representational negotiation across macro, micro, and nanoscale domains. Rather than conceptualizing learning as linear conceptual replacement, the framework positions nanoscale understanding as iterative reconstruction involving representational instability, invisible matter interpretation, and multilevel scientific representation. The article contributes theoretically by shifting nanoscience education discourse from misconception correction toward reconstruction of scientific meaning across invisible material scales. Keywords: nanoscale reasoning- scale cognition- representational negotiation- invisible matter- multilevel representation Share Link | Plain Format | Corresponding Author (Arita Marini)

204	Physics Education	ABS-144
The Effect of Implementing the Integrated STEAM Guided Inquiry Learning Model Assisted by Google Sites to Improve Students Creative Thinking Skills on the Topic of Straight Motion Richa Brilliana Safira(a), Parno(a), Robi Kurniawan(b) a) Physics Education Study Program, Department of Physics, State University of Malang, Malang, Indonesia. b) Physics Study Program, Department of Physics, State University of Malang, Malang, Indonesia. Abstract This study aimed to determine the effect of the Guided Inquiry Learning (GIL) model integrated with STEAM and assisted by Google Sites on students creative thinking skills in straight motion material. The study employed a quasi experimental method using a pretest posttest control group design. The sample was selected through cluster random sampling, consisting of 34 students in the experimental class and 36 students in the control class. The research instrument consisted of eight essay questions developed based on creative thinking indicators. Data were analyzed using the Mann Whitney U test, N gain analysis, and effect size analysis. The results showed that the GIL STEAM Google Sites class achieved significantly better creative thinking skills than the conventional class with a significance value lower than or equal to 0.05. Thus, the implementation of the STEAM integrated GIL model assisted by Google Sites had a significant effect on students creative thinking skills, with the experimental class obtaining an N gain score of 0.582, which was higher than the control class score of 0.358. The N gain scores for each indicator in the experimental and control classes, respectively, were fluency (0.301 and 0.095), flexibility (0.613 and 0.408), originality (0.400 and 0.188), and elaboration (0.579 and 0.343). The effect size value of 0.653 was categorized as high. Future studies are recommended to apply this learning model to different physics topics and educational levels, as well as to investigate other higher order thinking skills. Keywords: Guided Inquiry Learning, STEAM, Google Sites, Creative Thinking Skills, Straight Motion Share Link | Plain Format | Corresponding Author (Richa Brilliana Safira)

205	Physics Education	ABS-149
Student Needs Assessment for Google Colaboratory Implementation in Computational Physics Learning Bodi Gunawan Universitas Bengkulu Abstract Background & Objective: This study evaluates student readiness, perceptions, and pedagogical needs regarding the integration of Google Colaboratory in computational physics courses. Methods: A mixed-methods survey was conducted with 85 physics undergraduate students to assess digital competence, infrastructure, and perceived barriers. Results: Findings reveal moderate overall digital readiness (Mean = 58.71- 0-100 scale). Although 43.5% were beginner programmers and 42.4% lacked prior Colab exposure, student willingness to adopt the platform was positive. The elimination of local software installations (91.8% agreement) was the most anticipated benefit, while internet dependency was the leading concern. To ease adoption, students prioritized interactive notebook examples and structured helpdesk support. Conclusion: While cloud-based platforms offer substantial collaborative advantages, effective implementation requires proactive curriculum scaffolding, technical mentoring, and flexible learning options to bridge infrastructure and programming skill gaps. Keywords: Google Colaboratory, computational physics, needs assessment, digital readiness, cloud-based learning, higher education Share Link | Plain Format | Corresponding Author (Bodi Gunawan)

206	Physics Education	ABS-150
Developing a Computational Thinking-Based E-Worksheet in Quantum Physics to Enhance Students^ Deep Understanding Asep Irvan Irvani (a), Parlindungan Sinaga (a*), Endi Suhendi (b), Lilik Hasanah (b), Anderias Henukh (c) (a) Department of Science Education, Universitas Pendidikan Indoensia, Indonesia *p_sinaga[at]upi.edu (b) Department of Physics, Universitas Pendidikan Indoensia, Indonesia (c) Department of Physics Education, Universitas Musamus Merauke, Indonesia Abstract Quantum physics is inherently abstract, often leading students to perform mechanical calculations while losing the underlying conceptual meaning. To achieve deep understanding, students require representational flexibility. This study aims to develop a Computational Thinking (CT)-based e-worksheet and investigate its effectiveness in enhancing the deep understanding of quantum mechanics. Employing the ADDIE instructional design model, a pre-experimental one-group pretest-posttest study was conducted involving 34 final-year pre-service physics teachers. The e-worksheet was evaluated by seven experts using the Learning Object Review Instrument (LORI). Deep understanding was measured using an 18-item test grounded in Ainsworth^s multiple representations framework, focusing on the cognitive transitions between mathematical, graphical, and verbal formats. The test exhibited excellent content validity (Aiken^s V = 0.91) and reliability (0.872). Expert evaluation using LORI yielded an outstanding mean score of 4.65 out of 5.00, confirming the e-worksheet^s high feasibility and robust content quality. Implementation results revealed a substantial increase in students^ mean scores, rising from 26.63 to 69.77. The intervention achieved a moderate yet highly meaningful normalized gain (N-gain = 0.59). Furthermore, a Bayesian Paired Samples T-Test provided decisive evidence (\(BF_{-0} = 5.898 \times 10^{20}\)) supporting the instructional impact of the product. The integration of CT systematically guided students to preserve conceptual meaning across different representations. In conclusion, the CT-based e-worksheet is a highly valid and decisively effective pedagogical tool for fostering representational flexibility and enhancing students^ deep understanding of quantum physics. Keywords: Computational Thinking- Deep Understanding- E-Worksheet- Multiple Representations- Quantum Physics. Share Link | Plain Format | Corresponding Author (Asep Irvan Irvani)

207	Physics Education	ABS-156
Bibliometric Analysis of Inquiry-Integrated STEM Research in Physics Education: Trends and Research Gaps (2020-2026) Hartining Tyas, I Made Astra Jakarta State University Abstract This paper reports a bibliometric analysis into the integration of inquiry-based mlearning and STEM approaches within the domain of secondary physics education, drawing on scholarly publications released between 2020 and 2026. A corpus of 118 Scopus-indexed documents was downloaded and processed using VOSviewer to generate knowledge maps via co-occurrence, temporal overlay, and density visualizations. The resulting bibliometric network comprises 31 key terms distributed across 8 thematic clusters, interconnected by 63 links with a cumulative link strength of 77. Notably, electromagnetic induction and Faraday^s law appear as distinct keywords, forming Cluster 5 alongside high school students. Nevertheless, these terms exhibit relatively small node sizes and remain spatially distant from the dominant clusters of inquiry-based learning and STEM education, pointing to weak thematic integration. Conceptual understanding resides in a separate cluster (Cluster 2), while more recent directions (2024-2026) are marked by the emergence of computational thinking and tracker. Targeted Scopus queries further reveal that only 11 out of 118 articles (approximately 8.7%) address conceptual understanding within inquiry-STEM contexts in physics, and not a single publication combines inquiry-STEM with electromagnetic induction and wireless charging. Additionally, merely two articles have examined conceptual understanding specifically related to electromagnetic induction. In contrast to earlier bibliometric reviews in physics education that have largely concentrated on general pedagogical frameworks, the current work identifies a previously unmapped research vacuum at the nexus of inquiry-STEM, conceptual understanding, and electromagnetic induction with wireless charging technologies. This mapping serves as a rationale for designing wireless charging laboratory kits anchored in inquiry-STEM principles, aimed at fostering conceptual comprehension of electromagnetic induction among senior high school students. Keywords: bibliometric analysis- inquiry-based learning- STEM education- physics education- VOSviewer- research gap- electromagnetic induction- wireless charging Share Link | Plain Format | Corresponding Author (Hartining Tyas)

208	Physics Education	ABS-158
Needs Analysis of an Eco-Contextual Test Instrument Based on Socioscientific Issues to Measure Students^ Sustainability Literacy in Fluids Naila Nabiha Zulfa, Elvin Yusliana Ekawati, and Yulianto Agung Rezeki* Master^s Program of Physics Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Jalan Ir. Sutami 36A, Surakarta 57126, Indonesia Abstract Sustainability literacy is an essential 21st-century skill for addressing global environmental challenges. However, a gap remains between students^ conceptual understanding of physics and their ability to analyse environmental issues in real-world contexts, partly because of math-oriented test instruments that do not effectively measure contextual understanding of environmental issues. This study aims to analyse the need for an eco-contextual test instrument based on socioscientific issues (SSI) to measure students^ sustainability literacy in fluids at the upper secondary school level. Data were collected through questionnaires administered to 100 students and interviews with four teachers from four senior high schools across four districts in Central Java. Questionnaire data were analysed quantitatively, while interview data were analysed qualitatively. The results show that 77.5% of students recognised the connection between physics and the environment- however, 74.8% of test instruments remain math-oriented. Environmental contexts are limited to topics such as energy and pollution, with a dominance of math-oriented questions, and are not specifically integrated into fluid topics. Consequently, only 45.9% of students feel that current test instruments support their ability to analyse environmental issues. These findings indicate a gap between sustainability literacy needs and the limitations of contextual test instruments. In addition, 82.9% of students expressed interest in developing eco-contextual test instruments. Teachers report that contextual test instruments are still limited, despite the strong potential of fluid topics for environmental integration. The dominance of math-oriented assessments hinders optimal measurement of sustainability literacy, highlighting the urgent need for SSI-based eco-contextual test instruments. Keywords: Sustainability Literacy- Socioscientific Issues (SSI)- Eco-Contextual Instrument Test- Fluids- Physics. Share Link | Plain Format | Corresponding Author (Naila Nabiha Zulfa)

209	Physics Education	ABS-163
Needs Analysis for Developing a Digital-Based Four-Tier Multiple-Choice Instrument to Assess Scientific Conceptual Understanding in Physics Education Ravena Nawang Ara (a), Risa Suryana (b), Sukarmin (c*) Master Program of Physics Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Jalan Ir. Sutami 36A, Surakarta 57126, Indonesia Abstract Conceptual understanding is a crucial aspect of physics education because it reflects students^ ability to interpret scientific phenomena meaningfully. However, existing assessment practices often fail to comprehensively identify students^ misconceptions and reasoning processes. This study aims to analyze the need for developing a digital-based four-tier multiple-choice instrument to assess scientific conceptual understanding in physics education. The study employed a descriptive quantitative approach supported by interviews. Data were collected through questionnaires distributed to 100 students and analyzed quantitatively using percentage calculations, while interview data were analyzed qualitatively. The findings revealed that 56% of students perceived physics questions as moderately difficult and 36% considered them difficult. In assessment practices, 59% of students reported that teachers predominantly used multiple choice-based assessments. Furthermore, 67% of students admitted that they frequently answered multiple-choice questions by guessing, while 64% stated that existing physics questions had not yet measured scientific conceptual understanding effectively. The results also showed that 68% of students had never experienced four-tier multiple-choice assessments. However, 94% of students expressed a strong interest in a digital-based four-tier multiple-choice assessment. Interview findings with three high school physics teachers in the Surakarta region further confirmed that current assessment instruments have not optimally identified students^ scientific conceptual understanding. These findings indicate the urgent need for developing a digital-based four-tier multiple-choice instrument to support more comprehensive and technology-oriented physics assessment practices. Keywords: Four-tier diagnostic test- Scientific conceptual understanding- Misconceptions- Physics education- Digital assessment Share Link | Plain Format | Corresponding Author (Ravena Nawang Ara)

210	Physics Education	ABS-166
Confirmatory Factor Analysis of a Evaluation Construct Based HOTS Instrument in Structural Mechanics for Vocational High School Students Riyan Arthur (a*), Sugeng Priyanto (b), Arris Maulana (c) , Happy Karlina Marjo(d) , Amelia Vinayastri (e), Ahmad (f), Salma Maharani (g) a) Educational Research and Evaluation, Postgraduate School, Universitas Negeri Jakarta, Indonesia *arthur[at]unj.ac.id b) Mechanical Engineering, Faculty of Engineering, Universitas Negeri Jakarta, Indonesia c) Building Engineering Education, Faculty of Engineering, Universitas Negeri Jakarta,Indonesia d) Guidance and Counseling, Faculty of Education, Universitas Negeri Jakarta, Indonesia e) Educational Research and Evaluation, Postgraduate School, Universitas MuhammadiyahProf Dr Hamka, Indonesia f) Non-formal Education, Faculty of Education, Universitas Negeri Malang, Indonesia g) Educational Research and Evaluation, Postgraduate School, Universitas Negeri Jakarta, Indonesia Abstract This study examines the construct validity of an evaluation based Higher Order Thinking Skills instrument in Structural Mechanics for vocational high school students. The instrument was designed to measure students evaluation skills, including assessing procedures, comparing solution strategies, and making appropriate technical decisions in construction-related contexts. This study employed Confirmatory Factor Analysis with 400 valid responses from Grade X and Grade XI students in the Construction and Property Technology program at five public vocational high schools in Jakarta. The instrument consisted of multiple choice HOTS items developed based on Bloom revised taxonomy and was validated by nine experts prior to field testing. The CFA results indicated an adequate model fit, with chi square 71.690, df 54, p 0.054, CFI 0.958, TLI 0.949, RMSEA 0.029, and SRMR 0.037. The instrument demonstrated adequate construct validity, although several items require revision to improve measurement accuracy and consistency. Keywords: Evaluation Assessment- Structural Mechanics- Vocational Education- Confirmatory Factor Analysis Share Link | Plain Format | Corresponding Author (Mevira Fairuz Azzahra)

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