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211	Physics Education	ABS-193
Scientific Literacy Skills of High School Students on Archimedes Principle: A PISA-Oriented Analysis Mawarni Saputri (a*), Jumratul Adawiyah (a), Musdar (a), Nurulwati (a) a) Department of Physics Education, Faculty of Teacher Training and Education, Universitas Syiah Kuala, Banda Aceh, Indonesia *mawarni_saputri[at]usk.ac.id Abstract Scientific literacy has become an essential competency in physics education, particularly in enabling students to explain scientific phenomena, interpret evidence, and apply scientific concepts in real-life situations. However, students scientific literacy skills remain relatively low, especially in physics learning. This study aimed to analyze high school students scientific literacy skills on Archimedes Principle using PISA-oriented tasks. A quantitative descriptive design was employed involving 60 eleventh-grade students from three public senior high schools in Aceh, Indonesia. Data were collected through scientific literacy tests, questionnaires, and teacher interviews, and analyzed descriptively. The findings revealed that students scientific literacy skills were categorized as low, with an average achievement score of 28.81%. Students experienced substantial difficulties in evaluating scientific investigations, interpreting scientific evidence, and applying Archimedes Principle to everyday contexts. The results suggest that current physics instruction has not fully supported the development of scientific reasoning and higher-order thinking skills. Therefore, implementing contextual and scientific literacy-oriented learning strategies is necessary to improve students scientific understanding and problem-solving abilities in physics learning. Keywords: scientific literacy- physics education- Archimedes Principle- PISA-oriented tasks- higher-order thinking skills Share Link | Plain Format | Corresponding Author (Jumratul Adawiyah)

212	Physics Education	ABS-194
Analysis of Exam Implementation in the Physics Curriculum Review Course Using Apps Script and Spreadsheet Applications to Support Students Academic Integrity 1 Rosane Medriati 2 Haditya Aprita Lora 3 Ladia Lestari Universitas Bengkulu Abstract The purpose of this study was to analyze the use of Apps Script and Spreadsheet applications in the implementation of physics curriculum review course exams in supporting students^ academic integrity. This study used a quantitative descriptive method with 54 respondents. The results showed that 82.59% of respondents gave a positive response to the use of Apps Script and Spreadsheet applications because they were considered easy to use, efficient, practical, and supported better exam supervision. In addition, 96.11% of respondents gave a positive response to the orderliness, honesty, responsibility for answers, and agreed that the use of Apps Script and Spreadsheet improves personal integrity in exams. This application also helps lecturers in conducting digital-based exam supervision. The technical constraints found were unstable internet connectivity causing the application to close automatically. Respondents also provided input regarding the need for offline system development or having an automatic save feature to prevent loss of answers when technical problems occur. Overall, the implementation of Apps Script and Spreadsheet applications can have a positive impact on orderliness and strengthening the academic integrity of exam participants, although technical development is still needed. Keywords: Please Just Try to Submit This Sample Abstract Share Link | Plain Format | Corresponding Author (Rosane Medriati)

213	Physics Education	ABS-204
Needs Analysis of Hypothetical Didactical Design Integrating Newman^s Error Analysis and Learning Obstacles on Temperature and Heat Della Astri Widayani, 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 *Corresponding Author: yarezeki[at]staff.uns.ac.id Abstract The progression of 21st-century education necessitates a shift from an orientation toward academic achievement to the development of 6C skills. This shift emphasises students^ thinking processes in learning. The topic of temperature and heat requires students to relate macroscopic and microscopic phenomena and to transform verbal, symbolic, and mathematical representations. Consequently, students frequently experience conceptual, procedural, and situational errors that can be classified using Newman^s Error Analysis (NEA). These errors should not merely be viewed as isolated failures, but also as being closely related to students^ learning obstacles. This study aims to analyse the need to develop a hypothetical didactical design based on the identification of NEA and learning obstacles in the topic of temperature and heat. The study employed a qualitative approach, including in-depth interviews with three physics teachers and questionnaires distributed to students, to identify learning obstacles related to the topic. The interview results revealed that teachers had identified various student errors, including conceptual misunderstandings, incorrect use of formulas, errors in mathematical operations, unit-conversion errors, and difficulties in solving word problems. Meanwhile, the three teachers stated that they had never used a specific framework to identify students^ errors and learning obstacles. Therefore, the teachers expressed the need for a learning design that incorporates identifying students^ errors based on NEA and learning obstacles in the topic of temperature and heat. This need was supported by the questionnaire results, which showed that 34.55% of students experienced difficulties understanding problems, 69.09% experienced difficulties at the transformation stage, 52.73% experienced difficulties with calculation operations, and 41.82% experienced difficulties determining units. In addition, the questionnaire results indicated that 57.41% of students experienced ontogenic obstacles, 55.84% experienced epistemological obstacles, and 31.82% experienced didactical obstacles. These findings indicate the need to develop a hypothetical didactical design integrating NEA and learning obstacles to support adaptive, anticipatory, and concept-oriented learning in temperature and heat topics. Keywords: hypothetical learning trajectory, hypothetical didactical design, learning obstacles, student errors, Newman^s error analysis Share Link | Plain Format | Corresponding Author (Della Astri Widayani)

214	Physics Education	ABS-208
Need Analysis of ChatGPT-Assisted Discovery Learning to Enhance Students Critical Thinking and Scientific Communication in Two-Dimensional Motion Learning Raga Patmita Roro Febriani Sekar Indah Nugrahani- Sukarmin- Dewanto Harjunowibowo Physics Education, Universitas Sebelas Maret, Surakarta, 57126 Indonesia Abstract This study aims to analyze the needs of students as a basis for treatment in a classroom experiment on the impact of AI-assisted Discovery Learning (AI-assisted Chat GPT) to improve students^ critical thinking and scientific communication skills in two-dimensional motion learning so that the needs and challenges faced by teachers and students can be identified and there is follow up for the implementation of innovative physics learning in the classroom. The subjects of this study were high school physics teachers who teach with the Merdeka curriculum and teach in grade 10. The participants in this study were around 10-15 teachers from different schools in several in Solo Raya Region, Central Java. The research method used is quantitative descriptive research. Data collection techniques used in this study consisted of observation, questionnaires and literature studies. The collected data were analyzed with appropriate instruments, with descriptive statistical analysis techniques. Based on the data analysis, several findings are expected to be obtained : 1) Analysis of teachers challenges in designing physics teaching modules that integrate AI technology- 2) Analysis of teacher perceptions and readiness in integrating AI Chat GPT- 3) Analysis of teacher obstacles in stimulating and assessing students critical thinking and scientific communication skills in Two-Dimensional Motion- 4) Analysis of teacher needs for guidance on supervising students digital literacy in the classroom. Keywords: Discovery Learning, Chat GPT, critical thinking, scientific communication, digital literacy, two-dimensional motion. Share Link | Plain Format | Corresponding Author (Raga Patmita Roro Febriani Sekar Indah Nugrahani)

215	Physics Education	ABS-223
Developing 3D Wave Animation Media to Enhance Conceptual Understanding and Learning Retention in Physics Education Dwi Susanti, Slamet Maulana, Nikki Faith Alburo Bantillo Physics Education Program Study, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Jakarta, Indonesia Physics Education Program Study, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Jakarta, Indonesia Labschool Cibubur Senior High School, Jl. Raya Hankam Kampus Labschool No. 15-20, Bekasi 17432, West Java, Indonesia Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology Abstract Physics students often struggle to understand abstract concepts such as waves due to the difficulty of visualizing them in real time. In many educational settings, learning remains overly reliant on static textbooks and traditional explanations, which impedes the development of accurate mental models. This study developed and evaluated 3D wave animation media to enhance students^ conceptual understanding and learning retention using a research and development (R&D) methodology based on the ADDIE model. The implementation was conducted at the Physics Education Program Study, Universitas Negeri Jakarta, Indonesia, involving 30 undergraduate students using a one-group pretest-posttest design. Data were analyzed using descriptive and inferential statistical methods, including N-Gain calculation and a paired sample t-test. Results showed significant improvements in summative assessment scores, with pretest and posttest averages of 52.34 and 86.85, respectively. The N-Gain score of 0.72 indicated a high category of improvement. Furthermore, retention scores recorded two weeks post-instruction were 77.59, representing an 89.34% retention rate. Paired t-test analysis confirmed a statistically significant enhancement in conceptual understanding (p < 0.001). Overall, this study demonstrates that the developed 3D animation media effectively enhances understanding of abstract wave concepts while promoting durable learning outcomes. Keywords: 3D Animation Media, Conceptual Understanding, Learning Retention, Wave Topics Share Link | Plain Format | Corresponding Author (Dwi Susanti)

216	Physics Education	ABS-224
Developing an Augmented Reality Learning Media to Enhance Pre-Service Physics Teachers^ TPACK on Force Concepts Dwi Susanti, Slamet Maulana, Elvara Norma Aroyandini, Nikki Faith Alburo Bantillo Physics Education Program Study, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Jakarta, Indonesia Labschool Cibubur Senior High School, Jl. Raya Hankam Kampus Labschool No. 15-20, Bekasi 17432, West Java, Indonesia Elementary School Teacher Education Program Study, Faculty of Tarbiyah and Teacher Training, Universitas Alma Ata, Bantul, Indonesia Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology Abstract The development of pre-service physics teachers is expected to align with the Technological Pedagogical Content Knowledge (TPACK) framework, enabling them to effectively integrate technology, pedagogy, and content knowledge in teaching complex physics concepts. However, many pre-service teachers still rely on traditional instructional approaches and struggle to integrate technology into their pedagogy, particularly when teaching abstract concepts such as force. This study aimed to develop an augmented reality (AR) learning medium for force concepts and examine its effectiveness in enhancing pre-service physics teachers^ TPACK. This study employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation phases. The AR application was developed and implemented in collaboration with pre-service physics teachers from three universities. Data were collected using TPACK surveys, teaching efficacy scales, technological self-efficacy questionnaires, and the Force Concept Inventory (FCI). A pretest-posttest design was used to evaluate the effectiveness of the intervention. The results showed improvements across all seven TPACK dimensions, with normalized gain scores ranging from 0.44 to 0.57. Technological Knowledge (TK) exhibited the highest gain (0.57), while overall TPACK increased with a gain of 0.44. Participants also demonstrated very high levels of teaching efficacy (83.72%) and technological self-efficacy (90.39%). Furthermore, students taught using the AR-enhanced instructional approach achieved a posttest average score of 88.59, compared to a pretest average of 73.90, with a moderate gain of 0.56. In conclusion, the AR learning medium developed using the ADDIE model effectively enhanced pre-service physics teachers^ TPACK, teaching efficacy, and technological self-efficacy, and improved students^ conceptual understanding of force. Keywords: Multidimensional, Student Engagement, Measurement Instrument, Rasch Model Share Link | Plain Format | Corresponding Author (Dwi Susanti)

217	Physics Education	ABS-225
The Effect of Socioscientific Issue-Based Learning on Radioactivity Topic on Argumentation Ability and Environmental Attitudes of Senior High School Students Riser Fahdiran, Dwi Susanti, Slamet Maulana Physics Education Program Study, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Jakarta, Indonesia Physics Education Program Study, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Jakarta, Indonesia Labschool Cibubur Senior High School, Jl. Raya Hankam Kampus Labschool No. 15-20, Bekasi 17432, West Java, Indonesia Abstract Physics learning should ideally not only focus on concept mastery, but also foster students^ scientific argumentation ability and environmental awareness as a foundation for addressing real-world science-related issues. In practice, however, physics instruction in senior high schools remains dominated by conventional, text-based approaches that insufficiently integrate contextual issues such as radioactivity, resulting in underdeveloped argumentation skills and suboptimal environmental attitude formation among students. The novelty of this study lies in the integration of socioscientific issues (SSI) within the radioactivity topic as a physics learning context to simultaneously improve argumentation ability and environmental attitudes of senior high school students, an approach that remains underexplored in Indonesian physics education. This study aimed to analyze the effect of socioscientific issue-based learning on the radioactivity topic on students^ argumentation ability and environmental attitudes. A quasi-experimental method with a pretest-posttest control group design was employed, in which the experimental class received SSI-based learning while the control class received conventional instruction. Students^ environmental attitudes were measured using the New Ecological Paradigm (NEP) Scale and an environmental attitude questionnaire, while argumentation ability was assessed through an instrument aligned with scientific argumentation indicators. The results revealed a significant difference between the experimental and control classes, with the experimental class demonstrating greater improvement in both argumentation ability and environmental attitudes compared to the control class following the implementation of SSI-based learning. Accordingly, socioscientific issue-based learning on the radioactivity topic is proven effective in enhancing scientific argumentation ability and fostering more positive environmental attitudes among senior high school students. Keywords: Socioscientific Issues, Radioactivity, Argumentation Ability, Environmental Attitudes Share Link | Plain Format | Corresponding Author (Riser Fahdiran)

218	Physics Education	ABS-226
Senior High School Physics Teachers^ Perceptions and Understanding of Smart Materials Concepts and Their Implementation in Physics Learning Riser Fahdiran, Dwi Susanti, Slamet Maulana Physics Education Program Study, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Jakarta, Indonesia Physics Education Program Study, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Jakarta, Indonesia Labschool Cibubur Senior High School, Jl. Raya Hankam Kampus Labschool No. 15-20, Bekasi 17432, West Java, Indonesia Abstract Physics education at the secondary level should integrate recent scientific advances, including smart materials concepts increasingly relevant in modern industry and everyday applications. Physics teachers are expected to possess an adequate understanding of contemporary material concepts to deliver innovative, 21st-century-aligned instruction. However, curricula often focus on classical concepts, and many teachers lack sufficient training in smart materials, creating gaps between current materials science developments and classroom instruction. This study examined senior high school physics teachers^ perceptions and conceptual understanding of smart materials while exploring implementation strategies and barriers. Using a mixed-methods descriptive survey, 120 physics teachers from several Indonesian provinces were selected through purposive sampling. Data were collected via Likert-scale questionnaires measuring perceptions, diagnostic conceptual tests assessing understanding, and semi-structured interviews exploring implementation experiences. Findings revealed: (1) 67.5% of teachers held positive perceptions regarding smart materials^ importance, yet only 28.3% felt confident teaching the topic- (2) teachers^ conceptual understanding was low-to-moderate- (3) primary barriers included limited Indonesian-language resources (81%), insufficient institutional training (74%), and absent curriculum guidance (68%). Teachers who participated in professional development training demonstrated 23% higher understanding scores. A substantial gap exists between teachers^ positive perceptions and actual implementation capacity. Sustained professional development programs, contextual teaching modules in Indonesian, and curriculum updates integrating modern material topics are urgently needed to enhance physics education quality and relevance. Keywords: Smart Materials, Teacher Perception, Conceptual Understanding, Learning Implementation Share Link | Plain Format | Corresponding Author (Riser Fahdiran)

219	Physics Education	ABS-227
Profile of Students Conceptual Understanding on Basic Concepts of Quantum Reviewed from the Perspective of Deterministic, Probabilistic, and Intermediatic Thinking A.Halim*, Fitria Herliana, Elmi Mahzum, Evendi, Suci Rizkina Tari Universitas Syiah Kuala, Darussalam-Banda Aceh 23117 Indonesia. Abstract Quantum physics is considered one of the most conceptually challenging topics in physics education due to its abstract nature and incompatibility with classical deterministic intuition. This study aims to analyze the profile of students^ conceptual understanding of the basic concepts of quantum physics from deterministic, probabilistic, and intermediatic perspectives. This study uses a quantitative descriptive approach by involving students who take quantum physics courses. Data were collected through conceptual pre-test instruments that included wave-particle dualism, Bohr^s atomic model, photoelectric effects, and electron concepts, accompanied by students^ confidence levels in the answers given. Student responses are analyzed and categorized into deterministic, probabilistic, and intermediatic conceptual tendencies to identify patterns of conceptual understanding. The results show that students understanding of some quantum concepts is still dominated by deterministic reasoning, while probabilistic understanding still seems limited. On the other hand, the intermediatic tendency reflects the conceptual thinking transition between classical and quantum perspectives. In addition, students^ confidence levels in answers are not always in line with conceptual accuracy. These findings demonstrate the need for learning strategies that explicitly facilitate students conceptual transition from deterministic reasoning to probabilistic understandings that are more in line with the characteristics of quantum physics Keywords: quantum, classical, deterministic, probabilistic, intermediatic Share Link | Plain Format | Corresponding Author (AHalim Halim)

220	Physics Education	ABS-229
Pengembangan Komik Fisika Digital Berbasis Flip Book Dengan Pendekatan Kontekstual Untuk Siswa Kelas XI Pada Kinematika Gerak Dua Dimensi Karina Mirza Pujiantoro Universitas Negeri Jakarta Abstract Physics learning in schools is often faced with the challenge of abstract and theoretical materials, particularly in two-dimensional motion kinematics which requires strong visualization skills regarding direction and trajectory. This study aims to develop a valid and feasible digital physics comic learning media based on flip books with a contextual approach for 11th-grade high school students. The research method applied is Research and Development (R&D) using the systematic procedures of the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) to construct the instructional design of the digital physics comic. The results indicate a significant gap in the utilization of learning media in schools, where 39% of teachers predominantly rely on a combination of conventional PowerPoint (PPT) and one-way videos, and have never integrated interactive visual storytelling media such as comics. On the other hand, the currently available printed and digital teaching materials are considered too textual and rigid, thereby causing students to experience significant difficulties in visualizing directions, vectors, and curved trajectories in two-dimensional motion kinematics. Conversely, field findings also record a very high demand and expectation from students for the presence of innovative instructional media that can link abstract physics concepts with real-world phenomena in daily life. Therefore, it can be concluded that the development of digital physics comics based on flip books with a contextual approach has a high level of urgency and is urgently required as a strategic solution to enhance learning motivation while comprehensively strengthening students^ understanding of physics concepts. Keywords: Digital Physics Comic- Flip Book- Contextual Approach- Two-Dimensional Motion Kinematics- ADDIE Model. Share Link | Plain Format | Corresponding Author (Karina Mirza Pujiantoro)

221	Physics Education	ABS-230
MEDIA PEMBELAJARAN KOMIK DIGITAL DENGAN PENDEKATAN DEEP LEARNING PADA MATERI KINEMATIKA GERAK PARABOLA Kaela Alifvaya Syah Universitas Negeri Jakarta Abstract Pembelajaran abad ke-21 menuntut siswa untuk berfikir kritis, kreatif, dan memahami konsep materi secara mendalam. Kenyataannya, pokok pembelajaran fisika masing sering dianggap sebagai materi yang sulit oleh siswa karena materi berpusat pada hafalan rumus. Hasil analisis kebutuhan pada salah satu SMA di Jakarta menunjukkan bahwa sebagian besar siswa mengalami kesulitan pada materi kinematika gerak parabola. Sedangkan media pembelajaran yang digunakan di sekolah masih didominasi oleh presentasi powerpoint dan buku paket. Di sisi lain, siswa menunjukkan ketertarikan terhadap penggunaan komik sebagai alternatif media pembelajaran fisika. Oleh karena itu, penelitian ini dilakukan dengan tujuan untuk mengembangkan media pembelajaran komik digital dengan pendekatan deep learning pada materi kinematika gerak parabola bagi siswa kelas X. Penelitian ini menggunakan metode Research and Development (R&D) dengan model pengembangan ADDIE yang meliputi tahapan analysis, design, development, implementation, dan evaluation. Tahapan analisis dilakukan dengan mengidentifikasi permasalahan pada pembelajaran fisika, kebutuhan pembelajaran, dan karakter belajar siswa. Tahapan perancangan dilakukan dengan penyusunan media pembelajaran yang meliputi penyusunan alur cerita, penokohan, materi, dan integrasi deep learning sesuai dengan hasil analisis yang telah dilakukan. Tahapan pengembangan dilakukan dengan merealisasikan rancangan produk komik digital yang kemudian akan divalidasi oleh ahli. Tahapan implementasi dilakukan dengan uji coba hasil produk yang telah divalidasi ke siswa dan guru sebelum akhirnya disebarluarkan. Komik digital yang dikembangkan diharapkan dapat menjadi alternatif media pembelajaran yang layak digunakan untuk membantu siswa memahami konsep kinematika gerak parabola dengan lebih mendalam, serta menciptakan pengalaman belajar yang lebih menarik dan bermakna. Keywords: Media Pembelajaran- Komik Digital- Kinematika Gerak Parabola- Deep Learning Share Link | Plain Format | Corresponding Author (Kaela Alifvaya Syah)

222	Physics Education	ABS-231
Development of a Chatbot Website Based on Discovery Learning on Temperature and Heat Physics Material for Senior High School Students Kharissa Fadillah* Departement of Physics Education, Universitas Negeri Jakarta, Jl. Rawamangun muka, Jakarta 13220, Indonesia *kharissa_1302622037[at]mhs.unj.ac.id Abstract The physics topic of temperature and heat is difficult for senior high school students to understand and can lead to misconceptions. To address this issue, it is necessary to implement teaching strategies that encourage student engagement, facilitate conceptual understanding, and provide meaningful technology based learning experiences. The aim of this study is to determine the characteristics of the developed media in the form of a chatbot website based on Discovery Learning for the topic of temperature and heat, which is valid and practical to use in physics education. The research method used was Research and Development (R&D) with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The research involved a trial with 11th-grade students at a state senior high school in Jakarta, studying the physics topic of temperature and heat. The results of this study show that the product^s validity, as assessed by physics education lecturers and physics teachers, covers the aspects of content, media, and instruction/language, achieving a score of 93% and is categorised as ^very valid.^ This indicates that the educational website presents contextualised material, engaging media, and appropriate language. The practicality of the learning website, obtained through user testing using an instrument given to the students, covers aspects of appearance, content, and usefulness, reaching 93% in the ^very practical^ category. This shows that the media can be used easily by students, meaning that the chatbot based discovery learning website for the physics topic of temperature and heat is valid and practical for use in senior high school physics lessons. Keywords: ADDIE- Learning Website- Discovery Learning- Temperature and Heat- Validity- Practicality. Share Link | Plain Format | Corresponding Author (Kharissa Fadillah)

223	Physics Education	ABS-232
Development of ADAPT: A Cognitive Diagnostic Assessment Platform Using GDINA Model for Mapping Students Conceptual Profiles in Physics Learning Fitria Herliana- A Halim- Riza Andriani- Vina Serevina- Burhanuddin Yasin- Mailizar Universitas Syiah Kuala Abstract This study aimed to develop ADAPT (Assessment for Differentiated Adaptive Planning Tools), a Cognitive Diagnostic Assessment (CDA)-based platform designed to identify and map students conceptual understanding profiles in high school physics, specifically on the topic of optics. The platform incorporates the Generalized DINA (GDINA) model to automatically map students cognitive profiles based on their response patterns. The development was carried out through the first three phases of the ADDIE model, namely Analysis, Design, and Development. Media validation was conducted by three media experts using the Aiken V formula, demonstrating a high level of media validity, while the validation of assessment items was addressed in a separate study. Practicality testing involving 128 students through a questionnaire indicated that ADAPT is highly practical for classroom use. These findings suggest that ADAPT is valid and practical as an adaptive assessment platform for diagnosing and mapping students conceptual understanding in physics learning. Further research is recommended to carry out the Implementation and Evaluation phases to examine the effectiveness of ADAPT in real classroom settings. Keywords: Adaptive Assessment- Cognitive Diagnostic Assessment- GDINA Model- Conceptual Understanding- Physics Learning Share Link | Plain Format | Corresponding Author (Fitria Herliana)

224	Physics Education	ABS-238
Enhancing Students^ Physics Learning Outcomes through Research-Based Discovery Learning: An Empirical Study across Cognitive Levels Susilawati Susilawati (a)*, Muhammad Alkanz (a), Saminan Saminan (a), Abdul Hamid (a), Agus Wahyuni (a), Syarifah Widya (b) (a) Physics Education Department, Teacher Training and Education Faculty,Universitas Syiah Kuala. *susila[at]usk.ac.id (b) Megister of Science Education, Graduate School Universitas Syiah Kuala Abstract Improving students^ higher-order thinking skills remains a critical challenge in physics education, particularly in fostering cognitive development across the upper levels of Bloom^s Taxonomy. Despite the growing adoption of inquiry-based learning approaches, limited empirical evidence exists regarding the effectiveness of Research-Based Discovery Learning (RBL) in systematically enhancing students^ cognitive performance across multiple levels. This study aims to examine the effect of the Research-Based Discovery Learning (RBL) model on students^ physics learning outcomes across four cognitive levels of Bloom^s Taxonomy. A quantitative approach employing a quasi-experimental design was implemented, involving 47 senior high school students in Banda Aceh, Indonesia, divided into an experimental group (n = 23) and a control group (n = 24). Data were collected using a set of validated multiple-choice tests and supported by classroom activity observations. The results of the independent samples t-test indicate a statistically significant difference between the two groups (t = 2.43 > t&#8348-&#8336-ble = 1.68, &#945- = 0.05). The experimental group demonstrated superior improvement, particularly at the higher cognitive level (C4: 60.90%), while the control group showed its highest gain at the lower cognitive level (C3: 45.90%). These findings suggest that the RBL model is more effective in promoting higher-order cognitive skills and facilitating deeper conceptual understanding through inquiry-driven discovery processes. It is recommended that educators integrate RBL with complementary instructional strategies to optimize students^ cognitive development, particularly in advancing higher-order thinking skills. Future research should explore longitudinal impacts and the scalability of RBL across diverse educational contexts and subject domains. Keywords: bloom^s taxonomy- cognitive development- physics education- learning outcomes- research-based learning Share Link | Plain Format | Corresponding Author (Susilawati Susilawati)

225	Physics Education	ABS-247
Modul Eksperimen Kalor Laten Dengan Pendekatan STEM Berbantuan Data Logger Yanniyah Putri (a*), Hadi Nasbey (a), Upik Rahma Fitri (a) Pendidikan Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Jakarta Abstract Pembelajaran fisika pada materi kalor laten masih menghadapi berbagai kendala karena konsep perubahan fase zat tanpa perubahan suhu bersifat abstrak dan sulit diamati secara langsung oleh peserta didik. Kegiatan praktikum yang dilakukan di sekolah umumnya masih menggunakan pengukuran manual sehingga kurang mampu menunjukkan karakteristik perubahan suhu selama proses perubahan wujud zat secara akurat. Penelitian ini bertujuan untuk menghasilkan modul eksperimen kalor laten dengan pendekatan STEM berbantuan data logger yang dirancang untuk mendukung pembelajaran fisika di SMA. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE (Analysis, Design, Development, Implementation, dan Evaluation) yang dibatasi hingga tahap Development. Pada tahap Analysis dilakukan analisis kebutuhan melalui studi literatur terkait pembelajaran kalor laten, pendekatan STEM, dan pemanfaatan data logger dalam pembelajaran fisika. Hasil analisis menunjukkan perlunya bahan ajar yang mengintegrasikan kegiatan eksperimen, teknologi digital, dan aktivitas pembelajaran berbasis STEM. Berdasarkan hasil tersebut, peneliti mengembangkan modul eksperimen kalor laten yang memuat kegiatan analisis kalor laten melalui kurva pemanasan pada variasi massa es serta eksperimen pemanasan pada air dan larutan garam dengan berbagai konsentrasi menggunakan Data Logger MAX A1 sebagai alat pencatat suhu secara real-time. Pada tahap Design dan Development dilakukan penyusunan struktur modul, perancangan aktivitas eksperimen, integrasi komponen STEM, serta pengembangan prototipe modul yang dilengkapi dengan lembar kerja peserta didik, analisis data, evaluasi, dan refleksi diri. Modul eksperimen kalor laten dengan pendekatan STEM berbantuan data logger ini diharapkan menjadi sumber belajar yang dapat mendukung pembelajaran fisika berbasis eksperimen dan membantu peserta didik memahami konsep kalor laten melalui pengamatan data secara langsung. Kata kunci: kalor laten- modul eksperimen- STEM- data logger- pembelajaran fisika. Keywords: Kalor Laten, Modul, STEM, Data Logger, Pembelajaran Fisika Share Link | Plain Format | Corresponding Author (Yanniyah Putri)

226	Physics Education	ABS-251
Participant Please Just Try to Submit This Sample Abstract Please Just Try to Submit This Sample Abstract You Can Edit It Again Later Abstract Please Just Try to Submit This Sample Abstract You Can Edit It Again Later Keywords: Please Just Try to Submit This Sample Abstract Share Link | Plain Format | Corresponding Author (Elvin Yusliana Ekawati)

227	Physics Education	ABS-254
Developing a Funds of Knowledge (FoK) Framework for Physics Education: A Conceptual Approach for Rural North Borneo Settings Loretta @ Lily Polus1*, Muhammad Abd Hadi Bunyamin1, Lari Andres Sanjaya2 1Faculty of Educational Sciences and Technology, Universiti Teknologi Malaysia, 81310, Johor Bharu, Johor, Malaysia 2Faculty of Mathematics and Natural Sciences, Universitas Negeri Jakarta, 13220 Jakarta Timur, Jakarta, Indonesia Abstract This paper proposes a contextually responsive Funds of Knowledge (FoK) framework designed to bridge the gap between formal physics education and the localized knowledge of students in rural North Borneo, Malaysia. Despite the richness of cultural, environmental, and community-based practices in these regions, formal physics instruction often remains abstract and disconnected from learners^ lived realities. Grounded in sociocultural theory, this study addresses this disconnect by theorizing how indigenous and community-based knowledge such as traditional navigation, agricultural mechanics, or local craftsmanship can serve as cognitive anchors for complex physics concepts. Using an ethnographic qualitative design, the proposed framework will be developed through stakeholder interviews and home visits to document latent knowledge resources. The expected outcome is a culturally grounded pedagogical framework that repositions physics as a lived experience rather than a remote academic subject. By aligning with the Malaysia Education Blueprint 2026-2035 and SDG 4, this paper offers a transformative conceptual approach to STEM equity, providing a blueprint for curriculum designers to foster inclusivity in diverse, underrepresented rural contexts. Keywords: Funds of Knowledge, Physics Education, Sociocultural Theory, Equity in STEM, North Borneo Settings Share Link | Plain Format | Corresponding Author (Lari Sanjaya)

228	Theory, Nuclear, and Particle Physics	ABS-66
Bosonic quantum transport with power-law coupling: single-particle versus many-body treatment Marisa Ulfa (1), Donny Dwiputra (2,3) (1) Department of Physics, Faculty of Mathematics and Natural Science, Jakarta State University, East Jakarta 13220, Indonesia (2) Research Center for Quantum Physics, National Research and Innovation Agency (BRIN), South Tangerang 15314, Indonesia (3) Asia Pacific Center for Theoretical Physics, Pohang Science and Technology University, Pohang 37673, South Korea Abstract Simulating boundary-driven quantum transport in open systems is quadratically more complex compared to an isolated quantum systems, which is already contains exponentially growing time-complexity as number of the sites grow. To efficiently solve the Lindblad master equation, we may restrict our attention to the single-excitation sector, effectively mapping the problem to a tight-binding model, or keeping the many-body possibility by working with the covariance matrix via the Lyapunov equation. We show numerically for bosonic systems that they do not agree, except in a specific limit that is rarely stated explicitly. Remarkably, we find that qualitative behaviors---whether the particle current grows monotonically as a function of power-law parameter---also depends on specific particle sectors being considered. We aim for a practical guide for when each method is trustworthy and when results should be cross-checked. Keywords: Quantum transport, Lindblad master equation, power-law hopping, long-range interactions Share Link | Plain Format | Corresponding Author (Marisa Ulfa)

229	Theory, Nuclear, and Particle Physics	ABS-69
Bosonic quantum transport with power-law coupling: exit-site dependence Marisa Ulfa (1), Donny Dwiputra (2,3) (1) Department of Physics, Faculty of Mathematics and Natural Science, Jakarta State University, East Jakarta 13220, Indonesia (2) Department of Physics, Faculty of Mathematics and Natural Science, Jakarta State University, East Jakarta 13220, Indonesia (3) Asia Pacific Center for Theoretical Physics, Pohang Science and Technology University, Pohang 37673, South Korea Abstract In quantum transport experiments, atoms or photons hop between sites of a lattice while coupled to reservoirs that inject and absorb particles. When the hopping decays as a power law with distance, which is a naturally occurring interaction in trapped ions, polar molecules, and Rydberg atoms, the range of interaction is set by a single exponent. We show that by tuning the power-law hopping, the nonequilibrium steady-state particle current exhibits enhancement over the short-ranged interaction case. This enhancement of current is highly dependent on the position of the exit-site, where the particle is absorbed. Our calculations include many-body effects from the particle injection and extraction on boundaries of the system. Keywords: Quantum transport, open quantum systems, long-range interaction, nonequilibrium current Share Link | Plain Format | Corresponding Author (Marisa Ulfa)

230	Theory, Nuclear, and Particle Physics	ABS-76
Optical Observables of a Hayward Regular Black Hole Surrounded by a Hernquist Dark Matter Halo: Vacuum and Einstein Cluster Models Alvin Dior Al Ghifari (a*), M. Fahmi Fauzi (a), Handhika S. Ramadhan (a), Anto Sulaksono (a) a) Departemen Fisika, FMIPA, Universitas Indonesia, Depok 16424, Indonesia *alvindior[at]gmail.com Abstract This study investigates the optical observables of a Hayward regular black hole surrounded by a dark matter halo with the Hernquist density profile. The Hayward metric incorporates a regularization parameter that replaces the central singularity with a de Sitter core, ensuring a singularity-free interior. To model the dark matter halo, we compare two physically distinct frameworks: the vacuum dark matter model, which assumes negative radial pressure and a vanishing shift function, and the Einstein Cluster model, which assumes zero radial pressure and introduces a non-trivial shift function. For both frameworks, the spacetime geometry is derived analytically from the Einstein field equations, with the Hernquist profile modified by a near-horizon cutoff. The photon sphere radius and shadow radius are then computed across a range of regularization parameter and dark matter halo mass values. The Einstein Cluster model exhibits greater shadow radius sensitivity to halo mass compared to the vacuum model. Finally, numerical ray-tracing simulations produce black hole images that reveal qualitatively distinguishable visual features between the two dark matter descriptions. Keywords: Hayward regular black hole, dark matter halo, Hernquist density profile, Einstein Cluster model, photon sphere, shadow radius, ray-tracing Share Link | Plain Format | Corresponding Author (Alvin Dior Al Ghifari)

231	Theory, Nuclear, and Particle Physics	ABS-87
Expressibility and Trainability Analysis of Hardware-Efficient Ansatz Variants in Variational Quantum Eigensolver with a Linear Mixing Model Maudina Rohmah, Teguh Budi Prayitno, Yanoar P. Sarwono Badan Riset dan Inovasi Nasional Abstract This study evaluates nine hardware-efficient ansatz (HEA) variations in an H2 VQE system, measuring expressibility via KL divergence and barren plateaus via gradient variance. Results show that high-expressibility ansatzes like RyRx often suffer from vanishing gradients. Conversely, complex mixing structures like HRy offer superior stability. These findings support a linear mixing model: excessive expressibility can hinder optimization by homogenizing state space and reducing critical directional information. Keywords: quantum computing Share Link | Plain Format | Corresponding Author (Yanoar P. Sarwono)

232	Theory, Nuclear, and Particle Physics	ABS-88
Phonon-Driven Emergent Electrodynamics in Skyrmion Resonances Seno Aji Department of Physics, Faculty of Mathematics and Natural Sciences, Universitas Indonesia, Depok 16424, Indonesia. Abstract We present a coarse-grained theoretical framework to describe the macroscopic emergent electric field generated by phonon-coupled lattice deformations in the breathing and rotational dynamics of a skyrmion lattice under microwave excitation. Our analysis identifies the symmetry and dynamical conditions required to produce rectified dc and oscillating ac electric fields, even in the absence of net translational motion of the skyrmion lattice. In particular, we show that in the dilute-lattice limit, phonon-induced deformations can generate a finite macroscopic electrodynamic response through specific harmonic components of the skyrmion distortion. By expressing the response in terms of experimentally accessible parameters, including the equilibrium skyrmion radius, domain-wall width, and resonance frequency, the model provides a practical route to identify the deformation modes contributing to the observed emergent electric field. The theory further clarifies the long-wavelength phonon limit as well as the finite-frequency regime, providing a unified description of phonon-driven spin-charge-lattice coupling in topological magnets. Keywords: Skyrmion lattice- Emergent electrodynamics- Phonon coupling- Skyrmion resonance- Topological magnets Share Link | Plain Format | Corresponding Author (Seno Aji)

233	Theory, Nuclear, and Particle Physics	ABS-102
Bayesian Optimization and Gaussian-Process Residual Correction for Neutron Skinthickness in Relativistic Mean Field Model Alpi Mahisha Nugraha (a,b), Rizal Kurniadi (c), and Anto Sulaksono (b) (a) Teknik Informatika, FTIK, Universitas Indraprasta PGRI Jakarta, Jl Nangka, Jakarta, 12530, Indonesia (b) Departemen Fisika, FMIPA Universitas Indonesia, Kampus UI, Depok, 16424, Indonesia (c) Nuclear Physics and Biophysics Research Group, Institut Teknologi Bandung, Jl Ganesha 10, Bandung, 40116, Indonesia Abstract Neutron skinthickness is an important observable in nuclear physics because it is closely related to the isospin dependence of nuclear interactions and the symmetry energy of nuclear matter. Although relativistic mean field (RMF) models such as IUFSU* and NLVT1 successfully reproduce many bulk nuclear properties, their neutron skin predictions often show systematic deviations along isotopic chains. In this work, neutron skin thickness predictions are improved through a two-stage refinement approach. First, the RMF parameters are optimized using Bayesian optimization to achieve better global agreement with nuclear observables. The optimized RMF model is then combined with a Gaussian-process (GP) residual correction, where the GP model learns the remaining differences between calculated and experimental neutron skin thickness values as smooth functions of nuclear properties. The results show that Bayesian optimization improves the overall consistency of RMF calculations, while the additional GP correction significantly reduces systematic residual errors across medium and heavy nuclei. Compared with the original RMF parameter sets, the proposed hybrid approach provides a more accurate description of isotopic trends while preserving the physical foundation of the RMF framework. Keywords: Neutron skinthickness- RMF- Bayesian Optimization- Gaussian process residual correction Share Link | Plain Format | Corresponding Author (Alpi Nugraha)

234	Theory, Nuclear, and Particle Physics	ABS-142
Light-Front Origin of Parity Doubling in High-Mass Nucleon Resonance Agung Waluyo Calvin Institute of Technology Abstract Parity doubling in highly excited baryon resonances has long been regarded as a possible signature of effective chiral symmetry restoration in nonperturbative Quantum Chromodynamics (QCD). In this work, we investigate parity-doublet structures in the high-mass Nucleon resonance and Delta baryon spectra within the mass region (1.6<M<2,5) GeV using resonance data from the Particle Data Group (PDG). Candidate parity partners are identified by requiring identical total angular momentum (J), opposite parity, and nearby resonance masses. For each pair, the parity splitting observable, \Delta M=|M_+ - M_- | is evaluated and analyzed as a function of the average resonance mass, M average = (M_+ + M_-)/2 The analysis reveals several strongly degenerate nucleon parity doublets characterized by relatively small mass splittings, particularly in the intermediate excitation region around (1.7)-(1.9) GeV. In contrast, the Delta sector exhibits weaker and less systematic parity doubling, suggesting nonuniform behavior across baryon families. The observed patterns are interpreted within the framework of Light-Front Holographic QCD, where highly excited baryons are expected to experience partial suppression of spin-orbit interactions and approximate restoration of chiral symmetry. The results indicate that parity doubling emerges as an approximate and dynamically nontrivial feature of highly excited baryon spectroscopy rather than an exact universal symmetry. Keywords: Hadron Spectroscopy, Light-Front Holographic QCD, Parity doubling, Baryon resonances, Chiral symmetry restoration Share Link | Plain Format | Corresponding Author (Agung Waluyo)

235	Theory, Nuclear, and Particle Physics	ABS-176
Constructing BPS Vortex Solutions in the Kruglov-Higgs System via the BPS Lagrangian Method Ury Ubaydillah (a*), Handhika S. Ramadhan (a) a) Departemen Fisika, FMIPA, Universitas Indonesia, Depok 16424, Indonesia *uryubaydillah11[at]gmail.com Abstract Nonlinear electrodynamics has long offered a productive route toward understanding electromagnetic fields in high-energy regimes, yet most studies of BPS vortex solutions remain concentrated on the Maxwell-Higgs and Born-Infeld-Higgs models. This work addresses that gap by constructing BPS vortex solutions in the Kruglov-Higgs system - a model coupling Kruglov nonlinear electrodynamics to an Abelian (U(1)) Higgs field - using the BPS Lagrangian method. To the best of our knowledge, this is the first application of the BPS Lagrangian method to the Kruglov model, representing a new entry in the broader map of BPS vortex solutions across nonlinear electrodynamic theories. The Kruglov model is characterized by a dimensionless parameter (\sigma) that allows access to a wider class of nonlinearities than Born-Infeld alone. The analysis is performed for three values of (\sigma): (\sigma = 1) as the Maxwell limit, (\sigma = 1/2) as the Born-Infeld limit, and (\sigma = 1/4) as a representative of the regime where Kruglov nonlinearity is strongest and most distinct from both reference models. Together, these three cases enable a systematic mapping of how (\sigma) reshapes the BPS equations and the resulting scalar potential structure. Across all cases, the BPS string tension is found to be universal, (\mu = 2\pi|n|), and field profiles are obtained numerically via a shooting method, with results validated against the Maxwell limit as (\beta \to 0). Keywords: BPS vortex, Kruglov nonlinear electrodynamics, Abelian Higgs mechanism, BPS Lagrangian method. Share Link | Plain Format | Corresponding Author (Ury Ubaydillah)

236	Theory, Nuclear, and Particle Physics	ABS-177
Thermal Casimir Effect of Scalar Field From Path Integral Formulation Arista Romadani (a,b*), Agus Purwanto (a), Bintoro Anang Subagyo (a), and Apriadi Salim Adam (c) a) Department of Physics, FSAD, Sepuluh Nopember Institute of Technology, Kampus ITS Sukolilo, Surabaya, 60111, Indonesia b) Department of Physics, Faculty of Science and Technology, Universitas Islam Negeri Maulana Malik Ibrahim Malang, Malang 65144, Indonesia c) Research Center for Quantum Physics, National Research and Innovation Agency (BRIN), South Tangerang 15314, Indonesia Abstract We investigate the thermal Casimir effect of a massless scalar field confined between two parallel plates using path integral formalism at finite temperature. The path integral formulation is constructed from the Euclidean partition function through functional integration over scalar field configurations. By imposing Dirichlet boundary conditions on the plates, the vacuum modes along the confined direction become discretized, leading to the renormalized Casimir energy density through exponential cutoff regularization. We find that the renormalized Casimir energy density preserves the characteristic geometric behavior of the Casimir effect, proportional to \(d^{-4}\). Furthermore, the finite-temperature of the Casimir energy density is derived within the Matsubara formalism using exponential cutoff regularization, leading to the thermal correction of the Casimir free energy. We also analyze the thermal correction of renormalized Casimir thermodynamic quantities such as entropy and internal energy in both high and low temperature limits. We find that the thermal corrections of the renormalized Casimir entropy and internal energy exhibit a similar behavior. In the high temperature limit, thermal fluctuations dominate the system and generate blackbody-like contributions. In the low temperature limit, the quantum vacuum contribution remains dominant and the corrections become exponentially suppressed. In addition, at zero temperature, the renormalized Casimir entropy vanishes, demonstrating consistency with the third law of thermodynamics. These results provide a consistent thermodynamic description of the finite temperature Casimir effect. Keywords: scalar field, Casimir energy, path integral, dirichlet boundary, thermodynamics. Share Link | Plain Format | Corresponding Author (Arista Romadani)

237	Theory, Nuclear, and Particle Physics	ABS-186
Spatial Distribution of Terrestrial Nuclear Radiation Dose Rate in Manado City Muzdalifa A. Madusila , Asri Arbie , Adinda Putri Balqis Mokodongan, Syafril Agustion Tomayahu4, Melki Hasan,Siti Sarah Dayanun, Elma Annisa Sari Universitas Negeri Gorontalo Abstract This study was conducted to examine the spatial distribution pattern of terrestrial nuclear radiation dose rates in Manado City for each community activity area. This study aims to determine the level of radiation dose rates and their spatial distribution patterns by utilizing Python. The research method was carried out through direct measurements using a Pocket Geiger Type 6 (POKEGA) at 73 observation points determined based on a 500 m x 500 m grid. Data were recorded automatically in CSV and KML formats. The results showed that all radiation dose rates measurement zones were in the safe category zone (&#8804- 1 mSv/y), with no high radiation zones that endanger the community or the environment. The maximum radiation dose rates was 0.063 mSv/h or 0.555 mSv/y, while the minimum value was 0.04125 mSv/h or 0.36135 mSv/y. The radiation dose rates values in residential areas range from 0.438 - 0.7008 mSv/y, reclamation areas 0.0876 - 0.3504 mSv/y, coastal areas 0.0876 - 0.7008 mSv/y, fish ports/auctions 0.5256 mSv/y, harbors 0.5256 mSv/y, campuses 0.2628 - 0.5256 mSv/y, markets 0.3504 mSv/year, rivers 0.2628-0.438 mSv/y, and hospitals 0.6132 mSv/y. Although there are small variations in radiation dose rates between different zones, the radiation dose rates is small from the safe limit of 1 mSv/y, so it can be concluded that all research coverage areas in Manado city are safe areas or do not show any radiation hazards to the community or the environment. Keywords: terrestria,l radiation, spatial, distribution, POKEGA, Manado Share Link | Plain Format | Corresponding Author (Muzdalifa A Madusila)

238	Theory, Nuclear, and Particle Physics	ABS-190
Analysis of Terrestrial Nuclear Radiation Dose Rate Distribution in Kotamobagu City Asri Arbie (a), Adinda Putri Balqis Mokodongan (b)*, Muzdalifa A. Madusila (c), Syafril Agustion Tomayahu (d), Melki Hasan (e), and Anggraini Daud (f) Department of Physics, Universitas Negeri Gorontalo, Gorontalo, Indonesia Abstract This study analyzes the spatial distribution of terrestrial nuclear radiation dose rates in Kotamobagu City. Direct measurements were conducted at 100 points using a 500 m x 500 m grid method with a Pocket Geiger Type 6 (POKEGA) device. The detector was placed about 1 meter above the ground surface and controlled through via the POKEGA application, which automatically recorded data at two-minute intervals. The measurement data were stored in CSV and KML formats and then processed through classification, visualization, and spatial mapping to determine the distribution pattern of environmental radiation. The results indicate that radiation dose rates vary across locations, yielding a maximum value of 0.3767 mSv/y, a minimum of 0.254 mSv/y, and an average of 0,2628 mSv/y. The radiation dose rates in ranged from 0.0876 to 0.876 mSv/y in residential areas, 0.0876 to 0.438 mSv/y in vegetation zones, 0.0876 to 0.5256 mSv/y rice fields, 0.2628 to 0.3504 mSv/y in open fields, and 0.438 to 0.5256 mSv/y in the city center. These discrepancies demonstrate that dose rates fluctuate based on localized activities. Additionally, result confirm that terrestrial radiation throughout Kotamobagu City does not exceed the environmental safety threshold of 1 mSv/y. Keywords: Radiation, POKEGA, environmental dose rate, radiation mapping Share Link | Plain Format | Corresponding Author (Adinda Putri Balqis Mokodongan)

239	Theory, Nuclear, and Particle Physics	ABS-245
A Lattice Monte-Carlo Approach to Two Flavors PNJL Model M. S. Z. Raihan P. H. (a*), Bintoro A. Subagyo (a), Agus Purwanto (a) (a) Department of Physics, Sepuluh Nopember Institute of Technology, Sukolilo, Surabaya 60111, Indonesia * z.raihan.ph[at]gmail.com Abstract We extend the Monte-Carlo PNJL framework by introducing nearest-neighbor interactions between fluctuating sub-volumes, resulting in a spatially structured lattice model. A two-dimensional implementation is developed and sampled using the Metropolis algorithm, with computational optimizations to improve simulation efficiency. Preliminary results reproduce the expected qualitative behavior of PNJL thermodynamics, including deconfinement crossover behavior in the Polyakov loop and the emergence of spatial correlations in the chiral field. This framework provides a foundation for studying spatially correlated fluctuations beyond the mean-field approximation in effective QCD models. Keywords: PNJL model- Monte Carlo simulation- Field fluctuations- Lattice model Share Link | Plain Format | Corresponding Author (Muhammad S. Z. Raihan P. H.)

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