Heru Kuswanto

In this paper, we describe a presentation on the physics of gudeg, a traditional food from Indonesia specifically originated in the special district of Yogyakarta. This learning context is designed for the high school physics curricula. The physics presentation focuses on the making processes of gudeg. Qualitative interviews with gudeg makers were carried out by the researchers to thematise the process of making gudeg and highlight its educational connections for the physics learning. Five extracted learning themes are how the density concept behind peeling the jackfruit skin (main gudeg ingredient), how the relation between the young’s modulus concept and the jackfruit sections, how the texture-torque experiment of the sweet and tasty gudeg, how the effect of boiling mechanism on the texture of the jackfruit, and how the conduction and convection of the preserved gudeg. Using our learning strategy which is so-called ‘Collaborative Project based Teaching’, we provide simple experimentations and demonstrations of the physical concepts behind these gudeg processes that are promising for conceptual physics learning by managing triple educational roles between teachers, students, and gudeg practitioners. This approach can be generally adopted beyond physics to promote the excitement of traditional knowledge which can enhance pedagogical approach in educational setting.

This study addresses the low level of students' mathematical representation ability and learning interest in wave topics, highlighting the need for more effective instructional approaches. The study aims to develop and implement a student worksheet based on the Problem-Based Learning (PBL) model to improve these two aspects. A pre-experimental design with a one-group pretest–posttest format was employed, involving 34 students as research participants. Data were collected using pretest and posttest instruments to measure mathematical representation ability, along with a learning interest questionnaire. The data were analyzed using a paired-sample t-test to examine differences before and after the intervention, and the effect size was calculated to determine the magnitude of the impact. The results indicate that the PBL-based worksheet has a positive and significant effect on students' mathematical representation ability (p < 0.001) with a large effect size (d = 2.1). However, its effect on learning interest is not statistically significant (p = 0.318) with a small effect size (d = 0.18). In conclusion, the PBL approach is effective in enhancing students' mathematical representation ability, but less effective in fostering learning interest. These findings imply that integrating additional or complementary instructional strategies is necessary to improve students' interest in physics more effectively.

Visual representation ability plays a crucial role in physics learning, as it helps students develop a comprehensive and conceptual understanding of physical phenomena. However, this competence remains challenging for many learners. Therefore, this study aims to examine students’ visual representation abilities through empirical written tests on the topic of rotational dynamics, using the traditional spinning-top game gasing as a case study. This research adopts a quantitative descriptive approach to assess students’ visual representation skills through essay-type questions developed based on specific visual representation indicators. The results show that the majority of students demonstrate a very low level of visual representation ability, with 52% classified in this category. Furthermore, the average scores across all indicators were consistently low. The indicator related to analysing images, diagrams, tables, or graphs in order to draw conclusions obtained the lowest mean score. Thus, it can be concluded that students’ visual representation ability in physics learning, particularly in the context of rotational dynamics and the traditional gasing game, remains limited. Consequently, efforts are required to enhance this competence through innovative and appropriate physics learning activities.

The use of website technology-based learning in physics learning has become an alternative method of choice to support 21st century education. However, there is still no data study on this topic. The meta analysis in this research examines the effectiveness of website technology-based learning on students' physics learning achievement. In this study, 15 primary studies from Scopus, ERIC, and Google Scholar were collected that met the inclusion and exclusion criteria. The research results show that the use of website technology-based learning has a significant influence on students' physics learning achievement. No publication bias was found in this study. So it can be concluded that website technology-based learning has a good impact on students' physics learning achievement.

Learning resources and models are needed to support 21st century skills. In this research, we have used electronic worksheets (e-worksheets) based on direct instruction, group investigation, and group investigation – Science Technology Engineering Mathematics and Entrepreneurship. The aim of this research is to qualitatively compare students' e-worksheet answers toward students' creative thinking and graphical representation abilities. The method used is the descriptive qualitative method. The results show that the e-worksheets influence students' creative thinking abilities. Group investigation – Science Technology Engineering Mathematics and Entrepreneurship based e-worksheet gives the best creativity from students. The e-worksheets based on direct instruction, group investigation, and group investigation – Science Technology Engineering Mathematics and Entrepreneurship show the same results for the graphical representation ability.

Research on diagnostic instruments in physics education has grown significantly in recent years; however, a comprehensive mapping of research trends, methodological characteristics, and research gaps based on international databases is still limited. Therefore, this study aims to analyze the development and application of diagnostic instruments in physics education in the range of 2010 to 2025 using publications indexed by Scopus. A total of 36 articles that met the criteria were analyzed following the PRISMA framework to identify trends, methodological characteristics, and research gaps. The findings show that four-tier diagnostic tests dominate this field (50%), followed by three-tier instruments (22%), reflecting a shift toward more comprehensive assessments that evaluate students’ answers, reasoning, and confidence levels simultaneously. Research topics mostly focus on mechanics, heat, and electricity, while modern physics and advanced concepts are still rarely explored. Most studies used analysis based on Classical Test Theory (91.6%) for validation, with limited adoption of Rasch modeling and Item Response Theory. Study participants were dominated by college students (50%) and high school students (44%), who showed minimal attention to vocational students and active teachers. Furthermore, paper-based formats still dominate despite increasing interest in digital and adaptive assessments. In conclusion, these findings provide a comprehensive overview of research trends in diagnostic instruments within physics education and highlight several research gaps that may inform the development of technology-based diagnostic assessments and the adoption of modern psychometric approaches in future studies.

This study aims to develop an AI-assisted Discovery Learning-based E-Book on Temperature and Heat, integrating Gudeg’s local context to enhance high school students' creative thinking skills and physics identity. Utilizing the Research and Development (R&D) method, the study adopts three stages of the 4D model by Thiagarajan. The feasibility and practicality of the E-Book were assessed through expert validation and student readability tests, involving 58 grade 12 students. Data were collected using feasibility sheets, student questionnaires, pretest-posttest questions, and a physics identity questionnaire, with analysis conducted through descriptive statistics (SBI) and inferential tests, including normality, homogeneity, one-sample t-test, and Wilcoxon tests. The findings confirm that the developed E-Book is both feasible and practical for physics learning, significantly enhancing students' creative thinking and physics identity beyond the reference standards. This study contributes to physics education by integrating AI-assisted Discovery Learning with local cultural elements, offering an innovative approach to fostering creative thinking and strengthening students' physics identity.

Penelitian ini secara sistematis mengevaluasi tren dan perkembangan studi Discovery Learning dalam pembelajaran fisika periode 2015–Mei 2025 melalui analisis 20 artikel dari Scopus. Hasil menunjukkan dominasi penerapan pada topik fisika dasar, khususnya mekanika klasik, dengan pendekatan Guided Discovery Learning sebagai metode utama. Fokus penelitian meliputi peningkatan keterampilan berpikir kritis, integrasi teknologi digital, dan pengembangan kurikulum ilmiah, meskipun topik fisika lanjutan dan kolaborasi internasional masih terbatas. Studi ini merekomendasikan lima arah pengembangan ke depan, termasuk integrasi AR/VR, penguatan keterampilan berpikir tingkat tinggi, serta inovasi kurikulum Discovery Learning.

Enhancing High School Physics Learning Through Augmented Reality: A Bibliometric and Systematic Review. Objective: This study aims to investigate the research trends, opportunities, effectiveness, and challenges of implementing Augmented Reality (AR) technology in physics education through a systematic literature analysis. Methods: This research employed a bibliometric and systematic review approach of 45 selected journal articles obtained from the Scopus database. Data were extracted on May 2, 2025, covering publications from 2020 to 2025. The initial search using the keywords "(augmented reality) AND (physics learning)" yielded 167 documents, which were rigorously filtered based on inclusion and exclusion criteria. The analysis was conducted using the Biblioshiny (R) software to generate thematic maps, publication trends, and collaboration networks. Findings: The findings reveal that AR technology provides significant opportunities to develop interactive, immersive, and contextual physics learning experiences, particularly in visualizing abstract physics concepts. AR has proven effective in enhancing students’ conceptual understanding, scientific literacy, and critical thinking skills. However, its implementation still faces crucial challenges, including a lack of curriculum-aligned content, limited technical infrastructure, and insufficient teacher training. Conclusion: Integrating AR technology into the physics curriculum has demonstrated a significant and positive impact on enhancing learning quality. Successful implementation depends on collaborative efforts among curriculum developers, educators, and policymakers to overcome the identified challenges. These findings provide a strategic foundation for developing sustainable, adaptive, and relevant physics education in the digital era. Keywords: augmented reality, conceptual understanding, physics learning, biblioshiny, systematic literature.