Physics Communication starting in 2025 migrates to better secure from various unwanted things, including journal hacking and so on. To submit, the author please visit the new website page of our journal at the link https://journal.unnes.ac.id/journals/pc MIGRATION OFFICIAL STATEMENT HERE Physics Communications [p-ISSN 2528-5971| e-ISSN 2528-598X] publishes research papers in the broad field of physics and physics education; current areas of particular interest are reflected by the research interests and expertise of the PC Editorial Board. The focus is on contemporary methods and techniques and their implementation, the effectiveness of which will normally be demonstrated by the author(s) in the context of a substantive problem in physics. Abstracting and Indexing: GARUDA, DOAJ, SINTA
Design on Wind Turbine Performance to Support Sustainable Development: A Systematic Literature Review
To achieve the Sustainable Development Goals (SDGs), wind energy optimization is crucial, but it is often ineffective in environments with low wind speeds and high turbulence. This systematic literature review (SLR) examines the impact of wind turbine design modifications on improving aerodynamic performance. This study analyzes peer-reviewed articles from the Scopus database published between 2018 and 2025 using the PRISMA protocol. The selection process focused on physical design interventions, analysis techniques, and quantitative performance parameters. The results show that blade geometry modifications dominate the literature, with research covering conventional optimization approaches as well as emerging strategies such as biomimicry, blade tip engineering, and additive manufacturing materials. Methodologically, Computational Fluid Dynamics (CFD) simulations are predominantly used over purely experimental methods. Overall, the design modifications reviewed showed improvements in power coefficient (Cp) and initial torque characteristics. This study concludes that physical designs tailored to local wind conditions are crucial for maximizing wind energy potential in areas with limited resources.
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Development of a Diffraction-Based Micro-Diameter Measurement Instrument
This study presents the development and evaluation of a low-cost, non-contact micro-diameter measurement instrument based on Fraunhofer diffraction for physics education and basic laboratory use. The prototype integrates a 650 nm laser diode, a 16-channel photodiode array, and an ESP32 microcontroller to automate diffraction pattern acquisition and analysis. Repeated measurements were conducted on human hair and banana midrib fibers, with twenty trials for each sample, to examine measurement stability and precision. The system consistently captured diffraction patterns within expected physical ranges. The mean diameter of the human hair sample was 1.99 μm with a standard deviation of 0.12 μm and a coefficient of variation (CV) of 6.03%, indicating high precision. For banana midrib fibers, the mean diameter was 3.22 μm with a standard deviation of 0.37 μm and a CV of 11.49%, which is acceptable for heterogeneous biological materials. Narrow 95% confidence intervals for both samples confirm reliable mean estimation. The results demonstrate that the developed instrument provides stable, repeatable measurements while remaining affordable and simple to operate. This prototype is therefore suitable as an instructional laboratory tool for teaching diffraction concepts and quantitative measurement skills in physics education, as well as for basic research in resource-limited laboratory environments.
Critical Thinking Analysis of Boarding and Regular Students in Physics Learning at MA NU Banat Kudus
MA NU Banat Kudus has two educational programs: boarding and regular classes. These two programs differ, particularly in terms of independence; boarding school students live in school dormitories, which require them to be independent in many aspects of daily life. In addition, education in boarding schools is divided into two types, namely diniyah learning and regular learning, while regular students only have regular learning. Critical thinking is also an important aspect that must be considered. This study aims to analyze the differences in critical thinking skills and learning independence attitudes between boarding school and regular class students in physics learning at MA NU Banat Kudus. The method used in this study is a mixed methods with a triangulation design, combining a quantitative approach through tests and a qualitative approach through interviews. The study population consisted of grade XI students, divided into two groups: boarding and regular. Quantitative data analysis was carried out using the T test, while qualitative data were analyzed thematically. The results of the study showed that there was no significant difference in critical thinking between boarding school and regular students. Based on the t-test, a significant value of 0.67 was obtained, and the average results per aspect also showed no difference between boarding school and regular students. Meanwhile, the findings on student independence showed that boarding school students demonstrated better learning independence than regular students. This study recommends that schools develop more strategic planning for boarding programs to improve overall quality and implement active learning approaches, such as Problem-Based Learning, to enhance both critical thinking skills and learning independence among students in all types of schools.
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Development of a Critical Thinking Skills Assessment Instrument on Dynamic Electricity for High School Students
The development of critical thinking skills is a curriculum mandate in Indonesia to prepare students for global challenges, yet existing assessments often fail to effectively measure these higher-order competencies. This study aims to analyze the developmental needs, characteristics, feasibility of an assessment instrument, and the effectiveness of its use in evaluating the critical thinking skills (CTS) of high school students on the topic of dynamic electricity. This is a research and development (R&D) study that employs the Four-D Model (define, design, develop, disseminate), as developed by Thiagarajan. The sample consisted of 30 students for a small-scale trial and 150 students for a large-scale trial. Data were collected through interviews, tests, questionnaires, and documentation. The data obtained from these methods were then analyzed using the Rasch Model to evaluate the psychometric properties of the instrument. The instrument was characterized by high-cognitive-level multiple-choice questions administered via the Google Forms platform integrated with AutoProctor. The research findings revealed the need to develop a critical thinking skills assessment instrument that meets the requirements of teachers, students, and conceptual frameworks. The instrument's validity was established through two methods. First, an expert validation process yielded an average Aiken's V coefficient of 0.93. Second, data from empirical trials analyzed with the Rasch Model showed that all items met the ZSTD fit criteria for validity (-2.0 < ZSTD < +2.0). Item reliability was 0.74 and 0.92, with Cronbach's Alpha values of 0.84 and 0.87 (reliable). The item difficulty level was evenly distributed, the item discrimination index was 3.44 (good), and the instrument was free from bias. The average score across the 6 CTS indicators was 79.82, indicating that the assessment instrument for critical thinking skills on dynamic electricity is both feasible and effective for use.
Digital Protractor Integration in PhET Simulation for Proving Snell's Law in Mirror Geometric Optics: An Exploratory Study and Measuring Conceptual Understanding
Technological developments are driving the transformation of science learning, including physics, from conventional to digital-based approaches. This study examines the use of a digital protractor in PhET simulations to verify Snell's Law (the law of reflection, θ₁ = θ₂) in geometric optics involving mirrors (plane, concave, and convex). This study aims to explore the innovation of digital protractor integration as a tool in PhET simulations on geometric optics, while also examining its implications as a learning aid for prospective physics teachers. This study is motivated by the challenges of abstracting optics material and the demands of STEM implementation in the Merdeka Curriculum. Employing a descriptive qualitative method with 15 physics students, the research found that this integration improves conceptual understanding despite technical issues such as inaccurate protractor placement and normal line errors. Data analysis confirmed Snell’s Law compliance, though success rates varied with procedural complexity. Students praised the dynamic visualization and efficiency but noted limitations, such as over-idealization. The results advocate for a blended learning approach, combining digital tools with traditional lab work to optimize optics education.
Quantum Spectral Algorithms for Khovanov Cohomology via Laplacian Formalism and Frobenius Cobordisms
We present a comprehensive quantum algorithm for computing Khovanov cohomology, a categorification of the Jones polynomial, together with a clear narrative that connects its motivation, construction, and implementation. By simulating Laplacian operators derived from the Khovanov cochain complex, we estimate cohomological dimensions using quantum phase estimation, thermal sampling, and Quantum Singular Value Transformation (QSVT). The framework explicitly exploits the Frobenius algebra structure and cobordism maps, showing how these topological tools translate naturally into unitary quantum operations. Worked examples for the trefoil knot and Hopf link illustrate each step, from encoding the cube of resolutions to constructing differentials and Laplacians. This narrative approach not only refines and operationalizes the Laplacian method introduced by previous works but also provides a practical roadmap for extending categorified invariants into the realm of quantum algorithms suitable for near-term devices.
The Feasibility and Effectiveness of a Physics Enrichment Book Based on Ethnophysics of the Borobudur Temple
This study aims to explore ethnophysical concepts embedded in Borobudur Temple and to develop a contextual physics enrichment book for senior high school students. Indonesia possesses a rich cultural heritage with strong potential for contextualized science education, and Borobudur Temple—an architectural masterpiece that embodies various physics principles—offers a unique opportunity to design culturally relevant learning resources. The research employed a Research and Development (R&D) approach using the AM3PU3 model and a one-group pretest–posttest design involving 74 students from SMA Negeri 1 Tengaran. Data were collected through expert validation, student questionnaires, and pretest–posttest scores, and analyzed using the N-Gain test. The findings indicate that mechanical concepts grounded in ethnophysics are present in the temple’s structure and can support culturally based physics instruction. The developed book received expert validation scores of 3.40 for content, 3.83 for language, and 3.63 for presentation (on a 1–4 scale). Student responses were also high, with scores of 4.00 for readability, 3.98 for effectiveness, and 3.90 for design (on a 1–5 Likert scale). The N-Gain result of 0.30 indicated a moderate improvement. These findings suggest that integrating ethnophysics may serve as a culturally responsive strategy to enhance students’ conceptual understanding and engagement in science education.
Expansion of the Double Pendulum System and Its Decomposition Model: Systematic Literature Review
Double pendulum is a mechanical system that exhibits complex dynamic behavior, often used to study nonlinear dynamics and chaos. Along with the development of research, this system has been extended with the addition of several new constraints. This research aims to conduct a Systematic Literature Review (SLR) related to the extension of the double pendulum system and the formulation of the relevant equations of motion. The article search was conducted systematically, resulting in 27 documents that met the inclusion criteria. The results of the analysis show that the extension of the gantry pendulum crane system with a payload is the main focus in this study. In addition, the most frequently used decomposition model is a mathematical model with a Lagrangian approach. These findings provide deep insights for further development of mathematical models as well as their applications in the fields of robotics, system control, and dynamic structural analysis.
Soil Quality of Maize and Chili Plants Based on Soil pH in Gemuhblanten Village
Soil pH is an indicator of soil quality that is important to note because it affects the balance of nutrients in the soil. This is important, especially to maintain the fertility of agricultural land. The purpose of this study was to analyze soil quality based on the soil pH of maize and chili plants. The research sample was taken on the agricultural land of Gemuhblanten Village, Gemuh District, Kendal Regency ins October 2022. Sampling was carried out at six points on each of the maize and chili field. The initial pH data obtained was then averaged. It was obtained that the average soil pH of maize plants was 7.75 which was in the "slightly alkaline" criteria. The average soil pH of chili plants is 7.08 which is a "neutral" criterion The soil pH value for maize plants is slightly higher than the good soil pH for maize plants. Meanwhile, the pH of the soil in chili plants meets a good soil pH value for chili plants.
Development of Arduino UNO-based Heat Practicum Tool with LM35 Sensor to Improve Student Graphic Interpretation
Technology is the result of the process of scientific development. 21st century technology has developed rapidly in the scope of education. High-level thinking is an important competency for students in the 21st century. For this reason, learning planning is needed that is able to improve high-level thinking competencies, especially in terms of student interpretation. Many practical lessons at SMA N 1 Balapulang are still not technology-based. This research aims to produce a practical tool based on Arduino UNO to improve graphic interpretation for high school students. This type of research is Research and Development (R & D) and uses a research model, namely ADDIE (Analysis, Design, Development, Implementation, Evaluation). Based on validation by tool experts, it was found that the practical tool media developed received a score of 92.5% in the very good category. The characteristics of the media developed are the Arduino UNO microcontroller with an LM35 sensor to read the temperature of the liquid being measured, the interface of the Arduino UNO is PLX-DAQ software so that it is stored in MS Excel, there is a LKPD developed to make it easier for students during practicum. The results of improving student graphic interpretation seen from the pre-test and post-test obtained an average score from 57.11% to 89.61%. The N-Gain value obtained was 0.72, where there was an increase in graphic interpretation for students in the high category. The results of the analysis of heat change calculations proportional to temperature changes can improve student interpretation of graphs.
Integrating Claim, Evidence, Reasoning into a Four-Tier Diagnostic Test to Assess Students’ Conceptual Understanding of Work and Energy
This study reports the development and validation of a Four-Tier Diagnostic Test integrated with the Claim, Evidence, and Reasoning (CER) framework to examine senior high school students’ conceptual understanding of work and energy. Although four-tier diagnostics and CER have been widely implemented independently, limited research has combined both approaches within a unified diagnostic assessment framework. The integration is intended to capture students’ answer accuracy, confidence level, and the structure of their scientific reasoning simultaneously. Using a Research and Development design, five CER-based four-tier items were developed and administered to 100 twelfth grade students. Content and construct validity were established through expert review, and reliability was examined using Cronbach’s Alpha. Misconceptions were analysed using the Confidence Discrimination Quotient (CDQ) and four tier interpretation criteria. The findings indicate that misconception rates ranged from 23% to 25%, while CDQ values varied between −0.006 and 0.024, suggesting the presence of moderate conceptual uncertainty. Most items demonstrated high difficulty levels and moderate discrimination indices, indicating that work–energy concepts remain cognitively demanding. The integration of CER into the four-tier structure provided richer diagnostic information by linking correctness, reasoning quality, and confidence level. These results highlight the potential of CER-integrated diagnostic assessment in identifying nuanced misconceptions in physics learning.
Development of Physics Textbooks Based on STEM Integrated to Quranic Verses in Traveling and Standing Waves Subject
Textbook is one of the learning tools that commonly used by student. The purpose of this research is to describe the stages of developing a STEM based textbook integrated to Quranic verses and to measure of the effectiveness the textbook to enhance students conceptual understanding of traveling and standing wave and to acknowledge students insight to spiritual knowledge. This research used research and development method with 4D model. The 4D model consist of four stages developing process. Those are to define, design, develop and disseminate. The research subject were the students of XI MIPA3 of MAN Pemalang as for experimental class, and students of XI MIPA 4 of MAN Pemalang as a control class. Based on expert judgements this STEM based textbook was categorized to a valid and acceptable textbook for use in learning process with an average score 77.4%. The effectiveness of the STEM based textbook integrated to Quranic verses to enhance conceptual understanding was measured with the pretest-posttest control group design. The result showed that the textbook is effective in improving students conceptual understanding of traveling and standing wave subject.
Development of Computational Physics Practical Instructions: Visualization of the Laplace Equation Phenomenon
Practical instructions for practical activities in computational physics courses have been successfully developed with material on the Laplace equation for temperature distribution. This research aims to produce practical instructions and determine the characteristics, feasibility, and responses of students to practical instructions for computational physics on the Laplace equation. The research design used is development research or R&D (Research and Development) which was modified from Sugiyono. The research was carried out at the Computer Laboratory of PGRI University Semarang with Physics Education study program students as research subjects. The research results show that the computational physics practicum instructions developed have the criteria "Very Feasible" based on validation from three computational physics experts with respective percentages of 96%, 99% and 93%. The characteristics of this computational physics practical guide are that it is prepared using computational thinking techniques and written using structured documents (LaTex), presented explicitly and equipped with algorithms, solving with two different scenarios (iterations and matrices) in one case as well as writing coding. uses the latest software (Python) and is equipped with algorithms. This computational physics practical instruction received a very good response from students with a percentage of 87% in the initial trial and 88% in the usage trial.
Analysis of Student Self-Regulated Learning and Creative Thinking Through the Project-Based Learning Model on Renewable Energy Topics
Self-regulated learning is essential for students to be proactive in their learning, and creative thinking is crucial for overcoming challenges and generating innovative solutions. Project-Based Learning (PjBL) has been proposed as an effective method for teaching subjects such as renewable energy, allowing students to apply concepts in a real-world context. However, challenges persist in implementing PjBL, including student adaptation and lack of structured materials. This study aims to assess the impact of the PjBL model on students' self-regulated learning and creative thinking, identify factors that promote self-regulated learning, and understand barriers to developing creative thinking. Conducted at SMA Negeri 11 Sarolangun, this study involved two experimental classes and one control class. Using a mixed-method approach with a sequential explanatory design, this research employed a quasi-experimental method with a non-equivalent control group design. Data were collected using questionnaires, creative thinking tests, and interviews, and analyzed using parametric statistical tests and qualitative descriptive analysis. The results showed that PjBL had a significant positive impact on self-regulated learning and creative thinking, with a supportive learning environment being a key factor. The t-test results showed a significant effect on self-regulated learning (0.002) and creative thinking (0.04), both below the 0.05 threshold. Effect size analysis indicated a high impact on self-regulated learning and moderate impact on creative thinking variable.
Analysis of the Implementation of the Kurikulum Merdeka in Physics Subject Class XI SMAN 13 Semarang
The independent curriculum is an offer to reconstruct the education system freely in accordance with existing resources as the goal of change and progress of the nation in order to adapt to the challenges of globalization. This study aims to find out the difficulties of educators and students in implementing the independent curriculum in Physics learning. The type of descriptive research with a qualitative approach, purposive sampling so that 3 educators from the fields of physics, chemistry, and biology were obtained, as well as 36 students of class XI phase F1 (Physics Specialization) SMAN 13 Semarang. Questionnaire research instruments with Likert scale, interview guidelines and observations. The analysis procedure of this study uses the Miles and Huberman version, the student questionnaire is analyzed using a percentage calculation based on a predetermined category, the interview data is concluded in the analysis of conformity with observation data. The results of the study show that SMAN 13 Semarang is feasible to implement the independent curriculum, facilities and infrastructure can support learning with the implementation of the independent curriculum well. However, educators experience difficulties in several parts of the learning process, namely in the preparation of the administration of the Independent curriculum such as teaching modules, P5 programs, IT-based learning media and coordinating time during learning. The difficulties also experienced by students of class XI phase F1 in the implementation of the independent learning curriculum of physics learning at SMAN 13 Semarang from the learning implementation factor of 41.7%, the difficulty in understanding physics learning got a percentage of 66.67%, which means that it is quite agreeable to the difficulty of learning physics. The difficulty of learning physics is seen from the learning process where students think that educators are less varied in terms of learning methods 25%, educators are less creative 36.11%.
Development of STEM Based Physics E-Modul with Virtual Lab to Improve Learning Outcomes
The Merdeka curriculum organizes the physics subject into concept understanding and science process skills. However, based on interviews and observations at MAN IC Pekalongan, the development of process skills in physics learning is rarely facilitated due to the limited availability of learning media and time. This RnD research aims to develop digital learning media as an alternative solution to these problems. The analysis of learning media needs showed that teachers and students need Interactive E-Modules as learning media, applications of physics in everyday life such as STEM, and a Virtual Lab packaged with interactive and simple language. The E-Module was validated by several experts in material, learning media, and learning and was declared highly feasible with an average score of 4.5 out of 5. The posttest results showed an average score of 59.67 for both the experimental and control classes. The n-gain analysis demonstrated that the E-Module effectively improved conceptual understanding, with an n-gain value of 0.74 (high), and had a positive effect on process skills with an average value of 87.86 for the experimental class and 86.44 for the control class, with a significance value of 0.032 in the independent sample test of both classes.
Development of Website-Based Teaching Materials with a Multi-Representation Approach Assisted by Scratch Simulation in Circular Motion
This study is an R&D research that aims to describe the feasibility and characteristics of website-based teaching materials with a multi-representation approach assisted by Scratch simulation in a circular motion. The development model used in this study was a 4-D development model, (define, design, develop, disseminate). The define stage consists of the draft instrument, learning objectives flow (ATP), analysis and learning modules, and analysis journal. The design stage consists of teaching materials design and instrument expert validation design for evaluating the teaching materials. The development stage consists of developing instruments for assessing the digital teaching, teaching materials prototype, and expert validation and revisions based on the results of expert validation. The dissemination stage consists of the final validation consisting of the results of the final validation of the product and the dissemination of teaching materials through the publication of scientific papers in journals. Based on the results of expert validation, the percentage of average of score on the material aspect is 91.25% with a very feasible category. The percentage of an average score on the media aspect is 92.82% with the very feasible category. The readability percentage of teaching materials has an average value of 87.59% in the easy-to-understand category. The percentage of teacher and student responses was 97.50% and 88.61% in the very good category response.
Enhancing Students’ Creativity through Product-Oriented Project-Based Learning with Teaching Aids in Straight Motion Kinematics
This study aims to analyze the implementation of product-oriented project-based learning using instructional teaching aids to improve students’ creativity in learning the topic of straight motion kinematics. The aspects of creativity examined include fluency, flexibility, elaboration, and evaluation skills. This research employed an experimental method with a nonequivalent control group design. The research subjects consisted of an experimental class that applied product-oriented project-based learning using teaching aids and a control class that received conventional instruction. Data were collected through creativity tests and observation sheets. The results of the study indicate that the implementation of product-oriented project-based learning using teaching aids effectively improves students’ creativity. This improvement is demonstrated by the achievement of the creativity indicators, including fluency, flexibility, elaboration, and evaluation skills, in the experimental class compared to the control class. Therefore, product-oriented project-based learning using teaching aids can be considered an effective alternative instructional strategy to enhance students’ creativity in physics learning.
Analysis of Physics Problem Solving Skills of Junior High School Students through PBL-HOTS on Magnetism Material
Critical thinking and problem-solving skills are essential components of 21st-century education goals. Weak problem-solving and higher-order thinking skills (HOTS) can become problematic for students studying physics, particularly in the context of magnetism. To address this issue, efforts are being made to improve physics problem-solving skills through the application of problem-based learning (PBL) and HOTS. The study aims to determine whether students' physics problem-solving skills are better when using PBL-HOTS compared to PBL alone. Additionally, the study aims to determine the improvement and profile of physics problem-solving skills according to Heller after the application of PBL-HOTS on magnetism material. The study employed a mixed-methods sequential explanatory pre-test post-test control group design. The participants were ninth-grade students from SMP Negeri 1 Kersana during the 2021/2022 academic year. The sample was selected using purposive sampling, with Class IX A as the experimental group and Class IX C as the control group. Data was collected using a physics problem-solving test, including descriptions, interviews, and post-test documentation checks. The t-test results indicate that students who applied PBL-HOTS had better physics problem-solving skills than those who applied PBL. Additionally, the N-Gain test showed a moderate increase in students' physics problem-solving skills after the application of PBL-HOTS, with an average N-Gain score of 0.4785. The results of interviews and examination of posttest documentation support Heller's profile of students' physics problem-solving skills. This includes indicators of focusing on the problem (84.69%), describing physics concepts (70.94%), planning solutions (87.81%), implementing problem-solving plans (95.63%), and evaluating solutions (46.88%).
Improving Computational Thinking Skills Through The Implementation of Project-Based Learning According to Student Differentiation in Physics Learning
The research aims to determine the effectiveness of project-based learning by paying attention to student differentiation to improve computational thinking skills. The research is based on students' computational thinking skills, which are still below standard, namely below of 50% at each stage, including decomposition, pattern recognition, abstraction, and algorithms. This research is classroom action research carried out over three learning cycles. The results of the research show that there is an increase in students' computational thinking skills in each learning cycle given. In the first and second cycles, the level of achievement of students' computational thinking skills reached 22.8% and 54.29%, meaning that what was originally in the very low category became low. After that, in the third cycle the level of achievement of students' computational thinking skills in the high category reached 88.57%. The gain test results in the first and second cycles were in the medium category with n- gain scores of 0.40 and 0.52. Furthermore, in the third cycle, an n-gain of 0.71 or high category level. These results indicates that the implementation of project-based learning according to student differentiation in physics learning was effective in improving computational thinking skills.