arXiv subjects

Serli Ahzari

Publications and source records attributed to Serli Ahzari.

4 recordsLinked to original sources

arXiv2026

Technology Integration in the Project Based Learning Model: Bibliometric Analysis 2015-2024

This study aims to conduct a bibliometric analysis of scientific publications discussing technology integration in the Project-Based Learning (PjBL) model during the 2015-2024 period. With the evolving 21st century educational paradigm, PjBL has emerged as one of the most promising pedagogical approaches. In this context, the integration of technology in PjBL becomes an important catalyst that expands the scope and depth of learning experiences while preparing students to face challenges in the digital era. This research applies a bibliometric analysis methodology and systematic literature review, utilizing the Publish or Perish (POP) application for data collection and VOSviewer for data analysis and visualization. The results reveal emerging research trends, collaboration patterns, and focus areas in the scientific literature related to technology integration in PjBL. The bibliometric analysis uncovers research dynamics and knowledge gaps that need to be addressed. These findings provide valuable insights for researchers, practitioners, and policymakers in optimizing the implementation of technology-based PjBL and formulating educational policies responsive to technological developments and 21st-century learning needs. The results of this study are expected to contribute significantly to the academic community and educational practitioners in developing more effective technology based PjBL implementation strategies and fostering interdisciplinary collaboration to advance education in the digital age.

physics.ed-ph↗

arXiv2026

Effects of Physics Teaching Materials on Student Critical Thinking and Creative Thinking Skills: A Meta-Analysis

The rapid advancement of technology and science education demands innovative approaches to develop students' critical and creative thinking skills. However, there is limited systematic evidence about the effectiveness of different physics teaching materials in fostering these essential 21st century skills. This study aims to investigate the effect of physics teaching materials on critical thinking skills and creative thinking skills of high school students through a comprehensive meta-analysis of recent research. Using purposive sampling, 20 articles from national journals published between 2019-2023 were analyzed. The results revealed three key findings: (1) physics teaching materials showed varying degrees of effectiveness across different formats, with modules and student worksheets demonstrating the highest effect sizes (3.93 and 3.97 respectively); (2) physics teaching materials significantly enhanced students' critical thinking skills with a high effect size category (3.97); and (3) these materials effectively improved creative thinking skills with a high effect size category (2.97). These findings provide valuable insights for educators and curriculum developers in designing and implementing effective physics teaching materials.

physics.ed-ph↗

arXiv2025

Analyzing Students Critical Thinking as a Basis for Developing Interactive Physics Multimedia with Generative Learning and Cognitive Conflict Strategies

The increasing complexity of abstract concepts in physics education and the low level of students critical thinking skills demand innovative instructional strategies aligned with 21st century competencies. This study aims to analyze students critical thinking skills as the foundation for developing physics interactive multimedia using a generative learning model integrated with a cognitive conflict strategy. The research was conducted in three public high schools in Lima Puluh Kota Regency using a quantitative descriptive survey method, involving 125 eleventh-grade students. Data were collected using five validated instruments: teacher questionnaires on instructional practices and critical thinking, student learning style and attitude surveys, a multimedia needs assessment, and a critical thinking skills test. Results show that current instruction relies heavily on static and non-interactive media such as PowerPoint and videos, failing to support students varied learning styles especially the dominant visual preference (53.06). While students exhibit moderately positive attitudes toward physics learning (65.69), their critical thinking skills are critically low (average score 27.80), particularly in inference (24.00) and evaluation (28.00) indicators. These findings underscore the urgent need to develop visual and interactive multimedia that facilitates cognitive conflict and deeper reflection. The novelty of this study lies in linking multimedia design with cognitive strategies tailored to enhance critical thinking in physics. The study contributes to physics education by offering empirical evidence for the pedagogical integration of generative learning and cognitive conflict approaches in digital environments, paving the way for targeted multimedia interventions that promote critical reasoning in conceptually demanding physics topics.

physics.ed-ph↗

arXiv2025

Enhancing Science Literacy through Cognitive Conflict-Based Generative Learning Model: An Experimental Study in Physics Learning

This experimental study investigates the effectiveness of the Cognitive Conflict-Based Generative Learning Model (GLBCC) in enhancing science literacy among high school physics students. The novelty of this research lies in the innovative integration of cognitive conflict strategies with generative learning principles through a six stage structured framework, specifically designed to address persistent misconceptions in physics education while systematically developing scientific literacy competencies. The research employed pretest-posttest control group design involving 167 Grade XI students from three schools. Students were randomly assigned to experimental groups (n = 83) that received GLBCC instruction and control groups (n = 84) that used the expository learning model. Science literacy was measured using validated instruments assessing scientific knowledge, inquiry processes, and application skills across six key indicators. Statistical analysis using ANOVA with Tukey HSD post-hoc tests revealed significant improvements in science literacy scores for students receiving GLBCC instruction compared to traditional methods (p < 0.001). This study makes a unique contribution to physics education by demonstrating how the deliberate creation of cognitive conflict, combined with authentic real-world physics phenomena, can effectively restructure students conceptual understanding and enhance their scientific thinking capabilities. Factor analysis identified four critical implementation factors: science literacy development components, learning stages and orientation, and objectives, and knowledge construction processes. The findings provide empirical evidence supporting the integration of cognitive conflict strategies with generative learning approaches in physics education, offering practical implications

physics.ed-ph↗