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241	Physics Education	ABS-41
Developing Project-Based Learning Tools with VAK Multi-Modality Differentiation to Enhance Students Conceptual Understanding Fitria Herliana- Vina Serevina- Izzatul Maula- Ahmad Farhan- A Halim- Susilawati- Susanna- Suci Rizkina Tari Student of Doctoral Education Department, Universitas Syiah Kuala, Tgk. Hasan Krueng Kalee Street, Banda Aceh 23111, Indonesia Physics Education Department, Universitas Syiah Kuala, Tgk. Hasan Krueng Kalee Street, Banda Aceh 23111, Indonesia Department of Physics Education, Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta 13220, Indonesia Abstract This research aims to develop project-based physics learning tools through VAK (Visual, Auditory, and Kinesthetic) multi-modality differentiation and examine their validity, practicality, and effectiveness in enhancing high school students conceptual understanding. The study employs a Research and Development (R&D) approach with the ADDIE model to develop learning tools accommodating diverse learning styles. Implementation occurred in a single tenth-grade high school class using a one-group pretest-posttest design. The developed materials include lesson plans, student worksheets, and multimodal learning resources incorporating Project-Based Learning stages that integrate VAK multi-modality differentiation. Students were organized in heterogeneous groups based on VAK modality preferences, with roles assigned according to modality strengths: auditory students led the Start with the Essential Question phase, visual students predominated in Design a Plan for the Project, and kinesthetic students took primary responsibility during the Progress of the Project phase. The tools validity was assessed through expert validation using Aiken V formula, while practicality was measured via student and teacher responses, and effectiveness was analyzed through pretest-posttest comparison of conceptual understanding using N-gain scores. Results indicate that the developed learning tools are valid, practical with positive feedback, and effective in improving conceptual understanding. The VAK modality-based differentiated collaboration demonstrated positive dynamics with optimal contributions from each student according to their learning preferences, establishing this approach as a viable solution for accommodating diverse student characteristics in physics education. Keywords: Adaptive- Differentiated Learning- Learning Style- PjBL- Physics Learning Share Link | Plain Format | Corresponding Author (Fitria Herliana)

242	Physics Education	ABS-49
Needs Analysis of a STEM-Based Problem-Based Learning Electronic Module in Fluid Mechanics to Enhance Students^ Critical Thinking and Problem-Solving Skills Arika, Suharno, Dewanto Harjunowibowo Universitas Sebelas Maret Abstract This study aims to determine the need for learning devices in the form of electronic teaching modules based on STEM Problem Based Learning to measure students^ critical thinking and problem-solving abilities so that they can be known and there is follow-up from researchers to teachers in implementing learning. The needs analysis studied is the analysis of teaching module needs, analysis of Fluid material, analysis of critical thinking skills and students^ problem-solving abilities. The subjects of this study were high school physics teachers who teach with the Merdeka curriculum and teach in grade 11. The participants in this study were around 10 teachers from different schools in several districts/cities in East Java and 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, the following results were obtained: 1) As many as 73.2% of physics teachers still have difficulty in developing teaching modules, but 92.4% stated that they were interested in creating modules that meet the criteria for electronic teaching modules based on STEM Problem Based Learning in the Merdeka curriculum- 2) Fluid material is important but difficult for students to understand- 3) Teachers experience obstacles in teaching aspects related to critical thinking and problem solving skills, with 65% of physics teachers experiencing difficulties in developing critical thinking skills and 62.8% experiencing obstacles in improving students^ problem solving skills- 4) Teachers need teaching modules that support aspects of students^ critical thinking and problem solving skills. Keywords: STEM Problem based learning, Students^ critical thinking skills and problem solving skills. Share Link | Plain Format | Corresponding Author (Arika Arika)

243	Physics Education	ABS-50
Project Based Learning (PjBL) Integrated STEM Research Trend for Last 5 Years: A Bibliometric Analysis Widia Ainun Anasi (a*), Suharno (b), Dewanto Harjunowibowo (b) a) Post Graduate Physics Education Department, Sebelas Maret University *widiaainun[at]student.uns.ac.id b) Post Graduate Physics Education Department, Sebelas Maret University Abstract STEM (Science, Technology, Engineering, and Mathematics) education is currently considered a priority which is one of the alternative learning approaches to develop 21st century skills. This study aims to examine the trends of project-based learning (PjBL) integrated with the STEM approach in physics learning. The method employed is bibliometric analysis, utilizing secondary data collected from the Scopus database, comprising 98 documents published between 2019 and 2024. The collected documents were then analyzed using the VOSviewer application. This study shows that the integration of PjBL and STEM can be applied to the context of science learning, especially physics. The results of this study are also still one of the trends and can be an option in implementing learning in schools and provide direction for the development of innovative learning models that are relevant to today^s educational needs. Keywords: bibliometric, STEM, project based, PjBL, physics learning Share Link | Plain Format | Corresponding Author (Widia Ainun Anasi)

244	Physics Education	ABS-306
Pedagogical Content Knowledge (PCK) in Physics Teachers: A Systematic Scoping Review Astrini Dewi Kusumawati, Endang Purwaningsih, Markus Diantoro, Edi Supriana, Amrizaldi, Revnika Faizah Department of Physics, Faculty of Mathematics and Natural Sciences, State University of Malang, Jl. Semarang 5 Malang, Indonesia Abstract This study aims to determine the Pedagogical Content Knowledge (PCK) of physics teacher on teaching specific subject matter in high school. This type of research used empirical studies by 20 articles between 2015 to 2025, peer-reviewed journals in the context of high school physics program. The outcomes of this review study are discussed under these themes (a) In what ways does the use of PCK in instruction support student learning? (b) What difficulties do teacher face in using PCK? (c) What is the relation between students^ use of PCK and students^ problem-solving skills? (d) What is the relation between students^ use of PCK and students^ argumentation skills? (e) What is the relation between students^ use of PCK and students^ critical thinking skills? We identify gaps in the existing knowledge base, and we propose future research directions in these three areas: (a) Exploring the use of PCK in physics high school- (b) Blending of different kinds of PCK- and, (c) The use of virtual reality applications Keywords: Physics Teacher, PCK, Argumentation, Critical Thinking, Problem Solving Share Link | Plain Format | Corresponding Author (Astrini Dewi Kusumawati)

245	Physics Education	ABS-309
Pengembangan Lembar Kerja Peserta Didik (LKPD) Berbantuan Simulasi PhET Pada Materi Fluida Statis Angestu Heriyoso, Dr. Ir Vina Serevina M.M, Prof. Esmar Budi, S.Si, M.T Universitas Negeri Jakarta Abstract Student Worksheet or LKPD is a learning tool that focuses on students activities in seeking or building knowledge on their own. It supports deep learning, which emphasizes students development in understanding scientific concepts independently during practical activities. Physics Education Technology (PhET) is a simulation developed by the University of Colorado. It includes learning simulations for subjects like physics, biology, and chemistry, suitable for both classroom learning and self-study. The advantage of PhET simulations is that they emphasize the connection between real-life phenomena and underlying scientific concepts. They support interactive and constructive learning approaches, provide feedback, and offer creative workspaces. This application can be used for free by students and teachers through Android devices, PCs, or laptops. Therefore, this study aims to create a student worksheet (LKPD) that uses PhET simulations for the topic of static fluids. The research was conducted using the 3D model: Define, Design, and Develop. The components included in this PhET-based LKPD are: (a) cover, (b) roadmap, (c) basic theory, (d) experiment activities, (e) observation of activities, (f) analysis of experiment data, (g) communicating experiment results, (h) literacy tasks, (i) evaluation, (j) summary, and (k) reference list. The validation results from media experts showed an average percentage of 94. 81%. Based on these results, the PhET-based LKPD for the topic of static fluids is considered valid and ready for further development. Keywords: LKPD, Deep Learning, PhET Simulation, Static Fluids Share Link | Plain Format | Corresponding Author (Angestu Heriyoso)

246	Physics Education	ABS-61
Analyzing Concept Mastery in Work, Energy, and Alternative Energy by Gender with the Rasch Model Devi Yulianty Surya Atmaja Universitas Pendidikan Indonesia Abstract This study aims to analyze students^ conceptual mastery of the material of Work, Energy, and Alternative Energy (UENA) in Sumedang Regency based on gender. This study uses a descriptive quantitative method involving 72 high school students in grade X, aged 14-15 years. The research sample was taken using a purposive sampling technique, consisting of 28 male students and 44 female students, considering the similarities in their characteristics and learning abilities. The instrument used was 25 multiple-choice questions on the UENA material, with a Cronbach^s Alpha reliability level of 0.71 (good category). The collected data were analyzed using Microsoft Excel and the Ministep Rasch Model to map the level of student ability and the level of difficulty of the questions. The results showed that no students achieved the KKM (Minimum Completion Criteria of 75). Overall, the level of conceptual mastery of the work material was 33%, energy material 55%, and alternative energy material 53%. Rasch modeling with the Ministep Rasch Model shows variations in student abilities, with a range of abilities from low to high. The easiest question is U5, while the most difficult question is U11. Students with the lowest ability are 14L, and the highest are 27PA and 34LA. The majority of students with medium to high abilities are dominated by women. This finding indicates the need for more innovative learning methods or targeted strategies, especially to improve mastery of concepts based on gender in work, energy, and alternative energy materials Keywords: concept mastery, alternative energy, work, energy, physics Share Link | Plain Format | Corresponding Author (Devi Yulianty Surya Atmaja)

247	Physics Education	ABS-67
The relationship between conceptual understanding and problem solving abilities among Universiti Teknologi Malaysia^s undergraduates KRISANTINI A/P VINAYAGAN UNIVERSITI TEKNOLOGI MALAYSIA, UTM JOHOR Abstract This study investigates the relationship between conceptual understanding and problem-solving abilities in physics among undergraduates at Universiti Teknologi Malaysia (UTM). This study supervised by Prof. Dr. Fatin Aliah Phang. The research focuses on the topic of force and motion, aiming to determine whether a student^s conceptual grasp influences their ability to solve related physics problems. Conceptual understanding was measured using the Force Concept Inventory (FCI), while problem-solving skills were assessed through selected items from the SAT Physics Practice Test. A total of 60 students from Year 2 and Year 4 who had completed the mechanics course participated in the study. Descriptive analysis was used to determine students^ levels of conceptual understanding and problem-solving ability, while Pearson correlation analysis was employed to examine the relationship between the two variables. The findings provide insights into how these two cognitive domains are related within the context of physics learning. Keywords: Conceptual Understanding, Problem Solving, Force and Motion Share Link | Plain Format | Corresponding Author (KRISANTINI VINAYAGAN)

248	Physics Education	ABS-74
Pengembangan Permainan Simulasi ^Bird Simulator^ sebagai Media Pembelajaran untuk Penjumlahan Vektor Shofiyah Muthmainnah, Esmar Budi, Haris Suhendar Program Studi Pendidikan Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Jakarta, Jalan Rawamangun Muka No. 1, Jakarta Timur, Kode Pos 13220, Indonesia Abstract Penelitian ini bertujuan untuk menghasilkan permainan simulasi ^Bird Simulator^ yang layak digunakan sebagai media pembelajaran untuk penjumlahan vektor. Penelitian ini menggunakan metode R&D (Research and Development) dengan model pendekatan ADDIE (Analyze, Design, Develop, Implement, Evaluate). Permainan ini dikembangkan dengan menggunakan articulate storyline. Hasil dari permainan ini kemudian divalidasi untuk mengetahui kelayakannya oleh ahli materi, ahli media, dan ahli pembelajaran. Hasil akhir dari permainan ini kemudian diujicobakan kepada peserta didik. Vektor merupakan salah satu konsep yang dianggap sebagai pondasi dasar untuk mempelajari pokok bahasan lain dalam fisika. Salah satu faktor penyebab peserta didik mengalami kesulitan dalam memahami vektor adalah adanya miskonsepsi penggambaran konsep vektor yang tidak didasarkan pada aturan-aturan penjumlahan vektor yang benar. Selain itu, guru seringkali masih memakai media pembelajaran yang ketinggalan zaman. Media pembelajaran yang saat ini dipakai guru perlu diperbarui agar lebih efektif dan efisien dalam menyampaikan materi pembelajaran. Maka dari itu, dikembangkan permainan simulasi ^Bird Simulator^ sebagai media pembelajaran untuk penjumlahan vektor. Keywords: media pembelajaran, permainan simulasi, penjumlahan vektor Share Link | Plain Format | Corresponding Author (Shofiyah Muthmainnah)

249	Physics Education	ABS-75
Engineering Design Process in PjBL-STEM Teaching Materials to Improve Students Scientific Literacy Skills Muhammad Syukri (a*), Siti Maghfirah (b), Fitria Herliana (a) (a) Physics Education Department, Universitas Syiah Kuala, Tgk. Hasan Krueng Kalee Street, Banda Aceh 23111, Indonesia *syukri.physics[at]usk.ac.id (b) Master of Science Education Study Program, Universitas Syiah Kuala, Tgk. Chik Pante Kulu Street, Banda Aceh 23111, Indonesia Abstract The aim of this research is to develop teaching materials (lesson plan and student worksheet) based on Engineering Design Process through PjBL-STEM to improve students^ scientific literacy that is valid, effective and practical. The type of research used is R&D with the ADDIE model. The validation sheet of teaching materials, scientific literacy test, and response questionnaire to the implementation of learning were used as instruments in this study. The subjects in this research were 33 tenth-grade students of MAN 3 Banda Aceh. The results showed that the validity of the teaching materials developed obtained a score of 3.5 and was in the valid category, The effectiveness of improving scientific literacy skills analyzed using the N-Gain test obtained a score of 0.736 with a high category, and practicality was in the very practical category. Based on these results, it can be concluded that the teaching materials developed are feasible to use to improve students^ scientific literacy skills. Keywords: Engineering Design Process, PjBL-STEM, Teaching Materials, Scientific Literacy Share Link | Plain Format | Corresponding Author (Muhammad Syukri)

250	Physics Education	ABS-80
Pengetahuan dan Cabaran Penggunaan Teknologi Guru Pelatih dalam Pengajaran dan Pembelajaran Fizik Nur Alya Qistina binti Zainuddin Universiti Teknologi Malaysia Abstract Penguasaan penggunaan teknologi dalam kalangan guru pelatih merupakan aspek penting seiring perkembangan pendidikan abad ke-21 serta keperluan Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025. Kajian ini bertujuan mengenal pasti tahap pengetahuan dan cabaran penggunaan teknologi dalam kalangan guru pelatih semasa pengajaran dan pembelajaran Fizik. Kaedah campuran (mixed method) digunakan, melibatkan pengumpulan data kuantitatif melalui soal selidik dan data kualitatif melalui temu bual separa berstruktur. Seramai 44 orang guru pelatih Fizik tahun 3 dan tahun 4 di Universiti Teknologi Malaysia (UTM) telah dipilih secara persampelan bertujuan. Instrumen soal selidik dibangunkan berdasarkan kerangka TPACK dengan tumpuan terhadap konstruk Pengetahuan Teknologi (TK), Pengetahuan Isi Kandungan (CK), Pengetahuan Pedagogi (PK) dan Pengetahuan Teknologikal Pedagogi Isi Kandungan (TPACK). Data kuantitatif dianalisis menggunakan statistik deskriptif dan inferensi, manakala data kualitatif dianalisis secara tematik. Dapatan kajian ini dijangka dapat memberikan gambaran tentang tahap penguasaan teknologi guru pelatih serta mengenal pasti cabaran utama yang dihadapi guru pelatih, khususnya dalam bidang Fizik. Keywords: Guru pelatih, teknologi, TPACK, pengajaran Fizik Share Link | Plain Format | Corresponding Author (NUR ALYA QISTINA BINTI ZAINUDDIN)

251	Physics Education	ABS-90
Needs Analysis of a Contact Angle Measurement Practicum to Support Students^ Scientific Process Skills and Collaboration in Physics Education Jasmine Cupid Amaratirta, Anif Jamaluddin, Yulianto Agung Rezeki* Master Program of Physics Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Jalan Ir. Sutami 36A, Surakarta 57126, Indonesia *yarezeki[at]staff.uns.ac.id Abstract Scientific process skills (SPS) and collaboration are essential for developing students^ analytical abilities and preparing them for research and professional environments. The development of an innovative physics practicum is essential for enhancing students^ SPS and collaborative competencies. One promising approach is the use of contact angle measurement, a technique for observing liquid-solid interactions, which can be applied in experiments to determine Earth^s gravitational acceleration. This study aims to analyze the need for developing a practicum based on contact angle measurement that can improve the SPS and collaboration skills among physics education students. Data were collected through interviews with two lecturers and questionnaires to students from the Physics Education Study Program at Universitas Sebelas Maret and analyzed using both quantitative and qualitative methods. Based on the needs analysis, both lecturers and students need a practicum that enables students to engage directly in complex and contextual scientific investigations. Such a practicum has the potential to enhance critical thinking skills, technical abilities, and conceptual understanding of physics. The results showed that practicum based on contact angle measurement is not only innovative but also effective in developing students^ SPS and collaborative skills. Keywords: Need Analysis, Contact Angle Measurement, Practicum, Scientific Process Skills, Collaboration Share Link | Plain Format | Corresponding Author (Jasmine Cupid Amaratirta)

252	Physics Education	ABS-92
Hubungan antara pencapaian Fizik dan kemahiran penyelesaian masalah matematik dalam kalangan pelajar Nabila Razak & Fatin Aliah Phang Sekolah Pendidikan, Fakulti Pendidikan Sains Dan Teknologi, Universiti Teknologi Malaysia, 81310 Johor Bahru Abstract Subjek matematik sememangnya berkait rapat dengan subjek fizik kerana pengiraan matematik digunakan dalam penyelesaian masalah fizik. Kajian ini bertujuan untuk mengenal pasti hubungan antara pencapaian fizik dan kemahiran penyelesaian masalah matematik dalam kalangan pelajar. Kajian ini dijalankan di sebuah sekolah menengah yang terletak di daerah Kulai, Johor dan melibatkan seramai 30 orang pelaajr Tingkatan 4 yang mengambil pakej STEM A. Reka bentuk kajian yang digunakan ialah kajian kuantitatif berbentuk kolerasi dan instrumen kajian ini mengandungi lima soalan topik Gerakan Linear. Dapatan hasil dan data dianalisis menggunakan ujian kolerasi Pearson bagi mengenal pasti hubungan antara dua pemboleh ubah utama iaitu pencapaian Fizik dan kemahiran penyelesaian masalah matematik. Hasil kajian ini menunjukkan bahawa terdapat hubungan yang signifikan antara kedua-dua pembolehubah tersebut. Kajian ini memberikan implikasi penting kepada guru dalam merancang strategi pengajaran yang berkesan dalam meningkatkan pencapaian pelajar dalam subjek fizik melalui penguasaan kemahiran penyelesaian masalah matematik. Keywords: Pencapaian Fizik, Kemahiran penyelesaian masalah matematik, Tingkatan 4 Share Link | Plain Format | Corresponding Author (NURUL NABILA BINTI A RAZAK)

253	Physics Education	ABS-95
Investigating the Impact of Jigsaw Cooperative Model and Case Method on Undergraduate Students Physics Concept Understanding and Communication Skills Aprina Defianti, Desy Hanisa Putri Science Education Department, University of Bengkulu, Bengkulu, Indonesia Abstract This study aims to investigate the impact of the jigsaw cooperative model and the case method on undergraduate students^ understanding of physics concepts and their communication skills. This study used a quasi-experimental method with a pretest-posttest non-equivalent control group design to explore information on understanding of physics concepts. Understanding of physics concepts was measured using a reasoned multiple-choice test. While communication skills were measured using a self-assessment sheet. The sample of this study involved 40 undergraduate students who were divided into an experimental class and a control class. The results showed that the pretest data on understanding of physics concepts in both classes were not significantly different. However, the posttest data on understanding of physics concepts were significantly different with the N-Gain score of the experimental class (0.46) being higher than the N-Gain of the control class (0.29). Based on the results of the self-assessment, the average communication skills score of undergraduate students in the experimental class (76.29) was also higher than that of the control class (68.71). These results indicate that the implementation of the jigsaw cooperative model and the case study method can improve understanding of physics concepts and develop communication skills of undergraduate students. Keywords: jigsaw cooperative model, case method, understanding of physics concepts, communication skills Share Link | Plain Format | Corresponding Author (Aprina Defianti)

254	Physics Education	ABS-97
Effectiveness of Using Simulations in Learning the Concepts of Force and Motion Nurul Iman Hanisah Azmi & Fatin Aliah Phang University Technology of Malaysia Abstract This study examines the effectiveness of using computer simulations in enhancing students^ understanding of the concepts of force and motion in Physics at the secondary school level. The introduction of digital learning tools, particularly simulations, aims to address the challenges faced by students in comprehending abstract physical concepts, especially when traditional teaching methods fall short. The study utilizes a quasi-experimental design, measuring the mastery of these concepts before and after using simulations. Data were collected through pre-tests and post-tests involving a cohort of Form 4 students in Kulai, Malaysia. The research aims to determine if simulations, particularly those that visualize dynamic phenomena like momentum and collision, improve students^ grasp of physical principles and increase problem-solving skills. Results indicate that using simulations as a teaching tool significantly enhances students^ concept mastery, providing a more interactive and engaging way to understand complex Physics concepts. Keywords: Simulations , Physics Education, Secondary Education, Momentum Share Link | Plain Format | Corresponding Author (NURUL IMAN HANISAH AZMI)

255	Physics Education	ABS-105
Keberkesanan Pendekatan Pembelajaran Kooperatif Dalam Meningkatkan Pemahaman Konsep Pelajar Terhadap Subjek Fizik Topik Daya Dan Gerakan 1 NUR AMANI BINTI BASIRON UNIVERSITI TEKNOLOGI MALAYSIA Abstract Kajian ini bertujuan untuk menilai keberkesanan pendekatan pembelajaran kooperatif dalam meningkatkan pemahaman konsep pelajar terhadap topik Daya dan Gerakan 1 dalam Fizik Tingkatan 4. Kajian ini menggunakan pendekatan kuantitatif dan melibatkan seramai 60 orang pelajar daripada dua buah sekolah menengah di kawasan Taman Universiti dan Kangkar Pulai dengan menggunakan teknik kuasi eksperimen dimana pelajar tersebut telah dibahagikan kepada dua kumpulan iaitu kumpulan eksperimen yang menjalani pembelajaran kooperatif dan kumpulan kawalan yang mengikuti pembelajaran tradisional. Instrumen kajian yang digunakan dalam ujian pra dan pasca bagi mengukur perubahan pencapaian akademik pelajar adalah berdasarkan ujian topikal, manakala data dianalisis menggunakan ujian-t Sampel Bebas menerusi perisian SPSS. Kajian juga mendapati bahawa integrasi elemen PAK21 iaitu pembelajaran yang berpusatkan pelajar dan penggunaan teknologi dapat memperkukuh lagi keberkesanan pendekatan ini. Hasil kajian menunjukkan bahawa kumpulan eksperimen mencatatkan peningkatan signifikan dalam skor ujian pasca berbanding kumpulan kawalan. Selain prestasi akademik, pelajar juga menunjukkan tahap penglibatan, motivasi, dan interaksi yang lebih tinggi semasa sesi pembelajaran. Diharapkan dapatan kajian ini dapat menjadi rujukan dan panduan berguna kepada pendidik dalam merancang strategi pengajaran yang lebih berkesan, menyeronokkan dan relevan dengan keperluan pelajar masa kini. Keywords: pembelajaran kooperatif, fizik tingkatan 4, daya dan gerakan, motivasi pelajar, pemahaman konsep, masa kini Share Link | Plain Format | Corresponding Author (NUR AMANI BINTI BASIRON)

256	Physics Education	ABS-109
PENGGUNAAN DAN KESEDARAN MEDIA SOSIAL DENGAN PENCAPAIAN AKADEMIK FIZIK MURID TINGKATAN 4 MUHAMMAD SHAHRULL IMAN MD SHUKRI UNIVERSITI TEKNOLOGI MALAYSIA Abstract Kajian ini dijalankan untuk mengenal pasti hubungan antara penggunaan dan kesedaran media sosial dengan pencapaian akademik Fizik murid Tingkatan 4. Objektif kajian ini adalah untuk menilai tahap penggunaan media sosial, tahap kesedaran terhadap implikasi penggunaannya, serta hubungannya dengan pencapaian akademik dalam subjek Fizik. Kajian ini menggunakan pendekatan kuantitatif dengan reka bentuk kajian tinjauan. Seramai 97 orang murid Tingkatan 4 dari dua buah sekolah menengah di daerah Johor Bahru telah dipilih sebagai responden. Instrumen kajian berbentuk soal selidik digunakan untuk mengumpul data berkaitan penggunaan dan kesedaran media sosial, manakala pencapaian akademik diperoleh melalui markah peperiksaan Fizik terkini dan analisis soalan instrumen berkaitan. Data dianalisis menggunakan statistik deskriptif dan inferensi melalui perisian SPSS.Jangkaan dapatan kajian menunjukkan bahawa tahap penggunaan media sosial dalam kalangan murid adalah tinggi, manakala tahap kesedaran terhadap implikasi penggunaan berada pada tahap sederhana hingga tinggi. Kajian ini juga menjangkakan bahawa terdapat hubungan yang signifikan antara penggunaan media sosial dan pencapaian akademik Fizik. Kajian ini diharap dapat memberikan panduan kepada guru, ibu bapa dan pihak sekolah dalam menyusun strategi pendidikan serta meningkatkan tahap kesedaran pelajar terhadap penggunaan media sosial yang bijak demi kecemerlangan akademik. Keywords: penggunaan media sosial, kesedaran, pencapaian akademik, Fizik, murid Tingkatan 4 Share Link | Plain Format | Corresponding Author (MUHAMMAD SHAHRULL IMAN MD SHUKRI)

257	Physics Education	ABS-115
Collaborative Learning in Physics: An Overview of the Group Investigation Approach and Its Impact on Learning Outcomes Abdul Karim- Basuki Wibawa Department of Educational Technology, Postgraduate Faculty, Jakarta State University, Indonesia Abstract This study is a Systematic Literature Review (SLR) which aims to evaluate the implementation of the Group Investigation (GI) model in physics learning in higher education. Eight selected articles from the Scopus, ERIC, and Google Scholar databases were thematically analyzed and visualized using VOSviewer. The results of the study show that the application of the GI model consistently contributes to the improvement of conceptual understanding, metacognitive skills, collaboration, argumentation, problem solving, and critical and creative thinking of students. The bibliometric visualization identified Group Investigation and PhET as key keywords reflecting the integration of collaborative learning and interactive technologies. However, the implementation of this model requires lecturer readiness, effective classroom management, and thorough process assessment. The study recommends the development of GI-based modules and educator training to support active and competency-oriented physics learning in the 21st century. Keywords: Group Investigation, cooperative learning, systematic literature review Share Link | Plain Format | Corresponding Author (Abdul Karim)

258	Physics Education	ABS-120
Fostering Pre-Service Vocational High School Teachers^ Conceptual Understanding of the Lambert-Beer^s Law in the Context of Electromagnetic Radiation-Solution Interaction Sarina Hanifah (a), Tiwi Nur Astuti (b), Elva Stiawan (c), Retno Ayu Puspita (d), Gusman Santika (e), Vida Zenitha Sudariasri (f) (a*),(b),(d),(e),(f) Chemistry Education Study Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Jakarta, Indonesia sarina.hanifah[at]unj.ac.id (c) Military Chemistry Department, Faculty of Military Mathematics and Natural Sciences, Republic of Indonesia Defense University, Indonesia Abstract Chemistry education in Vocational High Schools (SMK) requires prospective teachers to possess a strong conceptual understanding, particularly of concepts applicable to analytical chemistry. One key concept in this field is Lambert-Beer^s Law, which describes the relationship between electromagnetic radiation and the concentration of a substance in solution. This concept plays a vital role in spectrophotometric techniques, which are widely used for the quantitative analysis of various chemical compounds. To ensure that pre-service teachers do not merely memorize formulas procedurally but instead develop a deep conceptual understanding, effective learning strategies are needed to actively promote such comprehension. In this study, a PhET simulation of Lambert-Beer^s Law was implemented in conjunction with an inquiry-based learning model. Through this approach, students were expected to explore and investigate the relationship between wavelength and the color of absorbed or visible light, as well as manipulate cuvette length and solution concentration to observe their effects on absorbance and transmittance. These activities aimed to guide students in drawing conclusions about the meaning of Lambert-Beer^s Law as a representation of both physical and chemical interactions. The study adopted a quasi-experimental method with a one-group pretest-posttest design, involving 39 pre-service chemistry teachers enrolled in an Instrumental Analytical Chemistry course. The results indicated that PhET simulation supported by inquiry learning effectively fostered students^ conceptual understanding of Lambert-Beer^s Law as an interaction between electromagnetic radiation and chemical solutions. The N-gain value of 0.470 demonstrated the potential effectiveness of this approach in enhancing student learning outcomes. The results of the Wilcoxon Signed-Rank Test indicated a statistically significant difference between the pre-test and post-test scores (p < 0.001). These findings support the use of PhET simulation-based inquiry learning in helping teachers design lesson plans that facilitate student to master the Lambert-Beer^s Law. Keywords: Conceptual Understanding, Inquiry-Based Learning, Lambert-Beer^s Law, PhET simulation Share Link | Plain Format | Corresponding Author (Sarina Hanifah)

259	Physics Education	ABS-127
DEVELOPMENT OF INTERACTIVE MODULES BASED ON DIGITAL SIMULATION FOR TRAINING NATIONAL SCIENCE OLYMPIAD (OSN) ON MECHANICS MATERIAL IN JUNIOR HIGH SCHOOL Nining Kusumastuti (a), Fiki Taufik Akbar Sobar (b)(*) (a) Master of Physics Teaching, Faculty of Mathematics and Natural Science, Institut Teknologi Bandung. Jl. Ganesha 10 Bandung, West Java, Indonesia (b) Theoretical High Energy Physics Research Division, Faculty of Mathematics and Natural Sciences, Institut Teknologi Bandung. Jl. Ganesha 10 Bandung, West Java, Indonesia *ftakbar[at]itb.ac.id Abstract This study aims to develop and evaluate an interactive digital simulation-based training module for the National Science Olympiad (OSN) in junior high school physics. The module was developed using the Research and Development (R&D) method following the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). It was designed as a web-based resource using Canva and integrated with simulations from GeoGebra and PhET to present physics concepts in a dynamic and interactive way. Validation by three experts from the Institut Teknologi Bandung resulted in an average score of 3,2 for content validity and 3,0 for media validity, both categorized as ^very valid^. The module was then tested on twelve junior high school students from Serang Regency who were prospective OSN participants. The training showed moderate effectiveness, with an average N-gain score of 0.37. Feedback from the participants and a supervising teacher yielded practicality scores of 3,5 and 3,8, respectively, indicating the module is ^very practical^.Based on these results, the module is considered effective, valid, and highly practical, making it suitable as a supporting tool for OSN science training at the junior high school level. Keywords: training module- OSN- interactive simulation Share Link | Plain Format | Corresponding Author (Nining Kusumastuti)

260	Physics Education	ABS-128
The Effect of The Argument-Driven Inquiry Integrated With STEAM Assisted by DMM to Improve Critical Thinking Skill on The Material of Sound and Light Waves Shabrina Quraisy (a), Parno (a*), Khusaini (a), Marlina Ali (b) a) Department of physics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang Jl. Semarang No. 5, Malang 65145, Indonesia b) School Education, University Teknologi Malaysia, Malaysia *parno.fmipa[at]um.ac.id Abstract This study examines the effect of the Argument-Driven Inquiry (ADI) model integrated with STEAM and supported by Digital Mind Mapping (DMM) on students^ critical thinking skills in sound and light wave physics material. This study is motivated by the low critical thinking skills of students and its abstract nature makes it prone to misconceptions. The study used a quasi-experimental method with a control group pretest-posttest design, and the research subjects were class XI students of SMAN 1 Singosari selected through a cluster random sampling technique. Critical thinking skills were measured using ten description questions that had been validated and had high reliability (Cronbach Alpha = 0,787). Data were analyzed using t-tests, effect size, and N-gain calculation. The results showed that the ADI-STEAM-DMM model significantly improved students^ critical thinking skills compared to conventional learning, with an effect size of 1,348 (very strong category). The experimental class N-gain was 0,703 (high category), while the control class was 0,555 (medium category). In the N-gain of materials and indicators, the experimental class showed higher results except for the strategy and tactics indicators. Students from both classes still had difficulties with questions related to advanced clarification and more complex strategies and tactics. In particular, control class students also faced additional difficulties, especially with questions that require analytical thinking and argumentation. This study recommends the application of the ADI-STEAM-DMM model on other materials and cognitive domains in future research. Keywords: Critical Thinking Skill- Argument Driven Inquiry- STEAM- Digital Mind Mapping- Sound and Light Waves Share Link | Plain Format | Corresponding Author (Shabrina Quraisy)

261	Physics Education	ABS-129
Exploring the Role of Computational Thinking in Enhancing Problem-Solving and Creative Thinking: A Bibliometric and Systematic Literature Review Asep Irvan Irvani (a,b), Lilik Hasanah (c*), Muhammad Reyza Arief Taqwa (d), Resti Warliani (a,b) a) Science Education Program, Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi No. 229, Bandung, 40154 b) Physics Education Department, Universitas Garut Jl. Raya Samarang No. 52A Tarogong Kaler, Garut, 44151 c) Physics Department, Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi No. 229, Bandung, 40154 d) Physics Education Department, Universitas Negeri Malang Jl. Cakrawala No.5, Sumbersari, Kec. Lowokwaru, Kota Malang, 65145 *lilikhasanah[at]upi.edu Abstract This study explores the role of Computational Thinking (CT) in enhancing problem-solving and creative thinking skills, with a specific focus on physics education. As technology advances and the demand for 21st-century skills increases, these abilities have become crucial in modern education. Through bibliometric analysis and a systematic literature review (SLR), this research aims to identify the impact of CT on cognitive skill development across various disciplines. Based on data from 1098 articles published between 2015 and 2025, exclusively retrieved from the Scopus database, the study analyzes research trends, citations, authors, and relevant topics in the fields of CT, problem-solving, and creative thinking. The analysis reveals that CT significantly aids in solving complex problems with a more structured approach and promotes creative thinking in addressing existing challenges. To further explore its role in education, the study narrows down the analysis to 10 articles specifically focused on physics & astronomy. These 10 articles highlight how CT is applied in enhancing problem-solving and creative thinking in physics classrooms. The findings provide insights for educators, policymakers, and researchers to integrate CT into educational curricula, particularly in physics, to support the development of cognitive skills relevant to professional fields. The study suggests the importance of collaboration between the education sector and industry to maximize the potential of CT in shaping a generation capable of critical and creative thinking. Keywords: Bibliometric Analysis- Computational Thinking- Creative Thinking- Problem-solving- Systematic Literature Review- Share Link | Plain Format | Corresponding Author (Asep Irvan Irvani)

262	Physics Education	ABS-137
From Traditional to Intelligent Systems: Reviewing the Role of AI-Integrated IT Models in Advancing Physics Education in Higher Education Winanda Amilia (a*), Basuki Wibawa (b) Universitas Negeri Jakarta Abstract The rapid evolution of educational technology, particularly advancements driven by Artificial Intelligence (AI), has significantly reshaped the landscape of tertiary physics education. This Systematic Literature Review aims to critically examine the role and impact of AI-integrated technology-based learning models in enhancing university-level physics instruction. Employing the PICOS framework, the review focuses on empirical studies published between 2019 and 2024 that investigate AI-enhanced learning interventions in comparison to traditional and IT-based learning model non-AI. This review synthesizes findings related to conceptual understanding, critical thinking, and student motivation-three key outcomes in physics education. A comprehensive search was conducted across major academic databases, including Scopus, ScienceDirect, and Google Scholar, followed by a rigorous screening process based on predefined inclusion and exclusion criteria. The analysis reveals emerging trends in the adoption of intelligent systems such as adaptive learning environments, AI-driven simulations, and intelligent tutoring systems, which consistently demonstrate improvements in learning effectiveness and student engagement. However, the review also identifies notable research gaps, including the limited availability of longitudinal studies and the need for deeper integration with pedagogical frameworks. The study concludes with recommendations for future research and practical implications for educators and institutions seeking to leverage AI to advance physics instruction in higher education. Keywords: Artificial Intelligence, IT-based Learning Model, Physics Education, Higher Education Share Link | Plain Format | Corresponding Author (Winanda Amilia)

263	Physics Education	ABS-142
Analysis of Future Physics Teachers Abilities Using STJ and Pedagogical Content Knowledge Approaches Dian Artha Kusumaningtyas (a*), Ishafit (a), Meita Fitrianawati (a), Efi Kurniasari (b) a) Ahmad Dahlan University, Yogyakarta, Indonesia *dian.artha[at]pfis.uad.ac.id b) Muhammadiyah University of Sukabumi Abstract This study aims to analyze the abilities of future physics teachers using the Situational Judgment Test (SJT) and Pedagogical Content Knowledge (PCK) approaches. The study measures the pre-service teachers^ ability to handle various complex teaching situations and their capacity to integrate physics content knowledge with effective teaching strategies. Data were collected through SJT tests and PCK assessments from a group of future physics teachers at a prominent university. The results indicate that this combined approach is effective in identifying the strengths and weaknesses of future physics teachers, providing valuable insights for improving teacher education programs. These findings highlight the importance of developing analytical and pedagogical skills in physics teacher training curricula to enhance the quality of physics education in secondary schools. Keywords: Prospective Physics Teacher- Situational Judgment Test (SJT)- Pedagogical Content Knowledge (PCK) Share Link | Plain Format | Corresponding Author (Dian Artha Kusumaningtyas)

264	Physics Education	ABS-152
Global Research Trends on the Relationship between Inquiry-Based Learning and Communication and Collaboration Skills in Science Learning (2008 - 2025): A Bibliometric Analysis Syafrilianto1*, Festiyed2, Minda Azhar2, Asrizal2 and Desnita2 1 Doctoral Program in Science Education, Universitas Negeri Padang, Indonesia 1 Physic Education, Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan, Indonesia 2 Faculty of Mathematics and Natural Sciences, Universitas Negeri Padang, Indonesia Abstract Inquiry-based learning is characterized by its emphasis on students active participation in learning activities. This approach encourages students to engage in active learning by posing questions, designing investigations, and conducting meaningful exploration. This approach places students at the center of the process of constructing knowledge. Additionally, inquiry-based learning has the capacity to cultivate a range of 21st century competencies and skills, including communication and collaboration abilities. However, these conclusions are dispersed and contextualized- consequently, a comprehensive review of global literature developments is necessary. This study aimed to identify trends and opportunities to study the relationship between inquiry-based learning and communication and collaboration skills in science learning using bibliometric analysis method based on VOSviewer application. A total of 24 articles were identified as being relevant to the subject area, and the metadata for these articles was retrieved from the Scopus database. The findings indicated a positive research trend concerning inquiry-based learning and its impact on communication and collaboration skills in science education from 2008 to 2025. This trend was observed in various levels of education, with a focus on article publication productivity, country distribution, and the identification of potential avenues for further research. Keywords: Inquiry-based learning- Communication skills- Collaboration skills- Science learning Share Link | Plain Format | Corresponding Author (Syafrilianto Syafrilianto)

265	Physics Education	ABS-153
The Basic Physics Learning Tools Based on STEAM to Improve Students Literacy and Numeracy Skills Vina Serevina (a*), Nurulwati (b), Diki Maulana (a), Nessa Rachma Fadilla (a), Muhtarudin (a), Bagas Karunia (a) a) Department of Physics Education, Universitas Negeri Jakarta, Rawamangun Muka Street, East Jakarta 13220, Indonesia. *vina.serevina77[at]gmail.com b) Department of Physics, Universitas Syiah Kuala, Aceh 23111, Indonesia Abstract The aims of this study was to develop a basic physics learning tools based on STEAM (Science, Technology, Engineering, Arts, and Mathematics) to improve students literacy and numeracy skills. This research method used the research and development (RnD) ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) and conducted at physics education, Syiah Kuala University (USK), Aceh, Indonesia with 50 students. The learning tools developed is a Semester Learning Plan (RPS) equipped with PowerPoint (PPT) based on STEAM, with the results of media expert validation with a score of 85 (very good), material expert score 80 (very good), and learning expert score 83 (very good). The results of this study showed that the data was normally distributed, homogeneous, and hypothesis were accepted (literacy: t = 2,372 > 0,022) and (numeracy: t = 7,518 > 0,000). Then, a pre-test and post-test were conducted related to instrument literacy (validation test: product moment, 10 valid and reliable: alpha cronbach (0,847- very high degree)). Numeracy (validation test: point biserial 10 valid and reliable: KR20/21 (0,753 > 0,708- high degree)). The increasing literacy score (12.05%) and increasing numeracy score (9.68%) were obtained. Thus, STEAM-based basic physics learning tools can improve students literacy and numeracy skills. Keywords: Basic physics- Learning tools- Literacy skills- Numeracy skills- STEAM Share Link | Plain Format | Corresponding Author (Vina Serevina)

266	Physics Education	ABS-154
Active Learning with Multi-Representation Support for Deep Conceptual Understanding of One-Dimensional Kinematics Muhammad Reyza Arief Taqwa(a*),(b), Selly Feranie(a), Anderias Henukh(a),(c), Asep Irvan Irvani(a),(d) (a)Universitas Pendidikan Indonesia, Bandung, Indonesia *reyza.arief.fisika[at]upi.edu (b)Universitas Negeri Malang, Malang, Indonesia (c)Universitas Musamus, Merauke, Indonesia (d)Universitas Garut, Garut, Indonesia Abstract Many students experience difficulties in understanding kinematics concepts in depth. This study aims to determine whether students taught using active learning (AL) with multiple representations (MR) have a higher level of deep concept understanding than those taught using conventional learning (CL) methods. The study employed a quasi-experimental design with a nonequivalent control group design. The research was conducted on 68 undergraduate physics education students at a university in East Java, Indonesia (34 students in each of the control and experimental groups). Conceptual understanding was measured using 23 multiple-choice questions with justifications. Data analysis involved descriptive analysis, difference tests, n-gain calculations, and d-effect size calculations. The results showed that students^ deep understanding of concepts in AL with MR learning was higher than that of students in CL learning, with high n-gain in the experimental class and moderate n-gain in the control class. Although the d-effect size of both classes was in the high category, AL with MR was more helpful for students in comprehensively understanding concepts. However, future research has the potential to develop learning by emphasizing MR in a dynamic format, not limited to a static format. Keywords: Active learning, multi representation, deep conceptual understanding, kinematics Share Link | Plain Format | Corresponding Author (Muhammad Reyza Arief Taqwa)

267	Physics Education	ABS-155
Exploring the Development and Effectiveness of Physics Simulation-Based Learning Media within Blended Learning Environments: A Systematic Literature Review Ria Asep Sumarni*, Basuki Wibawa Teknologi Pendidikan, Universitas Negeri Jakarta *ria.asep[at]mhs.unj.ac.id Abstract The digital era demands technology-based learning to improve physics education, often seen as abstract and complex. Computer-based physics simulations effectively visualize intricate concepts, enabling interactive exploration and enhancing understanding. This research investigates the development of physics simulation-based learning media within a blended learning approach, identifying simulation types and integrated physics topics. A Systematic Literature Review (SLR) analyzed articles published from 2020 to 2025. From an initial 200 relevant articles, 12 were selected based on inclusion criteria. Findings show that physics simulation-based media effectively enhances students^ conceptual understanding, particularly in topics like mechanics and waves. These media promote deeper understanding through interactive, practical methods, increasing student engagement and aiding comprehension of complex physics concepts. Network visualization highlights PhET Simulations, MATLAB, interactive media, and Android applications as key simulation tools. Various physics topics, including optics, quantum physics, and elasticity (Hooke^s Law), have been successfully integrated. This integration in blended learning not only facilitates conceptual understanding and higher-order reasoning but also fosters independent learning and critical thinking, establishing it as a transformative strategy for 21st-century physics education. Keywords: Physics Simulation- Blended Learning- Interactive Learning Media- Systematic Literature Review (SLR) Share Link | Plain Format | Corresponding Author (Ria Asep Sumarni)

268	Physics Education	ABS-156
The Effect of Contextual Teaching Approach on Cognitive Learning Outcomes and Student Responses in the Topic of Light I Made Astra1 (a*), Anderias Henukh (b) , Asep Irvan Irvani (c), Selestina Kostria Jua (b) a)Department of physics education, Universitas Negeri Jakarta, Jakarta, Indonesia b)Department of physics education, Universitas Musamus, Merauke, Indonesia c)Department of physics education,Universitas Garut, Garut, Indonesia Abstract This study examines the effect of contextual teaching approach (CTA) on cognitive learning outcomes and student responses to light. This study also analyzes the planning, implementation, and evaluation of learning using CTA. The method used was quantitative descriptive, which involved a pre-test and post-test to measure cognitive learning outcomes and a questionnaire to assess students^ responses to this approach. The research subjects were 35 junior high school students who studied light using CTA. The instruments used included a pre-test, a post-test, a questionnaire, and evaluation sheets for lesson planning, implementation, and evaluation. The lesson planning analysis showed an average score of 3.75 for the lesson plan and student worksheets, categorized as good. In the learning implementation, aspects such as introduction, core activities, closing, time management, and classroom atmosphere scored an average of 3.70, also rated good. The learning evaluation, including the test and answer key, also scored an average of 3.70, categorized as good. Regarding cognitive learning outcomes, the average student pre-test score was 50%, while the post-test increased to 80%. The average N-gain score reached 0.7, indicating a significant increase in students^ understanding of the light material. This study^s implications show that CTA effectively improves cognitive learning outcomes and student engagement. This approach can improve the quality of learning in various subjects, especially in science. Keywords: Contextual Teaching Approach- Cognitive- Learning Outcomes- Student Responses Share Link | Plain Format | Corresponding Author (Anderias Henukh)

269	Physics Education	ABS-157
Needs Analysis of Android-Based Ethnophysics Learning Media on Traditional Dances of North Maluku Ria Asep Sumarni(a*), Irnin Agustina Dwi Astuti (b), Irawan Setiadi (a) a)Teknik Informatika, Teknik dan Ilmu Komputer, Universitas Indraprasta PGRI, Jakarta riaasepsumarni[at]gmail.com b) Pendidikan Profesi Guru, Universitas Indraprasta PGRI, Jakarta Abstract Ternate has various traditional dances passed down from generation to generation as a regional identity. One of the efforts to preserve local culture is by integrating traditional dances into Physics learning through the ethnophysics approach. This study aims to identify the need for Android-based ethnophysics learning media to be used in Physics education. The needs analysis focuses on students at SMA N 4 Ternate. The data collection method employed is a quantitative approach with purposive sampling techniques. The sample consists of 66 students and 3 Physics teachers, who provided data through observation, interviews, and the completion of a questionnaire. The results of the needs analysis from the students and Physics teachers regarding the Android-based ethnophysics learning media, which incorporates traditional dances from North Maluku for the Physics subject, indicate that such media is indeed needed by both students and Physics teachers at SMA N 4 Ternate. Keywords: Ethnophysics- Android- Learning media- Needs analysis Share Link | Plain Format | Corresponding Author (Ria Asep Sumarni)

270	Physics Education	ABS-158
Design and Calibration of an Affordable Arduino UNO-Based Resonance Frequency Meter Using MAX4466 Sound Sensor for Educational Applications Dita Istiqomah (1), Hadi Nasbey (2), Maqbul Kamaruddin (3), and Dewanto Harjunowibowo (1*) 1) Department of Physics Education, Universitas Sebelas Maret, Surakarta, Indonesia 2) Department of Physics, Universitas Negeri Jakarta, Jakarta, Indonesia 3) Department of ICTT Integrated Ocean Smart City Engineering Dong-A University, Busan 49315, Korea 3) Department of Architecture, Institut Teknologi Sumatera, South Lampung Regency 35365, Indonesia *) dewanto_h[at]staff.uns.ac.id Abstract Accurate resonance frequency measurement is fundamental in physics education to understand the wave and resonance phenomena. However, many educational laboratories face challenges accessing precise and affordable measurement tools. We initiated this work with a thorough review of existing models, which helped us identify certain limitations, particularly concerning detailed calibration. Our chosen approach centred on building a device around an Arduino UNO, integrating a MAX4466 sound sensor. Calibration was quite systematic: we directly compared its measured frequencies against a standard audio generator, deriving a robust calibration equation via linear regression. What we observed is that this calibrated device significantly enhanced measurement accuracy. Specifically, our results showed an average 42.86% reduction in measurement uncertainty. The linear regression model effectively mitigated systematic errors across the tested frequency range. Notably, while the apparatus exhibited good initial accuracy even pre-calibration, the process proved vital for ensuring data linearity and minimising uncertainty. This suggests that even humble, accessible components can yield reliable scientific measurements. A direct comparative study against a broad range of higher-cost commercial instruments was not within the immediate scope of this preliminary work. Nevertheless, this apparatus potentially provides a convenient tool for enriching hands-on experimental learning, effectively emphasising the development of reliable and truly accessible instrumentation in educational settings. It certainly contributes to equipping future scientists with better, more affordable resources. Keywords: Arduino, Resonance, Frequency, Calibration, Acoustic. Share Link | Plain Format | Corresponding Author (Dita Istiqomah)

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