STEM-Integrated Phyphox to Enhance Student Engagement and Understanding of Newton’s Law

Masayu Putri Priscilia; Fairusy Fitria Haryani; Linda Dwi Astuti; Murni Ramli; Nurma Yunita Indriyanti; Sarwendah Sarwendah; Novia

doi:10.21009/1.11208

Authors

Masayu Putri Priscilia Department of Physics Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Jl. Ir Sutami No.36 A, Surakarta, Central Java 57126, Indonesia
Fairusy Fitria Haryani School of Physics and Astronomy, College of Science and Engineering, University of Glasgow, Glasgow G12 8QQ, Scotland, United Kingdom
Linda Dwi Astuti Department of Physics Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Jl. Ir Sutami No.36 A, Surakarta, Central Java 57126, Indonesia
Murni Ramli Department of Biology Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Jl. Ir Sutami No.36 A, Surakarta, Central Java 57126, Indonesia
Nurma Yunita Indriyanti STEAM Research Group, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Jl. Ir Sutami No.36 A, Surakarta, Central Java 57126, Indonesia
Sarwendah Sarwendah STEAM Research Group, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Jl. Ir Sutami No.36 A, Surakarta, Central Java 57126, Indonesia
Novia Department of Science Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Jl. Ir Sutami No.36 A, Surakarta, Central Java 57126, Indonesia

DOI:

https://doi.org/10.21009/1.11208

Keywords:

Phyphox, Physics, STEM, Engagement, understanding

Abstract

The COVID-19 pandemic has significantly impacted educational technology, such as virtual labs, simulations, and various learning software, to facilitate physics experiments. In the post-pandemic era, virtual laboratory continues to be used in hybrid and face-to-face learning. However, virtual laboratories lack the practical skills of students compared to hands-on experiments. Phyphox (Physical Phone Experiment), an open-source tool that utilises mobile device sensors, addresses the problem by integrating students’ practical skills. This study examines the integration of Phyphox in STEM-based physics learning, with a focus on Newton's Laws. Using an exploratory sequential mixed methods approach, the research examines how Phyphox can enhance student engagement and understanding of complex physics concepts. The first phase involves designing and implementing experiments related to Newton's Laws using Phyphox, while the second phase tests the application in authentic learning contexts. The study employs pretests, post-tests, and questionnaires to evaluate the effectiveness of this approach. Results indicate that STEM-based learning integrated with Phyphox significantly improves student learning outcomes and engagement. Students reported positive experiences, highlighting the app's ease of use, accurate data, and ability to make learning more interactive and enjoyable. The research sample consists of two experimental classes from grades XI Senior High School 1 Karanganyar, with 33 students per class, selected via a Cluster Random Sampling method from the school's overall population. The findings suggest that integrating Phyphox into physics learning can provide valuable guidance for teachers, students, and researchers to develop more effective and engaging STEM education methodologies.

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