Enhancing Secondary Students’ Conceptual Understanding in Thermal Physics through the SCIe-GATe Inquiry Model Integrated with Immersive Technology: A Quasi-Experimental Study
DOI:
https://doi.org/10.23960/jpf.v13i1.13Keywords:
Conceptual Understanding, Thermal Physics, SCIe-GATe, Immersive Technology, Inquiry Model, , Quasi-Experimental ResearchAbstract
It remains challenging to foster deep conceptual understanding in physics, particularly regarding topics such as thermal expansion. This study investigates the effectiveness of combining immersive digital technology with the SCIe-GATe enquiry model, which includes Stimulation, Conceptualization, Investigation, Generalization, and Application. Twenty-eight eleventh-grade students in Bandarlampung, Indonesia, took part in a quasi-experimental one-group pretest-posttest design. Data were collected using a validated conceptual understanding exam and classroom observations. The Wilcoxon Signed Ranks Test was employed to analyses the quantitative results, revealing a significant moderate enhancement in knowledge (N-gain = 0.46, p < 0.001). Qualitative data show that peak involvement happened during the enquiry and application stages, when immersive tools helped people think about model-based reasoning. This study shows that immersive enquiry frameworks can lead to new ways of teaching in situations where resources are limited. They can help students move from memorizing facts to using evidence to make decisions, even though the study has some problems because it only looked at a small number of students and didn't have a control group.
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