Students’ problem solving skill in nuclear physics course through NPIRL

Sri Hartini, Liliasari Liliasari, Parlindungan Sinaga


This study aimed to describe students’ problem solving skill in nuclear physics course through the implementation of the Nuclear Physics Inquiry Remote Laboratory (NPIRL). This study employed a pre-experimental quantitative method. The research design was one group pretest-posttest design. The subject of the study was 14 physics students at a university in Banjarmasin, South Kalimantan. In selecting the research subjects, the researchers used purposive sampling technique. The instrument used was a problem-solving skills test in the form of an essay consisting of five questions, and each question consisted of six indicators in problem solving skill according to the Osborn-Parnes Creative Problem Solving (CPS). This research found that the N-gain of students' problem solving skill was 0.32 in the medium category. There are four indicators of problem-solving skills that are categorized as medium: objective finding, fact finding, problem finding and idea finding.  Two other low-category indicators are solution finding and acceptance finding. Based on these findings, it is concluded that students’ problem solving skill in nuclear physics course through NPIRL have increased.


Abaniel, A. (2021). Enhanced conceptial understanding, 21st century skill and learning attitudes through an open inuiry learning model in Physics. Journal of Technology and Science Education (JOTSE), 11(1), 30–43.
Alkhaldi, T., Pranata, I., & Athauda, R. I. (2016). A review of contemporary virtual and remote laboratory implementations: observations and findings. Journal of Computers in Education, 3(3), 329–351.
Balart, F. C. (2017). On the Development of Nuclear Physics in Cuba. Nuclear Physics News, 27(4), 33–37.
Bhanthumnavin, D & Bhanthumnavin, V. (2014). The empirical development of cognitive, affective, and behavioral tendency measures of attitudes toward nuclear power plants in Thai university students. Progress in Nuclear Energy, 73, 86–95.
Bhute, V.J; Inguva, P; Shah, U;&Brechtelsbauer, C. (2021). Transforming traditional teaching laboratories for effective remote delivery. Education for Chemical Engineers, 35, 96–104.
Bird, D. K.; Haynes, K.; Honer, R. v d; Aneney, J. M., & Poortinga, W. (2014). Nuclear power in Australia: A comparative analysis of public opinion regarding climate change and the Fukushima disaster. Energi Policy, 65, 644–653.
Brown, K. (2018). The effects of a university research reactor’s outreach program on students’ attitudes and knowledge about nuclear radiation. Research in Science & Technological Education, 36, 484–498.
Cairns, D. (2019). Investigating the relationship between instructional practices and science achievement in an inquiry-based learning environment. International Journal of Science Education, 41(15), 2113–2135.
Ceberio, M., Almudí, J. M., & Franco, Á. (2016). Design and Application of Interactive Simulations in Problem-Solving in University-Level Physics Education. Journal of Science Education and Technology, 25(4), 590–609.
Cheng, S. C., She, H. C., & Huang, L. Y. (2018). The impact of problem-solving instruction on middle school students’ physical science learning: Interplays of knowledge, reasoning, and problem solving. Eurasia Journal of Mathematics, Science and Technology Education, 14(3), 731–743.
Cherney, I.D; Winter, J,A; Cherney, M. . (2005). Nuclear Physics Problem Solving: A Case Study of Expert-Novice Differences. Transactions of the Nebraska Academy of Science, 30, 9–15.
Creswell, J.W., & Guetterman, T.C, (2019). Educational Research: Planning,Conducing, and Evaluating Quantitative and Qualitative Research, 6th ed. (Boston: Pearson).
Eddahby, M.; Harir, S., & Zouhair, A. (2019). The Student ’ s Conceptions about the Nuclear Fission and Fusion. International Journal of Innovation and Research in Educational Sciences, 4(4), 441-445
Fu, H. Z.; Chu, J., & Zhang, M. (2018). In-depth analysis of international collaboration and inter-institutional collaboration in nuclear science and technology during 2006–2015. Journal of Nuclear Science and Technology, 55(1), 29–40.
Gröber, S., Eckert, B., & Jodl, H. J. (2014). A new medium for physics teaching: Results of a worldwide study of remotely controlled laboratories (RCLs). European Journal of Physics, 35(1).
Hachiya, M., & Akashi, M. (2016). Lessons learned from the accident at the Fukushima Dai-Ichi Nuclear Power Plant-more than basic knowledge: Education and its effects improve the preparedness and response to radiation emergency. Radiation Protection Dosimetry, 171(1), 27–31.
Hake. R. R. (1998). Interactive -engagement versus traditional methods: A six-thousand student survei of mechanics test data for introductionary physics cource. American Journal Physics, 66(1), 64–67.
Han, E.O.; Kim, J.R & Choi, Y. S. (2014). Education Effects Of Radiation Woork-Study Activities For Elementary, Middle, and High School Students. Nuclear Enginering, 46(3), 447–460.
Hartini, S;, & Liliasari, S. (2020). Investigation in the introductionary nuclear physics course for pre-service physics teachers. IOP Journal of Physics: Conference Series, 1521, 022055.
Hartini, S.; Abdullah, A. G.; Liliasari, S.; Sinaga, P.; Setiadipura, T., & Biddinika, M. K. (2021). Pre-Service Physics Teacher’S Knowledge and Attitude: an Investigation on Nuclear Science and Technology Topics. Journal of Engineering Science and Technology, 16, 26–33.
Hartini, S.; Liliasari, L.; Sinaga, P. & Abdullah, A. G. (2022). Implementation of NPIVL to Improve Critical Thinking Skills of Pre-Service Physics Teacher. Berkala Ilmiah Pendidikan Fisika, 10(3), 362.
Holt, E. (2018). Acknowledging Creative Thinking Skills Educating for a Creative Future. (UK: Erasmus and The Steiner Waldorf Schools Fellowship)
Hull, M. M., Kuo, E., Gupta, A., & Elby, A. (2013). Problem-solving rubrics revisited: Attending to the blending of informal conceptual and formal mathematical reasoning. Physical Review Special Topics-Physics Education Research, 9(1), 0101051–01010516.
Jerrim, J.; Oliver, M., & Sims, S. (2022). Erratum: The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England. Learning and Instruction 61 (35–44), (S095947521830361X), (10.1016/j.learninstruc.2018.12.004))
Jho, H; Yoon, H.G.; & Kim, M. (2014). The relationship of science knowledge, attitude, and decision making on socioscientific issue: the case study of students’ debates on a nuclear power plant in Korea. Sci & Educ, 23, 1131–1151.
Karpudewan, M, & Chong, T. Y. (2018). Evaluating Radioactivity Remote Laboratory’s Effectiveness in Learning Radioactivity Concepts. Research in Science Education. 50 (2) : 2243-2268
Klegeris, A.; McKeown, S. B.; Hurren, H.; Spielman, L. J; Stuart, M., & Bahniwal, M. (2017). Dynamics of undergraduate student generic problem-solving skills captured by a campus-wide study. Higher Education, 74(5), 877–896.
Kwok, T. F; Yeung, C.H; & Xu, Y. (2017). Swaying public opinion on nuclear energy: Afield experiment in Hong Kong. Untilities Policy, 46, 48–57.
Leung, D. Y., & Kember, D. (2003). The relationship between approaches to learning and reflection upon practice. Educational Psychology, 23(1), 61–71.
Mah, D. N.; Hills P., & Tao, J. (2014). Risk pereception ,trust, and public engagement in nuclear decision-making in Hongkong. Energi Policy, 73, 368–390.
Malkawi, S., & Al-Araidah, O. (2013). Students’ assessment of interactive distance experimentation in nuclear reactor physics laboratory. European Journal of Engineering Education, 38(5), 512–518.
Nguyen, V.P & Yim, M. S. (2018). Examination of different socioeconomic factors that contribute to the public acceptance of nuclear energy. Nuclear Engineering and Technology, 50, 767–772.
OECD. (2015). Assessment and Analytical Framework: Science, Reading, Mathematic, Financial Literacy and Collaborative Problem Solving (revised edition). OECD Publishing.
Roh, S., & Kim, D. (2017). Effect of Fukushima accident on public acceptance of nuclear energy (Fukushima accident and nuclear public acceptance). Energy Sources, Part B: Economics, Planning, and Policy. 12 (6): 559-564.
Saldikov, I. S.; Afa, N. V. V.; Petrov, V. I., & Ternovykh, M. Y. (2017). Open web system of virtual labs for nuclear and applied physics. IOP Journal of Physics: Conference Series, 781.
Sinaga, P.; Setiawan, W., & Liana, M. (2022). The impact of electronic interactive teaching materials (EITMs) in e-learning on junior high school students’ critical thinking skills. Thinking Skills and Creativity, 46(101066).
Srisawasdi, N., & Kroothkeaw, S. (2014). Supporting Students’ Conceptual Development of Light Refraction by Simulation-Based Open Inquiry with Dual-Situated Learning Model. J. Comput, Educ, 1(1), 49–79.
Stefanelli; Seidl, R., & Siegrist, M. (2017). The discursive politics of nuclear waste: Rethinking participatory approaches and public perceptions over nuclear waste storage repositories in Switzerland. Energy Research&Social Science. 34, 72–81.
Sun, C.; Zhu, X., & Meng, X. (2014). Post-Fukushima public acceptance on resuming the nuclear power program in China. Renewable and Sustainable Energy Reviews, 62, 685–694.
Swanson, H., & Collins, A. (2018). How failure is productive in the creative process: Refining student explanations through theory-building discussion. Thinking Skills and Creativity, 30, 54–63.
Syarip, S; Abimanyu, A; Hidayat, U S; Taxwim & Wahyono, P. I. (2018). Development of Internet Reactor Laboratory Using Kartini Reactor for Training and Education. Electrical Power, Electronics, Communications, Controls and Informatics Seminar (EECCIS), 411–414.
Taxwim; Hidayat, U. S.; Susanto, T. H; Subchan, M; Sugianto, E.; Anugerah, A. F; Aufani, N.; Baskoro, Z.; Satria, R., & Karsono, W. (2020). The current status of the internet reactor laboratory kartini research reactor for distance learning especially for higher education. IOP Journal of Physics: Conference Series, 1436(1), 012088.
Wenning, C. J. (2005). Levels of inquiry: Hierarchies of pedagogical practices and inquiry processes. J. Phys. Teach. Educ.Online, 2(3), 3–12.
Wu, J.; Guo, R.; Wang, Z., & Zeng, R. (2021). Integrating spherical video-based virtual reality into elementary school students’ scientific inquiry instruction: effects on their problem-solving performance. Interactive Learning Environments, 29(3), 496–509.
Yakovlev, D.; Pryakhin, A., & Medvedeva, L. (2017). Overview of Codes and Tolls for Nuclear Engineering Education. AIP Conference Proceedings, 1797(020019).
Yazdanpanah, K. (2007). The effect of background knowledge and reading comprehension test items on male and female performance. The Reading Matrix, 7(2), 64–80.
Yuan, X; Zuo, Ma J R; Wang, Y. (2017). How would social acceptance affect nuclear power development? A study from China. Journal of Cleaner Production, 163, 179–186.


Sri Hartini (Primary Contact)
Liliasari Liliasari
Parlindungan Sinaga
Hartini, S., Liliasari, L., & Sinaga, P. (2023). Students’ problem solving skill in nuclear physics course through NPIRL. Momentum: Physics Education Journal, 7(2), 279–289.

Article Details