Assyfa Learning Journal, vol. 3 (1), pp. 57-68, 2025
Received 1 December 2024 / published 21 January 2025
https://doi.org/10.61650/alj.v3i1.619

Developing Physics Concept
Understanding Skills: The Role of
Interactive Media in Junior High Schools
Maesaroh Lubis1*, Darshil Makwana2, and Gautama Makwana3
1. Universitas Muhammadiyah Tasikmalaya, Indonesia.
2. Arden University, Germany
3. Mizoram University, India
*Corresponding Author: maesaroh.lubis@umtas.ac.id

Abstract
Understanding physics concepts is vital for junior high school students, yet
many eighth graders struggle with measurement, heat effects, and
temperature changes. This study evaluates the effectiveness of interactive
media in enhancing physics understanding using the Borg and Gall model
within a Research and Development (R&D) framework. Involving 50
students from a Bandung junior high school, the study employed
educational software and interactive simulations over one semester. Data
collection included in-depth interviews and pre- and post-intervention tests.
Results indicated a 30% increase in average test scores, with 90% of students
reporting heightened motivation and engagement. Tools like “Physics
Explorer” and “Heat Dynamics” significantly improved active participation
and conceptual grasp. The study advocates incorporating interactive media
into physics curricula to enhance learning outcomes.
Keywords: Understanding Physics Concepts, Interactive Media, Research
and Development, Physics Learning, Junior High School.

INTRODUCTION
Understanding physics concepts at the Junior High School
(SMP) level is essential in determining the overall quality of
science learning (Azhar, 2021; Dai, 2020; Latif, 2024). A
strong understanding of basic concepts, such as
measurement, the effects of heat (Mardhiah et al., 2023;
Safitra et al., 2023), and temperature changes (Lubis,
Solehudin, et al., 2024)forms the basis for further learning in
science and technology (Maesaroh et al., 2022; Nugroho et
al., 2024). Many eighth-grade students have difficulty
mastering these concepts. (Hasibuan et al., 2024; Lubis,
How to cite

:

E-ISSN
Published by

:
:

Nurhakim, et al., 2024), which hurts their motivation and
learning
Previous studies have shown that physics learning in schools
is often carried out conventionally, relying on lecture
methods and textbooks, which are less able to attract
students’ interest (Huang, 2024; Y. Zhang, 2022). This creates
challenges in developing a deep and applicable
understanding of concepts. In addition, today’s rapidly
growing technology demands deeper integration in the
learning process to improve students’ cognitive skills (Ahmed
et al., 2021; Skulmowski, 2020; Sugianto et al., 2022).
Various studies have examined the use of technology in
physics learning, but many still focus on technical aspects or
the use of hardware without considering effective
pedagogical design (Harjono, 2024; Suharsiwi et al., 2023;
Usmiyatun et al., 2021). Research by Bakri (2020) shows that
computer simulations can improve student understanding
but often lack hands-on and direct feedback to students. In
addition, other studies tend to ignore the importance of
active student involvement during the learning process
(Chotimah, 2020; Sastradika, 2021; Tumangkeng, 2024).
From previous studies is the lack of focus on direct and
adaptive interaction between students and learning media.
Many studies focus more on introducing technology rather

Lubis, M. et al (2025). Developing Physics Concept Understanding Skills: The Role of Interactive Media in Junior High
Schools. 3 (1). 57-68. https://doi.org/10.61650/alj.v3i1.619
2986-2906
CV. Bimbingan Belajar Assyfa

than facilitating a personal and interactive learning
experience (Harjono, 2020; Wang, 2025; Yulianci, 2023). In
addition, previous studies often do not involve long-term
evaluations of the impact of technology on students’
understanding of physics concepts (Alqawasmi, 2024;
Widestra, 2020; Widyaparamita, 2021).
Understanding physics concepts is an essential skill that
junior high school (SMP) students must master. This skill is
crucial for students’ academic success. (Pradana & Uthman,
2023)But also to prepare them for future technological and
scientific challenges (Ninghardjanti, 2021b; Wahyuni, 2020).
Many eighth-grade students have difficulty mastering basic
concepts such as measurement, the effect of heat, and
temperature changes. The lack of adequate and interesting
learning strategies often causes this difficulty. Therefore, this
study aims to explore the role of interactive media in
improving physics concept understanding skills in junior high
school students (In’am et al., 2023; Rahmah et al., n.d.;
Sekaryanti et al., 2022).
Research related to interactive media Anjarwati et al., (2023)
in physics learning in junior high schools has been widely
conducted in the last five years. For example, research
highlighted the use of mobile applications in physics learning,
but this study did not discuss the long-term effectiveness of
the application. Shurina (2023) focused on using augmented
reality technology to teach basic physics concepts, but this
study did not evaluate the impact on student engagement in
depth. B. Zhang 2023) examined the use of interactive
learning videos but did not discuss its effects on a deeper
understanding of concepts. Research by (Pandia et al., 2022)
explored the use of educational games but failed to link
learning outcomes to student motivation. Recent research by
Pandia et al. (2022) examined computer simulations but
focused more on technical aspects than pedagogical ones.
These studies clearly show gaps in previous research. First,
many of these studies focus more on introducing technology
or hardware without considering effective pedagogical
design (Bowman, 2020; de Gortari, 2021; Tianyi, 2025).
Second, most studies do not involve long-term evaluation of
the impact of technology on students’ understanding of
physics concepts. Third, few pay attention to students’ active
involvement during learning (Harjono, 2020; Magzymov,
2022; Sari, 2021). Fourth, the approaches are not always
tailored to students’ learning needs.
This gap indicates that there is still a need for research that
integrates effective pedagogical design with interactive
technology in physics learning. This study aims to fill this gap
by adopting a Research and Development (R&D) approach
using the Borg and Gall model, which prioritizes the
development of educational software and interactive
simulations tailored to students’ learning needs. This
approach is expected to provide a more personalized and
interactive learning experience while increasing students’

motivation and understanding of physics concepts (AlMohtadi, 2022; Fathurohman, 2021; Harjono, 2020).
This study offers innovation by adopting a Research and
Development (R&D) approach using the Borg and Gall model
that focuses on developing educational software and
interactive simulations. The interactive media used, such as
“Physics Explorer” and “Heat Dynamics”, are designed to
provide a more immersive and challenging learning
experience and provide direct feedback that helps students
understand concepts better. This study also considers
aspects of student motivation and engagement, which are
often overlooked in previous studies (Kitagawa, 2022;
Magzymov, 2021; Vegisari, 2020)
This study is supported by empirical evidence from previous
studies showing that interactive media can increase learning
motivation and conceptual understanding (Li, 2022; Shabur,
2024; Zakhiyah, 2021). A survey by Ninghardjanti (2021a)
showed that students actively involved in technology-based
learning showed a significant increase in understanding
physics concepts compared to conventional learning
methods. Thus, this study seeks to address the existing
challenges and gaps by offering innovative and evidencebased solutions.
With this background, this study is expected to significantly
improve the quality of physics learning in junior high schools
(Manurung, 2020; Nabipour, 2024; Usmiyatun et al., 2023).
The integration of interactive media is expected to be a
strategic step in overcoming the challenges of physics
learning, increasing motivation, and improving students’
understanding of concepts. This study guides educators in
utilizing technology effectively in the teaching process and
encourages further research in this area to explore the full
potential of interactive media in education (Jiang, 2023;
Schlauch, 2022; Sudarmilah, 2021).
This study offers significant innovation in physics teaching in
Junior High Schools by integrating technology-based
interactive media (Frau, 2023; Najda-Janoszka, 2021;
Rachmavita, 2020). Unlike previous studies focusing more on
technical aspects or hardware usage, this study highlights the
importance of effective pedagogical design. By adopting a
Research and Development (R&D) approach using the Borg
and Gall model, this study developed educational software
and interactive simulations tailored to students’ learning
needs. Interactive media, such as “Physics Explorer” and
“Heat Dynamics”, are designed to provide a more immersive
and challenging learning experience, as well as provide direct
feedback that helps students understand concepts better
(Ezeh, 2023; Jansen, 2022; Stephens, 2024). This focus on
technology integration is expected to address the gaps in
previous studies, especially in increasing student active
engagement and ensuring personalized learning.
This study not only relies on the use of technology but also
prioritizes long-term evaluation of its impact. Involving 50

Developing Physics Concept Understanding Skills: The Role of Interactive Media in Junior High Schools

eighth-grade students in Bandung, this study monitored the
development of students’ understanding of physics concepts
for an entire semester. The results showed a significant
increase in the knowledge of physics concepts, with an
average final test score increasing by 30% compared to the
initial test. These findings confirm that interactive media can
effectively increase student motivation and engagement in
learning. In addition, this study also involved in-depth
interviews with students and teachers, which provided
further insight into how interactive media can be applied
effectively in the classroom context.
The main strength of this study is its holistic and evidencebased approach to improving conceptual understanding skills
in physics. By emphasizing students’ individual learning
needs and providing adaptive learning tools, this study offers
practical solutions to the challenges faced in teaching physics
in junior high schools. In addition, this study also highlights
the importance of developing educational software that is
not only visually appealing but also has a strong pedagogical
design. With the positive results achieved, this study
recommends integrating interactive media as an integral part
of physics teaching strategies in junior high schools. It
encourages educators to continue exploring the potential of
technology in creating more effective and enjoyable learning
experiences.

LITERATUR REVIEW
2.1 Understanding Physics Concepts in Junior High School
Understanding physics concepts is crucial in science
education, particularly at the Junior High School level.
Research by Putra and Suryadi (2020) reveals that many
students struggle with fundamental physics concepts, such
as measurement and the effects of heat, due to conventional
teaching methods (Gunawan et al., 2019; Ivanov, 2019a;
Mulhayatiah et al., 2023). Typically focusing on lectures and
rote memorization, these methods fail to engage students
actively, leading to boredom and an inability to connect
theoretical knowledge with practical application, an essential
component of physics comprehension. The traditional
approach lacks sufficient interaction and immediate
feedback between teachers and students. (Ivanov, 2019b;
Sadasivan et al., 2021a; Yaakub et al., 2021a), preventing
students from effectively addressing their difficulties. Hake’s
(1998) findings underscore the significance of active learning
in enhancing conceptual understanding. Recent studies, such
as those by Smith et al. (2022), support adopting alternative
methods, such as project-based learning and interactive
technology, to foster student engagement. By embracing
more innovative strategies, educators aim to help students
overcome challenges in grasping physics concepts and
cultivate a lasting interest in science.
2.2 The Role of Interactive Media in Physics Learning
As Rahman et al. (2020) highlighted, interactive media has

proven to be an effective tool in enhancing students’
understanding of physics concepts by significantly increasing
motivation and engagement. This approach allows students
to actively participate in their learning journey, fostering a
more profound comprehension of complex concepts through
personalized experiences. Simulations and visualizations
cater to individual learning styles, transforming abstract
physics ideas into more tangible and understandable
phenomena. (Sadasivan et al., 2021b; Wang et al., 2020a;
Yaakub et al., 2021b). Wahyudi (2019) notes a limitation in
interactive media’s lack of real-time feedback, which is
crucial for identifying and correcting errors in understanding.
This shortfall suggests that while interactive media is
beneficial, it should complement other educational methods
that provide immediate feedback. (Balyk et al., 2022;
Nasution et al., 2022; Wang et al., 2020b), enhancing the
overall efficacy of the learning process. Integrating diverse
teaching strategies can thus create a more holistic and
practical educational experience, bridging the gap between
engagement and comprehensive understanding in physics
education.
2.3 Research and Development (R&D) Approach in
Education
The Research and Development (R&D) approach using the
Borg and Gall model effectively develops educational
software tailored to students’ learning needs. This model
offers a systematic framework that assists in planning,
designing, and evaluating educational products, making
them visually appealing and pedagogically sound (Haryanto
& Kusuma, 2021). Such alignment is crucial for supporting
diverse learning styles, thereby enhancing student
engagement and motivation (Ibrahim et al., 2018a; Saludung,
2018a; Syahmaidi et al., 2021)Concentrating on student
needs makes educational tools more relevant and practical,
providing a personalized learning experience. Despite these
advantages, Sari and Aisyah (2019) highlight a significant
drawback: developers often emphasize technical aspects
over assessing long-term impacts on students’ conceptual
understanding. (Ibrahim et al., 2018b; Padmasari et al., 2020;
Saludung, 2018b)This oversight can lead to products that fall
short of educational objectives. To combat this,
comprehensive evaluations, including field testing and user
feedback, are essential for ensuring both short-term
effectiveness and long-term understanding. Continuous
improvement based on feedback is vital for enhancing the
quality of educational devices, thus supporting sustainable
learning. (Ambarawati & Dwi Agustin, 2019; F’Adna et al.,
2020; Widiaty et al., 2019).
2.4 Evaluation of the Effectiveness of Interactive Media in
Long-Term Learning
Technology integration in physics education has been
extensively studied, yet long-term evaluations of its
effectiveness are often overlooked. Sinta (2019)

Developing Physics Concept Understanding Skills: The Role of Interactive Media in Junior High Schools

demonstrated that mobile applications enhance students’
grasp of physics concepts, although the study lacked an
analysis of sustained improvement. Similarly, Anton (2023)
explored the potential of augmented reality to boost student
engagement but noted a deficiency in the long-term
evaluation of its impact. The primary shortcoming in these
studies is the absence of empirical data supporting the
notion that interactive media consistently yields sustainable
results in physics education. Addressing this gap, our study
comprehensively evaluates interactive media’s impact over a
semester. This approach aims to provide robust empirical
evidence on the enduring effects of educational technology.
By examining data on both initial understanding and longterm engagement and motivation, our findings will
contribute significantly to developing more effective and
sustainable physics teaching methods. Notably, recent
studies by Johnson (2021) and Lee (2022) underscore the
importance of longitudinal studies in educational technology,
supporting this research’s direction.

participants when they actively engage, fostering a sense of
responsibility and motivation in their learning journey. This
engagement can be facilitated through discussions,
experiments, and educational aids, leading to a profound
comprehension of physics principles. However, as Pratiwi et
al. (2020) note, previous studies have often prioritized
technological aspects over student involvement, neglecting
its crucial role in effective learning environments. To address
this gap, recent efforts have integrated interactive media,
such as physics simulations and game-based learning tools,
which create immersive and relatable learning experiences.
For instance, a study by Zhang and Chen (2021) found that
such interactive tools convey theoretical knowledge and
demonstrate practical applications, cultivating critical
thinking and problem-solving skills. This approach is crucial
for maximizing students’ potential and enhancing active,
effective learning strategies in physics education.

2.5 The Importance of Active Student Involvement

3.1 Research Paradigm

Active student involvement in the physics learning process
significantly enhances conceptual understanding and
educational outcomes. Nurhadi (2020) highlights that
students transition from passive recipients to active

This study uses a Research and Development (R&D) approach
with the Borg and Gall model, which aims to develop
interactive media in physics learning in junior high schools
see Figure 1

MATERIALS AND METHODS

Figure 1. Paradigm Physics Learning

This model was chosen because it can systematically design
and test educational devices and ensure the resulting
product is relevant to students’ needs (Borg & Gall, 1983).
This approach involves several stages, from needs analysis
and product development to evaluating the product’s
effectiveness in an authentic context. Thus, this study
focuses on technology development and emphasizes the

importance of effective pedagogical design in physics
learning.
3.2 Research Design
This research design involves several significant steps in the
Borg and Gall R&D model see Figure 2:

Developing Physics Concept Understanding Skills: The Role of Interactive Media in Junior High Schools

Figure 2. Research Design develop media. (Dewantara et al., 2019)

Research Design Summary in Figure 2: Recent educational
research, the Borg and Gall R&D model, has been employed
to enhance physics learning, focusing on several key steps.
Initially, a needs analysis was conducted to identify student
challenges, particularly in physics. This stage involved
gathering data through interviews and classroom
observations, highlighting the importance of such analysis for
curriculum development, as noted by Lestari (2021).
Subsequently, “Physics Explorer” and “Heat Dynamics”
software were developed, utilizing interactive simulations to
simplify complex concepts, supporting findings by Rahman et
al. (2020) on the effectiveness of visual aids in physics
education. A trial involving 50 eighth-graders in Bandung
tested these tools, revealing increased student motivation
and understanding, aligning with Hwang et al. (2019).
Evaluation and revision followed, using test data and
feedback for product improvements, a process supported by
Haryanto and Kusuma (2021). Finally, the updated materials
were implemented in classrooms, with careful monitoring to
assess long-term impacts, echoing Hattie’s (2009) findings on
feedback’s role in enhancing learning outcomes.
3.3 Research Instruments
This study employed a mixed-method approach to gather
comprehensive data on student learning outcomes and

experiences with interactive media in physics education. The
instruments included a conceptual understanding test, indepth interviews, and classroom observations. The
conceptual understanding test, comprising multiple-choice
and essay questions, assessed students’ grasp of physics
concepts before and after the intervention. This approach,
supported by Putra & Suryadi (2020), effectively captures
students’ conceptual understanding improvements. In-depth
interviews with students and teachers provided qualitative
insights into their experiences, revealing changes in
motivation and engagement, key factors in educational
success (Nurhadi, 2020). Classroom observations
complemented these findings by monitoring student
engagement during interactive media sessions, offering a
holistic view of the intervention’s impact. This triangulation
of data sources ensures the validity and reliability of the
study’s findings, reflecting the actual dynamics in the
educational setting and supporting robust conclusions about
the intervention’s effectiveness.
3.4 Success Indicators
The success indicators in this study were determined through
three main criteria that reflect the efficiency of using
interactive media in physics learning see Table 1.

Table 1: Research Methods and Instruments
Other Methods
Instruments Used
Survey
Questionnaire
Observation
Field notes
Interview
Open and closed questions
Trials
Initial and final tests

This table shows the various methods used in the study and
the instruments applied to collect data. The methods include
surveys, observations, interviews, and trials, while the

How to cite

:

E-ISSN
Published by

:
:

instruments used vary from questionnaires to field notes.
These various methods and instruments aim to obtain
comprehensive data on the effectiveness of using interactive

Lubis, M. et al (2025). Developing Physics Concept Understanding Skills: The Role of Interactive Media in Junior High
Schools. 3 (1). 57-68. https://doi.org/10.61650/alj.v3i1.619
2986-2906
CV. Bimbingan Belajar Assyfa

media in physics learning.
3.5 Data Analysis
Data obtained from tests, interviews, and observations were
analyzed using statistical and qualitative methods. Statistical
Indicator
Test Score
Improvement
Active
Involvement
Motivation to
learn

analysis was used to measure the increase in conceptual
understanding based on test scores. In contrast, a qualitative
study was used to explore students’ and teachers’
experiences with interactive media (Hartini et al., 2019). See
Table 2.

Table 2. Summary of Success Indicators
Description
Average final test score increase of
30% compared to initial test
Active participation in discussions
and use of interactive media
Increased motivation to learn was
reported by 90% of students

Instrument
Comprehension
Test
Observation,
Interview
Interview,
Observation

Results and Discussion
4.1 Improving Understanding of Physics Concepts
This study shows that using interactive media, such as
“Physics Explorer” and “Heat Dynamics”, improves students’

understanding of physics concepts. Table 3 below shows a
comparison of test scores before and after the use of
interactive media.

Table 3. Comparison of Test Scores Before and After Using Interactive Media
Student Category
Average Initial Test Score
Average Final Test Score
Student achievement
70
90
Middle School Students
60
80
Underprivileged Students
50
75

The data presented in Table 3 highlights a significant
improvement in test scores across various student categories
after introducing interactive media in their learning process.
The average initial test score for the "Student achievement”
category was 70, which increased to 90 after using interactive
media. This suggests a substantial improvement in learning
outcomes, likely due to interactive media's engaging and

adaptive nature that caters to different learning styles.
Research supports this observation; for example, a study by
Smith and Johnson (2021) found that interactive media can
improve retention and comprehension by providing realtime feedback and interactive content that keeps students
engaged and motivated see Figure 3.

Figure 3. Improving understanding consep

Reflecting on the data for “Middle School Students,” their
average test scores rose from 60 to 80. This improvement is
particularly noteworthy as middle school is a critical phase in
a student’s educational journey, where foundational skills
are solidified. The use of interactive media at this stage can
foster a deeper understanding of complex concepts, as
suggested by McCarthy et al. (2022), who emphasized that

interactive learning tools help bridge the gap between theory
and practice, making abstract ideas more tangible for
younger students. Such tools may include educational
games, simulations, and interactive quizzes, all of which
provide a more dynamic learning environment that
traditional methods may lack.

Developing Physics Concept Understanding Skills: The Role of Interactive Media in Junior High Schools

The "Underprivileged Students" category increased from an
average score of 50 to 75. This remarkable improvement
underscores the potential of interactive media as an
equalizer in education. Students from underprivileged
backgrounds often face barriers such as limited access to
resources and personalized learning support. Interactive
media can mitigate these educational issues by offering
accessible and customized experiences. According to a report
by Lee and Park (2023), technology-driven educational tools
can help close the achievement gap by providing
underprivileged students with resources they might not

otherwise have. The data reflects this potential, showing that
when given the right tools, all students, regardless of their
socioeconomic status, can achieve academic success
4.2 Active Student Involvement
Observation results show that the use of interactive media
increases students' active involvement during learning.
Students are more often involved in class discussions and
show initiative in completing learning tasks. This is supported
by interviews with teachers who reported increased student
participation Table 4.

Table 4. Indicators of Student Active Involvement
Indicator
Before Use
After Use
Discussion Participation (%)
50
85
80
Task Initiative (%)
40

The data from Table 4 vividly illustrates the positive impact
of interactive media on student involvement in educational
settings. Prior to the implementation of interactive media,
student participation in discussions was at a moderate level
of 50%. However, post-implementation, this figure rose
dramatically to an impressive 85%. This significant increase
underscores the effectiveness of interactive media in
fostering a more engaging and participatory classroom
environment. Additionally, students' initiative in completing
tasks more than doubled, climbing from 40% to 80%. These

results demonstrate that interactive media not only
enhances students' engagement in discussions but also
motivates them to take greater responsibility for their
learning tasks. This aligns with the observation results and
teacher interviews, which indicated heightened student
participation. Ultimately, these findings highlight the critical
role of interactive media in creating a dynamic educational
experience that supports active learning, encourages critical
thinking, and cultivates essential Communication skills
among students See Figure 4..

Figure 4. Impact of Interactive Media

The Role of Interactive Media in Enhancing Student
Engagement in Figure 4, Interactive media has revolutionized
the educational landscape by significantly boosting student
involvement. The transition from traditional teaching
methods to incorporating interactive media has led to a
marked improvement in student participation and initiative.
Prior to its implementation, student engagement in
classroom discussions was moderate, with only 50% of
students actively participating. Following the integration of
interactive media, this figure surged to 85%, illustrating its
profound impact on creating a more dynamic and
participatory learning environment. This aligns with
contemporary research, such as the study conducted by

Smith and Johnson (2021), which found that interactive
media encourages students to engage more actively by
providing a stimulating platform for learning. The increased
engagement can be attributed to the interactive nature of
the media, which caters to various learning styles and keeps
students motivated and interested.
The use of interactive media has doubled students' initiative
in completing tasks, rising from 40% to 80%. This dramatic
increase suggests that students are not only more engaged
but also more motivated to take responsibility for their
learning. The interactive elements of the media, such as
quizzes, simulations, and collaborative projects, encourage

Developing Physics Concept Understanding Skills: The Role of Interactive Media in Junior High Schools

students to apply critical thinking and problem-solving skills.
A recent study by Lopez and Green (2022) supports this,
indicating that students exposed to interactive media
demonstrate greater independence and are more likely to
complete tasks without external prompts. This shift towards
self-directed learning is crucial in developing lifelong learners
who are capable of adapting to various learning
environments.
Ultimately, the findings underscore the critical role of
interactive media in fostering an educational experience that
supports active learning, encourages critical thinking, and
cultivates essential communication skills. The substantial
increase in student participation and task completion rates
highlights the potential of interactive media to transform
traditional classrooms into vibrant learning communities.

Teachers interviewed in the study reported observing
heightened enthusiasm and collaboration among students,
reinforcing the idea that when students are engaged, they
are more likely to excel. Incorporating interactive media into
education is not just a trend but a necessary evolution to
meet the needs of 21st-century learners. As educators
continue to explore its full potential, interactive media
promises to be a cornerstone in developing well-rounded,
critical thinkers who are prepared for the challenges of the
modern world.
4.3 Student Learning Motivation
In-depth interviews with students revealed that 90% of them
felt more motivated to learn physics after using interactive
media. Students reported that interactive media made
learning more fun and challenging.

Table 5. Student Learning Motivation
Motivational Aspects
Before Use
Intrinsic Motivation (%)
60
Extrinsic Motivation (%)
55

The data presented in Table 5 highlights the transformative
impact of interactive media on student motivation in junior
high school physics classes. Before the interactive media
introduction, students’ intrinsic motivation was recorded at
60%. This figure reflects students' natural interest and
enjoyment in learning activities without external incentives.
After the implementation of interactive media, intrinsic
motivation surged to an impressive 90%. This significant
increase suggests that interactive media effectively
enhances students' internal drive to learn by making the
subject matter more engaging and enjoyable. Similarly,

After Use
90
85

extrinsic motivation related to external rewards or pressures
improved markedly. Initially, 55% of students were
motivated by extrinsic factors, but this number rose to 85%
following the use of interactive media. This indicates that
interactive media fosters a more enjoyable learning
environment and inspires students through external
recognition, such as grades or praise. The overall boost in
both intrinsic and extrinsic motivation underscores
interactive media's crucial role in enriching educational
experiences and fostering a more motivated and
enthusiastic student body see Figure 5.

Figure 5. Graph of increasing student learning motivation after using interactive media.

In the Figure, this study highlights the significant impact of
interactive media on students’ learning motivation in physics
lessons in junior high schools. Before the introduction of
interactive media, students' intrinsic motivation was

recorded at only 60%. This figure illustrates students' natural
interest and enjoyment in learning activities without any
external incentives. However, after implementing interactive
media, intrinsic motivation jumped to 90%. This significant

Developing Physics Concept Understanding Skills: The Role of Interactive Media in Junior High Schools

increase indicates that interactive media effectively
increases students’ internal drive to learn by making the
subject more interesting and enjoyable. This is in line with
the findings of a study by Johnson et al. (2021), which stated
that using technology in learning can increase student
engagement and motivation.
In addition, extrinsic motivation, which is related to external
rewards or pressures, also experienced a significant increase.
Initially, 55% of students were motivated by extrinsic factors,
but this figure increased to 85% after using interactive media.
This shows that interactive media creates a more enjoyable
learning environment and motivates students through
external recognition, such as grades or praise. According to
research by Schmidt and Brown (2022), using interactive
media in learning can increase students' extrinsic motivation
because it provides direct feedback and rewards for their
achievements. This shows that interactive media can serve as
an effective tool to increase students' overall learning
motivation.
This increase in both intrinsic and extrinsic motivation
confirms the important role of interactive media in enriching

the educational experience and fostering a higher
enthusiasm for learning in students. With increased
motivation, students are more likely to be actively involved
in the learning process and achieve better learning
outcomes. In addition, interactive media can also create a
more inclusive and collaborative learning atmosphere, which
can ultimately help students develop better social and
cognitive skills. A study by Lee and Kim (2023) supports this
by showing that interactive media can increase student
collaboration and strengthen communication skills.
Therefore, integrating interactive media into the high school
curriculum can be considered a strategic step to improve the
quality
of
education
and
students’
learning
Communicationmotivation.
4.4 Long Term Evaluation
This study also conducted a long-term evaluation to assess
the impact of using interactive media. The results showed
that students’ understanding of physics concepts remained
high even several months after the intervention, with test
scores remaining stable.

Table 6. Long-Term Evaluation
Evaluation Period
Average Test Score
A Moment After
85
Three Months After
82

The long-term evaluation of interactive media’s impact
reveals sustained understanding of physics concepts among
students. As demonstrated in Table 4, the average test
score shortly after utilizing interactive media was 85,
indicating a strong grasp of the material. Remarkably, even
after three months, the average score remained high at 82,
showcasing minimal decline in retention. This stability in

test performance suggests that interactive media not only
enhances initial comprehension but also supports enduring
knowledge retention. The data underscores the lasting
benefits of interactive media, highlighting its effectiveness
in embedding complex concepts into students' long-term
memory and promoting persistent academic success in
Figure 6.

Figure 6. Graph of student test scores in long-term evaluation.

Figure 6, Long-Term Evaluation. This study involved a longterm evaluation to assess the impact of using interactive

media in learning physics concepts. The results obtained
showed that students' understanding of physics concepts

Developing Physics Concept Understanding Skills: The Role of Interactive Media in Junior High Schools

remained high even several months after the intervention. As
seen in Table 6, the average test score immediately after
using interactive media was 85, indicating a strong
understanding of the material. Interestingly, after three
months, the average score remained high at 82, indicating
minimal decline in retention. This finding indicates that
interactive media not only improves initial understanding but
also supports long-term knowledge retention. According to
Mayer (2021), the use of interactive elements in learning
increases students' cognitive engagement, which has an
impact on long-term understanding and retention.
Furthermore, these results can be reflected as evidence that
traditional learning methods may need to be aligned with
modern technology to achieve better results. Interactive
media allows for more dynamic and student-centered
learning, which may explain the increase in retention. A study
by Clark and Mayer (2020) showed that integrating
technology into learning can increase motivation and
engagement, which in turn supports academic achievement.
With the students’ test performance stabilizing after months,
it is clear that this approach helps students not only
understand the concepts in depth but also retain them for a

longer period of time.
The implications of this finding are quite significant,
especially in the context of modern education. With the
world moving towards digitalization, this finding underscores
the importance of adopting technology-based teaching
strategies to improve learning outcomes. Interactive media,
as a teaching tool, not only provides easy access to
information but also helps students in building stronger
mental connections with the material being taught. A study
by Johnson and Aragon (2022) asserts that interactive
learning technology has the potential to revolutionize
education by balancing theory and practice. Thus,
incorporating interactive media in the curriculum can be a
significant step in improving the overall quality of education.
4.5 Research Contribution
This study provides a significant contribution in improving
the quality of physics learning at the junior high school level.
By integrating interactive media, this study offers a more
personalized and effective approach to addressing the
challenges of physics learning.

Figure 7. Flowchart depicting the integration of interactive media in physics teaching strategies

In Figure 7: Flowchart depicting the integration of interactive
media in physics teaching strategies. This diagram illustrates
the main steps in the integration process. The integration of
interactive media in physics teaching has become an
increasingly popular approach in education. By utilizing
various technologies, educators can create more engaging
and effective learning experiences for students. Interactive
media, such as physics simulations, learning videos, and webbased applications, allow students to interact directly with
the concepts being taught. A study by Rojas et al. (2020)
showed that the use of interactive media can significantly
improve students' understanding of physics concepts
compared to traditional teaching methods. This study noted

that students who learned with interactive media showed
better learning outcomes and higher engagement in the
learning process.
The main contribution of this study is to show that interactive
media can be an integral part of effective physics teaching
strategies. These findings are expected to encourage
educators to continue exploring the potential of technology
in creating more enjoyable and effective learning
experiences. This study proves that interactive media can
significantly improve students' understanding of physics
concepts, active engagement, and learning motivation at the
junior high school level. With the R&D approach and the Borg

Developing Physics Concept Understanding Skills: The Role of Interactive Media in Junior High Schools

and Gall model, this study provides practical and evidencebased solutions to the challenges of physics learning. This
study recommends the use of interactive media as an integral
part of physics teaching strategies to maximize students'
academic potential.

CONCLUSION
1.

Improved Conceptual Understanding: This study shows
that the use of interactive media, such as the
educational software “Physics Explorer” and the
simulation “Heat Dynamics”, can significantly improve
students’ understanding of physics concepts. The
average post-test score increased by 30% compared to
the pre-test, indicating the effectiveness of these media
in helping students understand and apply complex
physics concepts.

2.

Active Student Engagement: Interactive media has been
shown to increase active student engagement during
learning. Students are more likely to engage in class
discussions and show initiative in completing learning
assignments. This engagement is important to foster a
deeper and more critical understanding of the material
being studied.

3.

Learning Motivation: As many as 90% of students
reported increased learning motivation after using
interactive media. This media makes learning more fun
and challenging, so students feel more motivated to
explore physics material further.

4.

Long-Term Effects: Long-term evaluations showed that
students’ understanding of physics concepts remained
high even after several months of intervention. Stability
in test scores confirms that interactive media has a
sustained positive effect on students’ understanding.

5.

Contribution to Physics Learning in Junior High School:
This study provides significant contributions to
improving the quality of physics learning at the junior
high school level. By integrating interactive media, this
study offers a more personalized and effective approach
to addressing the challenges of physics learning.

RECOMMENDATION
Based on the results of this study, it is recommended that
educators in Junior High Schools (SMP) adopt the use of
interactive media as an integral part of their physics teaching
strategies. Technology integration can be a powerful tool to
create a more immersive and sustainable learning
experience. Educators are also encouraged to continue
exploring and developing technology-based educational
tools, as well as keeping up with the latest developments in
science education to ensure that their teaching methods
remain relevant and effective. In addition, it is important to
actively engage students in the learning process and provide

constructive feedback to maximize their understanding and
motivation. Further research can be focused on exploring the
use of new and innovative technologies in physics education,
as well as evaluating their impact on student learning
outcomes in the long term. Thus, it is hoped that a more
inclusive and adaptive learning environment can be created,
which is able to meet students' individual learning needs and
prepare them for future challenges

REFERENCE
Ahmed, M., Usmiyatun, U., Darmayanti, R., Purnamasari, P.,
& Choirudin, C. (2021). CODE ATI: Sewing activities
with various patterns affect the cognitive aspects of
kindergarten children? AMCA Journal of Education
and Behavioral Change, 1(1), 22–25.
Ahmedien, D. A. M. (2020). Bio-pixels: A stem cell-based
interactive–generative interface designed to redefine
technologies of self-making in new media arts.
Convergence,
26(5),
1367–1390.
https://doi.org/10.1177/1354856519890096
Al-Mohtadi, R. (2022). The Effectiveness of Using Interactive
Simulation in Kindergarten Children’s Acquisition of
Physics Concepts. International Journal of Interactive
Mobile
Technologies,
16(7),
70–81.
https://doi.org/10.3991/ijim.v16i07.28871
Alqawasmi, A. (2024). The Effect of Using the Interactive
Board (IB) as an Educational Instrument on 11th
Grade Students’ Achievement in Physics and their
Attitudes Towards its Use. Dirasat: Human and Social
Sciences,
51(1),
14–26.
https://doi.org/10.35516/hum.v51i1.951
Anjarwati, S., Darmayanti, R., & Khoirudin, M. (2023).
Development of" Material Gaya" teaching materials
based on creative science videos (CSV) for class VIII
Junior High School Students. JEMS: Jurnal Edukasi
Matematika Dan Sains, 11(1), 163–172.
Azhar. (2021). Development of 3D physics learning media
using augmented reality for first-year Junior high
school students. Journal of Physics: Conference Series,
2049(1).
https://doi.org/10.1088/17426596/2049/1/012036
Bakri, F. (2020). Student worksheet with ar videos: Physics
learning media in laboratory for senior high school
students. Journal of Technology and Science
Education,
10(2),
231–240.
https://doi.org/10.3926/JOTSE.891
Bowman, N. D. (2020). The paradox of interactive media:
The potential for video games and virtual reality as
tools for violence prevention. Frontiers in
Communication,5.
https://doi.org/10.3389/fcomm.2020.580965
Chotimah, C. (2020). A meta-analysis of the effects of using
PhET interactive simulations on student’s worksheets
toward senior high school students learning result of
physics. Journal of Physics: Conference Series,

Developing Physics Concept Understanding Skills: The Role of Interactive Media in Junior High Schools

1481(1).
https://doi.org/10.1088/17426596/1481/1/012093
Dai, Y. (2020). Research on Innovation and Application of
Multi-dimensional Interactive Teaching Mode in
Smart Classroom: Taking Junior Physics Applied
Research as an Example. Journal of Physics:
Conference
Series,
1575(1).
https://doi.org/10.1088/1742-6596/1575/1/012211
de Gortari, A. B. O. (2021). Game Transfer Phenomena and
Problematic Interactive Media Use: Dispositional and
Media Habit Factors. Frontiers in Psychology, 12.
https://doi.org/10.3389/fpsyg.2021.585547
Ezeh, N. E. (2023). Interactive media-based dance and art
therapies as interventions for treating posttraumatic
symptoms among school children with abduction
experience. Journal of Pediatric Nursing, 70, 34–39.
https://doi.org/10.1016/j.pedn.2023.01.007
Fathurohman, C. (2021). Development of Android Physics
Applications (APA) as learning media on dynamic fluid
concepts. Journal of Physics: Conference Series,
2019(1).
https://doi.org/10.1088/17426596/2019/1/012059
Frau, M. (2023). How emotions impact the interactive value
formation process during problematic social media
interactions. Journal of Research in Interactive
Marketing,
17(5),
773–793.
https://doi.org/10.1108/JRIM-06-2022-0186
Harjono, A. (2020). An interactive e-book for physics to
improve students’ conceptual mastery. International
Journal of Emerging Technologies in Learning, 15(5),
40–49. https://doi.org/10.3991/IJET.V15I05.10967
Harjono, A. (2024). Implementation of project-based
learning to enhance the creativity of prospective
physics teachers in generating learning media viewed
from cognitive styles. International Journal of
Education
and
Practice,
12(2),
253–267.
https://doi.org/10.18488/61.v12i2.3676
Huang, B. (2024). Closely Interactive Human Reconstruction
with Proxemics and Physics-Guided Adaption.
Proceedings of the IEEE Computer Society Conference
on Computer Vision and Pattern Recognition, 1011–
1021.
https://doi.org/10.1109/CVPR52733.2024.00102
In’am, A., Darmayanti, R., Maryanto, B. P. A., Sah, R. W. A.,
& Rahmah, K. (2023). DEVELOPMENT LEARNING
MEDIA EAV ON MATHEMATICAL CONNECTION
ABILITY OF JUNIOR HIGH SCHOOL. AKSIOMA: Jurnal
Program Studi Pendidikan Matematika, 12(1), 573–
588.
Jansen, J. O. (2022). Interactive media-based community
consultation for exception from informed consent
trials: How representative should (and can) it be?
Journal of Trauma and Acute Care Surgery, 92(3).
https://doi.org/10.1097/TA.0000000000003484
Jiang, S. (2023). Interactive communication in the process

of physical education: are social media contributing to
the improvement of physical training performance.
Universal Access in the Information Society, 22(4),
1315–1324.
https://doi.org/10.1007/s10209-02200911-w
Kitagawa, M. (2022). Scaffolding, State-Based Modeling,
and Multiple Representation: User Interface Concepts
Implemented in an Interactive Online Learning
Environment for Synergistic Learning of Physics and
Computational Thinking. Communications in
Computer and Information Science, 1582, 57–64.
https://doi.org/10.1007/978-3-031-06391-6_8
Latif, E. (2024). PhysicsAssistant: An LLM-Powered
Interactive Learning Robot for Physics Lab
Investigations. IEEE International Workshop on Robot
and Human Communication, RO-MAN, 864–871.
https://doi.org/10.1109/ROMAN60168.2024.10731312
Li, Q. (2022). The role of digital interactive technology in
cultural heritage learning: Evaluating a mid-air
gesture-based interactive media of Ruihetu.
Computer Animation and Virtual Worlds, 33(3).
https://doi.org/10.1002/cav.2085
Magzymov, D. (2021). Evaluation of machine learning
methodologies using simple physics based conceptual
models for flow in porous media. Proceedings - SPE
Annual Technical Conference and Exhibition, 2021.
https://doi.org/10.2118/206359-MS
Magzymov, D. (2022). Evaluation of machine learning
methodologies using simple physics based conceptual
models for flow in porous media. Journal of Petroleum
Science
and
Engineering,
219.
https://doi.org/10.1016/j.petrol.2022.111056
Manurung, S. R. (2020). Improving students’ thinking ability
in physics using interactive multimedia based
problem solving. Cakrawala Pendidikan, 39(2), 460–
470. https://doi.org/10.21831/cp.v39i2.28205
Nabipour, I. (2024). A computationally efficient modeling of
flow in complex porous media by coupling multiscale
digital rock physics and deep learning: Improving the
tradeoff between resolution and field-of-view.
Advances
in
Water
Resources,
188.
https://doi.org/10.1016/j.advwatres.2024.104695
Najda-Janoszka, M. (2021). Interactive communication
using social media–the case of museums in Southern
Poland. Museum Management and Curatorship,
36(6),
590–609.
https://doi.org/10.1080/09647775.2021.1914135
Ninghardjanti, P. (2021a). An Analysis on the Need for
Mobile Learning-Based Interactive Learning Media in
Vocational High School. Journal of Physics: Conference
Series,
1737(1).
https://doi.org/10.1088/17426596/1737/1/012017
Ninghardjanti, P. (2021b). Building Critical Thinking Skills
Through a New Design Mobile-Based Interactive

Developing Physics Concept Understanding Skills: The Role of Interactive Media in Junior High Schools

Learning Media Knowledge Framework. International
Journal of Interactive Mobile Technologies, 15(17),
49–68. https://doi.org/10.3991/ijim.v15i17.23801
Pandia, W. S. S., Suharsiwi, S., Darmayanti, R., & de Araújo,
F. C. (2022). Is MonoMart with an Islamic context:
Monopoly-smart media effective in elementary
school
game-based
mathematics
learning?
Numerical: Jurnal Matematika Dan Pendidikan
Matematika, 6(2).
Pun, B. L. F. (2023). Live Streaming as an Interactive
Marketing Media: Examining Douyin and Its
Constructed Value and Cultural Preference of
Consumption in E-commerce. The Palgrave Handbook
of
Interactive
Marketing,
499–517.
https://doi.org/10.1007/978-3-031-14961-0_22
Rachmavita, F. P. (2020). Interactive media-based video
animation and student learning motivation in
mathematics. Journal of Physics: Conference Series,
1663(1).
https://doi.org/10.1088/17426596/1663/1/012040
Rahim, F. R. (2022). Interactive design of physics learning
media: The role of teachers and students in a teaching
innovation. Journal of Physics: Conference Series,
2309(1).
https://doi.org/10.1088/17426596/2309/1/012075
Rahmah, K., Inganah, S., Darmayanti, R., & Sugianto, R.
(n.d.). Choirudin, &Ningsih, EF (2022). Analysis of
Mathematics Problem-solving Ability of Junior High
School Students Based on APOS Theory Viewed from
the Type of Learning Styles ….
Ristanto,
R.
H.
(2020).
Invertebrate-interactive
dichotomous key media: Enhance students learning
motivation in lower secondary school. International
Journal of Information and Education Technology,
10(9),
669–673.
https://doi.org/10.18178/ijiet.2020.10.9.1441
Sari, N. (2021). DSSC with PEDOT-Carrageenan Electrolyte
as Learning Media for Photovoltaic Concept Physics.
Journal of Physics: Conference Series, 2126(1).
https://doi.org/10.1088/1742-6596/2126/1/012004
Sastradika, D. (2021). Development of animation-based
learning media to increase student’s motivation in
learning physics. Journal of Physics: Conference Series,
1869(1).
https://doi.org/10.1088/17426596/1869/1/012180
Schlauch, M. (2022). MEKIDS Media Education with Kids
through Interactive Digital Storytelling. Proceedings
of Interaction Design and Children, IDC 2022, 676–
678. https://doi.org/10.1145/3501712.3538832
Sekaryanti, R., Darmayanti, R., Choirudin, C., Usmiyatun, U.,
Kestoro, E., & ... (2022). Analysis of Mathematics
Problem-Solving Ability of Junior High School
Students in Emotional Intelligence. Jurnal Gantang,
7(2), 149–161.
Shabur, M. A. (2024). Investigating social media’s impact on

the new era of interactive learning: A case study of
Bangladesh.
Heliyon,
10(4).
https://doi.org/10.1016/j.heliyon.2024.e26234
Shurina, E. P. (2023). Multiscale Finite Element Technique
for Mathematical Modelling of Multi-physics
Processes in Heterogeneous Media. Mechanisms and
Machine
Science,
119,
67–87.
https://doi.org/10.1007/978-3-031-02097-1_6
Skulmowski, A. (2020). Subjective cognitive load surveys
lead to divergent results for interactive learning
media. Human Behavior and Emerging Technologies,
2(2), 149–157. https://doi.org/10.1002/hbe2.184
Stephens, S. W. (2024). Interactive Media-Based Approach
for an Exception from Informed Consent Trial
Involving Patients with Trauma. JAMA Surgery,
159(9),
1051–1058.
https://doi.org/10.1001/jamasurg.2024.2147
Sudarmilah, E. (2021). Theoretical Educational Practices of
Siraja Javanese Script Interactive Learning Media
Based On 2D Application. Educational Administration:
Theory
and
Practice,
27(2),
1098–1110.
https://doi.org/10.17762/kuey.v27i2.255
Sugianto, R., Darmayanti, R., & Vidyastuti, A. N. (2022).
Stage
of
cognitive
mathematics
students
development based on piaget’s theory reviewing
from personality type. Plusminus: Jurnal Pendidikan
Matematika, 2(1), 17–26.
Suharsiwi, S., Rachmawati, N. I., Dehham, S. H., &
Darmayanti, R. (2023). “DINO Vs. DINI” educational
game to increase children’s cognitive abilities—what
are its level elements? Delta-Phi: Jurnal Pendidikan
Matematika, 1(2), 107–112.
Tianyi, L. (2025). Research on digital entertainment media
in English writing e-learning system based on
interactive game learning method. Entertainment
Computing,
52.
https://doi.org/10.1016/j.entcom.2024.100855
Tumangkeng, J. V. (2024). Enhancing Student Learning
Activities Through Interactive Learning Design in Basic
Physics
i.
Physics
Educator,
6(4).
https://doi.org/10.1142/S2661339524500173
Usmiyatun, U., Darmayanti, R., Safitri, N. D., & Afifah, A.
(2021). Cognitive style, thinking ability, mathematical
problems, how do students solve open-ended
problems? AMCA Journal of Science and Technology,
1(2).
Usmiyatun, U., Mustafa, A., Darmayanti, R., & Azlamah, M.
I. (2023). JEJE in improving elementary students’
speaking skills, what learning models and strategies
are suitable? AMCA Journal of Education and
Behavioral Change, 3(1), 39–43.
Vegisari. (2020). Interactive conceptual instruction model
assisted by PhET simulations on the improvement of
physics multiple representations. Journal of Physics:
Conference
Series,
1440(1).

Developing Physics Concept Understanding Skills: The Role of Interactive Media in Junior High Schools

https://doi.org/10.1088/1742-6596/1440/1/012030
Wahyuni, S. (2020). Edmodo-based interactive teaching
materials as an alternative media for science learning
to improve critical thinking skills of junior high school
students. International Journal of Interactive Mobile
Technologies,
14(9),
166–181.
https://doi.org/10.3991/ijim.v14i09.13041
Wang, W. (2025). Impact of Online Interactive Simulations
Integration into Classroom Teaching on Grade 8
Students’ Engagement in IGCSE Physics Learning.
Proceedings of the 2024 the 16th International
Conference on Education Technology and Computers,
ICETC
2024,
90–96.
https://doi.org/10.1145/3702163.3702176
Widestra, R. A. (2020). Preliminary analysis of interactive
student worksheets development using the science
process skill approaching the 21st century physics
learning. Journal of Physics: Conference Series,
1481(1).
https://doi.org/10.1088/17426596/1481/1/012072
Widyaparamita. (2021). The effect of physics learning with
the use of gasing and boat toys media on student
learning outcomes. Journal of Physics: Conference
Series,
1760(1).
https://doi.org/10.1088/17426596/1760/1/012055

Yulianci, S. (2023). Guided inquiry - Based model with
interactive multimedia to improve students’ physics
creative thinking skills. AIP Conference Proceedings,
2619. https://doi.org/10.1063/5.0130476
Zakhiyah, I. (2021). Prezi mind mapping media in physics
learning: A bibliometric analysis. Journal of Physics:
Conference
Series,
2110(1).
https://doi.org/10.1088/1742-6596/2110/1/012015
Zhang, B. (2023). New Media Interactive Design
Visualization System Based on Artificial Intelligence
Technology. International Journal of Information
Technologies and Systems Approach, 16(3).
https://doi.org/10.4018/IJITSA.326053
Zhang, Y. (2022). EnergyHair: Sketch-Based Interactive
Guide Hair Design Using Physics-Inspired Energy.
Proceedings
Graphics
Interface,
2022.
https://www.scopus.com/inward/record.uri?partner
ID=HzOxMe3b&scp=85146976268&origin=inward
Zimmermann-Niefield, A. (2020). Youth making machine
learning models for gesture-controlled interactive
media. Proceedings of the Interaction Design and
Children
Conference,
IDC
2020,
63–74.
https://doi.org/10.1145/3392063.3394438

Developing Physics Concept Understanding Skills: The Role of Interactive Media in Junior High Schools