https://ijpce.org/index.php/IJPCE <p><strong>About IJPCE<br /></strong></p> <p><em>International Journal of Physics and Chemistry Education</em> (IJPCE) is published quarterly in <em>February</em>, <em>May</em>, <em>August</em>, and <em>November</em>. Between 2009 and 2016 (volumes 1-8) IJPCE had been published under the title "Eurasian Journal of Physics and Chemistry Education" (EJPCE). IJPCE continues with a broader prospect and enthusiasm to contribute to the field in various scholarly approaches.<br />IJPCE is an Open Access Journal. Terms and conditions of Creative Commons Attribution 4.0 International (CC BY 4.0) apply, while authors maintain the copyrights for their own articles.</p> iSER - The International Society of Educational Research en-US International Journal of Physics and Chemistry Education 2589-8876 <p>Copyright © Authors</p> https://ijpce.org/index.php/IJPCE/article/view/362 <p>The purpose of this research is to determine whether it is feasible to develop augmented reality-based physics learning materials and to certain how instructors and students react to such materials when they are based on magnetic field material. The ADDIE paradigm, which stands for Analysis, Design, Develop, and Evaluate, is used in this study. Experts, educators, and MIPA class XI students at SMAN 8 Selayar served as the study’s subjects. After demonstrating the use of augmented reality media, teachers and students were given the opportunity to respond to a questionnaire or voice their opinions on the program. This allowed researchers to collect data for their study. The Gregory method is the method used for data analysis. The analysis’s findings showed that the Gregory internal consistency coefficient was either 1 or 100%, and the replies from physics instructors and students fell between 80% and 100% of the total. This demonstrates that learning physics with augmented reality media is feasible.</p> Harlyenda Ismayanti Isma Subaer Abdul Haris Imam Ramadhan Copyright (c) 2024 Harlyenda Ismayanti Isma, Subaer, Abdul Haris, Imam Ramadhan https://creativecommons.org/licenses/by-nc/4.0 2024-07-11 2024-07-11 16 1 1 8 10.51724/ijpce.v16i1.362 https://ijpce.org/index.php/IJPCE/article/view/297 <p>This study investigates the effect of practical teaching approach the achievement of physics students in the concept of reflection and refraction of light in senior secondary schools, typically encompassing students aged between 15 and 18 years. Employing a quasi-experimental design, a purposive sampling technique was used to select four schools in Ondo West, Ondo State. Data were collected from 100 students using a 40-item Physics Concept Test (PCT) questionnaire, with 20 items dedicated to each concept. Pre-test and post-test assessments were administered to both control and experimental groups before and after the intervention, respectively. Hypotheses were tested at the 0.01 level using Pearson product-moment correlations and an independent sample T-test. Results showed a significant effect of practical teaching methods on students’ achievement in light reflection and refraction. Recommendations include integrating practical approaches alongside theory and introducing practical activities earlier in students’ education to enhance understanding before external examinations.</p> Marilyn Doris Ilomuanya Akintayo Ikusika Josiah O. Aramide Copyright (c) 2024 Marilyn Doris Ilomuanya, Akintayo Ikusika, Josiah O. Aramide https://creativecommons.org/licenses/by-nc/4.0 2024-07-11 2024-07-11 16 1 9 20 10.51724/ijpce.v16i1.297