Needs Analysis of the Implementation of Python-Assisted Project-Based Learning (PjBL) in Physics Education at SMAN 8 Makassar
DOI:
https://doi.org/10.54065/pelita.6.2.2026.1777Keywords:
Project-Based Learning, Python, Physics Education, Needs Analysis, Technology-Based LearningAbstract
The urgency of this research is to identify the need for implementing Python-assisted Project-Based Learning (PjBL) to enhance students’ problem-solving and computational thinking skills in physics education at SMAN 8 Makassar. This study aimed to analyze the need for implementing Python-assisted Project-Based Learning (PjBL) in physics learning at SMAN 8 Makassar. A descriptive mixed-methods design was employed involving 34 eleventh-grade students and one physics teacher. Data were collected through observations, interviews, and questionnaires and analyzed using qualitative and descriptive statistical techniques. The findings revealed that physics learning was still dominated by teacher-centered instruction with limited use of interactive technology and project-based activities. The needs analysis showed that students demonstrated a very high need for technology-based learning (91.9%), Project-Based Learning (91.6%), and the integration of Python in physics learning (92.0%). Interview results further indicated that students preferred simulations, visualizations, and project-oriented activities, while teachers expressed positive perceptions toward the implementation of Python-assisted PjBL despite limited experience in using Python for instructional purposes. In addition, the school possessed adequate facilities, including computer laboratories, internet access, and multimedia equipment, to support technology-enhanced learning. These findings provide empirical evidence that Python-assisted PjBL is highly needed and feasible to implement in secondary school physics education. The study contributes to the literature by providing a needs assessment as a foundation for developing computationally oriented physics learning and future implementation studies.
References
Adhantoro, M. S., Sudarmillah, E., Gunawan, D., & Prasetyo, A. (2025). Preparing students and teachers for a digital future: A review of the integration of computational thinking in STEM education. AIP Conference Proceedings. https://doi.org/10.1063/5.0262050
Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning. SAGE Open, 10(3), 1–15.
https://doi.org/10.1177/2158244020938702.
Doyan, A., Susilawati, S., Harjono, A., Annam, S., Ikhsan, M., & Ardianti, N. R. (2025). Mapping research trends on physics learning media based on PJBL model to improve critical thinking skills: A review. Jurnal Penelitian Pendidikan IPA, 11(9), 168–177. https://doi.org/10.29303/jppipa.v11i9.12842
Doyan, A., Susilawati, S., Harjono, A., Annam, S., Ikhsan, M., Ardianti, N. R., & Hakim, S. (2025). Development of modern physics learning media based on interactive web using the PJBL model to improve critical thinking skills: A systematic review. Jurnal Penelitian Pendidikan IPA, 11(2), 60–70. https://doi.org/10.29303/jppipa.v11i2.10388
Govender, I. (2025). Digital literacy and STEM skills—What is the connection? A systematic review. Technology, Knowledge and Learning. Advance online publication. https://doi.org/10.1007/s10758-025-09879-x
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267–277. https://doi.org/10.1177/1365480216659733
Kurmangaliyeva, A., Kafizova, G., & Grant, J. (2025). Using Python to analyse experimental data in high school physics: A study based on external aggregate assessment exams. Journal of Physics Education Research. https://doi.org/10.71779/310
Marín-Marín, J. A., García-Tudela, P. A., & Duo-Terrón, P. (2024). Computational thinking and programming with Arduino in education: A systematic review for secondary education. Heliyon, 10(18), e38044. https://doi.org/10.1016/j.heliyon.2024.e38044
Maspul, K. A. (2024). Enhancing project-based learning in STEM education with integrated technology and coding. Journal of Intelligent Systems and Information Technology, 1(1), 16–24. https://doi.org/10.61971/jisit.v1i1.20.
Prayogi, S., Bilad, M. R., Verawati, N. N. S. P., & Asy’ari, M. (2024). Inquiry vs. inquiry-creative: Emphasizing critical thinking skills of prospective STEM teachers in the context of STEM learning in Indonesia. Education Sciences, 14(6), 593. https://doi.org/10.3390/educsci14060593
Rasyid, M., Unayah, H., Kuswanto, H., Aminatun, T., Sulistiyawati, S., & Bog, K. J. (2024). A systematic review of pedagogical models to enhance students’ critical thinking in physics learning. Jurnal Pendidikan MIPA, 25(3), 1444–1467. https://doi.org/10.23960/jpmipa/v25i3.pp1444-1467
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union. https://doi.org/10.2760/159770
Riwayani, R., Istiyono, E., Supahar, S., Perdana, R., Jumadi, J., & Soeharto, S. (2025). A systematic literature review of computational thinking study in physics learning. International Journal of Evaluation and Research in Education, 14(4), 2698–2709. https://doi.org/10.11591/ijere.v14i4.29632
Subramaniam, R. C., Borse, N., Allen, W., Sirnoorkar, A., Morphew, J. W., Rebello, C. M., & Rebello, N. S. (2025). Applying a STEM ways of thinking framework for student-generated engineering design-based physics problems [Preprint]. arXiv. https://doi.org/10.48550/arXiv.2503.05957
Torres, I., & Inga, E. (2025). Fostering STEM skills through programming and robotics for motivation and cognitive development in secondary education. Information, 16(2), 96. https://doi.org/10.3390/info16020096
Tufino, E., Oss, S., & Alemani, M. (2025). Using Jupyter Notebooks to foster computational skills and professional practice in an introductory physics lab course. Journal of Physics: Conference Series, 2950, 012022. https://doi.org/10.1088/1742-6596/2950/1/012022.
Verawati, N. N. S. P., Rokhmat, J., Harjono, A., Makhrus, M., & Sukarso, A. A. (2025). Integrating ethnoscience-PBL and virtual technology to improve critical thinking skills: A literature review and model design. TEM Journal, 14(2), 1878–1894. https://doi.org/10.18421/TEM142-84.
Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. https://doi.org/10.1080/00220272.2012.668938
Zahro, A. A., & Putra, P. D. A. . (2026). Development of STEM-Based E-LKPD in Science Learning to Improve Junior High School Students’ Critical Thinking Skills. Jurnal Pelita: Jurnal Pembelajaran IPA Terpadu, 6(1), 311–321. https://doi.org/10.54065/pelita.6.1.2026.1362
Zhang, W., Guan, Y., & Hu, Z. (2024). The efficacy of project-based learning in enhancing computational thinking among students: A meta-analysis of 31 experiments and quasi-experiments. Education and Information Technologies, 29, 4979–5008. https://doi.org/10.1007/s10639-023-12392-2
Zulham , M. ., Herdiana , B. ., & Sukmawati, S. (2022). Development of a Cognition-Priming-Based STEAM Model for Integrated Science Learning. Jurnal Pelita: Jurnal Pembelajaran IPA Terpadu, 2(2), 90–102. https://doi.org/10.54065/pelita.2.2.2022.322.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Riskawati Riskawati, Khaeruddin Khaeruddin, Dirgah Kaso Sanusi, Nurul Mutmainnah Herman, Mardyanto Barumbun
This work is licensed under a Creative Commons Attribution 4.0 International License.
License and Copyright Agreement
- Authors retain copyright and other proprietary rights related to the article.
- Authors retain the right and are permitted to use the substance of the article in their own future works, including lectures and books.
- Authors grant the journal the right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post or self-archive their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
