Microlearning-Based Case Study: Innovative Strategies For Enhancing Students' Conceptual Understanding and Critical Thinking Skills in Physics Education
Keywords:
microlearning, case study, critical thinking skills, conceptual understandingAbstract
Physics learning in the digital era faces the challenges of cognitive overload and a decline in students' attention spans toward abstract and dense material. Innovative strategies are required to bridge the efficiency of material delivery with the depth of problem analysis. This study aims to examine the effectiveness of the Microlearning-Based Case Study strategy in improving students' conceptual understanding and critical thinking skills in physics. The research employed a quasi-experimental method with a non-equivalent control group design. The research sample consisted of 64 eleventh-grade students at SMA Negeri 51 Jakarta, selected through a purposive sampling technique. The research instruments included two-tier multiple-choice tests to measure conceptual understanding and essay tests for critical thinking skills, both of which were expert-validated. Data were analyzed using Normalized Gain (N-gain) and t-tests via jamovi software version 2.3. The results indicated that the developed learning media was categorized as highly feasible (96.25%). The implementation of this strategy significantly improved learning outcomes, with the experimental class achieving an N-gain score of 0.74 (High) for conceptual understanding and 0.71 (High) for critical thinking, significantly outperforming the control group (p < .001) with a very large effect size (d > 1.5). In conclusion and implications, the Microlearning-Based Case Study strategy is effective in mitigating cognitive load while sharpening scientific reasoning through real-case analysis. The researchers suggest that educators integrate digital micro-content with contextual scenarios to create more adaptive and meaningful physics learning.
References
Abidin, R. Z. (2025). Analysis of microlearning effectiveness in enhancing 21st-century skills. Studies in Philosophy of Science and Education, 6(3), 194–202. https://doi.org/10.46627/sipose.v6i3.551
Anderman, E. M., Sinatra, G. M., & Gray, D. L. (2012). The challenges of teaching and learning about science in the twenty-first century: Exploring the abilities and constraints of adolescent learners. Studies in Science Education, 48(1), 89–117.
Arimbawa, G. P. A., Parwati, N. N., Agustini, K., Suartama, I. K., & Sudarma, I. K. (2025). The effectiveness of microlearning-based e-modules in improving critical thinking abilities of vocational high school students. JKTP: Jurnal Kajian Teknologi Pendidikan, 8(3), 235–247. https://doi.org/10.17977/um038v8i32025p235-247
Bao, L., & Koenig, K. (2019). Physics education research for 21st-century learning. Disciplinary and Interdisciplinary Science Education Research, 1(1), 2. https://doi.org/10.1186/s43031-019-0007-8
Boumalek, K., Bakki, A., El Mezouary, A., Hmedna, B., & Eddahibi, M. (2025). Micro-learning design and micro-course structuring: A systematic literature review. Interactive Learning Environments, 34(4), 2411–2437. https://doi.org/10.1080/10494820.2025.2545955
Butler, A. C. (2018). Multiple-choice testing in education: Are the best practices for assessment also good for learning? Journal of Applied Research in Memory and Cognition, 7(3), 323–331. https://doi.org/10.1016/j.jarmac.2018.07.002
Cronin, J., & Durham, M. L. (2024). Microlearning: A concept analysis. CIN: Computers, Informatics, Nursing, 42(6), 413–420. https://doi.org/10.1097/CIN.0000000000001122
De Bézenac, E., Pajot, A., & Gallinari, P. (2019). Deep learning for physical processes: Incorporating prior scientific knowledge. Journal of Statistical Mechanics: Theory and Experiment, 2019(12), 124009. https://doi.org/10.1088/1742-5468/ab3195
Dewi, C. A., & Rahayu, S. (2023). Implementation of case-based learning in science education: A systematic review. Journal of Turkish Science Education, 20(4), 729–749. https://doi.org/10.36681/tused.2023.041
Duisenbekova, M. (2023). Comparative analysis of the alpha and z generations: Key characteristics and implications. Eurasian Science Review: An International Peer-Reviewed Multidisciplinary Journal, 1(1).
Garshasbi, S., Yecies, B., & Shen, J. (2021). Microlearning and computer-supported collaborative learning: An agenda towards a comprehensive online learning system. STEM Education, 1(4), 225–255. https://doi.org/10.3934/steme.2021016
Gierl, M. J., Bulut, O., Guo, Q., & Zhang, X. (2017). Developing, analyzing, and using distractors for multiple-choice tests in education: A comprehensive review. Review of Educational Research, 87(6), 1082–1116. https://doi.org/10.3102/0034654317726529
Hamdani, H., Marlina, R., Lathifah, S. S., & Zb, A. (2026). Effects of microlearning-based science modules on conceptual understanding and self-regulated learning: A quasi-experimental study in senior secondary schools. International Journal of Education and Teaching Zone, 5(1), 254–269. https://doi.org/10.57092/ijetz.v5i1.774
Hitchcock, D. (2017). Critical thinking as an educational ideal. In On reasoning and argument: Essays in informal logic and on critical thinking (pp. 477–497). Springer International Publishing.
Joshi, A. S. (2026). Transforming learning experiences: A case study of integrating contextual teaching and learning (CTL) in the physics course within a Bachelor of Technology program. Journal of Engineering Education Transformations, 39(3), 86–97. https://doi.org/10.16920/jeet/2026/v39i3/26083
Julia, R., Sudianto, S., Nahdi, D. S., & Cahyaningsih, U. (2025). Reconceptualising mathematical problem solving and higher-order thinking: A comparative analysis of lesson study-based instruction and conventional teaching. International Journal of Educational Innovation and Research, 4(2), 280–288. https://doi.org/10.31949/ijeir.v4i2.15179
Karlina, L., & Muali, C. (2025). Microlearning integration in digital platforms to increase student engagement. Journal of Education Technology, 9(1). https://doi.org/10.23887/jet.v9i1.92613
Kohnke, L., Zou, D., & Xie, H. (2025). Microlearning and generative AI for pre-service teacher education: A qualitative case study. Education and Information Technologies, 30(15), 21221–21248. https://doi.org/10.1007/s10639-025-13606-5
Kwangmuang, P., Jarutkamolpong, S., Sangboonraung, W., & Daungtod, S. (2021). The development of learning innovation to enhance higher-order thinking skills for students in Thailand junior high schools. Heliyon, 7(6), e07309. https://doi.org/10.1016/j.heliyon.2021.e07309
Mahdi, O. R., Nassar, I. A., & Almuslamani, H. A. I. (2020). The role of using case studies method in improving students' critical thinking skills in higher education. International Journal of Higher Education, 9(2), 297–308. https://doi.org/10.5430/ijhe.v9n2p297
Marlina, S. (2025). Model pembelajaran mikro (microlearning) berbasis multimedia untuk meningkatkan retensi materi di sekolah menengah. Jurnal Inovasi Pendidikan, 1(1), 8–14.
Martawijaya, M. A., Rahmadhanningsih, S., Swandi, A., Hasyim, M., & Sujiono, E. H. (2023). The effect of applying the Ethno-STEM-Project-based learning model on students' higher-order thinking skill and misconception of physics topics related to Lake Tempe, Indonesia. Jurnal Pendidikan IPA Indonesia, 12(1), 1–13.
Mayer, R. E. (2024). The past, present, and future of the cognitive theory of multimedia learning. Educational Psychology Review, 36(1), 8. https://doi.org/10.1007/s10648-023-09842-1
Monib, W. K., Qazi, A., & Apong, R. A. (2025). Microlearning beyond boundaries: A systematic review and a novel framework for improving learning outcomes. Heliyon, 11(2), e41413. https://doi.org/10.1016/j.heliyon.2024.e41413
Monib, W. K., Qazi, A., Apong, R. A., & Mahmud, M. M. (2024). Investigating learners' perceptions of microlearning: Factors influencing learning outcomes. IEEE Access, 12, 178251–178266. https://doi.org/10.1109/ACCESS.2024.3472113
Munawarah, N. (2025). Pengembangan microlearning berbasis station rotation untuk pembelajaran informatika di SMP. Jurnal Didaktika Pendidikan Dasar, 9(3), 999–1014. https://doi.org/10.26811/didaktika.v9i3.1980
Munfaridah, N., Avraamidou, L., & Goedhart, M. (2021). The use of multiple representations in undergraduate physics education: What do we know and where do we go from here? Eurasia Journal of Mathematics, Science and Technology Education, 17(1), em1934. https://doi.org/10.29333/ejmste/9577
Neamtu, D. M., Hapenciuc, C. V., & Bejinaru, R. (2020). Specializations of the future: Challenges and opportunities for generations Y, Z, and Alpha. STRATEGICA, 825.
Nurussaniah, B., Rahmi Batita, M. S., Setyosari, P., Ulfa, S., Kuswandi, D., & Praherdhiono, H. (2025). Microlearning meets inquiry: A framework for transformative physics educational experiences. AIP Conference Proceedings, 3142(1), 020067. https://doi.org/10.1063/5.0262161
Opfermann, M., Schmeck, A., & Fischer, H. E. (2017). Multiple representations in physics and science education—why should we use them? In Multiple Representations in Physics Education (pp. 1–22). Springer International Publishing. https://doi.org/10.1007/978-3-319-58914-5_1
Rith, V., Raza, A., & Nkosi, M. (2025). Microlearning for micro-attention: Strategies for enhancing student focus in high-distractibility environments using short-form educational media. Journal of Paddisengeng Technology, 1(2), 69–77. https://doi.org/10.65224/jopate.v1i2.194
Robles, H., Jimeno, M., Villalba, K., Mardini, I., Viloria-Núñez, C., & Florian, W. (2023). Design of a micro-learning framework and mobile application using design-based research. PeerJ Computer Science, 9, e1223. https://doi.org/10.7717/peerj-cs.1223
Santi, R. N., Situmorang, R., & Iriani, T. (2024). Potensi model microlearning sebagai strategi pembelajaran inovatif untuk bahan pembelajaran: Systematic review. Didaktika: Jurnal Kependidikan, 13(4), 4623–4634. https://doi.org/10.58230/27454312.1281
Sharma, A. K. (2025). Cognitive and psychological aspects of physics learning. Physics Journal| Farhangian University, 2(1), 28–39. https://doi.org/10.48310/esip.2025.18642.1011
Sigolo, B. D. O. O., & Casarin, H. D. C. S. (2024). Contributions of cognitive load theory to understanding information overload: A literature review. RDBCI: Revista Digital de Biblioteconomia e Ciência da Informação, 22, e024027. https://doi.org/10.20396/rdbci.v22i00.8677359
Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1–16. https://doi.org/10.1007/s11423-019-09701-3
Taylor, A. D., & Hung, W. (2022). The effects of microlearning: A scoping review. Educational Technology Research and Development, 70(2), 363–395. https://doi.org/10.1007/s11423-022-10084-1
Wei, H., Yuh, A. H., & Kaewurai, W. (2024). The case method: An effective approach to enhancing critical thinking. Journal of Roi Kaensarn Academi, 9(10), 1826–1840.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Journal on Math and Science Educational Technology
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Journal on Math and Science Educational Technology (e-ISSN 3124-6834) is licensed under a Creative Commons Attribution 4.0 International License.
CC BY-SA 4.0
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
