Muhammad Aizri Fadillah, U. Usmeldi, Konstantinos Ravanis
Integrating Information and Communication Technology (ICT) has transformed physics education, enabling interactive and dynamic learning. However, more research is needed to find out how the relationship between ICT activities and student confidence in understanding physics concepts. This study examines which ICT activities most predict high school students’ confidence in physics learning. We collected data from 364 students in Indonesia through convenience sampling, using a survey measuring their engagement in ICT activities and confidence. Using Spearman's rho non-parametric correlation and machine learning techniques, including a Random Forest (RF) model interpreted using SHapley Additive exPlanations (SHAP), and Fast-and-Frugal Trees (FFT), the study analyses the relationship between these activities and student confidence. The findings reveal that ‘organizing and storing information,’ ‘creating materials,’ and ‘searching for information’ are the most critical ICT activities associated with students’ confidence. Machine learning results add clarity by classifying students into high–and low-confidence groups based on these activities. These results underscore the importance of integrating impactful ICT activities in physics education. Practical implications include prioritising activities that help students organise information, create learning materials, and independently seek resources, fostering confidence and enhancing learning outcomes. The study also discusses implications for the emerging artificial intelligence (AI) era. © 2025 Informa UK Limited, trading as Taylor & Francis Group.
Department of Science Education, Universitas Negeri Padang, Padang, Indonesia; Department of Electrical Engineering, Universitas Negeri Padang, Padang, Indonesia; Department of Educational Sciences and Early Childhood Education, University of Patras, Patras, Greece
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