IJIET 2026 Vol.16(1): 298-308
doi: 10.18178/ijiet.2026.16.1.2503
doi: 10.18178/ijiet.2026.16.1.2503
The Role of Internal Factors in Physics Learning Achievement: A Conceptual Model of Self-Efficacy, Motivation, Self-Regulated Learning, and Critical Thinking Skills
Desnita*, Nadia Alfianeta, Venny Mulyana, and Muhammad Dhanil
Department of Physics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Padang, Indonesia
Email: desnita@fmipa.unp.ac.id (D.); nadiaalfianetta18@gmail.com (N.A.); vennymulyhana10@gmail.com (V.M.); muhammaddhanil22@gmail.com (M.D.)
*Corresponding author
Email: desnita@fmipa.unp.ac.id (D.); nadiaalfianetta18@gmail.com (N.A.); vennymulyhana10@gmail.com (V.M.); muhammaddhanil22@gmail.com (M.D.)
*Corresponding author
Manuscript received June 13, 2025; revised July 22, 2025; accepted August 18, 2025; published January 20, 2026
Abstract—This study aimed to develop and test a conceptual model that describes the direct and indirect relationships among self-efficacy, motivation, self-regulated learning, and critical thinking skills, as well as their effects on students’ physics learning achievement. The research employed a quantitative survey approach with 319 upper secondary students. Data was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine causal relationships among variables, measure the validity and reliability of the instruments, and assess the strength and significance of the paths in the conceptual model. The findings indicated that the instruments used were valid and reliable. The developed conceptual model successfully explained significant relationships between self-efficacy, motivation, self-regulated learning, and critical thinking skills and their impacts on students’ physics learning achievement. The research revealed that self-efficacy, self-regulated learning, motivation, and critical thinking skills significantly affected students’ physics learning achievement. Other findings indicated a relationship among the various factors. Self-efficacy and motivation affect critical thinking skills, while motivation positively affects self-regulated learning. In general, these findings have important implications for educators and policymakers to consider the internal factors of students when designing more effective learning strategies to support the improvement of learning achievement.
Keywords—conceptual learning models, critical thinking skills, physics learning, self-efficacy
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—conceptual learning models, critical thinking skills, physics learning, self-efficacy
Cite: Desnita, Nadia Alfianeta, Venny Mulyana, and Muhammad Dhanil, "The Role of Internal Factors in Physics Learning Achievement: A Conceptual Model of Self-Efficacy, Motivation, Self-Regulated Learning, and Critical Thinking Skills," International Journal of Information and Education Technology, vol. 16, no. 1, pp. 298-308, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).