Learning physics requires sensemaking as the basis of building new knowledge and understanding the material. Teachers who emphasize students' physics sensemaking in high school influence students' interest in physics majors. This study provides a systematic literature review to analyze how physics sensemaking has become a concern anywhere, especially in Indonesia. A total of 60 journal articles and conference papers published within the last decade (2013 until 2023) in English and Indonesian were complied with the review criteria and analyzed using Scopus, Directory of Open Access Journals (DOAJ), Education Resources Information Center (ERIC), Scimago Journal & Country Rank (SJR), Google Scholar, and American Institute of Physics Conference Proceedings (AIP) database. Most studies have found that physics sensemaking generates a bridge between students' understanding and explanations to resolve inconsistencies in their knowledge. However, most studies focus on physics sensemaking among university students outside Indonesia. Over the past few years, the number of enthusiasts majoring in physics at universities in Indonesia has decreased. Unfortunately, physics, one of the fundamental natural science disciplines, is a source of scientific and technological innovation. Analyzing a deeper understanding of the sensemaking process in physics among Indonesian high school students requires further research.

Authors:
Annisa Maya Sari, Universitas Negeri Malang, Indonesia
Endang Purwaningsih, Universitas Negeri Malang, Indonesia
Khusaini Khusaini, Universitas Negeri Malang, Indonesia

About the Presenter(s)
Annisa Maya Sari, a graduate student in the Physics Department at Universitas Negeri Malang, Indonesia, delved into STEM and TPACK research during her undergraduate studies. Her current focus lies in investigating students' sense of physics.

Connect on Linkedin
https://www.linkedin.com/in/annisa-maya-sari-8a816718a

Connect on ResearchGate
https://www.researchgate.net/profile/Annisa-Sari-27

Additional website of interest
https://orcid.org/0000-0003-4671-3738

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