Titin Sunarti, Iqbal Ainur Rizki, Khoirun Nisa’, Wasis Wasis, Roudhoutul Aulia Rochim
This study investigates the influence of e-readiness skills (ERS), physics literacy (PL), and self-efficacy (SE) on pre-service teachers’ misconceptions in physics. This study utilised a quantitative design using a survey method. Data were collected from 122 participants using validated instruments measuring ERS, SE, PL, and misconceptions. Descriptive results indicate high ERS and SE levels, moderate PL proficiency, and persistent misconceptions across several physics topics. Multiple linear regression analysis reveals that PL significantly predicts misconceptions, whereas ERS and SE show no significant effects. The model accounts for 16.5% of the variance in misconceptions, suggesting that content mastery exerts greater influence than digital readiness or teaching confidence. These findings underscore the importance of strengthening pre-service teachers’ conceptual understanding and scientific reasoning through curriculum and teacher education programmes that integrate digital skills and scientific-based learning. © 2026 IOP Publishing Ltd. All rights, including for text and data mining, AI training, and similar technologies, are reserved. This article is available under the terms of the https://publishingsupport.iopscience.iop.org/iop-standard/v1.
Department of Physics Education, Universitas Negeri Surabaya, Surabaya, Indonesia; School of Education, Victoria University of Wellington, Wellington, New Zealand; Department of Education and Human Potentials Development, National Dong Hwa University, Hualien, Taiwan; Department of Science Education, Universitas Hasyim Asy’ari, Jombang, Indonesia
