Understanding Of Physics Concepts Research Articles

Language and Science: The Importance of English Language Learning for Students of the Physics Education Study Program

English language learning is fundamental in students' physics education since it provides access to worldwide scientific literature, facilitates international collaboration, and allows for effective communication among scientists. This literature study emphasizes integrating English learning within the physics curriculum. By building bridges between language and science, students of physics education study programs can improve communication skills and share knowledge effectively at the international level. Through innovative approaches to learning, students can enhance their language skills and develop an in-depth understanding of physics concepts, preparing them for success in the academic and professional world.

Discovery Learning-Based Virtual Laboratory in Physics Education as an Effort to Enhance Students’ Scientific Attitudes

This research aims to evaluate the effectiveness of using discovery-based virtual laboratories in enhancing students' scientific attitudes towards the topic of the photoelectric effect. The method employed a quasi-experimental design involving 12th-grade students at SMAN 2 Yogyakarta. The research design employed is pretest-posttest, nonequivalent multiple-group design. Subject selection was conducted through purposive sampling, resulting in experimental and control classes. The research subjects were from classes 12 MIPA 4 and 12 MIPA 5. Data were collected through questionnaires and observations of scientific attitudes. Observations during the learning process were conducted by three observers. The results of the study showed an improvement in the understanding of physics concepts and the development of scientific attitudes in the experimental group, with an average score of 89.36. The improvement in the experimental group was higher than that in the control group. These findings indicate that virtual laboratories based on discovery learning are effective in enhancing students' scientific attitudes. This finding highlights the potential of virtual laboratories in fostering scientific attitudes and assisting students in understanding modern physics, thereby stimulating their interest in the subject. The positive implications for physics education indicate that this approach can address students' challenges in learning physics conventionally

Gasing Game: Ethnoscientific Exploration of Circular Motion in Physics Learning on the Coast of East Sumatra to Build the Character of Perseverance

Purpose of the study: The aim of this research is to explore the role of the traditional gasing game as a local wisdom in the coastal areas of East Sumatra in the context of Ethnoscience Physics learning about circular motion.
 Methodology: This research uses a naturalistic type of qualitative research method. The subjects in this research were secondary school physics teachers and local community leaders. Data collection techniques use interviews and observation instruments (direct observation). The data analysis technique uses the Miles and Huberman model.
 Main Findings: The findings of this research indicate that integrated ethnoscientific physics learning can make physics education more enjoyable, meaningful, and contribute to the development of students' perseverance. The integration of spinning top games into physics education not only enhances practical understanding of physics concepts but also has a positive impact on students' learning enthusiasm and character formation.
 Novelty/Originality of this study: This research introduces novelty through serving as a cultural preservation tool for the younger generation and as a means to develop physics learning strategies oriented towards ethnoscientific physics. The aim is to build an understanding of the taught circular motion material and foster perseverance in students' characters.

Analisis konsep fisika melalui pendekatan klasik pada animasi 'Animation vs. Physics' oleh Alan Becker: Studi kasus gerakan stickman dan aplikasi prinsip mekanika klasik dalam konteks animasi

This research explores the application of classical physics concepts to animation 'Animation vs. Physics' work by Alan Becker, especially in the representation of Stickman movement. Through the analysis of concepts such as displacement, velocity, force, momentum, and energy, this research aims to provide a deep visual understanding of the principles of classical physics. By limiting the focus to Stickman interactions with objects and the surrounding environment, this research provides an innovative foundation for physics teaching, presenting a more engaging visual approach and enriching students' understanding of abstract physics concepts. The implication of this research is the potential for using animation as an effective learning tool in teaching physics concepts that are difficult to understand. This research fills a gap in the physics education literature with a new approach that uses animation to explain physics concepts more visually and thoroughly, presenting an engaging and useful learning tool in physics education.

Analysis of Consistency in Students' Understanding of Multi-Representations in the Context of Determining One-Dimensional Kinematics Distance

A structured and comprehensive understanding of physics concepts is crucial to physics learning. Such proficiency is characterized by the consistency in students' thought processes across multiple representations. This research aims to ascertain the consistency in the thought processes of first-year students when determining distance in multiple representations. This study employed a descriptive research design with a quantitative-qualitative approach, involving 77 students as research subjects. The participants are divided into classes: Class H with 41 students and Class I with 36 students. Data analysis techniques included quantitative descriptive analysis and Huberman and Miles' analysis. The research instrument consisted of 28 reasoned multiple-choice items that have undergone validation. The findings indicate that only 8 (10.39%) students possess a precise and consistent understanding of the definition of distance, applying it across various representations. A small proportion (12.99%) experiences misconceptions. These research findings corroborate previous studies, emphasizing that, in general, first-year students are novices in physics.

Learning basic physics in Pharmacy Study Program with systems thinking skills needed by pharmacy students

This research is a preliminary study aimed at analyzing the methods of teaching basic physics applied in the pharmacy program, as well as its implications for the relevance of physics concepts in pharmacy courses and the development of students' system thinking skills. A cross-sectional survey method was used, employing a structured questionnaire based on the Likert scale, involving physics course instructors from private and public universities. The research findings indicate that, although basic physics has significant potential in contributing to the development of the system thinking skills required by pharmacy graduates, challenges in integrating physics concepts with pharmacy courses still exist. The pharmacy curriculum's focus on pharmaceutical and health aspects may overlook students' understanding of basic physics. Therefore, the importance of developing teaching methods and physics laboratory practices that are appropriate for the pharmacy context becomes clearer. This research concluded that there is a need for the development of more suitable learning methods for basic physics courses in the pharmacy program, with an emphasis on developing system thinking skills crucial in the field of health, and the integration of pharmacy laboratories as a learning support. This is expected to enhance the understanding of physics concepts in the pharmacy context and build relevant system thinking skills for graduates of the pharmacy program.

Model pembelajaran online fisika berbasis pemodelan

Education in the discipline of physics has experienced significant changes along with developments in technology and internet access. One of these innovative approaches that is increasingly popular is modeling-based online learning models. This article aims to conduct a comprehensive literature review on modeling-based physics learning models implemented online. This approach emphasizes the use of modeling as one of the main tools to facilitate students' deeper understanding of physics concepts. In order to understand and evaluate its impact, this research adopts a structured approach by combining in-depth research and thorough analysis of this online learning model. The theory underlying this learning model involves the integration of information technology and modeling approaches in physics teaching. Supporting data and evidence were obtained through critical research on the implementation of this model in the context of online physics education. In addition, this research measures its effectiveness using data on students' understanding of physics concepts, student satisfaction questionnaires, and participatory observation. The results of this research indicate that the modeling-based online learning model is effective in increasing students' understanding of physics concepts. In-depth analysis also revealed that this approach provides a more interactive and engaging learning experience for students, which is reflected in high levels of satisfaction. This research confirms the great potential of modeling-based physics online learning models in addressing modern educational challenges. The practical and theoretical implications of these findings pave the way for further developments in online physics education and provide a basis for further research in this area. By integrating modeling in online physics learning, we can create a more dynamic and effective learning experience for students in the digital era.

Meta-Analysis: The Effect of PhET Simulation Media on Enhancing Conceptual Understanding in Physics Learning

In the learning process, using interesting media can improve the quality of learning, especially in understanding concepts. PhET simulation media is one of the learning media that can be used. This research is one type of research to know how high the effect of learning by using PhET simulation media using meta-analysis to improve understanding of concepts in physics learning is. Meta-analysis, used as a research method, consists of formulating problems, collecting, coding, analyzing, and interpreting data. The population and sample were used as research material in scientific articles published nationally discussing the effect of PhET simulation media to improve understanding of concepts in physics learning in 2017–2022. Based on the research conducted, an effect size value of 1.48 was obtained, and the interpretation of the effect size value of the effect of PhET simulation media with the dependent variable, namely understanding of concepts in physics learning, was 92% so that the research conducted was classified in the high category. This means that the PhET simulation media have a strong effect on increasing the effectiveness of students' understanding of concepts in physics learning, especially at the SMA, SMK, or MA education level. Thus, PhET is one of the learning media in the form of interactive simulations that can be utilized in education because it presents complex data about processes and concepts so that students can more easily understand the subjects taught in detail.

Online Learning Using PhET Simulation Videos and Real Laboratory Videos for Students' Understanding of the Hydrostatic Pressure Concept

This study aims to analyze the effect of the PhET simulation video (VSP) and real Laboarturium video (VLN) on high school student's understanding of the concept of hydrostatic pressure in online learning. The research was conducted in three representative schools in Palu City. This study used a pseudo-experimental method by comparing: 1) Experiment class 1 taught based on VSP-VLN design with Experiment class 2 taught based on VLN-VSP design; 2) Experiment class 1 and control class whose learning is based on conventional learning; and 3) experimental class 2 with control class. The determination of experimental classes and control classes in each school was carried out by purposive sampling. The statistical test results for the first case showed no significant difference between Experiment Class 1 and Experiment 2 (significance value greater than 0.05). Meanwhile, between Experiment Class 1 and the control class, there is a difference in the N-Gain value (%). This is supported by a significance value of less than 0.05. A comparison between the Experiment 2 class and the control class also shows differences. The average N-Gain (%) score of Experiment Class 1 and Experiment Class 2 is higher than the average value of the N-Gain (%) of the control class. This study concludes that learning using a combination of PhET simulation videos and real laboratory videos, in any order, can positively influence students' understanding of physics concepts compared to conventional learning in the entire online learning system. Video content can be used online or face-to-face to learn physics concepts directly through simulations and real laboratories.

Implementation of Differentiated Discovery Models to Improve Students’ Understanding of Physics Concepts and Science Process Skills

This study aimed to improve students’ understanding of physics concepts and science process skills by combining the discovery model with the differentiated instructions approach. This study used the Collaborative Classroom Action Research method, which was carried out in two learning cycles with 36 research subjects in class X.1 at a high school in Banjarmasin. Each learning cycle comprised several meetings involving the stages of plan, do/action, see/observation, and reflection. The results from cycle I indicated that 8.33% of students had completed all the indicators of learning objectives (ILO) related to understanding the physics concept of alternative energy. Furthermore, there was an enhancement in students’ process skills, with an average increase of 37% falling into the “Less” category. The results in cycle I showed that learning activities required improvement for cycle II. The results in cycle II showed that 78% of students had completed all the ILO of understanding physics concepts, and there was an increase in students’ processing skills with an average score of 66.67% in the “Good” category. An increased understanding of physics concepts with an N-Gain value in the “High” category had a strong positive relationship with an increase in science process skills in the “Medium” category. Based on the findings of this study, it was identified that the differentiated discovery model could improve students’ understanding of physics concepts and science process skills because it could facilitate students’ learning needs, thus providing implications for students’ activeness and receptiveness to information learning physics in class.

Review Analysis of Animated Test Questions Towards Understanding Concepts in Physics Learning

This study aims to (1) Analyze the application used for making animated test questions. (2) Analyzing the use of animated test questions based on education level. (3) Analyzing the use of animated format test questions based on physics learning materials. (4) Analyzing the use of animated test questions on students' understanding of physics concepts. This study uses a systematic review method using 16 national and international journal articles from 2010-2022. The results of this study showed that: (1) The application used to make test questions in animation format is very large, but Macromedia Flash is more often used. (2) Animation test questions are widely applied or used at the Senior High School level. (3) For material in physics learning, animated test questions are more often applied to the concept of light refraction. (4) Animation test questions can help students to improve their understanding of concepts. The study results show that the animated format test questions affect students' conceptual understanding. However, in reality, when carrying out the test, the format of the questions presented is still in the form of a paper, and a test is in the form of an arguments. Teachers do not know how the influence of the use of animated test questions on students' understanding of concepts, as well as what applications can be used in making animated test questions

Can CPS better prepare 8th graders for problem-solving in electromagnetism and bridging the gap between high- and low-achievers than IPS?

AbstractThe individual problem-solving (IPS) and collaborative problem-solving (CPS) have received a lot of attention, yet little research has been conducted to investigate whether CPS and IPS are equally effective in improving students’ understanding of physics concepts, problem-solving abilities, and minimizing achievement gaps. Therefore, the present study developed two types of online electromagnetism problem solving programs with simulation—IPS and CPS—for 8th grade students over five class sessions. Students in the CPS group significantly outperformed those in the IPS group on their performance of physics problem solving test and online problem-solving solution, while IPS and CPS both affected their physics concept test performance to the same degree. The CPS group allocated more time to the online problem-solving solution, evidence-based reasoning, simulation and data reporting than the IPS group. Both CPS and IPS affected high-achievers' problem-solving performance to the same extent. Nonetheless, CPS was more effective in maximizing low-achievers' problem-solving performance and minimizing the discrepancy between high- and low-achievers than IPS, possibly because low-achievers in CPS group requested and received more support from high-achieving students. Regression analysis indicated that students' online problem-solving solution significantly predict their posttest performance in the physics concept test and physics problem-solving test.

Needs Analysis of Cognitive Conflict Teaching Materials Integrated with Augmented Reality Alternative Energy Material

The development of cognitive conflict-based learning models can improve understanding of physics concepts and remediate students' misconceptions. Teaching materials are usually arranged in a complete and systematic manner based on the learning principles used by teachers and students in the learning process. Teaching materials are very systematic because they are arranged sequentially making it easier for students to use them. This study aims to determine the need for cognitive conflict teaching materials that are integrated with Augmented Reality (AR) so as to increase high school students' conceptual understanding of alternative energy materials. This type of research is preliminary research. The instrument used was a questionnaire to analyze the needs of learning devices and the implementation of physics learning as well as analysis of journals to analyze students' conceptual understanding of alternative energy materials. This test was administered to 122 students from two different schools, and to 2 physics teachers at different schools. Data were analyzed quantitatively and qualitatively. The results of the study state that learning in schools is still focused on teachers and teaching materials have not been integrated with Augmented Reality (AR). The results of the analysis of students' conceptual understanding journals on alternative energy material are still low and misconceptions occur. Therefore, from the results of preliminary research it is necessary to develop cognitive conflict-based physics teaching materials that are integrated with augmented reality technology according to the demands of 21st century learning.P

Use of Phet Interactive Simulation Software in Physics Learning

Physics learning is a discipline that requires in-depth understanding and a strong grasp of concepts. The use of technology in physics learning has become very essential, such as in the use of PhET interactive simulation software. This article aims to explore literature studies regarding the use of PhET software in the context of physics learning and its positive impact on students' abilities. The literature review method was carried out by searching for articles and journals related to the use of PhET in physics learning. The study results show that the use of PhET in physics learning can increase students' understanding of physics concepts and motivate them to study physics. Strategies for using PhET in physics learning include using it as a tool in explaining physics concepts, creating virtual experiments by students, and preparing virtual experiment reports. This article is an effective and efficient alternative for increasing students' understanding of PhET in physics learning

Analysis Correlation of Learning Motivation and Conceptual Understanding in High School Students on Force and Motion

The research aims to determine the correlation between learning motivation and high school students' conceptual understanding of Force and Motion material. The research uses a quantitative approach to correlational analysis. The research was conducted at Malang City State High School with 33 students using purposive sampling. The instrument uses test instruments to measure students' understanding of concepts and non-test instruments in the form of questionnaires to measure students' learning motivation on Force and Motion material. The results of the analysis show that concept understanding is in the low category with an average score of 47.25. The student's learning motivation score shows 70.3 and is in the high category. The normality test shows that the concept understanding data is not normally distributed so the analysis uses Spearman correlation. The correlation test results obtained sig = 0.874 so there is no correlation between learning motivation and understanding of physics concepts in Force and Motion material.

Perbandingan Efektivitas Pembelajaran Fisika Daring dan Pembelajaran Fisika Luring

The advancement of time and technology has led to significant changes in various aspects of life, including education. Currently, learning is not confined to traditional classroom settings but can also be conducted through online platforms. This research aims to compare the effectiveness of online (distance) and offline (conventional) physics learning. The method employed in this study is literature research, utilizing various reference sources such as journals to gather research data. The comparison encompasses several aspects, including students' motivation levels in online and offline physics learning, the strengths and weaknesses of both approaches, the level of understanding of physics concepts, and the academic achievements of students in online and offline settings. Based on a comprehensive analysis of various sources comparing the effectiveness of online and offline physics learning, it can be concluded that conventional, offline physics learning is more effective in achieving positive learning outcomes and fostering a strong understanding among students. However, both online and offline physics learning methods have their own advantages and disadvantages.

The use of mobile applications that allow the use of ar technology in understanding the phenomena of physics

The article "The use of mobile applications that allow the use of AR (augmented reality) technology in understanding physics phenomena" provides an overview of modern mobile applications designed to enrich the educational process in the field of physics using augmented reality (AR). In addition, he examines the benefits of using AR, such as increasing student motivation, improving understanding of abstract physics concepts, and creating interactive learning environments. The article provides examples of popular applications that allow you to visualize physical phenomena, conduct virtual experiments and demonstrate complex physical concepts using smartphones and tablets. The article discusses various applications available on the market and provides detailed information about their functionality and benefits. The article considers the following aspects: assessment of the role of AR technology in education and its impact on the educational process in physics; review of popular mobile applications capable of creating interactive and visual educational scenarios in AR to understand the phenomena of physics; analysis of the capabilities and limitations of each application, including accessibility, device compatibility and the quality of the educational content offered. This article gives a complete picture of how modern mobile applications with AR technology can make learning physics fun, interactive and effective, and experimentally proves its effectiveness.

Analisis Meta dengan Machine Learning: Tingkat Efektivitas Projectbased Learning untuk Meningkatkan Pemahaman Konsep Fisika

This article proposes a meta-analysis using a quantitative approach to evaluate the effectiveness of Project-Based Learning (PjBL) in enhancing the understanding of physics concepts. By summarizing findings from 19 studies conducted in various countries, grade levels, and educational levels, this article aims to provide a comprehensive insight into the extent to which PjBL can be an effective learning approach. The analysis results reveal a diversity of effect sizes, with some studies indicating a positive impact and others indicating challenges in implementing PjBL. Moderator analysis highlights significant differences between studies conducted in Asia and Non-Asia, as well as at specific grade levels. Despite varying results, overall, PjBL can be considered effective in improving the understanding of physics concepts. By exploring recommendations and implications from this analysis, this article contributes to the development of the PjBL approach in the context of physics education in the future.

Meta-Analisis Efektifitas Penggunaan E-Learning dalam Meningkatkan Pemahaman Konsep Fisika

It is seen that the development of information and communication technology has now penetrated into various sectors, one of which is in the field of education, especially in learning practices. The application of technology in the learning process, especially physics learning using e-learning, is expected to help students understand the material in physics. This study aims to determine the effectiveness of using e-learning media to understand physics concepts. In achieving the objectives in this study we conducted research using meta-analysis by reviewing 18 articles from two journals namely Scopus and Eric by filtering the two journals using the keywords e-learning, physics, and experiment. In this study the variables used in analyzing articles based on the type or model of e-learning and the material used in analyzing the effectiveness of e-learning. The results of this study show the overall effectiveness of the summary effect of 56%. The results also show that the most effective e-learning model or type is E-LMS and Blanded learning with a summary effect of 71% and for the material analyzed in this study the most effective material used is Mechanics with a large summary effect of 47%.

Students’ Conceptual Understanding, Self-Efficacy and Scientific Creativity in Science Learning: A Multivariate Analysis

This paper examined the conceptual understanding, self-efficacy, and scientific creativity of the students in Physics. The study further investigated the significant difference observed in the study variables according to sex and grade level using multivariate analysis. Using descriptive model of research design, the 125 Senior High School (SHS) students were asked to fill out the Physics Conceptual Understanding (PCU) test, Science Learning Self-Efficacy Scale (SLSE), and Scientific Creativity (SC) test. After the score were tallied and organized, two-way MANOVA was administered to determine the difference in the outcome variables when grouped according to sex and grade level. Based on Pillai’s Trace as revealed, there was a statistically significant difference in independent variables based on grade level. The analysis further revealed that PCU (𝑝=0.675) and SLSE (𝑝=0.101) are unaffected, while SC (𝑝=0.010) is influenced by the grade level. This study uncovered that there is no sex difference observed, while statistical variation exists in terms of grade level specifically to SC. This concludes that PCU, SLES, and SC is not affected by their sex identity but are associated on their academic level. Implications for practice into classroom are discussed and further suggestions of future research are provided.