Understanding Of Physics Concepts Research Articles

Pemetaan Pemahaman Konsep Analisis Pengukuran Fisika dan Mekanika Analitik Pada Mahasiswa Program Studi Pendidikan Fisika Tahun Pertama

Physics education study program students should have a high level of understanding of physics concepts. However, in reality the level of understanding of physics concepts for students in physics education study programs is still low. The aim of this research is to determine the distribution of students' level of conceptual understanding in the physics education study program in their first year. The research method used by the author is quantitative descriptive. This research was conducted on 43 Class C Physics Education study program students Class C of 2022 in their first year studying at Yogyakarta State University. The results of this research show that the level of conceptual understanding of Physics Education study program students in the Physics Measurement Analysis (APF) and Analytical Mechanics courses is very different in their first year of study with the average UAS score in the APF course being 2.89 and in the Analytical Mechanics course of 9.04. Therefore, alternatives are needed to improve and equalize student understanding of concepts in courses in the Physics Education study program, one of which is by improving the quality of teaching and organization in the learning process, increasing student involvement in learning physics, using effective learning methods to increase understanding. physics concepts, as well as increasing collaboration between students, lecturers and institutions in increasing understanding of physics concepts.

Analysis of Multi-Representation-Based E-book Needs on Basic Physics Materials, Department of Physics Education, Musamus University

This study aims to describe the analysis of development needs and produce multi-representation-based e-books in basic physics courses. This study uses a mixed-method, explanatory sequential design model. This research is still limited in definition, namely needs analysis before developing multi-representation-based e-books. The development of a multi-representation-based basic physics e-book is based on several aspects of student needs including aspects of the student basic physics lecture process, student difficulties in understanding basic physics material, learning resources used by students in studying basic physics material: student needs related to basic physics e-book needs integrated multi-representation in solving Physics problems. The subjects of this study were 76 students of the Department of Physics Education, Musamus University, Merauke. The results of the analysis show that a total of 91.1% of students of the physics education department at the University of Musamus need multi-representation-based e-books in the basic physics learning process. This is supported by student response data. First, the majority of student learning processes are still learning using conventional methods in lectures, so they need interactive media to improve the quality of learning. Second, the majority of students only have access to learning resources in the form of textbooks in lectures. Third, the majority of students have difficulties understanding physics concepts. Fourth, students need multi-representation-based e-books in Physics lectures.

Efektivitas Media Pembelajaran Audiovisual Animaker dalam Meningkatkan Hasil Belajar dan Pemahaman Konsep IPA Siswa SMP

Low understanding of physics concepts has an impact on students' learning outcomes. The implementation of instructional media as a tool to support technology-based learning processes has the potential to be a solution. This research aims to determine the effectiveness of the Animaker audiovisual media in teaching physics. The type of research applied is quasi-experimental with a one-group pre and post-test design. The results of the initial test (pretest) and the final test (posttest) for the ninth-grade students at SMP Muhammadiyah 10 Bungah show a significant difference in learning outcomes with an N-Gain score of 0.71 (71%). Conceptual understanding reached a moderate category with a percentage of 57%. The student responses to the implementation of Animaker audiovisual media yielded an average score of 3.15, indicating that the media is engaging and suitable for use in teaching static electricity sub-material in everyday life (lightning phenomena)

Teachers' Perceptions of Physics Scientific Argumentation Test Instruments Based on Modern Test Theory Using Question Modeling Through E-Learning Edpuzzle LMS

The study aims to understand teachers' perceptions of scientific argumentation test instruments in physics based on modern test theory using question modelling through Edpuzzle LMS e-learning. It employed a mixed method with a Sequential Explanatory Design. Data were collected through questionnaires and analyzed descriptively. Initially, it was found that 75% of teachers had not developed assessment instruments capable of optimally training students, resulting in 68% of students struggling to understand physics learning. Additionally, 54% of students reported having identified and solved complex physics problems using scientific argumentation, while 46% had not. Based on survey results, 95% of students and teachers agreed that assessment activities encourage scientific argumentation, indicated by identifying scientific issues and explaining scientific phenomena. Hence, there is a need for a physics scientific argumentation test model based on modern test theory. For future research, it is suggested to explore how integrating this test model in different educational settings impacts students' scientific argumentation skills and understanding of physics concepts.

The Description of Students’ Creativity and Motivation in Physics: Introducing Madurese Local Wisdom “Karapan Sapi” as Ethnophysics Learning Media

Creative thinking skills are one of the important abilities in the 21st century because they play an important role for individuals in approaching the solution of daily life problems. The importance of creativity in education demands an effort to foster this skill in various learning activities. However, teachers tend to still not apply learning activities that can train creativity by design. Ethnoscience-based learning based on the local wisdom of Madura karapan sapi can be an alternative solution in overcoming these problems. Therefore, this research aims to describe students’ creativity and motivation as well as explore the potential of karapan sapi as a physics learning media. The research design used was mixed-method exploratory with quantitative methods of one-shot case study and survey to 37 students of SMAN 3 Sidoarjo combined with interviews and observations to the owner of the bull race. The results showed that students still have a creativity score of 9.51 or at low criteria. Meanwhile, more than 75% of students claimed to lack motivation to learn physics. To remediate this, the application of cow race tradition in physics learning makes students closer and feel more contextualized in understanding physics concepts in order to increase their creativity and motivation.

The Relationship between Multiple Representational Skills and Understanding of Physics Concepts in the Pre-Service Science Teacher

The concept of physics has various representations that must be mastered by the Pre-Service Science Teacher (PSST). It is not uncommon for PSST to have poor multiple representation skills, impacting the delivery of concepts in school. Therefore, this study aims to analyze the profile of multiple representation skills and their relation to understanding the concept of PSST Physics. The representations studied include verbal, visual, symbolic, and mathematical forms. Eleven PSST became respondents in the study. Multiple representation and conception measurements use instruments with a three-tier item format containing content, argumentation, and confidence levels. Student responses are analyzed descriptively, qualitatively, and quantitatively. The findings of this study are: 1) 18% of PSST belong to the concept understanding, 27% experienced misconceptions, and the rest (55%) were classified as not knowing the concept or responding by guessing; 2) the highest representation format mastered by students is the visual representation, and the lowest is the mathematical representation; and 3) the ability to multiple representations and understand physics concepts has a significant and perfect correlation with a Pearson Correlation of 0.847. This research implies that learning for PSST can emphasize multiple representation abilities as it affects their understanding of concepts.

The Potential for The Development of Augmented Reality Media to Increase Student Understanding of Earthquake Material

Along with the development of technology, the use of smartphones in teaching and learning activities has become one of the most influential innovations in the world of Education, especially in physics learning. Learning media is needed to make it easier for students to understand physics concepts, but media that can visualize abstract concepts clearly have not been developed much. As an alternative media, Augmented Reality was chosen as a solution to this problem. This type of research is descriptive qualitative and aims to describe the potential for the development of augmented reality media to increase students' understanding of earthquake material. Data collection techniques using questionnaires. The questionnaire was made using G-Form containing six question items, each of which required a response in the form of a checklist or description in each item answer column according to the respondent's opinion. The questionnaire was distributed online to respondents who were students of Universitas Pendidikan Ganesha and Universitas Terbuka. The sample was randomly selected as many as 206 students who had attended the lecture wave. Research conclusions can be drawn after analysis of questionnaires filled out by respondents. Based on data analysis, it can be understood that the media / learning resources on wave material so far used by lecturers are powerpoint (PPT) with a percentage of 14%, the media used so far is considered by students to be less attractive 22%, the obstacles encountered by students are at most visualizing wave forms 27%, the media that students consider appropriate for wave material is through visualization / illustration with a maximum percentage of 61%, so that AR media is considered to have the potential to make wave material interesting and easy to understand.

Alternative ideas about concepts of physics, a timelessly valuable tool for physics education

Alternative ideas, defined as faulty or incomplete understandings of scientific concepts, are prevalent among students across all age groups and educational levels. In physics, misconceptions often arise from everyday experiences, intuitive reasoning, and oversimplified analogies. The persistence of misconceptions in students’ understanding of physics concepts can hinder learning and compromise scientific literacy. Consequently, research on alternative ideas has emerged as a critical aspect of science education, informing teaching strategies and curriculum development. At the beginning of this research, a brief historical report is presented on how research began in the field of the didactic of physics. Then a report is presented with research that led to the identification of alternative ideas at various levels of education. Finally, modern studies on the alternative ideas on the concepts of physics and their conclusions are presented and highlight the timeless necessity of the scientific research of alternative ideas and students’ perceptions of physics concepts, proving how valuable it is for physics education in the search for this topic.

Conceptual Understanding in Static Fluid through the Recitation Program for Students at SMA Ar-Rohmah International Islamic Boarding School

Conceptual understanding of physics is one of the important factors to improve the quality of learning physics. However, several studies have shown that student’s conceptual understanding is low, especially in static fluid material. Several studies have attempted to use recitation programs and have succeeded in increasing understanding of the concept. Student's conceptual understanding can be improved through independent learning. Independent learning can use recitation programs, but not many available static fluid recitation programs are equipped with concept explanations and do not yet cover students who study in a formal and boarding school system, such as boarding school students. Existing recitation programs are widely used by students to support independent learning. Recitation of students is still rare because of the lack of independent learning. Therefore, this study aims to improve boarding school student’s conceptual understanding in static fluid material through recitation program. This research is quantitative research with a quasi-experimental and one group pretest-posttest design. The recitation program is given in the form of an interesting computer-assisted animation outside of learning. The subjects of this study were 40 students of class XI Natural Science 1 at the SMA International Islamic Boarding School Ar-Rohmah Dau, Malang. The research instruments included valid recitation programs and pretest-posttest questions. Data obtained from the results of the conceptual understanding test supported by interviews. The results showed that there was an increase in students' understanding of the concept which was calculated through an N-gain of 0.45 in the medium category and an effect-size of 1.68 in the strong category. The findings of this study imply that the recitation program can improve student's understanding of concepts like previous research, and practically that teachers can utilize the recitation program as student learning material.

Profile of students' concept understanding in kinematics

<p class="Abstract">This research aims to profile the understanding of physics concepts in kinematics material. Teachers need information on understanding physics concepts in designing their learning. The profile of understanding the concept of kinematics is revealed by administering a concept understanding test. The total number of tests for understanding the concept of kinematics is 30 items. The concept understanding profile is categorized into five indicators: (1) interpretation, (2) classifying, (3) inference, (4) comparing, and (5) explaining—the test applies to 49 students at SMA and MA in Madiun. Based on the profile description analysis results, it was obtained that students had a good percentage of the concept understanding indicator component (39.54%) and the smallest percentage of the interpretation indicator (17.60%). These results can be used as recommendations for facilitators and researchers in determining the learning model that will be applied and the concept of understanding the research topic that will be carried out.</p>

Role of Practical Activity Method in Improving Understanding and Problem-Solving Skills of Physics Students

The objective of this study was to use the practical activity method to improve the understanding and problem-solving skills of physics students at School A in the Eastern Region of Ghana. The study used 29 students in the Form 1. Sc. 1 class, of which 27 were boys and two were girls. The instruments used to gather data were achievement tests and observations. Simple statistical methods such as pre-intervention lessons were designed and administered to find the reasons students had problems understanding physics concepts and their inability to solve problems in physics. Several activities were undertaken to enhance students’ understanding and problem-solving skills. This research revealed that the use of practical activity-based methods in the teaching and learning process of physics enhanced students’ performance remarkably. The findings from this research showed that students’ performance was elevated during the series of lessons administered. The students got a better understanding of concepts and were able to make real-life applications of concepts. This subsequently increased their contributions and participation during lessons. Conclusions were drawn and suggestions were made for teachers who are faced with similar problems of improving students’ performance in physics.

Introduction to concept inventories for medical physics education.

Concept inventories are multiple choice exams designed with the intention to test core concepts on specific subjects and evaluate common misconceptions. These tests serve as a useful tool in the classroom to assess value added by the instructor's educational methods and to better understand how students learn. They can provide educators with a method to evaluate their current teaching strategies and to make modifications that enhance student learning and ultimately elevate the quality of medical physics education. The use of concept inventories in introductory college physics courses revealed important gaps in conceptual understanding of physics by undergraduate students and motivated a shift of physics teaching towards more effective methods, such as active learning techniques. The goal of this review is to introduce medical physicists to concept inventories as educational evaluation tools and discuss potential applications to medical physics education by development through multi-institutional collaboration.

GIFTED STUDENTS’ PERFORMANCE ON ALGORITHMIC, CONCEPTUAL, AND GRAPHICAL QUESTIONS

Several studies compared three different types of questions (conceptual, algorithmic, and graphical) across various topics, however, few focused specifically on gifted students. This study addressed this gap. The aim of the study, hence, was to determine whether there were notable differences in gifted students’ performance in the three types of tests. The study involved 115 gifted students aged between 17 and 18 years old. They responded to the three different tests including 10 test items in each with the same content. Significant differences were observed in their performances between the conceptual versus algorithmic in favour of the conceptual test, the conceptual versus graphical in favour of the conceptual test, and the algorithmic versus graphical in favour of the algorithmic test. Moreover, the statistical analysis results revealed that the students performed markedly poorer performance on the graphical test in comparison to both the algorithmic and conceptual tests. These results suggest the need to enhance students' graphical skills to facilitate a better understanding of physics concepts. Proper steps should be taken to improve their proficiency in interpreting and analysing graphical representations. Keywords: algorithmic understanding, conceptual understanding, graphical understanding, gifted students, physics education

Ethno-physics: The Exploration of Kloso Handicraft as a Local Culture in Rumpuk Village

Kloso is a type of local wisdom in the form of woven pandan leaves that can be used as a learning medium to make it easier for students to understand physics concepts. The author realizes that this research, especially the exploration of physics concepts in local wisdom, has limitations. Therefore, it is necessary to carry out activities to explore the concepts of physics and local wisdom in each process of making Kloso in. This study aims to explore and analyze the physics concepts contained in each stage of making Kloso. This research is a qualitative research using data triangulation methods: interview, observation, and literature studies. The results showed that there was a correlation between Kloso’s making stage and physics concept. The physics concepts contained in Kloso such as energy, momentum, parabolic motion, Newton's Laws, pressure, and heat changes. Thus, this local wisdom can be used as a medium of learning, especially in the field of physics, to increase the understanding of physics that is integrated into ethnoscience (Ethno-physics), a science that is actually implemented in every activity of daily life.

Meta Analisis Penerapan Media Perangkat Lunak Proteus Dalam Pembelajaran Fisika

Understanding physics concepts often faces difficulties due to the lack of resources that can encourage students in learning and improve their understanding. One solution is to use Proteus software as physics learning media. The purpose of this meta-analysis is to evaluate the effect of using Proteus software media in physics learning. This meta-analysis research method involves several stages, such as formulating the research problem, collecting data from various studies, coding the data, and analyzing and interpreting the data. In the journal search, 36 articles were found that discussed the application of Proteus software media in physics learning. There are 6 articles that are relevant to the research conducted. In this article shows that there is a strong influence of the application of proteus software media in learning physics. in this study revealed that the results of the calculation of the effect size of the application of proteus software media in learning physics is 1.55 which is classified as high at 94%. This shows that proteus software media has a high influence in learning physics, especially at the SMA / SMK / MA education level.

Assistive Technology Tools for Learning Physics Courses for Students with Special Needs

The spread of digital information has grown very rapidly and has become a common tool used by all people. This is in line with the development of various infrastructures and digital ecosystems for all lines of life in all fields without exception, especially in this paper which discusses the development of information technology in the field of education. Because in essence education can play an active role in developing the potential of students to develop religious spiritual values, self-discipline, personality, intelligence, noble personality, and abilities that are beneficial to themselves, society, the state, and the Indonesian nation. In line with the vision and mission of Jakarta Global University which concentrates learning on student centered which refers to 21st century learning, where learning is focused on the use of information technology to trigger a learning process that focuses on student learning experience. The development of this system aims to make it easier for students with special needs to understand physics concepts by using simulation methods assisted by modules and other learning tools that can be used by students with special needs, especially for students with hearing disorders. SUS Questionnaire are distributed to get after the posttest to get usability test for the system. Tests using Cronbach's Alpha have been used to find the value of validity and reliability by obtaining an average result of 0.702 for reliability and 0.312 for validity testing. This shows that the developed system can be used easily thanks to the optimization of the features that the author has implemented in the CDIES system to facilitate the needs of students with disabilities.

Analysis of the Concept of Force Balance in the Atag Warehouse, Jember Regency

Physics learning is rarely associated with the local wisdom of the local community, so most people assume that the two topics are very different. This article analyzes the concept of force balance in the Atag warehouse building in Jember Regency. This study used qualitative research using content analysis techniques in which there is unitizing, sampling, coding, reducing, inferring, and narrating. Data were collected through field observations, literature studies, interviews, and documentation. The research indicates that the Atag warehouse building has several parts, namely doors, windows (tabing lambung), columns (rooms), warehouse roofs, and foundations. In the Atag warehouse, there is the concept of static balance, namely the equilibrium of rigid objects found in the frame, rope ties, foundation, semat, and Atag warehouse doors. Then there is the concept of a heavy point found in the bottom cover and the center of the Atag shed. Furthermore, there is the concept of dynamic balance, namely the moment of force that can be found in the warehouse window and the moment of inertia in the bamboo part whose bonds loosen when stepped on by warehouse workers. Integrating Atag warehouses in learning activities can make it easier for students to understand physics concepts. This article concludes that the Atag warehouse has a static and dynamic balance that can be used as physics learning material and can also help preserve regional culture.

Comparison of Tenth-Grade Students’ Understanding Concept of Motion Between Domino and Snake and Ladders Media

Physics learning should be student center. Students used as learning centers impact their understanding of the material or concepts being taught. However, students do not get to learn like that. It impacts students’ low level of understanding of physics concepts, especially the concept of motion. An alternative solution to this is using dominoes and ladders in physics learning. This study examines the effect of using two learning media (dominos and ladder snakes) on the understanding of physics concepts of class X students at MAN 1 Sumbawa. This type of research is quasi-experimental with a posttest-only design. The research sample was obtained using a purposive sampling technique. The number of research respondents was 138 students, who were divided into two experimental groups. Experimental Group 1 used domino media, and Experimental Group 2 used snakes and ladders media. The data collection instrument used was a concept understanding test in the form of filling in and multiple choice given after the treatment was given. The results showed that the domino group better understood the concept than the snakes and ladders group. The parametric prerequisite test shows that the students’ conceptual comprehension data is homogeneous and not normally distributed. The hypothesis test results show that the data’s significance value is less than 0.05. It can be concluded that there are significant differences in understanding the concept of motion between the domino group and the snakes and ladders group. Applying the domino game in physics learning is better than the snakes and ladders game in maximizing the students’ understanding of the concept of motion in MAN 1 Sumbawa.

Interactive strategy to strengthen the teaching-learning process of the subject of Atomic and Nuclear Physics

The subject of physics is usually one of the most complex for high school students, mainly because of the need for abstraction for understanding and the high need for calculation. With these premises, this work evaluated the use of a creative and interactive strategy to improve the physics learning process. Under a quasi-experimental study, the working methodology was carried out, taking a control group and an experimental group. The main results showed that students are significantly motivated by ICT tools, which favor the study and understanding of physics concepts, contributing to improvements in academic performance.

Effect of Learning Interest on Students' Concept Understanding Ability Against Subject Pressure

This article discusses the effect of interest in learning on students' ability to understand physics concepts at SMA N 06 Sarolangun on the subject of pressure. This study uses a quantitative approach with correlational methods. The population of this study were students in classes XI IPA 1, XI IPA 2, and XI IPA 3. The sampling was carried out using a purposive sampling technique, namely class XI IPA 1. The data collection technique in this study was by using tests and non-tests. The test used is in the form of post-test questions with a total of 5 multiple-choice questions to measure students' understanding of concepts, especially on the subject of pressure. Meanwhile, non-test data collection is in the form of a questionnaire to measure how interested students are in learning. The questionnaire used totalled 10 question items. To find out if students were interested, students had to answer 9 out of 10 questions in a positive direction, with the answer choices being interested up or interested and very interested. And for understanding the concept, If students can answer four questions, then they are started to understand. But conversely, if they answer the 3 questions below, then they are stated not to understand the understanding of the concept of physics regarding pressure material. In accordance with the results of the study using data that had been processed using proven quantitative methods and it was found that the learning interest of class XI IPA students was very low and affected how students' conceptual understanding of physics, especially the subject of pressure