Understanding Of Physics Concepts Research Articles

Development of 3D Page Flip Physics E-Module with Sound Wave Material Based on Local Angklung Wisdom to Improve Integrated Science Process Skills

Purpose of the study: The research objective of developing the 3D Pageflip Physics E-Module with sound wave material based on local angklung wisdom is to increase students' understanding of physics concepts, integrate local cultural values as a learning context, and develop students' science process skills in an integrated manner.
 Methodology: The research method used in this research is the research and development. Respondents the e-module consisted of 20 class XI Science. The data collection technique is a questionnaire. The data analysis technique uses descriptive statistical tests, expert validation tests to determine feasibility e-module. The research procedure is by conducting literature studies, planning, development, product validation, revision, small group testing.
 Main Findings: The research results show that the physics e-module with West Java local wisdom on Sound Waves material has been successfully developed. Validation from experts results in positive assessment of the material content, media and language the module. Students' responses to small-scale test showed good level of acceptance, as well as an increase in their understanding of physics sound concepts. Thus, this e-module has potential to improve physics learning at the high school level, especially in the local context West Java.
 Novelty/Originality of this study: The new thing here is integrating scientific skills with the use of the traditional angklung musical instrument. Embracing the local wisdom of angklung, this e-module offers dynamic and relevant learning, helping students understand physics concepts while comprehensively improving science process skills.

PENGEMBANGAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING BERBASIS APLIKASI TRACKER UNTUK MENINGKATKAN PEMAHAMAN KONSEP FISIKA

The purpose of this study is expected to produce a learning model that is more in line with the needs of the Physics learning process. The type of research that will be used in this research is Research and Development. The model development process follows the Borg and Gall development model which consists of ten stages, namely research and data collection, planning, development of initial product drafts, initial field trials, revisions test results, main product field tests, product revisions, wide-scale field trials/feasibility tests, final product revisions, and finally the dissemination and implementation stages. Based on the results of the survey and student test scores, there was an increase in conceptual understanding of the free fall motion material using the PBL learning model based on the Tracker application. So it can be concluded that the PBL learning model based on the Tracker Application is able to improve understanding of Physics concepts in the free fall motion material.

Implementation of an Inquiry Model Assisted with PHET and Teaching Aids to Improve Vocational Students' Learning Outcomes in The Sound Waves Concept

Physics learning still tends to be conventional and very rarely takes place using practicum media, so students become less enthusiast. This is contrary with students in vocational schools who tend to learn through practice. This study aims to determine the effect of guided inquiry model assisted with PhET media and teaching aids in physics learning outcomes of class X students of SMKN 3 Technology and Engineering Jayapura on the sound waves concept. This study used the pre-experimental method with one group pretest-posttest design, the research sample was selected from two (control and experimental class) of nine classes through a purposive sampling technique with 25 students each group. The study used pretest and posttest essay questions which were validated by experts. The pretest and posttest data were then tested for normality and the results were normal, then N-gain analysis and hypothesis testing α = 5% significance value were performed. The results of the N-gain analysis obtained were 0.70 where the average value of the posttest>pretest ranged from moderate to high for the experimental class while the N-gain was 0.57 where the average posttest>pretest ranged from low to moderate for the experimental of class control. The results of the hypothesis test were found (tcount < ttable) = (0,000 < 0,05) where H0 was rejected, so that there was an improvement in learning outcomes and there were differences in learning outcomes before and after learning with treatment in experimental class. The success of this treatment can be seen from the enthusiasm of the students who are involved independently in operating the PhET application on computer media and visual aids during learning. This learning pattern can be applied by readers/teachers in researchers but also in the development of teacher learning towards students' understanding of physics concepts.

Development of Sound Experimentation Tool using Android-Based Sound Analysis Oscilloscope Software

Experimental activities are part of physics learning process with the aim of gaining knowledge and having good understanding of physics concepts. Sound and organ pipes are the main subjects discussed in physics and engineering lessons. These materials contain facts accompanied by actualization in everyday life in social life. However, the fact in high school (SMA) physics learning is that experimental activities in supporting students’ learning and understanding have not been widely carried out. This is due to the lack of practical support tools. The purposes of this research are to design a sound experimentation tool design of an open and closed organ pipes and to determine the value of the speed of sound which propagates through air medium using a data acquisition technique assisted by sound analysis oscilloscope software. This type of research is a Research and Development research with five stages referring to the ADDIE model. The first stage was analysis, that was done by conducting a study of the problems of physics learning at senior high school level, especially in sound chapter. The second stage was design, namely designing experimentation tools. The third stage was development, that was done by providing materials that were used in the experiment. The fourth stage was implementation, that was testing the tool which had been made combined with sound analysis oscilloscope software, and the fifth was conducting an evaluation and feasibility test based on the validity of the experimental data. The data analysis technique used average and linear regression by utilizing the results of data from frequency analysis using sound analysis oscilloscope software. The results showed that the experimentation tool in this study was able to be used as learning media for the sound and open and closed organ pipes materials. The experimental results obtained that the speed of the sound waves propagation in air for an open organ pipe was v = 332.19 m/s with an accuracy rate of 97.70%. While the value of the speed of the sound waves in air for a closed organ pipe was v = 334.69 m/s with an accuracy rate of 98.44%.

Analisis Pemahaman Konsep dan Sikap Siswa Terhadap Belajar Fisika Pada Materi Hukum Newton Tentang Gerak

Understanding the concept is very important in learning physics. Many studies show that students' understanding of physics concepts is at a low level, including Newton's law of motion in class X SMA. While misconceptions in students are at a high level. Misconceptions can occur because the concepts embedded in students are not the same as expert opinions. The aims of this study were; (1) to determine students' conceptual understanding of Newton's laws of motion, (2) to determine student attitudes towards learning physics and (3) to determine the correlation between students' understanding of physics concepts in Newton's law of motion and students' attitudes towards study physics. The sample or subject in this study were 61 grade X students who had studied Newton's laws of motion. Research data collection was carried out in two ways, namely tests and questionnaires. The instrument for collecting data on understanding Newton's law concepts is the diagnostic four-tier test Newton’s law. The instrument to determine students' attitudes towards learning physics is a questionnaire adopted and then modified from the CLASS (Colorado Learning Attitude about Science Survey). The test data were analyzed statistically and the questionnaire descriptively. The results showed that the students' understanding of Newton's law concepts was very low. The majority of students have misconceptions, especially on Newton's first, second, and third Newton law. Based on the analysis of students' attitudes, it was found that; there are still 29% students who do not like physics lessons and are not interested in increasing the time to study physics. Then, Correlation between student’s understanding of physics concept and attitude towards learning physics, the result showed that the both variable had a correlation value of 0,420. Which means that the both variable has a moderate correlation with a positive direction.

Development and Validation of Comic-based Learning Module in Physics

Providing instructional materials that support the diverse learning styles and needs of 21st-century learners is becoming a trend in today's online learning. Thus, this descriptive developmental research design aimed to develop Comic-based Learning Modules (CLM) as instructional material envisioned to meet these learners' needs for a better understanding of Physics concepts. This study employed the ADDIE model for the instructional material development design. The initial developed CLM was revalidated following the comments and suggestions of the validators before distribution for online learning. Four experts validated the CLM in terms of content/lessons, illustrations, additional features, language, layout, and overall presentation using a researcher-made criterion-based reference evaluation tool. The validators rated the developed instructional material featuring three CLM as "Highly Acceptable" (4.66). The value of the average inter-rater reliability coefficient kappa of the ratings of the validators is interpreted as "Substantial Agreement" (0.63). CLM was then implemented as instructional material and found to have high usability as rated by the students. Also, the CLM drew positive feedback for online learning use because of its exciting nature and uniqueness.

Analysis of Understanding Physics Concepts in terms of Students' Learning Styles and Thinking Styles

There are three types of student learning styles used in the study, namely visual, auditory and kinesthetic and four types of thinking styles used in this study, namely Concrete Sequential, Abstract Sequential, Concrete Random, and Abstract Random. This study aims to analyze the level of understanding of physics concepts in terms of students' learning styles and thinking styles and examines learning styles and thinking styles that most influence the level of conceptual understanding. This study uses a quantitative approach, survey methods, and descriptive techniques. The population in this study were all students of SMAN 9 Banda Aceh, while the sample was 116 grade 2 students of SMA Negeri 9 Banda Aceh. Data analysis used descriptive statistical tests and data triangulation. The results of the analysis show that the level of understanding of students is at the second level, namely not understanding dominance compared to other levels of understanding concepts. Furthermore, it is obtained that a high kinesthetic learning style affects the level of understanding of concepts with a visual learning style. As for the thinking style, it was found that the concrete sequential thinking style was more dominant in influencing the level of conceptual understanding compared to other thinking styles

Augmented Reality Based Instructional Approaches to Enhance Understanding Abstract Concepts of Physics among Higher Secondary Students

This research examined the augmented reality based instructional approaches to enhance understanding of abstract concepts in physics among higher secondary students. Augmented reality is the blending of interactive digital elements – like dazzling visual overlays, buzzy haptic feedback, or other sensory projections – into our real-world environments [1]. Augmented Reality, or simply AR, is the incorporation of information in digital format that includes live footage of a certain user's real-time environment [2]. The aim of education is not merely imparting of knowledge or the preparation of a finished product, its aim is to arouse curiosity, develop proper interests, attitudes and values and the build up habits of independent study and the capacity to think and evaluate. Without thinking it is not possible for one to become a responsible member of a democratic society. Augmented Reality turns the environment around into a digital interface by placing virtual objects in the real world, in real-time. Augmented Reality can be seen through a wide variety of new experiences. A teacher will have to integrate the new technology based skills of teaching and also help the students to grow intellectually, emotionally and socially with commitment to a set of values. For this, a teacher must have knowledge of his subject, methods and resent technological based techniques of teaching. Many skills are needed to communicate effectively like the skill of questioning, illustrating, demonstrating, explaining, skill of arranging and logically sequencing the subject matter [3]. These digital experiences, skills and attitudes can be developed through systematic learning.

Interactive Multimedia Assisted Direct Learning to Improve Student's Understanding of Fluid Concepts

The use of appropriate media is minimal in physics learning today, which impacts students' lack of motivation and indirectly affects their learning outcomes. A direct learning model with interactive multimedia is an alternative solution during the current pandemic. This study aims to improve students' understanding of physics concepts by applying a direct learning model with interactive multimedia. This is a quasi-experimental research with a pretest-posttest control group design using a purposive sampling technique. Forty-five respondents were divided into two groups, experimental and control. N-Gain was used to determine the high increase in both groups. The test was used to collect data on students' conceptual understanding in the form of a description with a total of 5 questions. In addition to the N-Gain, a t-test was also conducted to test the mean difference of the data. The findings revealed that the understanding of the concepts of the two groups had increased, where the experimental group was 40.3, and the control group was 35.8 but did not differ significantly. It can be concluded that the understanding of the fluid concept of the experimental class students is not better than the control class students.

Scaffolding in guided inquiry learning with google classroom: Effect on physics conceptual understanding

The purpose of this study is to examine the impact of student's conceptual understanding on the topic of elasticity and Hooke's Law utilizing a scaffolding-based technique guided inquiry facilitated by Google Classroom. The quasi-experimental design method is used in this investigation. This study's design includes all class XI students from one of Bandar Lampung's schools for the 2018/2019 academic year. This study employed systematic random sampling to obtain 30 students in each of the experimental and control groups. The research instrument employed was a concept understanding exam consisting of 20 two-tier diagnostic questions with a reliability level of 0.84 in the high category and suitability. The results of this study show an average value of 58.6 in the control group and 73 in the experimental group. The hypothesis results reveal that the significant value of the t-count t-table with the choice H0 is rejected, and the effect size test results suggest that d = 1.08 where d 0.8. These findings imply that the experimental class outperforms the control class. As a result, the scaffolding-based guided inquiry technique supported by Google Classroom has the potential to alter students' physics conceptual understanding.

Effectiveness of Two-tier Multiple Choice Diagnostic Test for Analyzing Students' Misconceptions in High School Physics Learning

Physics is a subject related to the environment so that it requires students to study nature and apply it in life. However, in learning sometimes students have difficulty understanding physics concepts and cause students to experience misconceptions. Therefore, a two-tier multiple choice diagnostic test is needed to analyze students' misconceptions. This study aims to determine the effectiveness of the two-tier multiple choice diagnostic test to analyze students' misconceptions in terms of content validity, practicality, and effectiveness. The research model is instrument development. The research design used is true experiment research with pretest posttest control. The subject of this research is class X MIPA MA Negeri Purworejo. Data collection in this study used validation sheets, observation sheets, student response questionnaires, and two-tier multiple choice diagnostic tests. The results showed that: 1) content validation for the construct and language aspects obtained from 3 validators got an Aiken V index of 1 for all items included in the high validity category, 2) a practical two-tier multiple choice diagnostic test in terms of sheets. observations with reliable categories and good responses and responses from students, 3) student learning outcomes have increased with an N-gain of 0.5 which is included in the medium category and students' misconceptions are found on the subject of momentum, impulse, and collision by 41.20% which is at medium level. Thus the two-tier multiple choice diagnostic test is declared valid, practical, and effective so that it is feasible to analyze students' misconceptions in learning physics.

Implementasi Pembelajaran Eksploratif tentang Konsep dan Proses Fisika pada Dinamika Fenomena Alam Danau Tondano

The dynamics of the natural phenomenon of Lake Tondano become a source of student learning in understanding physical concepts packaged in innovative learning as an activity by applying the latest learning elements in the 21st century. The purpose of this study is to describe the implementation of exploratory learning about the concepts and processes of physics in the dynamics of the natural phenomenon of Lake Tondano. The method used in this study is a pre-experimental one group pretest-posttest design. The research stage begins with giving a pretest to measure the students' initial abilities, then takes action (treatment) through exploratory learning and the next activity ends by giving a post-test. The research subjects are fourth semester students of the Manado State University Physics Education Study Program for the 2021/2022 academic year who are contracted for the Environmental Physics course. The evaluation results provide information that the average pre-test is 42.95 and the post-test results are 85.42. The average results of the assessment of science process skills are in good criteria (66%-79%). and very good criteria (80%-100%) affective assessment is in very good criteria (80%-100%). Obtaining N-gain scores from each student, there were as many as 10 students in the high N-Gain category with a percentage of 62.6% and as many as 6 students in the medium N-Gain category with a percentage of 36.8%. The result of the average N-Gain percentage of 16 students is 74.9%. The results of the study explain that students' understanding of physics concepts and science skills can be improved through exploratory learning on the natural dynamics phenomenon of Lake Tondano.

Pre-service physics teachers’ developing views on the role of mathematics in the teaching and learning of physics

This qualitative, questionnaire and interview-based study explores how pre-service physics teachers think about the role that mathematics plays in the teaching and learning of physics at university and school level and whether these views change during their pre-service teacher education. Many of the pre-service teachers were aware of the complex relationship between these two subjects at university level, noting that success in mathematics can often mask a lack of conceptual understanding in physics and that there can be a disconnect between the physics and mathematical aspects of undergraduate courses. At school level, many stressed the importance of a focus on conceptual understanding and that technical competence in mathematics lessons does not always transfer to physics lessons. Almost all the pre-service physics teachers changed their views during the year, often in response to their classroom experiences. As they became more attuned to the difficulties students faced with respect to the mathematical challenges involved in learning physics, many took a more pragmatic position that balanced the role of mathematics in physics with acceptance that they must respond to student needs. We suggest that these changing views can be framed in terms of two re-orientations. A disciplinary re-orientation where the role that mathematics plays in order to be successful in physics is reassessed, and a pedagogical re-orientation that attends to pragmatic, teaching considerations. We recommend that direct attention to the role of mathematics in school physics should be an integral part of pre-service physics teacher education in order to encourage these re-orientations.

Exploring the pre-instruction gender gap in physics.

There is a substantial body of work in physics education looking at gender disparities in physics. Recent work has linked gender disparities in college physics course performance to disparities in high school physics preparation, but to our knowledge, the origin of the disparity in high school physics preparation is still underexplored. In a select sample, we found that women on average had lower force and motion conceptual evaluation (FMCE) pre-scores (the FMCE is a short conceptual assessment of Newton's laws), and FMCE pre-score entirely mediated the effects of high school preparation and social-psychological factors on exam performance. The gender gap in FMCE pre-scores could not be explained by differences in the number of physics courses taken in high school. Instead, we find that the gender gap in the FMCE is partially explained by female students' higher levels of general test anxiety. We hypothesize that the format of the FMCE, a timed assessment, triggers stereotype threat in female students despite being a low-stakes assessment. Therefore, instructors and researchers should take care in interpreting the results of such concept inventory scores and should re-think the way they assess understanding of physics concepts. Results of this work aligned with previous findings on gender disparity in timed exams call upon investigating gender equitable assessment formats for evaluating physics knowledge to replace timed assessments, either high or low stakes.

Design and Construction of Modeling Tool of Linear Motion Experiment Assisted Toy Cars With Speed Control for Video Tracker Analysis

Experimental activities aim to improve understanding and thinking skills in understanding physics concepts. But in reality, the experiment has not been carried out properly, due to the use of manual instruments so it affects the results of the linear motion experiment obtained. As a solution to the problem, namely by making a linear motion experimental modeling tool assisted by a toy car with speed control for video tracker analysis. The purpose of this study is to determine the performance specifications of the linear motion experimental modeling tool, the accuracy and precision of the time measurement on the linear motion experimental modeling tool, to determine the effect of the relationship between physical quantities on the linear motion. The type of research conducted in engineering research. The data analysis technique used is descriptive data analysis and error analysis. From the data analysis, it can be stated three results of this research. First, the performance specifications of the linear motion experimental modeling tool consist of toy cars measuring 13x7 cm, controlling the dc motor using a step-down xl-6009 dc-dc, measuring angles using mpu6050, trajectory measuring 2.0x0.10 m, processing experimental results using tracking software. Second, the average accuracy of time measurement in LMCV is 98.16% with an average error of 1.93%. The average accuracy of time measurement in LMCV is 98.38% with an average error of 1.53%. Third, the velocity value obtained is proportional to the applied voltage value, while the acceleration value is proportional to the increase in the angle used.

Misconceptions and Difficult Concepts as Determinant of Students’ Academic Engagement and Retention in Physics

The study determined the predictive power of students’ misconceptions and difficult concepts in physics on academic engagement and retention. The study adopted a correlational survey research design. The population comprised 3148 science students in Benue State. The sample was 650 science students. Six research questions were answered and six null hypotheses were tested. The instruments for data collection were Physics Difficult Concepts Retention Test (PDCRT), Physics Academic Engagement Scale (PAES), and Physics Students’ Misconceptions Identification (PSMI). The PDCRT, PAES, and PSMI were faces validated and PDCRT was also content validated. An estimate of internal consistency was obtained through Cronbach’s Alpha for PAES and Kuder-Richardson (K-R21) for PDCRT. The coefficient of internal consistency was 0.73 for PAES and 0.88 for PDCRT. Regression analysis was used for data analysis. It was spotlighted that students’ misconceptions, as well as difficulty levels in Physics, significantly predicted academic engagement. However, students’ misconceptions, as well as difficulty levels, do not significantly predict retention in Physics. It was also found that students’ misconceptions and difficulty levels jointly significantly predicted students’ academic engagement in Physics. Similarly, the combination of students’ misconceptions and difficulty levels significantly predicted retention in physics. It was recommended among others that Physics teachers should use instructional strategies that allow self-directed learning that could give emotional safety, reduce misconceptions and enhance academic engagement. Physics teachers should guide students using systematic procedures so that they acquire relevant skills essential for successful learning interplay to reduce the level of difficulty in understanding Physics concepts and enhance retention.

Integration of Laboratory Activities and Contribution to Result of Learning Physics on The Concept of Fluid in High School Physics Learning

Laboratory activities are must be implemented in high school physics learning so that learning is carried out contextually based on observation. The problem faced in high school physics learning is that the laboratory activities have not been optimally carried out with unsatisfactory learning outcomes. This study aims to determine the effect of integration of laboratory activities on the achievement of high school physics learning outcomes in class XI Adabiah High School Padang. The study was conducted for the concept of fluid in the form of quasy experimental research with the post test control only group design. The sampling technique used is cluster random sampling. The research data were in the form of an understanding of physical concepts which were captured using student worksheet and post test. The results showed that the average value of the experimental class was higher than the value of the control class. The result of regression analysis is 31% contributions of student worksheet to student outcomes from correlation between student worksheet score and post test. In conclusion, there is a significant influence of the application of laboratory activities on student learning outcomes

PENERAPAN FLIPPED CLASSROOM BERBASIS PENDEKATAN MULTIREPRESENTASI UNTUK MENINGKATKAN PEMAHAMAN KONSEP MAHASISWA DIMASA PANDEMI COVID-19

The purpose of this study was to determine the effectiveness of the application of Flipped Classroom based on a multi-representation approach in improving student understanding of concepts during the COVID-19 pandemic. The research method used a pre-experiment with a one-group pretest-posttest design. The sample consisted of 28 students of the Mathematics education study program at the University of Mataram class of 2021/2022 who were taking Basic Physics courses. The results of the study showed that the flipped classroom strategy based on a multi-representation approach could improve students' understanding of concepts in the high category (<g> = 0.71). It can be concluded that the flipped classroom strategy based on a multi-representation approach is effective in improving students' understanding of physics concepts, especially the concept of motion kinematics.

Analysis of Students' Concession Understanding Ability in Solving Physics Concepts

Analysis of Students' Concept Understanding in Solving Physics Problems at SMPN 27 Tanjung Jabung Timur. This research is descriptive quantitative research using a survey design which aims to determine the understanding of the physical concepts of class VII b students on unit quantities and measurements. The research subject was class VII B SMPN 27 Tanjabtim, which involved 20 students. The result data was obtained by giving a concept understanding test in the form of a post-test in the form of multiple choice. The data were analyzed descriptively; the percentage of understanding the concept of each indicator sequentially was 76%, illustrating 73%, classifying 28%, comparing 17%, and explaining 62%. It can be ascertained that the most dominant understanding of physics concepts for class VII b SMPN 27 Tanjabtim is indicators and is in the high category, while the most dominant is in comparison and is in a low category. Factors that cause low student understanding of concepts, namely, lack of interest and motivation of students to repeat the material learned, accustomed to learning by memorizing formulas, not being able to manipulate equations containing three variables and less thorough in understanding questions.

The Effect Of Discovery Learning Models With Blended Learning Strategies Assisted By Crossword Puzzle Media On Understanding Physics Concepts

This study aims to see the effect of the application of discovery learning models with blended learning strategies assisted by Crossword Puzzle media on the ability to understand students' physics concepts by choosing. This study used a pre-experimental method with a one-shot case study design consisting of 1 experimental class as a sample class which was carried out at SMP Negeri 1 Botupingge. The data obtained were in the form of understanding students' physics concepts on the material of vibration, waves, and sound which were netted using a multiple-choice test sheet as many as 20 items. The overall research results show that the application of discovery learning models with blended learning strategies assisted by Crossword Puzzle media has a significant effect on students' ability to understand physics concepts which is shown by proving the hypothesis test that the value of t table> t count which states that the lowest student learning outcomes are 75, where from the total sample of 69 respondents, 82.61% or 57 respondents scored above 75.