Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Unram Journal of Community Service (UJCS) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
Gazali Rachman
Pattimura University
Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Multirepresentation in Physics Learning to Reduce Students' Misconceptions About Circular Motion Concepts Gazali Rachman; John Rafafy Batlolona
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 4: October 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i4.16608

Abstract

Physics education faces significant challenges in addressing students' misconceptions, particularly regarding the concept of circular motion. This article raises this issue by proposing the application of a multi-representational approach as an effective solution. A descriptive research method was used to analyze the multi-representational abilities of 36 eleventh-grade students, consisting of 12 males and 24 females. The results indicate that before the implementation of this approach, students' abilities to understand the concept of circular motion were very low, with an average percentage of only 28.70%. However, after the application of multi-representation, this percentage significantly increased to 70.59%. Furthermore, when examining gender aspects more closely, the highest achievements in students' multi-representational abilities related to the concept of circular motion occurred across all types of representations. This indicates that students are now capable of understanding and communicating physics ideas through various types of representations. These findings suggest that the use of different forms of representation, such as verbal, graphical, image, and mathematical, not only enhances students' conceptual understanding but also helps them identify and correct existing misconceptions. In conclusion, the integration of a multi-representational approach into the physics curriculum is crucial for improving students' understanding and reducing conceptual errors. This study recommends ongoing training for teachers in using various representations for instruction, as well as the development of learning modules that include different types of representations to support better student comprehension.
Enhancing Middle School Teachers' Understanding of Locally Context-Based STEM Learning Jamaludin Jamaludin; Marleny Leasa; Gazali Rachman; Efilina Kissiya Kissiya; Herman Semuel Wattimena; John Rafafy Batlolona
Unram Journal of Community Service Vol. 7 No. 1 (2026): March
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v7i1.1616

Abstract

This community service activity aims to improve junior high school teachers' understanding of implementing local context-based STEM learning in Makariki District, Central Maluku Regency. The activity was carried out using a participatory approach through the stages of needs analysis, training, implementation assistance, and evaluation. The training materials included STEM concepts, STEM integration, local context, and implementation, as well as the application of Project Based Learning (PjBL) and Engineering Design Process (EDP) in project-based learning. The results of the activity showed an increase in teachers' understanding of the STEM aspects provided. Teachers also demonstrated increased ability in designing project-based learning tools and utilizing local culture and environment as contextual and meaningful learning resources for students. In addition, interview results showed a change in teachers' mindsets towards more active, creative, collaborative learning, and relevant to students' daily lives. Thus, local context-based STEM training has proven effective in improving teachers' professional competence and supporting the development of innovative, contextual, and problem-solving-oriented 21st-century learning
Co-Authors Batlolona, John Rafafy Efilina Kissiya Kissiya Herman Semuel Wattimena Jamaludin Jamaludin Marleny Leasa