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All Journal Jurnal Inovasi Pendidikan IPA Relativitas : Jurnal Riset Inovasi Pembelajaran Fisika
Ilham Fajar Ramdhani
Universitas Tanjungpura
Agriculture, Biological Sciences & Forestry Education Mathematics Physics Social Sciences

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IDENTIFIKASI MISKONSEPSI PESERTA DIDIK PADA MATERI FLUIDA DINAMIS Sholihin; Ilham Fajar Ramdhani; Esty Kamalah
Relativitas: Jurnal Riset Inovasi Pembelajaran Fisika Vol. 9 No. 1 (2026): Jurnal Riset Inovasi Pembelajaran Fisika
Publisher : Department of Physics Education, Faculty of Teacher Training and Education, UNIVERSITAS MA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/relativitas.v9i1.24449

Abstract

Riset terdahulu menunjukkan masih terdapat kendala dalam pembelajaran fisika, di antaranya adalah miskonsepsi. Oleh karena itu, diperlukan studi untuk mengidentifikasi miskonsepsi agar proses pembelajaran lebih maksimal. Penelitian ini menggunakan metode deskriptif kualitatif yang bertujuan untuk mengidentifikasi miskonsepsi yang dialami peserta didik pada materi fluida dinamis. Penelitian dilakukan di SMA Negeri 2 Teluk Keramat dengan sampel berjumlah 67 peserta didik yang sudah mendapatkan pembelajaran materi fluida dinamis di sekolah. Instrumen tes menggunakan two-tier diagnostic test dengan alasan terbuka yang disebarkan melalui Google Form. Hasil analisis didapatkan miskonsepsi yang dialami peserta didik, yaitu dengan kategori sedang pada sub-materi asas kontinuitas, dengan kategori sedang pada sub-materi prinsip Bernoulli, dan dengan kategori rendah pada sub-materi hukum Torricelli. Secara keseluruhan, rata-rata miskonsepsi yang dialami peserta didik pada materi fluida dinamis adalah sebesar dengan kategori rendah.
Twenty five years of physics problem solving research: intellectual foundations, evolution, and emerging research foci (2001-2025) Ilham Fajar Ramdhani; Haratua Tiur Maria Silitonga; Muhammad Musa Syarif Hidayatullah; Judyanto Sirait; Lilia Ellany Mohtar
Jurnal Inovasi Pendidikan IPA Vol. 12 No. 2 (2026): October 2026 (In Press)
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v12i2.102287

Abstract

This study examines the evolution and current research focus of problem solving in physics education using bibliometric analysis of the Scopus database from 2001 to 2025. Following the PRISMA protocol, 195 documents were retained from an initial pool of 292 records after three-phase screening. Data were analyzed using Biblioshiny (Bibliometrix R package) to trace annual growth, contributor countries and institutions, citation impact, keyword evolution, and thematic mapping. Results show an annual growth rate of 13.29%, occurring in three distinct phases: 2001-2015 (4.87 documents/year), 2016-2020 (12 documents/year), and 2021-2025 (12.4 documents/year). The United States led both productivity and impact, contributing 78 documents (52.77% of total citations), while Indonesia ranked second with 20 documents concentrated in 2019-2025. Four intellectual foundations were identified: cognitive frameworks of student reasoning, problem representation and expert-novice comparison, structured assessment instruments, and direct instructional interventions. The thematic map positioned higher education, cognitive, and metacognitive processes as motor themes, while teachers' perspectives, learning transfer, and generative artificial intelligence emerged as underexplored areas. These findings offer research directions for strengthening international collaboration and technology integration in physics problem solving instruction.
Co-Authors Esty Kamalah Haratua Tiur Maria Silitonga Judyanto Sirait Lilia Ellany Mohtar Muhammad Musa Syarif Hidayatullah Sholihin