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All Journal Momentum: Physics Education Journal
Khusaini Khusaini
Universitas Negeri Malang, Indonesia
Physics

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The efficacy of teaching modules in enhancing students' sense of physics: Newton's laws Annisa Maya Sari; Endang Purwaningsih; Khusaini Khusaini
Momentum: Physics Education Journal Vol. 8 No. 2 (2024)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v8i2.9662

Abstract

Sensemaking plays a crucial role as a bridge for students' understanding and intuition with explanations, thus addressing knowledge gaps. This bridging function helps students build new knowledge and comprehend related content materials. However, when facing physics problems, most students tend to engage in "answer-making" by presenting answers in the form of mathematical equations. This phenomenon of engaging in "answer-making" eventually causes students to perceive that physics does not "make sense." In response to this concern, a valid teaching module on improving students' sense of physics has been developed. This study is a quasi-experiment with a one-group pretest-posttest design. The posttest outcomes reveal an enhancement in the students'  sense of physics among 60 students from two schools in Malang and Batu after they used the teaching module on Newton's Laws. However, when examining each indicator of students' sense of physics, further efforts are still needed to enhance the level of students' sense of physics.
Effect of isomorphic problems with feedback to reduce student misconceptions on simple harmonic motion Khusaini Khusaini; Ivan Danar Aditya Irawan; Bakhrul Rizky Kurniawan
Momentum: Physics Education Journal Vol. 9 No. 1 (2025)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v9i1.10048

Abstract

This research aims to investigate the effect of isomorphic problems with feedback to reduce student misconceptions about Simple Harmonic Motion. This study is quantitative research with One Group Pretest-Posttest Design. Respondents were given pretest and posttest using a four-tier diagnostic test instrument. A sample of 33 students from Grade XI IPA was selected using simple random sampling. The treatment involved providing formative assessment based on isomorphic problems with feedback. McNemar's test analysis revealed that 13 indicators had p-value <0.05, which means that Ha is accepted, indicating a significant difference in student misconceptions before and after the treatment. Indicator number 10 had p-value of 0.250 (p≥ 0.05), which means that H0 is accepted, signifying no significant difference in student misconceptions before and after the treatment. DQM analysis showed a decrease in misconceptions with an average effectiveness of 92% (high category). The Wilcoxon test resulted in a p-value of 0.000(p< 0.05), thus Ha is accepted, indicating a significant difference in student conceptions before and after the treatment. The conclusion of this study is that there is a significant difference in student misconceptions before and after the treatment using formative assessment with isomorphic problems and feedback with high effectiveness in reducing misconceptions.
Co-Authors Annisa Maya Sari Bakhrul Rizky Kurniawan Endang Purwaningsih Ivan Danar Aditya Irawan