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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Momentum: Physics Education Journal Research in Physics Education U-Teach
sari, Lasmita
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Education Energy Environmental Science Physics

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Development of an augmented reality integrated Problem-Solving Laboratory Model (PSLab-AR) for electricity concepts to enhance the students' understanding of concepts Ismail, Ali; Bhakti, Demmy Dharma; Sari, Lasmita; Dwi Kemalia, Lula; Saprudin, Saprudin
Momentum: Physics Education Journal Vol. 8 No. 1 (2024)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v8i1.9428

Abstract

This research aims to develop a product in the form of an integrated Augmented Reality Problem Solving Laboratory (PSLab-AR) model. The research method used in this research is research and development because it is in line with the main output of this research. The research design used consists of the Define, Design, Develop and Disseminate stages. Participants in this research consisted of three groups: the first group was two elementary school teachers at the define stage, three science education experts at the development stage, and 25 fifth grade students at the dissemination stage. This research uses a CVI validation sheet and 10 questions on students' conceptual understanding. Based on the needs analysis at the definition stage, PSLab-AR is needed to assist science learning in elementary schools, especially in providing an interesting representation of the abstract concept of electricity. During the Design and Development stage, we found that the PSLab-AR framework passed expert evaluation by producing a framework consisting of preparation stages (understanding the practicum objectives, reading materials, and answering questions), problem solving (studying the problem context, formulating the problem, and creating prediction), exploration (determining tools and materials, understanding tool function, and creating procedures), measurement, data analysis, and drawing conclusions. At the dissemination stage, the research results showed that the Augmented Reality Integrated Problem Solving Laboratory model could increase students' conceptual understanding by 27.6 with an N-gain value of 0.610 in the medium category.
The Effectiveness of discovery learning model integrating PhET simulation media to enhance understanding of optical concepts Nurul Agniya, Nadia; Ismail, Ali; Sari, Lasmita
Research in Physics Education Vol. 2 No. 1 (2023)
Publisher : Insitut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/ripe.v2i1.25

Abstract

This study aims to examine the increase in students’ understanding of the optical geometry concept after being given treatment using the discovery learning model assisted by PhET simulation media and to test the effectiveness of this learning model to improve understanding of the optical geometry concepts. The method used in this research is quasi-experimental and uses the research design The Static Group Pretest-Post-test Design. The sampling technique in this study was taken using purposive sampling, namely where the control and experimental classes were selected based on the suitability of the student’s character with the researcher’s goals. Each experimental and control group consisted of 35 participants. The experimental class used the discovery learning model assisted by PhET simulation media and the control class uses the conventional learning model. The instrument in this study was using a multiple-choice test of 20 questions. Based on the test results of the Independent Sample Test, it obtained a significance value (alpha = 0.0001 < 0.05), which means that there is a difference in increasing understanding of the optical geometry concept between classes using the discovery Learning model assisted by PhET simulation media using the learning model conventional.
Vocational school students’ perceptions toward science learning activities in the context of fashion design Nur Fadhilah, Dila; Sari, Lasmita; Nurahman, Arip
Research in Physics Education Vol. 2 No. 1 (2023)
Publisher : Insitut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/ripe.v2i1.27

Abstract

The structure of the vocational school curriculum is different from the structure of the high school curriculum in that the vocational school curriculum contains vocational subjects which causes students to set aside non-vocational subjects such as science. One of them is science subjects, whose role is unknowingly very important because the learning process prioritizes direct experience and does not become an important concern for students. The purpose of this study was to explore empirical data regarding the perceptions of vocational school students with the expertise of Fashion Design regarding the science learning process. So far, very few or even rare empirical reasons have been found for the perceptions of Vocational High School students of fashion skills regarding the science learning process. This research uses a type of case study research method with a quantitative and qualitative approach. The sampling process in this study used purposive sampling with participants totaling 37 students with an age range of 15-16 years. The instruments used in this study were questionnaires and interviews. The results of the study revealed that there were several different student perceptions in terms of interest, competence, effort, pressure, and values related to science learning activities in fashion design vocational schools.
Analysis of diagrams in the kinetic gas theory materials in high school physics textbooks: a content analysis Agustina, Remilda; Gumilar, Surya; Sari, Lasmita
Research in Physics Education Vol. 2 No. 2 (2023)
Publisher : Insitut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/ripe.v2i2.32

Abstract

The theory of gas kinetics material studies objects that are abstract in nature. Therefore, its learning requires visual representations capable of visualizing these abstract objects, one of which is diagrams. The presence of diagrams in high school physics textbooks is considered important to aid the learning process. This research aims to determine the distribution of diagram categories, trends in diagram usage, and teachers’ perceptions of diagram usage in the Theory of Gas Kinetics material in high school physics textbooks with a descriptive quantitative research design. The research results show the distribution of diagram categories with the highest percentage in each analyzed book being the glossary image category, accounting for an overall percentage of 45%. The usage trends of each diagram category tend to fluctuate from year to year. Based on the findings of this research, teachers’ perceptions of diagram usage in the Theory of Gas Kinetics material have three main themes: diagrams are important as learning aids to make lessons more interesting and to represent the identity of science, especially physics; the use of diagrams depends on teachers’ needs; and diagrams help students understand the text and present physics concepts more specifically.
High school students’ preconceptions about the concept of climate change considered from the perspective of visual representation Yani, Sindi; Sari, Lasmita; Fitria Amalia, Irma; Nurahman, Arip
Research in Physics Education Vol. 3 No. 1 (2024)
Publisher : Insitut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/ripe.v3i1.123

Abstract

Preconceptions are an essential foundation for students, serving as a basis for more effective learning. In the context of climate change concepts, many students harbor misconceptions. One method to uncover students’ preconceptions is through the use of visual representations. Visual representations can elucidate students’ understanding of abstract and complex concepts. This study aims to examine and analyze the extent of high school students’ comprehension of climate change. The research employs a descriptive qualitative approach, with a population and sample comprising 63 tenth-grade science students from a high school in Indonesia. Data collection techniques included observation and interviews, with semi-structured interviews being utilized in this study. The results reveal that students have varied understandings of the concept of climate change, with many exhibiting misconceptions. The study identifies three categories of climate change concepts: (1) correct concepts of climate change, representing 37%; (2) climate change concepts based on objects, as depicted in the visualizations provided by the respondents; and (3) incorrect concepts of climate change, representing 63%. Based on empirical evidence, the students’ preconceptions of climate change are predominantly at the macroscopic level.
Analisis Kebutuhan Asesmen Working Memory dalam Pembelajaran Fisika di Sekolah Inklusif: Kajian Literatur Sari, Lasmita; Novia, Hera; Fatimatuzzahra, Ana; Arifiyanti, Fitria
U-Teach: Journal Education of Young Physics Teacher Vol. 6 No. 1 (2025): June Edition
Publisher : Pendidikan Fisika Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/6gf1n612

Abstract

Working memory (WM) assessment plays a vital role in supporting physics learning within inclusive classrooms that serve students with diverse learning needs. This study examines the necessity of WM assessment through a systematic literature review. WM is responsible for temporarily storing and manipulating information, which is crucial for understanding complex physics concepts. Students with limited WM capacity often struggle to follow instructions and complete problem-solving tasks. Inclusive classrooms face challenges due to varied learning needs and the lack of valid and reliable assessment tools. Instruments such as the Wechsler Memory Scale and the Automated Working memory Assessment (AWMA) are recommended for accurately measuring WM capacity. Teaching strategies that incorporate visual supports and reduce cognitive load have proven effective in accommodating WM limitations. While computer-based WM training shows promise, direct classroom interventions are considered more effective in the long term. This study recommends ongoing WM assessment, tailored instructional strategies, supportive learning materials, and collaboration between teachers and professionals to create a more adaptive and inclusive physics learning environment
Applying Problem-Based Learning in Thermodynamics to Enhance Comprehension of Physics Concepts and Argumentation Skills Sari, Lasmita; Adimayuda, Rizal; Gumilar, Surya; Nurahman, Arip; Ashel, Hazrati
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 8 No 1 (2023): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v8i1.14607

Abstract

To effectively teach the complex concept of thermodynamics, appropriate and innovative teaching methods are needed to ensure a correct and in-depth understanding. This study aims to evaluate the application of the Problem-Based Learning (PBL) model in teaching thermodynamics to enhance students' comprehension of concepts and argumentation skills. The research utilized a quasi-experimental design with a pretest-posttest non-equivalent control group. Of the 50 participants, two distinct groups were formed through purposive sampling. A total of 27 participants underwent PBL instruction, while the remaining 23 participants received conventional learning instructions. The results revealed that students who were taught thermodynamics using the PBL model exhibited significant improvement in both conceptual understanding and argumentation skills compared to the control group. These participants displayed high engagement in tackling thermodynamic problems. PBL taught them how to argue comprehensively, emphasizing the cultivation of 'how to think' rather than just 'what to think' in addressing thermodynamic challenges. Based on these findings, this study recommends that physics educators consider incorporating PBL as a teaching strategy to bolster students' conceptual understanding and argumentation skills in thermodynamics.
Co-Authors Adimayuda, Rizal Agustina, Remilda Ali Ismail Arifiyanti, Fitria Ashel, Hazrati Demmy Dharma Bhakti Dwi Kemalia, Lula Fatimatuzzahra, Ana Fitria Amalia, Irma Hera Novia Nur Fadhilah, Dila Nurahman, Arip Nurul Agniya, Nadia Saprudin Saprudin Surya Gumilar, Surya Yani, Sindi