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All Journal Jurnal Pengajaran MIPA Journal of Education and Learning (EduLearn) JURNAL TARBIYAH Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan Kappa Journal Jurnal Pendidikan Fisika dan Sains (JPFS) Smart Society: Community Service and Empowerment Journal Online Learning in Educational Research Journal of Coaching and Sports Science Physics and Science Education Journal (PSEJ) Walada: Journal of Primary Education Women, Education, and Social Welfare
Nuzulira Janeusse Fratiwi
Universitas Pendidikan Indonesia
Religion Arts Humanities Astronomy Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Physics Social Sciences Other

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Unveiling students’ conceptions of hydrostatic pressure: a cross-sectional analysis Mohd Zaidi Amiruddin; Andi Suhandi; Nuzulira Janeusse Fratiwi; Nurdini Nurdini; Achmad Samsudin; Bayram Costu
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.23710

Abstract

This study investigates students’ conceptions of hydrostatic pressure, aiming to identify misconceptions (MC) and differences in understanding based on gender. A quantitative method with a cross-sectional study approach was used as the design in this study to explore and measure characteristics involving 186 students with an average age of 17-18 years from three provinces in Indonesia. Data were obtained using a Four-Tier Test to explore students’ scientific understanding, MC, and ignorance of hydrostatic pressure. A gender-based differential item functioning (DIF) analysis was also conducted to evaluate any potential bias in concept understanding between male and female students. The results showed that MC about factors affecting hydrostatic pressure were prevalent among students, for example: i) believing that hydrostatic pressure is independent of depth; ii) thinking that fluid type does not affect it; and iii) assuming that gravity has no impact. These findings highlight the need for targeted interventions to address these fundamental MC. DIF analysis showed a significant variation in understanding between genders, where male students tended to show better results on several aspects of scientific conceptions (SCs). These results highlight the necessity for mapping students’ initial conceptions before teaching, to enable the development of targeted instructional strategies aimed at addressing MC and improving understanding of critical physics concepts such as hydrostatic pressure.
Refutation Texts in the Last Decade: A Bibliometric Exploration of Trends and Insights Nur Endah Susilowati; Nuzulira Janeusse Fratiwi; Mohd Zaidi Bin Amiruddin; Nur Habib Muhammad Iqbal
Jurnal Pendidikan Fisika dan Sains (JPFS) Vol 8 No 1 (2025): Maret
Publisher : Pendidikan Fisika, FKIP, Universitas Nahdlatul Ulama Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52188/jpfs.v8i1.1263

Abstract

This study aims to explore research and publication trends related to refutation texts over the past ten years using bibliometric analysis. Data was obtained from the Scopus database of 115 documents published in 2015-2024 for “refutation texts” or “refutational texts” or “rebuttal texts”. The data obtained showed fluctuations in the number of publications, with the highest peak occurring in 2022. The main authors in this field include Kendeou, Sinatra, and Danielson, with the largest contributions coming from the United States, followed by European countries such as Germany and Canada. The dominant research subjects are social sciences and psychology, with a focus on the use of refutation texts to create cognitive conflict and change students’ conceptions. Keyword co-occurrence analysis shows a close relationship between refutation texts, misconceptions, and conceptual change. These findings highlight the importance of a refutation text-based approach in overcoming students’ misconceptions, as well as opening up opportunities for further research on its application in technology-based learning and student motivation.
Examining Students’ Ability to Identify Cognitive Learning Theories through the Case Analysis Game with Rotation (CAGeR) Nuzulira Janeusse Fratiwi; Winny Liliawati; Nur Habib Muhammad Iqbal; Fanni Zulaiha
Jurnal Pendidikan Fisika dan Sains (JPFS) Vol 9 No 01 (2026): Maret
Publisher : Pendidikan Fisika, FKIP, Universitas Nahdlatul Ulama Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52188/jpfs.v9i01.2020

Abstract

Understanding learning theories is essential for prospective teachers, yet students often experience difficulties identifying theoretical perspectives within authentic instructional situations. This study aims to examine students’ ability to identify cognitive learning theories through a case-based game activity involving rotating case analysis. The study employed a descriptive qualitative design. The participants were sixteen undergraduate students in a physics education program who worked collaboratively in four groups. Students analysed four instructional cases representing different cognitive learning theories and provided written explanations for their answers. The results show that all groups correctly identified the theory represented in the misconception case. Most groups also successfully recognized the discovery learning situation. However, only half of the groups correctly identified the theories related to instructional organization and problem solving. These findings suggest that students are more familiar with learning situations involving conceptual conflict and discovery learning than with those related to instructional structure and hierarchical learning processes. The activity provided opportunities for students to interpret teaching situations and connect theoretical concepts with classroom practices.
Co-Authors A. Suhandi Achmad Samsudin Agus Setiawan Amalia, Shita Ayu Amarulloh, Reza Ruhbani Aminudin, Adam Hadiana Asep Irvan Irvani Bayram Coştu Carolina Sri Athena Barus Efendi, Ridwan Endi Suhendi Fanni Zulaiha Ferlina, Lina Firmanul Catur Wibowo Fitri Nurul Sholihat, Fitri Nurul Fitria Arifiyanti Hera Novia Herdiansyah Agus Irwandani Irwandani Kartika Hajar Kirana M. Reza Dwi Saputra Mohd Zaidi Amiruddin Mohd Zaidi Bin Amiruddin Muhamad Gina Nugraha N Nurdini Nanang Dwi Ardi Nur Endah Susilowati Nur Habib Muhammad Iqbal Rizal Adimayuda Rizal Adimayuda Solehkun Kodir Supriyatman, Supriyatman Tian Kurniawan Winny Liliawati