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All Journal JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) JPF : JURNAL PENDIDIKAN FISIKA
Zainuddin Zainuddin
Department Of Physics Education, Training Teacher And Education Faculty, Universitas Syiah Kuala, Darussalam, Banda Aceh 23111, Indonesia
Education Physics

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The Impact of the E-Learning Module on Remediation of Misconceptions in Modern Physics Courses A. Halim; Soewarno Soewarno; Elmi Elmi; Zainuddin Zainuddin; I. Huda; Irwandi Irwandi
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 6 No 2 (2020): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 6 Issue 2, D
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/1.06207

Abstract

The misconception in mastering physics concepts occurs in basic physics and is also found in advanced physics, such as Modern Physics or Quantum Physics. Efforts to remediate misconceptions have been done manually or offline but are often constrained at too long an interval between identification activities and remediation actions. Through the advancement of online learning systems, E-learning media, these obstacles can easily be overcome. This article will discuss one way of remediation using Moodle-based E-Learning modules. A total of 2 classes (45 students) were randomly selected for the experimental group and two classes (64 students) for the control group. The experimental group used a representative module based on E-Learning as a remediation treatment, while the control group used a conventional module. The results of the validation of the material and the design of the E-Learning modules were obtained as very feasible to use. Data collection uses a two-tier Modern Physic Diagnostic Test or MPDT (Modern Physic Diagnostic Test) of 30 items combined with the CRI (Certainty of Response Index) index. It is carried out twice, namely before and after treatment. The N-Gain normality analysis results showed the percentage of misconception reduction was more significant in the experimental group than in the control group. Important note obtained by implementing E-Learning is more appropriate to be used simultaneously between conventional face-to-face and E-Learning.
The Effect of Implementing the CoCoAER and Jigsaw Learning Models on Enhancing Students' Understanding of Concepts in Static Fluid Zainuddin, Zainuddin; Saiful, Saiful; Sanusi, Sanusi
Jurnal Pendidikan Fisika Vol 13, No 2 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i2.17435

Abstract

The increasing complexity of physics learning in the Industrial Revolution 4.0 era demands innovative pedagogical strategies to address students’ conceptual difficulties, particularly in abstract topics like static fluid. Misconceptions about hydrostatic pressure remain prevalent due to traditional, non-contextual instructional approaches. This study aims to compare the effectiveness of two cooperative learning models CoCoAER and Jigsaw in improving students’ conceptual understanding of static fluid and to examine students’ perceptions of both methods. A quasi-experimental design with a non-equivalent control group was applied to 90 eleventh-grade students at MAN 3 Banda Aceh, divided into CoCoAER, Jigsaw, and conventional lecture groups. Data were collected through pre-and post-tests and student response questionnaires. Results from ANOVA and N-Gain analysis indicated that the CoCoAER model significantly outperformed both the Jigsaw and lecture models (p 0.05), with 73.3% of students showing high improvement and an average post-test score of 86. Students' satisfaction also favored CoCoAER, with 96% indicating a “very satisfied” rating, compared to 50% and 40% for Jigsaw and conventional methods, respectively. The novelty of this study lies in applying the CoCoAER model to fluid dynamics, integrating contextual learning, collaboration, and error anticipation strategies. In conclusion, the CoCoAER model offers a highly effective and student-centered approach to teaching static fluid, contributing to the reduction of misconceptions and enhancing physics learning outcomes.
Co-Authors A Halim Elmi Elmi I. Huda Irwandi Irwandi Saiful Saiful Sanusi Sanusi Soewarno Soewarno