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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) Jurnal Pendidikan Fisika Berkala Ilmiah Pendidikan Fisika JURNAL PENDIDIKAN FISIKA JIPF (Jurnal Ilmu Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar Jurnal Ilmiah Pendidikan Fisika Jurnal IPA Terpadu JMM (Jurnal Masyarakat Mandiri) Justek : Jurnal Sains Dan Teknologi ORBITA: Jurnal Pendidikan dan Ilmu Fisika JCES (Journal of Character Education Society) JPF : JURNAL PENDIDIKAN FISIKA JURNAL PENDIDIKAN TAMBUSAI Jurnal Pendidikan Fisika dan Teknologi Kasuari: Physics Education Journal (KPEJ) KARST : Jurnal Pendidikan Fisika dan Terapannya Journal of Innovation in Educational and Cultural Research An Idea Health Journal JIFP (Jurnal Ilmu Fisika dan Pembelajarannya) Sewagati Dharma Acariya Nusantara: Jurnal Pendidikan, Bahasa dan Budaya Jurnal Pendidikan MIPA JREP
Dewi Hikmah Marisda
Universitas Muhammadiyah Makassar
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Dentistry Education Engineering Health Professions Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Analysis of Misconceptions among Physics Education Students on Special Relativity Theory Sultan, Ana Dhiqfaini; Marisda, Dewi Hikmah; Handayani, Yusri; Ma'ruf, Ma'ruf
Justek : Jurnal Sains dan Teknologi Vol 8, No 3 (2025): September
Publisher : Unversitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/justek.v8i3.32139

Abstract

This study explores persistent misconceptions among students in physics education programs regarding the Special Theory of Relativity. Despite formal instruction, many still show fragmented understanding, often reverting to classical concepts. The aim is to identify dominant misconceptions and analyze cognitive and pedagogical causes. Using a qualitative descriptive method, 25 fifth-semester physics education students from a public university in Indonesia participated. Data were collected through a validated 20-item multiple-choice diagnostic test and semi-structured interviews. Analysis involved data reduction, narrative development, and expert triangulation. Results show frequent misconceptions in time dilation (72%), length contraction (64%), and simultaneity (60%). Students misinterpret time dilation as an absolute change, view length contraction as permanent, and fail to understand simultaneity’s relativity. Contributing factors include limited visual aids, inadequate contextual teaching, and lack of engaging media. To address this, the study suggests using digital tools like simulations and animations and adopting constructivist-based strategies. These are expected to deepen understanding and correct misconceptions. The findings aim to enhance modern physics teaching at the tertiary level.
Penerapan Media Benda Konkret terhadap Pemahaman Konsep IPA Peserta Didik pada Materi Gaya, Gerak dan Energi Aisyah, Nur; Marisda, Dewi Hikmah; Nurfadilah, Nurfadilah
Jurnal Pendidikan Tambusai Vol. 8 No. 2 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v8i2.14848

Abstract

Penggunaan media benda konkret yang tepat dapat memaksimalkan pembelajaran dan pemahaman konsep siswa dalam menangkap materi yang disampaikan pada materi gaya, gerak, dan energi. Penelitian ini bertujuan untuk meningkatkan pemahaman konsep IPA dengan penerapan media benda konkret pada kelas IV. Jenis penelitian ini adalah penelitian Pre-Experimental. Variabel penelitian ini terdiri dari variabel bebas yaitu media pembelajaran benda konkret, dan variabel terikat yaitu pemahaman konsep IPA siswa. Teknik pengumpulan data yaitu pretest, perlakuan dan posttest. Hasil penelitian menunjukkan bahwa nilai rata-rata pada saat pretest 51,11 dikategorikan rendah dan belum tuntas sedangkan setelah menerapkan media benda konkret pada saat posttes nilai rata-ratanya di kategorikan tinggi dan tuntas yaitu 85,39. Pada hasil uji N-gain nilai rata-rata peserta didik dikategorikan tinggi yaitu 0,71 dari N-Gain > 0,7. Berdasarkan hasil penelitian di atas dapat disimpulkan bahwa penerapan media benda konkret dapat meningkatkan pemahaman konsep IPA siswa pada materi gaya, gerak dan energi kelas IV SDN 57 Sangeran Kab. Enrekang.
Penerapan Strategi Learning Starts With A Quetions (LSQ) Untuk Meningkatkan Hasil Belajar Ilmu Pengetahuan Alam Pada Kelas V SDN 179 Tanah Beru Tika, Nursella Rastika; Dewi Hikmah Marisda; Muhammad Wajdi
Jurnal Riset Evaluasi Pendidikan Vol. 1 No. 4 (2024): JREP
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/jrep.v1i4.1912

Abstract

The aim of this research is to determine the improvement in science learning outcomes using the Learning Start With A Question (LSQ) strategy for class V students at SDN 179 Tanah Beru. The research carried out was classroom action research (PTK). The subjects of this research were 15 class V students at SDN 179 Tanah Beru. Data collection techniques are observation, tests (evaluation), and documentation. The data obtained was then analyzed using quantitative and qualitative descriptive analysis. The results achieved quantitatively are: (1) In the first cycle, the average value of the learning outcomes of Class V students at SDN 179 Tanah Beru was obtained, namely 50. (2) In the second cycle, the average value of the learning outcomes of Class V students of SDN 179 Tanah was obtained. Beru was higher at 83.3. The science learning completion of class V students at SDN 179 Tanah Beru has also increased. In cycle I, 6 (40%) students achieved learning completeness, while in cycle II 15 (100%) students achieved learning completeness and classical learning completion was achieved. This means that learning completeness in cycle II was achieved classically because the number of students who completed it reached 80%. It can be concluded that science learning outcomes for class V students at SDN 179 Tanah Beru can be improved through the Learning Start With A Question (LSQ) strategy.
Question Items of Magnitude and Motion Topics in Several High School Physics Textbooks: A Cognitive Level Analysis Lubis, Deli Anggraeni; Nurlina, Nurlina; Marisda, Dewi Hikmah; Riskawati, Riskawati
Jurnal Pendidikan MIPA Vol 23, No 4 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to analyze the percentage of cognitive achievement level questions and compare cognitive level achievement based on thinking stages (LOTs and HOTs) in physics textbooks for class X SMA for the content of magnitude and motion. This type of research is descriptive research with a case study design that is analyzed qualitatively. The source of the data in this study was a class X physics textbook on magnitude and motion. The research subjects were evaluation questions in five books, hereinafter referred to as book A, book B, book C, book D, and book E. The results of this study indicated that the highest proportion of cognitive levels used in the questions from the five physics books was C4 (analyzing). and the lowest is C6 (create). The percentage of questions for each cognitive level are: C1 (remembering) 10%, C2 (understanding) 26.85%, C3 (applying) 18%, C4 (analyzing) 51.2%, C5 (evaluating) 5.75% and C6 (create) with a percentage of 0%. This shows that the percentage of HOTS cognitive level items (56.95%) is higher than the LOTs level (43.05%). It is hoped that the results of this study will provide information to high school teachers and prospective physics teacher students to develop practice questions that are oriented towards high-level skills. Keywords: textbook analysis, HOTs, LOTs, cognitive level. DOI: http://dx.doi.org/10.23960/jpmipa/v23i4.pp1481-1492
Application of Kahoot-Based Digital Assessments in Basic Physics Lectures: The Case of Muhammadiyah Makassar University Nurlina, Nurlina; Marisda, Dewi Hikmah; Nurfadilah, Nurfadilah
Jurnal Pendidikan MIPA Vol 24, No 1 (2023): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Previous research has developed digital assessments in basic physics courses. This study aims to measure the effectiveness of implementing Kahoot-based digital assessments in Basic Physics courses at a private university in Makassar. This research is a pre-experimental study with a pretest-posttest design in one experimental class. The research sample is a saturated sample with 13 students as respondents. This study tested three types of questions, namely quiz, true-false, and multiple choice. The results of the data analysis show that the mean value for the pretest is 54.46 and the posttest is 85.87. In addition, an increase (n-gain) value of 0.68 was obtained in the medium category. The n-gain percentage value is 68.06 which means the effectiveness of the instrument is in the fairly effective category. Testing the pretest and posttest scores for each type of question shows an increase in learning outcomes for the type of question being tested. The pretest and posttest results for the three types of questions are presented in the form of a frequency distribution graph. After obtaining data on the effectiveness of using the Kahoot-based digital basic physics assessment, it is further suggested to test the practicality of the Kahoot-based basic physics assessment developed.Keywords: Learning assessment, basic physics, Kahoot application.DOI: http://dx.doi.org/10.23960/jpmipa/v24i1.pp152-160
Challenges in secondary school education: profile of physics students' critical thinking skills Marisda, Dewi Hikmah; Nurlina, Nurlina; Maruf, Maruf; Rahmawati, Rahmawati; Idamayanti, Reski; Akbar, Muhammad
Journal of Education and Learning (EduLearn) Vol 18, No 3: August 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i3.21666

Abstract

For students to be able to compete and overcome challenges in the future, critical thinking is essential. The study’s descriptive methodology aims to describe the students’ critical thinking abilities. Every high school in a South Sulawesi district made up the research population. Based on school accreditation, with the use of a proportionate stratified random sampling technique, 150 students were chosen to comprise the research sample. The test instrument used is an essay distributed online. The indicators for the description questions are interpretation, analysis, and interpretation thinking skills. According to the study’s findings, students’ critical thinking abilities in static fluid material have an average score in the medium category of 73.09. In terms of school accreditation, students' physics critical thinking abilities average 73.87 for schools with A accreditation, 72.43 for schools with B accreditation, and 68.47 for schools with C accreditation. The percentage of each indicator of critical thinking skills is 34.58 in inference, 33.70 in analysis, and 31.71 in interpretation. It is anticipated that this study will give a broad picture of students’ critical thinking competencies for teachers to choose and implement the most suitable stimulus to aid students in developing their critical thinking abilities.
Penggunaan Four-Tier Test Untuk Mengidentifikasi Miskonsepsi Mahasiswa Calon Guru Sekolah Dasar Pada Topik Kelistrikan Rahmawati, Rahmawati; Widiasih, Widiasih; Marisda, Dewi Hikmah; Riskawati, Riskawati
Jurnal Penelitian Pendidikan IPA Vol 9 No 10 (2023): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i10.3272

Abstract

The topic of electricity is one of the topics in the Advanced Physics course which has abstract dominant characteristics. The abstract nature of electrical material has the potential to be difficult to understand and has the potential for misunderstanding by students. The four-tier test is a type of test that can be used to identify student misconceptions. The research method used in this study is a quantitative descriptive research with a survey research type. The populations of this study were all first-year prospective elementary teacher students who took the advanced physics courses as many as 30 students. The sampling technique of this study used a saturated sample whose number is the same as that of the study population. The research instrument was in the form of a four-tier test related to electricity topics, totaling 20 questions and divided into the sub-topics of electric current, electromotive force and potential difference, resistance, energy and conductivity of electric current, dc electric circuits, and Kirchhoff's Laws. The characteristics of this four-tier test consist of four levels. The first level is a choice of answers by providing five choices. The second level is the level of the respondent's confidence in the answer choices. The third level is the choice of reasons for the answer chosen by the respondent. The fourth level is the level of confidence in the choice of reasons for the selected answer. Respondents' answer patterns were grouped into three categories, namely understanding the concept, not understanding, and misconceptions. The results showed that the percentage of students in the categories of not understanding concepts, understanding concepts, and misconceptions were respectively 49.65%, 29.38% and 20.97%. Overall, it can be concluded that the dominant first grade students do not understand the concept and some experience misconceptions. The findings of this study may have implications for efforts to improve debriefing in Advanced Physics lectures in the future so as to be able to reduce misconceptions and understand student concepts
Development of Collaborative Online Learning Model Based on Case Method in Optics Courses to Train Creative and Communication Skills Maruf; Marisda, Dewi Hikmah; Sultan, Ana Dhiqfaini; B, Feli Cianda Adrin; L, Wahyu Dian
Jurnal Penelitian Pendidikan IPA Vol 10 No 9 (2024): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i9.8448

Abstract

Learning models really need to be developed to meet the demands of the world of work and keep up with existing technological developments, especially in the field of physics. This study aims to produce a collaborative online learning model based on the case method in optics courses. This research uses the Research and Development (R&D) method with the ADDIE model. The ADDIE model has five steps that need to be carried out in a structured manner because they are systematic, namely analysis, design, development, implementation and evaluation. The number of participants in this research consisted of 12 physics education students from Uhamka Jakarta and 13 physics education students from Unismuh Makassar. The number of lecturers involved was 5 people, with details of 3 from Unismuh Makassar lecturers and 2 from Uhamka Jakarta lecturers, all participants, both lecturers and students, carried out activities in the collaborative LMS that had been developed previously. The based on the process of implementing a collaborative online learning program. The analysis stage is the first step which aims to match the learning outcomes with the type or form of the digital module in the Optics course chosen. The design stage is to organize and design learning activities and videos. The development stage is the stage of building digital modules by assembling them into SPADA Unismuh Makassar. The number of students in the high improvement category in creative skills is 50% and in written communication skills is 60%. This shows that the use of collaborative online learning design in optics lecture activities related to geometric optics material has moderate effectiveness in improving creative thinking and communicative skills.
Co-Authors A. Muafiah Nur A. Muafiah Nur Ahmad Nashir Ana Dhiqfaini Sultan Ana Dhiqfaini Sultan Ana Dhiqfaini Sultan Ana Dhiqfaini Sultan, Ana Dhiqfaini Andi Arie Andriani Andi Arie Andriani Andi Nur Samsi Anisa Anisa Anisa Ardiansah Hasin Arismunandar Arismunandar B, Feli Cianda Adrin Basri, Syamsuriana Deli Anggraeni Lubis Dewi Purnama Windasari Dewi Purnama Windasari Dewi Purnama Windasari Edy Kurniawan, Edy Ekawati Ekawati Esse Puji Pawenrusi Farhanah Wahyu Hamid, Yusri Handayani Hamzah, Hardi Hasin, Ardiansah Hasnah Dewi Kadir Idamayanti, Reski Ihzan Wahyudi Ilham Hadianto Karamma Irma Sakti Tahir Iskandar Zulkarnaen Iskandar Zulkarnaen Ismail Tolla Ismayanti Ismayanti Ita Handayani L, Wahyu Dian Lubis, Deli Anggraeni M, Murniati Ma'ruf M Ma'ruf Ma'ruf Ma'ruf, Ma'ruf Maruf Maruf Maruf, Maruf Muhammad Akbar Muhammad Arsyad Muhammad Arsyad Muhammad Wajdi Mutiara Siska Aprilia N, Nurhaeda Nasir Nasir Nasrah Nasrah Nasrah Nasrah Nur Aisyah Nur Maya Nur Samsi, Andi Nurazmi, Nurazmi Nurfadilah Nurfadilah Nurfadilah Nurfadilah Nurfadilah Nurfadilah Nurindah Nurindah Nurjannah Nurjannah Nurlina Nurlina Nurlina Nurlina Nurlina Nurlina Putri Aulia Salam Putri, Rezqi Sri Saleko R, Riskawati Rahmatiah Thahir Rahmawati R Rahmawati Rahmawati Rahmawati Rahmawati Rahmawati Rahmawati Rahmawati, Rahmawati Rahmawati, Rahmawati Rezkawati Saad Rezkawati Saad, Rezkawati Riskawati R Riskawati Riskawati Riskawati Riskawati Riskawati Riskawati Riskawati Riskawati Riskawati Riskawati, Riskawati Rismawaty Parawansa Sindi, Sindi Suhardiman Suhardiman Syamsudin Amir Tika, Nursella Rastika Tri Novianty Mansyur Widiasih Widiasih, Widiasih Yusri Handayani Yusri Handayani Yusri Handayani Yusri Handayani