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A Halim
Pendidikan Fisika Fakultas Keguruan dan Ilmu pendidikan Universitas Syiah Kuala
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Keterkaitan antara Miskonsepsi dan Kemampuan Literasi Sains Peserta Didik pada Materi Pemanasan Global Eva Aini; Evendi Evendi; A. Halim; M. Syukri; Yusrizal Yusrizal
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.v9i10.5156

Abstract

This study aims to identify misconceptions experienced by students, the level of scientific literacy skills and the relationship between misconceptions and scientific literacy skills on global warming. The research method used is correlational research with a quantitative approach. The sample selected was 80 students using purposive sampling technique. The instrument used was 10 items to measure misconceptions with a four-tier multiple choice diagnostic test and 10 test items to measure scientific literacy skills. The results of the analysis of misconceptions with CRI showed that the category of misconceptions was 44% with moderate criteria, students who understood the concept were 32% and did not understand the concept by 32%. The results of the analysis of scientific literacy skills obtained an average value of 40.65, a percentage of 40.7% and is in the low category after interpretation. The aspect of scientific literacy that is measured in the highest percentage is the context aspect with an average percentage of 48.1%, the knowledge aspect is 40.4% and the competence aspect is 34.1%. The results of the analysis of the relationship between misconceptions and scientific literacy skills were carried out using the Pearson product moment correlation test which showed a positive and significant relationship with a significant value of 0.008 < 0.05 and a large correlation value of 0.270 with a low category. Based on the hypothesis test, the results show that there is a positive relationship between misconceptions and scientific literacy skills with tcount 2.476 > ttable 1.990.
Pengaruh Media Pembelajaran Interaktif Menggunakan Visual Basic pada Aplikasi Excel Spreadsheet untuk Mengurangi Miskonsepsi dalam Pembelajaran Fisika Roza Zulfira; Abdul Halim; Ibnu Khaldun; Elmi Mahzum; Muhammad Nazar; Elisa Kasli
Jurnal Penelitian Pendidikan IPA Vol 10 No 1 (2024): January
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i1.6387

Abstract

Misconceptions in physics learning are often caused by students’ preconceptions that are not in accordance with the actual physics theory. The use of interactive digital technology-based learning media makes it easier for students to understands physics concepts. This research aims to apply interactive learning media based on Visual Basic for Application (VBA) excel spreadsheets to remediate misconceptions in traveling wave material. The research method is a pre-experimental design, with one group for pretest and posttest. A total of 21 samples were selected using purposive sampling technique. Data collection was carried out twice, namely during the pretest and posttest using a five-tier multiple choice diagnostic test with 10 questions. The results of the misconception remediation analysis showed a decrease in misconceptions from 28.5% to 11.3% with an average N-Gain score (-0.31). This means that there was a decrease in the percentage of misconceptions before and after treatment. This data is also supported by the results of the paired sample t-test analysis, namely 0.000 < 0.5, which means that the use of interactive learning media based on Visual Basic for Application (VBA) Excel spreadsheets has a significant effect on remediating students' misconceptions about traveling wave material. This interactive learning media is expected to be an alternative for teachers in remediating misconceptions in learning physics.
Komponen TPACK yang Tepat untuk Mengatasi Kesalahpahaman pada Uji Inventarisasi Konsep Gaya A Halim; Meisy Adha Rizki; Hafnati Rahmatan; Muhammad Syukri; Agus Wahyuni; Yusrizal Yusrizal
Jurnal Penelitian Pendidikan IPA Vol 10 No 2 (2024): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i2.6622

Abstract

Misconception is one of the obstacles in the achievement of physics learning and must be immediately corrected so that there is no retention of misconceptions in subsequent knowledge. One way to prevent and reduce misconceptions that occur is with the teachers skill of Technological Pedagogical and Content Knowledge (TPACK). Teachers who integrate TPACK in learning can prevent misconceptions and find solutions to overcome the misconceptions. This study aims to determine the TPACK skill of teachers in overcoming misconceptions and the appropriate TPACK components to reduce misconceptions based on concepts on the three tier test of FCI (Force Concept Inventory). The research method used is mixed method with concurrent embedded design. The main data in this study is TPACK which is qualitative data and supporting data is students misconception which is quantitative data. The results showed a decrease in misconceptions after being given an understanding of the concept using the teacher's TPACK skill. The components used during the teacher's reduction of misconceptions based on the concepts in the FCI three tier test of FCI  are TPACK and PCK components. So it can be concluded that the teacher's TPACK skill can reduce the misconceptions that occur in the three tier test of FCI
Pengaruh Penggunaan Lb Virtual berbasis PhET Simulation terhadap Kemampuan Berpikir Analitis Siswa Elmi Mahzum; Abdul Halim; Nazilatul Usfia; Fitria Herliana
Jurnal Penelitian Pendidikan IPA Vol 10 No 5 (2024): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i5.4791

Abstract

The use of media in the learning process has a very important role. When there are limitations in media use, especially in accessing real laboratories, it can cause a decrease in students' analytical thinking abilities. This research aims to identify the impact of using PhET simulation on students' analytical thinking abilities. This research is included in the type of quasi-experimental research, a quantitative approach with a pretest-posttest control group design. The research sample was taken using a purposive sampling technique, which resulted in two groups, namely 25 students from class XI-MIA 1 as the experimental group, and 25 students from class XI-MIA 2 as the control group. Data was collected using test techniques, with pretest-posttest value data. Data analysis was carried out using the independent sample t-test, and previously prerequisite tests were carried out in the form of normality and homogeneity tests. The results of hypothesis testing show that the value is 0.04 < 0.05, which means the research hypothesis is acceptable. From this research it can be concluded that the use of PhET Simulation has a significant influence on students' analytical thinking abilities.
A Dampak Model Learning Cycle Terhadap Pemahaman Konsep Momentum dan Impuls Rizka Putri Handayani; Abdul Halim; Ngadimin; Abdul Hamid; Fitria Herliana
Jurnal Penelitian Pendidikan IPA Vol 10 No 5 (2024): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i5.5031

Abstract

This study aims to determine the impact of the Cycle Learning model toward understanding the concept of momentum and impulse. The study used a quantitative approach, quasi-experimental methods and a non-equivalent pretest-posttest control group design in two classes of high school students as the research sample. Data collection was carried out using a physics concept understanding test (PCUT) and data analysis using the t-test at a significance level of 0.05 to find out the difference between the control class and the experimental class. The results of the data analysis show that: The Learning Cycle 7e model has an effect on increasing understanding of concepts. The 7E Learning Cycle model is better than conventional techniques from the aspect of increasing understanding of concepts. The level of conceptual understanding through the Learning Cycle 7e model is obtained by the level of complete understanding (LCU), while conventional techniques are only obtained by the level of partial understanding (LPU). The application of the Learning Cycle 7e learning model in learning is proven to be able to influence students' conceptual understanding skills for the better.
Identification of Students' Misconceptions to the Kinetic Gas Theory in Physics Nurulwati; A Halim; Mailizar; Muhammad Syukri; Mawarni Saputri
Jurnal Penelitian Pendidikan IPA Vol 10 No 6 (2024): June
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i6.8018

Abstract

This study aims to identify students' misconceptions on the material of Kinetic Gas Theory in physics learning. This study uses a qualitative approach and the type of research used is descriptive research. The subjects of this research were 20 students of class XI. The data was collected by means of a diagnostic test technique equipped with CRI (Certainty of Response Index) and free-guided interviews. The results of data analysis show that the average Lucky Guess level is 13%, concept understanding is 39%, not understanding concept is 20%, and average percentage of misconceptions are 28%. Based on the identification results, the highest misconceptions in students appear in the indicator of the question of calculating the ideal gas equation by 55%. The results of the analysis and interviews that have been carried out, misconceptions occur due to the students themselves because they do not understand the concept as a whole and the lack of interest of students to repeat the lesson.
Co-Authors Abdul Hamid Agus Wahyuni Elisa Kasli Elmi Mahzum Elmi Mahzum Eva Aini Evendi Evendi Fitria Herliana Hafnati Rahmatan Ibnu Khaldun M. Syukri Mailizar Mawarni Saputri Meisy Adha Rizki Muhammad Nazar Muhammad Syukri Muhammad Syukri Nazilatul Usfia Ngadimin Nurulwati Rizka Putri Handayani Roza Zulfira Yusrizal Yusrizal Yusrizal Yusrizal