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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) EDUSAINS Jurnal Penelitian dan Pembelajaran IPA Gravity : Jurnal Ilmiah Penelitian dan Pembelajaran Fisika Journal of Teaching and Learning Physics Jurnal Penelitian Pembelajaran Fisika JIPF (Jurnal Ilmu Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) JPF : JURNAL PENDIDIKAN FISIKA Jurnal Kumparan Fisika Jurnal Penelitian Pembelajaran Fisika
Fathiah Alatas
UIN Syarif Hidayatullah Jakarta
Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Materials Science & Nanotechnology Mathematics Physics

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Journal : Journal of Teaching and Learning Physics

 1 
IDENTIFIKASI MISKONSEPSI MENGGUNAKAN TES DIAGNOSTIK THREE-TIER PADA HUKUM NEWTON DAN PENERAPANNYA Anna Shalihah; Diah Mulhayatiah; Fathiah Alatas
Journal of Teaching and Learning Physics Vol 1, No 1 (2016): Journal of Teaching and Learning Physics (Februari 2016)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v1i1.3438

Abstract

This research aims to identify misconceptions that occur in Newton's law and its application based on diagnostic test results of students of class X SMAN 6 Tangerang Selatan and show sub concepts that experienced the highest misconceptions and low. The research was conducted in October 2015 - January 2016. The research method used is descriptive-quantitative. This study was conducted in two stages: stage manufacture of instruments held in SMAN 6 and 4 Tangerang Selatan and the implementation phase of the research conducted at SMAN 6 Tangerang Selatan. The instrument used is a three-tier diagnostic test. Results obtained 20 questions about the making of a valid with validity 0.64 and reliability 0.78. Results of the discussion showed misconception that occurred at 32.50% with a false positive at 20.97% and false negative amounting to 11.67% and misconceptions highest in subconcepts legal principles III Newton with a percentage of 56.92% and the lowest in the subconcepts variety of force with a percentage of 24.08%.
Maximizing Problem-Solving Abilities through Hybrid Problem-Based Learning with Formative Assessment Jufriadi, Akhmad; Ayu, Hena Dian; Kumalasari, Tutut; Kusumawati, Astrini Dewi; Alatas, Fathiah; Budiyono, Agus
Journal of Teaching and Learning Physics Vol 9, No 2 (2024): Journal of Teaching and Learning Physics (September 2024)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v9i2.34395

Abstract

Problem-solving is one of the abilities students must master when learning physics. Teachers must try to find solutions to improve their students' problem-solving abilities. This research aims to explore students' problem-solving abilities regarding work and energy concepts and determine improvements and differences in students' problem-solving abilities regarding work and energy material by applying the Hybrid Problem-Based Learning model with formative assessments. This research method uses a mixed-method approach with an embedded experimental design. The research sample consisted of 35 high school students. Qualitative and quantitative data were analyzed simultaneously. Qualitative data was analyzed using open coding and generalization, while quantitative data was analyzed using the n-gain score test. The results of the quantitative analysis show that students' problem-solving abilities increased from an average of 38.74 to 80.65. Calculating the n-gain value obtained a score of 0.68, which indicates that hybrid problem-based learning with formative assessment effectively improves students' problem-solving abilities regarding the concepts of work and energy. The results of the qualitative analysis revealed students' difficulties in solving problems. Some of the challenges found include 1) students needing help translating test items into graphic representation, 2) students needing help determining the specific application of physics, and 3) some students still needing help carrying out mathematical procedures. Teachers can use the findings of this research as a basis for designing and planning learning in the classroom to improve student's problem-solving abilities
Maximizing Problem-Solving Abilities through Hybrid Problem-Based Learning with Formative Assessment Jufriadi, Akhmad; Ayu, Hena Dian; Kumalasari, Tutut; Kusumawati, Astrini Dewi; Alatas, Fathiah; Budiyono, Agus
Journal of Teaching and Learning Physics Vol. 9 No. 2 (2024): Journal of Teaching and Learning Physics (September 2024)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v9i2.34395

Abstract

Problem-solving is one of the abilities students must master when learning physics. Teachers must try to find solutions to improve their students' problem-solving abilities. This research aims to explore students' problem-solving abilities regarding work and energy concepts and determine improvements and differences in students' problem-solving abilities regarding work and energy material by applying the Hybrid Problem-Based Learning model with formative assessments. This research method uses a mixed-method approach with an embedded experimental design. The research sample consisted of 35 high school students. Qualitative and quantitative data were analyzed simultaneously. Qualitative data was analyzed using open coding and generalization, while quantitative data was analyzed using the n-gain score test. The results of the quantitative analysis show that students' problem-solving abilities increased from an average of 38.74 to 80.65. Calculating the n-gain value obtained a score of 0.68, which indicates that hybrid problem-based learning with formative assessment effectively improves students' problem-solving abilities regarding the concepts of work and energy. The results of the qualitative analysis revealed students' difficulties in solving problems. Some of the challenges found include 1) students needing help translating test items into graphic representation, 2) students needing help determining the specific application of physics, and 3) some students still needing help carrying out mathematical procedures. Teachers can use the findings of this research as a basis for designing and planning learning in the classroom to improve student's problem-solving abilities
Co-Authors Afifah Agustina Agus Budiyono Agus Budiyono Ahmad Suryadi, Ahmad Akhmad Jufriadi Amrizaldi Andi Marwanti Panre Anna Shalihah Arin Wildani Diah Mulhayatiah Diah Mulhayatiah Dwi Nanto, Dwi Fauziah, Ryani Firman Harris Saputra Hena Dian Ayu Jahrudin, Ahmad Jannah, Ni’matul Kumalasari, Tutut Kusumawati, Astrini Dewi Latifah, Jannatun Mulhayatiah, Diah Mulyadi, Syifaul Aini Nabila Azka Hanifa Nur Afriyati Yakin Pertiwi, Novia Ayu Sekar Putri Zakiyatul Zannah Rahmat Romadhon, Dzikri Saputra, Firman Harris Siti Ilhamiah Solehat, Devi Taufiq Al Farizi Wahyujati, Wardani Indah Ziah Fachrunisa