Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal IJIES (International Journal of Innovation in Enterprise System) PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL)
Fatin Aliah Phang
Unknown Affiliation
Computer Science & IT Control & Systems Engineering Electrical & Electronics Engineering Energy Physics Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Combined Approach for Teachers’ Evaluation Aspects Identification Using Dictionary and Patterns Based Phuripoj Kaewyong; Naomie Salim; Fatin Aliah Phang
International Journal of Innovation in Enterprise System Vol 3 No 02 (2019): International Journal of Innovation in Enterprise System
Publisher : School of Industrial and System Engineering, Telkom University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25124/ijies.v3i02.40

Abstract

Teacher performance evaluation is a common method and often used for evaluates teaching quality in higher education. With the rapid growth of opinion mining technique. Aspect-based opinion mining application has been possibly employed to extraction and summarization of students' comments for teacher evaluation. However, to automated teacher evaluation features identification from a large number of students' comments collection is very hard work. This study has the goal to address this problem. The main objectives of the proposed method are: (1) to identify teacher evaluation aspects, (2) to compare the efficiency of dictionary based, patterns based and the combination of them, and (3) to enhance the accuracy result in the teachers’ evaluation aspects identification from the unstructured text of students' feedbacks. The students' feedbacks were collected by questionnaires and the dataset was constructed manually with a total of 4,496 sentences from 300 undergraduate student responses in 10 subjects by purposive sampling and the collection of positive and negative sentences from 30 participants group interviewed in the workshop. Both approaches were applied to identify the frequency teachers' evaluation aspects. The experimental results found that our proposed approach provided reasonably more accurate results, the combination approach enhanced a significantly average of precision and recall. For future work, we focus on the application of new linguistic patterns and non-frequency aspects in order to increase the accuracy result. Keywords—aspects identification, lexicon relation, linguistic pattern, opinion mining, teacher evaluation.
THE EFFECTIVENESS OF COMPUTER SIMULATION-BASED LEARNING FOR MASTERING FORCE AND MOTION CONCEPTS AMONG SECONDARY SCHOOL STUDENTS FORM FOUR PHYSICS Nurul Iman Hanisah Binti Azmi; Fatin Aliah Phang
Joint Prosiding IPS dan Seminar Nasional Fisika Vol. 14 No. 1 (2026): Joint Prosiding IPS dan Seminar Nasional Fisika
Publisher : Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/03.1401.PF08

Abstract

Force and Motion is among the difficult topics for students to learn in Physics because of the abstract concepts and the ability for the students to visualize the concepts. Computer simulations could be a solution for the students to learn this topic to help the students to visualize the concepts. Therefore, this study aims to evaluate the effectiveness of computer simulations in enhancing students’ conceptual mastery of force and motion. The study was conducted in response to low student achievement in physics, particularly when traditional teaching methods are used. A quasi-experimental design with a one-group pretest-posttest model was implemented, involving 37 students from two secondary schools in Malaysia. The intervention involved simulation-based lessons using PhET tools. Data were collected using a test with 11 multiple choice items and analysed using descriptive statistics and a paired-sample t-test. The findings revealed a significant improvement in students’ post-test scores (M = 76.66%) compared to their pre-test scores (M = 32.68%), with a statistical significance of p < .001. The result indicates that simulation-based instruction effectively enhances students’ understanding of abstract physics concepts and supports the goals of Malaysia’s Digital Education Policy in integrating technology into physics education.
THE RELATIONSHIP BETWEEN CONCEPTUAL UNDERSTANDING AND PROBLEM-SOLVING ABILITIES IN FORCE AND MOTION AMONG PHYSICS UNDERGRADUATES IN MALAYSIA Krisantini Vinayagan; Fatin Aliah Phang; Faizani
Joint Prosiding IPS dan Seminar Nasional Fisika Vol. 14 No. 1 (2026): Joint Prosiding IPS dan Seminar Nasional Fisika
Publisher : Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/03.1401.PF10

Abstract

This study was conducted to better understand how students’ conceptual knowledge influences their ability to solve physics problems, particularly in the topic of force and motion. This study investigates the relationship between conceptual understanding and problem-solving ability in the topic of force and motion among undergraduate physics students at a university in Malaysia. The research aimed to determine the relationship between conceptual understanding, assessed using the Force Concept Inventory (FCI), and problem-solving ability, assessed using the Scholastic Assessment Test (SAT) Physics Practice Test focusing on Newton’s Laws. A total of 60 respondents who had completed the Mechanics course participated in this study. Descriptive analysis using frequency distribution was conducted to evaluate the levels of both conceptual understanding and problem-solving ability. The results showed that 41.67% of students demonstrated Partial Understanding, 38.33% had Limited Understanding, 13.33% showed Not Understanding, and only 6.67% achieved Sound Understanding. For problem-solving ability, 50.00% of the students were at the Intermediate level, 26.67% were classified as Expert, and 23.33% as Novice. To determine the relationship between the two variables, Pearson Correlation analysis revealed a moderate negative correlation (r = –0.488, p = 0.049), indicating a statistically significant inverse relationship between students’ conceptual understanding and their problem-solving ability in force and motion. The findings highlight the need for instructional approaches that address conceptual understanding and problem-solving as distinct yet interconnected skills in physics education.
Co-Authors Faizani Krisantini Vinayagan Naomie Salim Nurul Iman Hanisah Binti Azmi Phuripoj Kaewyong