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All Journal Jurnal Pendidikan Fisika Indonesia Jurnal Pendidikan IPA Indonesia Jurnal Pengkajian dan Pengembangan Teknologi Pertanian Asian Journal of Agriculture
A. Suryadi
Balai Pengkajian dan Teknologi Pertanian Provinsi Jawa Timur Jl. Raya Karangploso KM.4 PO Box 188 Malang 65101
Agriculture, Biological Sciences & Forestry Education Engineering Physics

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Journal : Jurnal Pendidikan Fisika Indonesia

 1 
E- Formative Assessment Integration in Collaborative Inquiry: A Strategy to Enhance Students' Conceptual Understanding in Static Fluid Concepts Kusairi, S.; Hardiana, H. A.; Swasono, P.; Suryadi, A.; Afrieni, Y.
Jurnal Pendidikan Fisika Indonesia Vol 17, No 1 (2021)
Publisher : Department of Physics, Faculty of Mathematics and Natural Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v17i1.23969

Abstract

This study aims to analyze students' conceptual  understanding and their difficulties in grasping the static fluid concepts after they learned throughout integrated e-formative assessments in collaborative inquiry. This mixed-method research involved 28 senior high school students.  Students studied static fluid concepts with a collaborative inquiry strategy supported by the implementation of web-based formative assessment. Students' conceptual understanding and their difficulties were assessed using multiple-choice questions with the reasons (r= 0.75.). The result showed that students' conceptual understanding was improved after learning, which is indicated by the moderate normalized gain value (0.5374), and the strong effect size (2.772). However, there were still some difficulties that students have regarding factors that influence buoyancy. Providing more portion of the conceptual discussions and practising problem-solving during learning through e-formative assessment were recommended. Learning difficulties that have been found in this study can be considered and anticipated by teachers in teaching static fluid topic.                                                                          
Comparative Study of Secondary School Students' and Pre-Service Teachers' Misconception about Simple Electric Circuit Suryadi, A.; Kusairi, S.; Husna, D. A.
Jurnal Pendidikan Fisika Indonesia Vol 16, No 2 (2020)
Publisher : Department of Physics, Faculty of Mathematics and Natural Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v16i2.21909

Abstract

The purpose of this study is to compare the misconceptions of secondary school students (junior and senior high school) and pre-service physics teachers about simple electrical circuits.  The study involved 92 people consisting of 30 junior high school students, 32 senior high school students, and 30 pre-service physics teachers. The diagnostic misconception instrument was adapted from the Simple Electric Circuits Diagnostic Test (SECDT). Data were analyzed by descriptive and inferential analysis. The results of the study indicated that there are 11 misconceptions types that the student had. The clashing current is a type of misconception that is most often found both in high school students and in pre-service teacher. The inferential test showed that there were significant differences of misconception scores among junior high school students, senior high school students, and pre-service physics teachers (KW=12,689, df=2, p< 0.05). Teachers could use the misconception profile as a consideration in planning classroom instruction.
Comparative Study of Secondary School Students' and Pre-Service Teachers' Misconception about Simple Electric Circuit Suryadi, A.; Kusairi, S.; Husna, D. A.
Jurnal Pendidikan Fisika Indonesia Vol 16, No 2 (2020)
Publisher : Department of Physics, Faculty of Mathematics and Natural Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v16i2.21909

Abstract

The purpose of this study is to compare the misconceptions of secondary school students (junior and senior high school) and pre-service physics teachers about simple electrical circuits.  The study involved 92 people consisting of 30 junior high school students, 32 senior high school students, and 30 pre-service physics teachers. The diagnostic misconception instrument was adapted from the Simple Electric Circuits Diagnostic Test (SECDT). Data were analyzed by descriptive and inferential analysis. The results of the study indicated that there are 11 misconceptions types that the student had. The clashing current is a type of misconception that is most often found both in high school students and in pre-service teacher. The inferential test showed that there were significant differences of misconception scores among junior high school students, senior high school students, and pre-service physics teachers (KW=12,689, df=2, p 0.05). Teachers could use the misconception profile as a consideration in planning classroom instruction.
E- Formative Assessment Integration in Collaborative Inquiry: A Strategy to Enhance Students' Conceptual Understanding in Static Fluid Concepts Kusairi, S.; Hardiana, H. A.; Swasono, P.; Suryadi, A.; Afrieni, Y.
Jurnal Pendidikan Fisika Indonesia Vol 17, No 1 (2021)
Publisher : Department of Physics, Faculty of Mathematics and Natural Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v17i1.23969

Abstract

This study aims to analyze students' conceptual  understanding and their difficulties in grasping the static fluid concepts after they learned throughout integrated e-formative assessments in collaborative inquiry. This mixed-method research involved 28 senior high school students.  Students studied static fluid concepts with a collaborative inquiry strategy supported by the implementation of web-based formative assessment. Students' conceptual understanding and their difficulties were assessed using multiple-choice questions with the reasons (r= 0.75.). The result showed that students' conceptual understanding was improved after learning, which is indicated by the moderate normalized gain value (0.5374), and the strong effect size (2.772). However, there were still some difficulties that students have regarding factors that influence buoyancy. Providing more portion of the conceptual discussions and practising problem-solving during learning through e-formative assessment were recommended. Learning difficulties that have been found in this study can be considered and anticipated by teachers in teaching static fluid topic.                                                                          
Co-Authors A. M. Sari Afrieni, Y. AKHSAN, N. F. Kasijadi Hardiana, H. A. Husna, D. A. NURDIANA, JULI Purwaningsih, E. S. Kusairi Sari, S. P. Sopialena . SUWONO Swasono, P.