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All Journal International Journal of Evaluation and Research in Education (IJERE) RADIASI: Jurnal Berkala Pendidikan Fisika Jurnal Studi Manajemen Organisasi Jurnal Ilmu Ternak Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Journal of Education and Learning (EduLearn) Jurnal Riset dan Kajian Pendidikan Fisika Jurnal Pendidikan Fisika Indonesia Jurnal Pendidikan IPA Indonesia Agrovigor: Jurnal Agroekoteknologi Jurnal Inspirasi Pendidikan Jurnal Online Mahasiswa (JOM) Bidang Teknik dan Sains Jurnal Peternakan Indonesia JPS Unimus PENA SAINS Edu Sains: Jurnal Pendidikan Sains dan Matematika Jurnal Inovasi dan Pembelajaran Fisika AGRISAINTIFIKA Jurnal Ilmu-ilmu Pertanian JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) JIPF (Jurnal Ilmu Pendidikan Fisika) JURNAL DINAMIKA VOKASIONAL TEKNIK MESIN Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bioedukatika Momentum: Physics Education Journal LENSA (Lentera Sains): Jurnal Pendidikan IPA JCES (Journal of Character Education Society) Humaniora Agritech: Jurnal Fakultas Pertanian Universitas Muhammadiyah Purwokerto Jurnal Pembelajaran Sains JITPI : Jurnal Ilmu Dan Teknologi Peternakan Indonesia (Indonesian Journal of Animal Science and Technology) Kasuari: Physics Education Journal (KPEJ) Jurnal Riset Pendidikan Fisika Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Studies in Learning and Teaching Didaktika: Jurnal Kependidikan Integrated Science Education Journal Akuntansi'45 EKONOMIKA45 Jurnal Akuntansi, Ekonomi dan Manajemen Bisnis Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Jurnal MIPA dan Pembelajarannya Dharma Ekonomi Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Classroom Experiences AMPLITUDO: Journal of Science & Technology Innovation Moneter : Jurnal Ekonomi dan Keuangan Journal of Bussines Management Basic Jurnal Ekonomi dan Pembangunan Indonesia Svarga Pena: Jurnal Pengabdian Kepada Masyarakat UPEJ : Unnes Physics Education Journal Universal Education Journal of Teaching and Learning International Journal of Economics and Management Research Curricula: Journal of Curriculum Development
Sutopo Sutopo
Universitas Negeri Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Social Sciences Veterinary Other

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The analysis of student’ difficulties in mastering static fluid concept Tsania Nur Diyana; Sutopo Sutopo; Sunaryono Sunaryono
Momentum: Physics Education Journal Vol 4 No 1 (2020)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (446.815 KB) | DOI: 10.21067/mpej.v4i1.4113

Abstract

This study aimed to analyze the difficulties experienced by students in mastering Static Fluid concept. This study used descriptive quantitative method with 48 students of Physics Education Department. The instrument of this research was 13 reasoned-multiple choice questions. According to the results, although there was an improvement, most students were difficult to understand certain concepts. This research revelaed some difficulties experienced by students on static fluid concept. Among others are students failed to portray the forces that worked on certain object in fluid, then as a result, they failed to determine the ratio of pressure. In addition, the students were difficult to determine the changing of water pressure on the closed vessel based on the main law of hydrostatics and Pascal’s Law.
Improving Students' Conceptual Understanding with the 5E Learning Cycle Model in Static Fluid Material Sarah Lutfiah Ardilla; Sutopo Sutopo; Hari Wisodo; Nur Akhyar Basri; Muhammad Ikhbar Ihsan; Muizzatul Islamiyah
Kasuari: Physics Education Journal (KPEJ) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/kpej.v9i1.1069

Abstract

Static fluids are a difficult topic, and students must understand many of the concepts involved. Students often misunderstand buoyancy, hydrostatic pressure, and Pascal's law. A learning method that uses the 5E learning cycle model can help overcome these misunderstandings. This method trains students to create and use models, analyze data, think mathematically, design experiments, and provide scientific explanations. Through these learning experiences, students should gain a deep understanding of the main ideas of static fluids. This study aimed to enhance students' conceptual understanding of static fluids using the 5E learning cycle model. The research design was a one-group pretest-posttest study with 29 high school students from Brawijaya Smart School in Malang as the subjects. Conceptual understanding was measured using a test comprising 10 multiple-choice questions. Data analysis was performed using the Wilcoxon test to calculate the n-gain value. The analysis revealed a significant improvement in students' conceptual understanding of static fluids after implementing the 5E learning cycle model. The research yielded an n-gain value of 0.55, which falls within the moderate category. Therefore, it can be concluded that the 5E learning cycle model improves students' conceptual understanding of static fluid material.
Mapping Students’ Misconceptions in Momentum and Impulse: A Systematic Literature Review of Conceptual Understanding and Instructional Interventions Dhinar Asri Intantri; Sutopo Sutopo; Nasikhudin Nasikhudin; Sentot Kusairi
Integrated Science Education Journal Vol 7 No 3 (2026): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i3.3191

Abstract

Purpose of the study: This study aims to identify and analyze students’ misconceptions regarding momentum and impulse through a Systematic Literature Review (SLR), focusing on patterns of misconceptions, difficulties in conceptual understanding, and effective instructional interventions reported in previous studies. Methodology: This study employed a PRISMA-based Systematic Literature Review design. Articles were collected from Scopus-indexed journals, SINTA-accredited journals, ERIC, Taylor & Francis, ResearchGate, and Google Scholar published between 2018 and 2025. The article selection process used purposive sampling based on predefined inclusion and exclusion criteria. From 1,032 identified articles, 8 eligible studies were selected for analysis. Data were collected through document analysis and analyzed using thematic analysis and narrative synthesis. Main Findings: The findings indicate that students’ conceptual understanding of momentum and impulse remains low, while misconceptions persist in force–time–impulse relationships, graphical interpretation, momentum conservation, and momentum–energy integration. Most misconceptions originate from an incomplete understanding of Newtonian mechanics and fragmented conceptual structures. Several instructional approaches, including multiple representations, knowledge integration, cognitive conflict, conceptual change text, and demonstration-based learning, were found effective in reducing misconceptions and improving conceptual understanding. Novelty/Originality of this study: This study provides a focused synthesis of misconception patterns specifically in momentum and impulse topics and emphasizes the importance of conceptual integration-based instruction in reducing persistent misconceptions in physics learning.
Implementation of physics inquiry learning in high school to improve students' conceptual understanding Anggy Marthania Tatyanty Putri; Nuril Munfaridah; Sutopo Sutopo
Curricula: Journal of Curriculum Development Vol. 4 No. 1 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i1.84481

Abstract

Open inquiry is a learning approach that gives students complete freedom to manage the entire investigation process independently. This study aims to investigate the implementation of inquiry-based learning in high school physics education to enhance students' conceptual understanding. The method employed is a systematic literature review, which analyzes 20 scientific articles published between 2017 and 2025, obtained from Google Scholar and the Publish or Perish databases. The analysis process was conducted using a bibliometric approach with VOSviewer software, which maps the relationships between studies, authors, and topics. The results of the review indicate that inquiry learning, whether guided, local, or technology-based, has proven effective in enhancing conceptual mastery, critical thinking skills, and promoting active student involvement in the physics learning process. The integration of formative assessment in this learning model also strengthens students' conceptual understanding by providing continuous feedback. This research concludes that inquiry learning, supported by a proper assessment strategy, can be a relevant and strategic approach to improving the quality of physics learning in high school and supporting the achievement of 21st-century competencies.   Abstrak Open inquiry merupakan pendekatan pembelajaran yang memberikan kebebasan penuh kepada peserta didik untuk mengelola seluruh proses penyelidikan secara mandiri. Penelitian ini bertujuan untuk mengkaji implementasi pembelajaran inkuiri dalam pembelajaran Fisika di tingkat SMA guna meningkatkan pemahaman konseptual peserta didik. Metode yang digunakan adalah systematic literature review dengan menganalisis 20 artikel ilmiah yang dipublikasikan antara tahun 2017 hingga 2025, diperoleh dari basis data Google Scholar dan Publish or Perish. Proses analisis dilakukan melalui pendekatan bibliometrik menggunakan perangkat lunak VOSviewer, yang memetakan keterkaitan antar studi, penulis, dan topik. Hasil tinjauan menunjukkan bahwa pembelajaran inkuiri, baik terbimbing maupun berbasis lokal dan teknologi, terbukti efektif dalam meningkatkan penguasaan konsep, keterampilan berpikir kritis, serta keterlibatan aktif peserta didik dalam proses pembelajaran Fisika. Integrasi asesmen formatif dalam model pembelajaran ini juga memperkuat pemahaman konseptual peserta didik melalui pemberian umpan balik yang berkelanjutan. Jadi, kesimpulan penelitian ini yaitu pembelajaran inkuiri yang didukung oleh strategi asesmen yang tepat dapat menjadi pendekatan yang relevan dan strategis dalam meningkatkan kualitas pembelajaran Fisika di SMA serta mendukung pencapaian kompetensi abad ke-21. Kata Kunci: fisika; pemahaman konseptual; pembelajaran inkuiri
Global Perspectives on Kinematic Graphs in Physics Education: Student Difficulties, Instructional Strategies, and Pedagogical Recommendations for Achieving SDG 4 (Quality Education) Ratih Mega Ayu Afifah; Sutopo Sutopo; Endang Purwaningsih; Nanang Winarno; Nur Jahan Ahmad; Ahmad Taufiq
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 2 (2026): August
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i2.688

Abstract

This study analyzed global publication trends, research instruments, student difficulties, strategies, and pedagogical recommendations related to kinematics graph topics based on articles published in scientific journals between 2015 and 2025. A systematic literature review was conducted following the PRISMA protocol, with 50 articles indexed in Scopus and Web of Science examined. Results indicated fluctuating publication trends, peaking in 2019. Germany contributed the most publications, followed by Turkey and Mexico, with quantitative methods predominating. Most studies employed test instruments, particularly the Test of Understanding Graphs in Kinematics (TUG-K), with university and high school students as the largest sample groups. Thematic analysis revealed that students’ main difficulties involved misconceptions in representation, translation, and interpretation of graphs. Effective strategies included diagnostic instruments, technology integration (eye-tracking, virtual laboratories, real-time sensors, artificial intelligence), and contextual pedagogical approaches that enhanced graph comprehension and data literacy. Recommendations emphasized the need for expanded sampling and instrument validation in future research. Learning strategies should emphasize repeated practice, contextual exploration, and technology use. Teachers were advised to strengthen professional competence and design technology-based learning, while policymakers were urged to adapt curricula and allocate more time to foster deeper understanding of kinematics graphs
The Impact of Multirepresentation Learning on Students’ Ability to Work with Graphs in One-Dimensional Kinematics Shofi Alawiyah; Sutopo; Arif Hidayat; Sulur
Unnes Physics Education Journal Vol. 15 No. 2 (2026)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v15i2.58357

Abstract

Students’ low ability to work with graphs remains a problem in physics education. This study aims to apply a multirepresentation approach to improve high school students’ ability to work with kinematic graphs. A quasi-experimental control group design was employed to compare the improvement in students’ abilities between the experimental and control groups at a senior high school in Malang Regency. Students’ ability to work with graphs was measured using a test adapted from the Test of Understanding Graphs in Kinematics (TUGK), consisting of 24 questions grouped into five indicators: (1) directly reading graphs; (2) reading graphs through the interpretation of slope/gradient; (3) reading graphs through the interpretation of the area under the curve; (4) a combination of Indicators 1 and 2; and (5) a combination of Indicators 1 and 3. The analysis results showed that the n-gain value for the experimental class was 0.30 (lower medium), was significantly higher on the  scale compared to the control class value of 0.10 (low). The experimental class also showed superior results across all indicators. For basic skills (indicators 1-3), the experimental class obtained n-gain scores ranging from 0.25 to 0.27 (low-medium), while the n-gain for the control class ranged from 0.13 to 0.23 (low). For indicator 4, the experimental and control class achieved n-gain values of 0.19 and 0.01. Meanwhile, Indicator 5 could not be compared because the n-gain for the control class was undefined. Nevertheless, the achievement of experimental group was still not optimal, particularly regarding students’ tendency to think “what you see is what you get” (WYSIWYG). The results emphasize that multirepresentational instruction should be complemented with tasks that assist students in linking graphical representations to their physical interpretations.
Instrument Test Kinematics: How Velocity and Acceleration Vectors Captured by High School Students Rania Nukhba; Sutopo Sutopo; Hari Wisodo
Kasuari: Physics Education Journal (KPEJ) Vol. 7 No. 2 (2024): December 2024
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/kpej.v7i2.572

Abstract

Vectors in kinematics are rarely highlighted in high school. Even though vectors are the language used by physicists. This study aims to determine the validity and reliability of the test instrument developed and to explore the ability of vectors in kinematics of high school students. The method used in this research is research and development of the 4D model. The developed test instrument for vectors in kinematics is in the form of multiple choice with an arrow direction accompanied by a command to describe the vector and explain the reason for choosing the vector direction. The test instrument covers one- and two-dimensional kinematics topics by highlighting the concepts of velocity and acceleration. Two-dimensional kinematics is divided into constant velocity and increasing velocity. This test instrument consists of thirteen questions with an average point-biserial coefficient of 0.493 and KR-20 of 0.784. Then, this test instrument was used to measure the vector ability in kinematics of high school students with a sample size of sixty-seven students. It was found that most high school students had difficulty in acceleration as two-dimensional vector, acceleration as one-dimensional vector, and velocity as one-dimensional vector with few obstacles. Learning with the method of integrating vectors in kinematics has the possibility to solve this problem.
Learning Based on Central Idea on the Topic of Electrical Circuits to Improve Students' Concept Understanding Rinda Harjuna; Sutopo Sutopo; Nuril Munfaridah
Kasuari: Physics Education Journal (KPEJ) Vol. 7 No. 2 (2024): December 2024
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/kpej.v7i2.781

Abstract

The unstructured pieces of students’ knowledge on electrical circuits cause students to have a diverse understanding of concepts, which will cause difficulties and misconceptions. Therefore, pieces of student knowledge that are still unstructured need to be directed into complete knowledge based on the knowledge possessed by experts through learning based on central ideas on electrical circuit topics. This research aims to improve the ability to understand concepts on electrical circuit topics through the application of central idea-based learning. The research design is one group pretest posttest. The research subjects were 145 junior high school students. The concept understanding test instrument uses the DIRECT test with 12 questions. The instrument used was valid and reliable (α = 0.7). Based on data analysis, it can be concluded that central idea-based learning is effective in increasing students' conceptual understanding as proven by the N-Gain value of 0.84 which is in the high category.
Assessing Assessment of Thermodynamics Concept Understanding: A Systematic Review Delilah Nur Maisyaroh; Sutopo; Parno
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 2 (2025): December 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/kpej.v8i2.942

Abstract

This study presents a systematic review of scholarly articles examining the development of thermodynamics concept assessment tools in physics education from 2010 to 2025. The review aims to analyze the characteristics, scope, and quality of existing instruments while offering guidance for future improvements. Eleven assessment tools were identified and reviewed using a structured protocol aligned with PRISMA and the guidelines of Petticrew & Roberts. The findings reveal a strong reliance on multiple-choice formats and a primary focus on fundamental thermodynamics concepts, chiefly heat, temperature, and the laws of thermodynamics. However, key conceptual areas such as entropy in open systems, real gas behavior, and statistical interpretations of thermodynamic laws are often overlooked. Furthermore, although many instruments report content validation by experts, only a few provide evidence of construct validity or internal consistency. The review recommends that future thermodynamics assessments align with students’ cognitive development, maintain a balance between item depth and efficiency, and include underrepresented conceptual domains. Overall, the review advocates for the creation of more comprehensive and effective assessment tools in the field of thermodynamics.
Co-Authors A. M. Saifullah, A. M. Abdul Hayyi Adila, Agista Sintia Dewi Agita Marsindi Agus Rahayu Agustin Fatmawati Agustini Purwanti Ahmad Taufiq Ahmad Taufiq Akhmad Jufriadi Ali Muhdor Anggy Marthania Tatyanty Putri Anik Asmichatin Any Fatmawati Arif Hidayat ARIF HIDAYAT Arif Hidayat Hidayat Arista Seftiana Asim Asim Asni Wati Bagus Praditya Setyo Nugroho Baihaqi, H K Bambang Sujatmoko Batlolona, John Rafafy Bramastyo Kusumonegoro Bruce Waldrip Cari Cari Ceria May Diana Cikita Bella Nurbaya Daniar Pangastiningasih Etikamurni Delilah Nur Maisyaroh Desella Inna Rahmatina Dewi Nur Azizah Dhidhi Pambudi Dhinar Asri Intantri Diana Zuhro Disman Disman Diyana, T. N. Dwi Haryoto Dwi Kurnila Sari Dwi Kurnila Sari Edy Kurnianto Emi Budiyati Endang Purwaningsih ENI SETYOWATI Enik Setiyawati Enny Istanti Entin Darmawati Eny Latifah, Eny Eri Ariyanti Esa Chory Rizky Ananda F. X. Berek, F. X. Fara Diba Nur Cholifatun Nissa’ Fauzan Sulman GS , Achmad Daengs H. Wisodo, H. Hafid Suyuti Handy Faishal Rahim Handy Faishal Rahim Hari Wisodo, Hari Hary Suswanto Haryani Haryani Heni Pujiastuti Herawati Susilo Hestiningtyas Yuli Pratiwi Hutkemri Zulnaidi I. Rahmawati Ibrohim Ida Bagus Rini Jayanti Ida Bagus Rini Jayanti Imam Maksum Al Maliki Intan Kusumawati Iqbal Bilgrami Biruni Ismi Laili Afwa Jane Koswojo Joni Indra Kadim Masjkur Kurnaz , Mehmet Altan La Jumadin Lia Yuliati Lili Adi Wibowo Lyli Mufidah Mafida Hermawati Maksem Niksoni Late Maria Chandra Sutarja Markus Diantoro Mei Kurniadi Mimi Rohazal Yaumi Mimi Rohazal Yaumi Moch Rachmandany Firmansyah Mochamad Taufiq Mohammad Masykuri Muchammad Akbar Nadhiif Muh. Rozaqul Fadlli Muhamad Bahar Sofiuddin Muhammad Farizqi A.B. Muhammad Ikhbar Ihsan Muhammad Nur Hudha Muizzatul Islamiyah MULYASTUTI, HERLINA Munzil Muslikhun, Alfin Mustikasari, Vita Ria N. Fatmarischa Nanang Winarno Nandang Mufti Nasikhudin Nasikhudin Nataria Wahyuning Subayani Nida Fithrotun Nisa Norry Eka Palupi Nur Akhyar Basri Nur Hidayah Nur Jahan Ahmad Nur Utami Amaliah Nuraini Indrati Nuril Munfaridah, Nuril Nurul Mutowiah Parno Paulus Satria Eda Pebriana, Irvany Nurita Purbo Suwasono Purwaningsih, E. Putri Galuh Ningtiaz Rania Nukhba Ratih Mega Ayu Afifah Retno Cahyaningrum Retno Susanti Reyza Arief Taqwa, Muhammad Ria Wahyu Wijayanti, Ria Wahyu Rinda Harjuna Riri Sarfan Ruchan Sanusi S. Johari S. Zulaikah, S. Saifullah, A. M. Sarah Lutfiah Ardilla Sentot Kusairi Sharona T. Levy Sherly Verlinda Shinta Nuriyah Mahbubiyah Royani Shofi Alawiyah Sifatus Sholikah Silvi Rosiva Rosdiana Siprianus L Angin Siti Zubaidah Siti Zulaikah Slamet Supriyadi Sri Rahmawati Suci Furwati Suci Maulina Suharti Sujito . Sulur Sulur Sumarli, Sumarli Sunaryono Supriana, Edi Supriyono Koes Handayanto Susriyati Mahanal Sutini Sutini Syafi'i Syafi'i Teddy Amin Romansyah Titistyas Gusti Aji Tsania Nur Diyana Tsania Nur Diyana Uulia ‘Iffa Varicha Ulva Verdiana Somi Koten Wahyulia Diah Arum Trisnawati Wanda Indriana Puspita Wartono Wartono Wartono Wartono Widya Rohmawati Wisodo, H. Yessi Affriyenni Yeyehn Dwi Sugara Yohanna Lilis H Yulianti, Erni Zainul Mustofa Zidni Ansori Zulfi Farida Alfianti