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All Journal PROSIDING SEMINAR NASIONAL Jurnal Materi dan Pembelajaran Fisika Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Ganendra: Majalah IPTEK Nuklir Jurnal Sains Materi Indonesia Berkala Fisika Indonesia : Jurnal Ilmiah Fisika, Pembelajaran dan Aplikasinya Jurnal Riset dan Kajian Pendidikan Fisika Jurnal Pendidikan Fisika Indonesia PROSIDING : Seminar Nasional Fisika dan Pendidikan Fisika Jurnal Pendidikan Fisika FKIP UM Metro Gema Pendidikan Journal of Aceh Physics Society Edufisika: Jurnal Pendidikan Fisika Omega: Jurnal Fisika dan Pendidikan Fisika JITEK (Jurnal Ilmiah Teknosains) Jurnal Penelitian Pembelajaran Fisika Science and Technology Indonesia Jurnal Pertanian Terpadu Indonesian Journal of Science and Education Faktor Exacta Spektra: Jurnal Fisika dan Aplikasinya ORBITA: Jurnal Pendidikan dan Ilmu Fisika JPF : JURNAL PENDIDIKAN FISIKA Jurnal Kumparan Fisika Jurnal Sains dan Teknologi Indonesian Review of Physics (IRiP) International Journal of Educational Management and Innovation (IJEMI) Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Journal of Novel Engineering Science and Technology Jurnal Genesis Indonesia Jurnal Material dan Energi Indonesia Lontar Physics Today Jurnal Penelitian Pendidikan Indonesia JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Jurnal Pengabdian Masyarakat Ilmu Pendidikan
Moh. Toifur
Ahmad Dahlan University
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Social Sciences Veterinary Other

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EXPLORING SENIOR HIGH SCHOOL STUDENTS’ MISCONCEPTIONS IN NEWTONIAN MECHANICS: A QUALITATIVE INVESTIGATION Rodika Utama; Okimustava; Moh. Toifur; Nurlailah
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 5 No. 4 (2025): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v5i4.3959

Abstract

Newtonian mechanics remains a fundamental yet conceptually challenging domain for high school students. Numerous studies have shown that students consistently hold alternative conceptions that contradict scientific understanding, particularly in relation to Newton’s laws of motion. This study aimed to explore senior high school students’ misconceptions in Newtonian mechanics through a qualitative investigation. Data were collected from 28 Grade 11 students in an Indonesian high school using open-ended diagnostic tests, semi-structured interviews, and classroom observations. Thematic coding identified four major categories of misconceptions: inertia, force–motion relationships, action–reaction interactions, and free-body diagram representations. Among these, misconceptions of Newton’s third law were the most dominant, with the majority of students believing that the object with greater mass exerts a greater force during interaction. Inertia misconceptions, such as the belief that motion requires continuous force, were also widespread. The findings confirm that students’ misconceptions are robust cognitive frameworks reinforced by everyday experiences and traditional teaching practices. Pedagogically, the results highlight the importance of incorporating inquiry-based learning, multiple representations, and cognitive conflict strategies to promote conceptual change. This study contributes to the literature on physics education by providing context-specific insights into persistent misconceptions in Newtonian mechanics and suggesting implications for more effective teaching practices.
Developing Nila Larasati Aquaculture for Economic Strengthening of the Muhammadiyah Farmers' Congregation in Sedayu Toifur, Moh.; Okimustava, Okimustava; Kusumaningtyas, Dian Artha; Utami, Listiati Budi; Hanafi, Yahya
Jurnal Pengabdian Masyarakat Ilmu Pendidikan Vol. 4 No. 1 (2025): Mei 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmip.vol4iss1pp65-79

Abstract

The cultivation of Nila Larasati tilapia in Argorejo Village, Sedayu, Bantul, was carried out through a multiyear community service program by Ahmad Dahlan University in collaboration with the Rejo Ayu Fish Farmers Group. The program included pond construction, seed selection, stocking, and maintenance. Two ponds (4×5×2 m³ and 3×7×2 m³) were built on a 100 m² backyard, protected by a 2-meter galvanized fence and shading nets to prevent predators. A total of 3,000 fingerlings were stocked at around 200 fish/kg and fed twice daily. After three months, the fish reached market size (8–9 fish/kg), producing 300–320 kg per cycle and generating IDR 8.4–9.6 million in gross income at prices of IDR 28,000–30,000/kg. This shows successful adoption of aquaculture technology and improved community capacity. However, issues like predation by Varanus salvator and limited stocking due to financial constraints remain. To improve productivity and sustainability, future programs should enhance biosecurity and expand access to micro financing.
MAPPING MISCONCEPTIONS OF SENIOR HIGH SCHOOL STUDENTS IN PHYSICS: A QUALITATIVE PERSPECTIVE Utama, Rodika; Moh. Toifur; Carissa Viola Putri Alfian; Nisrina Karimah
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 4 No. 10 (2025): SEPTEMBER
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijset.v4i10.1195

Abstract

Misconceptions in physics represent a persistent barrier in students’ learning processes, influencing how they interpret and apply fundamental principles. These misconceptions are often robust, deeply rooted in everyday experiences, cultural beliefs, or misleading linguistic expressions, making them resistant to traditional forms of instruction. The present study aims to map senior high school students’ misconceptions across a wide range of core physics topics—including mechanics, energy, waves, and optics—through a qualitative lens. The research employed a four-tier diagnostic test and semi-structured interviews administered to 45 eleventh-grade students from a public high school in South Tangerang, Indonesia. The diagnostic test allowed for the identification of misconceptions by probing students’ answers, reasoning, confidence levels, and justifications, while follow-up interviews provided deeper insights into students’ thought processes. Data were analyzed thematically to classify the most dominant misconceptions and to uncover the underlying reasoning patterns that sustain them. Findings revealed that the most prevalent misconceptions were associated with Newton’s third law, where students believed that action and reaction forces cancel each other out; with energy conservation, where energy was perceived as a consumable entity that “runs out”; with sound propagation, where students assumed sound could travel in a vacuum; and with optics, particularly shadow formation, where students believed that light rays could stop or bend arbitrarily in space. These misconceptions were not isolated errors but rather formed coherent alternative frameworks that strongly influenced students’ conceptualizations. The implications of this study are twofold. First, mapping misconceptions across different physics domains provides a comprehensive overview of the conceptual challenges faced by students, which can inform teachers’ pedagogical strategies. Second, the results emphasize the need for instructional approaches that combine multiple representations—verbal, graphical, and experimental—along with inquiry-based activities that explicitly challenge students’ existing ideas. Such approaches are expected to foster conceptual change and support students in developing a more scientifically accurate understanding of physics.
Investigating Senior High School Students’ Conceptual Understanding of Heat and Temperature: A Qualitative Analysis in Physics Education Utama, Rodika; Toifur, Moh.; Ishafit, Ishafit; Okimustava, Okimustava
Jurnal Pendidikan Fisika FKIP UM Metro Vol 13, No 2 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/jpf.v13i2.14137

Abstract

The distinction between heat and temperature is fundamental in physics learning, yet it remains a persistent source of student misconceptions. Many learners interpret heat as a tangible substance stored within an object or assume that temperature is equivalent to the amount of heat possessed. Such misunderstandings hinder the development of deeper concepts in thermodynamics and energy transfer. This study aims to investigate senior high school students’ conceptual understanding of heat and temperature through a qualitative lens. The research involved 30 Grade XI students from a public high school in Indonesia. Data were collected using a conceptual diagnostic test followed by semi-structured interviews that probed students’ reasoning about everyday thermal phenomena. Thematic analysis was applied to categorize misconceptions and identify underlying reasoning models. Findings revealed four dominant patterns: (1) the substance model of heat, where students described heat as a material that flows from hot to cold bodies; (2) the equation model of temperature, in which temperature was mistakenly treated as the total amount of heat; (3) the cold transfer misconception, where students believed coldness itself moves from one body to another; and (4) the size–temperature confusion, where larger objects were assumed to always have higher temperature. These conceptions align with reports in international literature, indicating the universal nature of such difficulties. The study underscores the value of qualitative exploration for uncovering the reasoning behind misconceptions, not merely their frequency. Implications for teaching include the use of particle-level representations, predict–observe–explain activities, and simple calorimetry experiments to help students reconstruct scientifically accurate models of heat and temperature.
Co-Authors . Ridwan A, NURAMALIA Adi Jufriansah Adi, Rusli Agil, Mazani Azizan Aliyah Chaliq, Marhamatul Arief Hermanto Arief Hermanto Ayu Lusiyana, Ayu Azizah, Annisa Nur Azmi Khusnani Bayu Setiawan Carissa Viola Putri Alfian Choirul Huda Danurdara Setiamukti Darsono . Deswitan Deswitan Dian Artha Kusumaningtyas Didin S Winatapura Dwi Sulisworo Effilia Allun Jaladri Efi Kurniasari Eko Susanto Erwin Prasetyo Ety Dwiastuti Fardanti, Aribah Chika Fatkhur Rohman Fayakun Muchlis Fiqry, Rizalul Hajatulloh, Ridlo Halleyna Widyasari Hamzah Hamzah Haris Rosdianto Hindaresmi Hindaresmi Irfan Rosyadi Irnin Agustina Dwi Astuti Irnin Agustina Dwi Astuti Irnin Agustina Dwi Astuti, Irnin Agustina Dwi Ishafit Ishafit Ishafit Ishafit Ishafit Ishafit Islamiyati, Rizka Nuzul Jaafar, Rosly Jarot Suseno Jayati Jayati Kamsul Abraha Kamsul Abraha Leni Leni M Taufiqurrahman M. Safrudin M. Taufiqurrahman Matavani, Heru Miftahus Surur, Miftahus Moh. Irma Sukarelawan Muchairah Haji Hasan Muchlis, Fayakun Muhammad Faisal Muhammad Ihsan Ningrum, Rr. Sinta Kusuma Nisrina Karimah Nur Hamida Siregar NURAMALIA A Nurlailah O, OKIMUSTAVA Okimustava Okimustava Okimustava PRASETYO, ERWIN Prayoto Prayoto Putri, Siti Zahra Helmania Rahayu, Fatonah Rahayu, Natika Rahmatika, Zulfa ‘Amalia Ria Asep Sumarni Ria Asep Sumarni, Ria Asep Ridwan Ridwan Ridwan Ridwan Ridwan Ridwan Rismawan Rismawan Rismawan Rismawan Rizka Nuzul Islamiyati Rodika Utama Rosly Jaafar Rr. Sinta Kusuma Ningrum Rusli Adi Rusli Irwanto Safirudin . SATRIYAS ILYAS Saumarachmawati, Putri Ani Setiawan, Indra Budi Silvia Laeli Singgih, Suwito Siregar, Nur Hamida Sugiyanto Sugiyanto Sujatmoko Sujatmoko Sujatmoko Sujatmoko Sujatmoko Sujatmoko Suparwoto Suparwoto Suparwoto Suparwoto Supriyana Supriyana Suryandari Suryandari Thoha Firdaus Toni Kus Indratno Tono Wibowo Trisna Avi Listyaningrum Utama, Rodika Utami, Listiati Budi Venty Aghnani Nurhamidy Warnaningtyas, Murtiatmi Wijanarka, Willi Anindita Willi Anindita Wijanarka Wisnu Ari Adi Y. Pramudya, Y. Yahya Hanafi Yoga Budi Bhakti Yudhiakto Pramudya Yuli Hastiani Yuni Latifah Zahra, Siti Zahra Helmalia Putri