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All Journal Pancaran Pendidikan Formatif : Jurnal Ilmiah Pendidikan MIPA
Arif Hidayat
State University of Malang
Humanities Chemistry Education Languange, Linguistic, Communication & Media Physics

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Identifying Of Student’s Creative Thinking Skill In Fluid Dynamics Nadia Darma Putri; Arif Hidayat; Supriyono Koes
Pancaran Pendidikan Vol 7, No 4 (2018)
Publisher : The Faculty of Teacher Training and Education The University of Jember Jember, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (659.926 KB) | DOI: 10.25037/pancaran.v7i3.201

Abstract

Fluid mechanics is studied in many different disciplines. Fluid dynamics as introduced in basic physics includes conservation of momentum or the equation of continuity, Bernoulli’s equation and ideas such as lift and thrus. Fluid dynamics combines concepts from kinematics and dynamics. Studying fluid dynamics requires the ability to connect knowledge from various laws and concepts in physics. The ability to integrate various disciplines in solving a complex problem is needed in this century.  Creative thinking skills are needed to analyze problems, predict solutions, and evaluate results. This research aims to determine student’s creative thinking skills in fluid dynamics. The method that used in research is qualitative descriptive. Subjects were choosen by purposive sampling, based on student’s answers. Data collected from fluid dynamics tests and interviews. The result of this study indicates students who have conceptual understanding on fluid dynamics have high fluency and elaborated levels, but for novelty aspect, students must combine the answers with various scientific disciplines such as biology, engineering and mathematics. While students with low fluency levels are caused by misconceptions on fluid dynamics so students are unable to provide detailed explanations of a case and there is no novelty of the solution given.
Identifying Prospective Physics Teachers' Understanding of Scientific Inquiry Amira Setiyani; Nuril Munfaridah; Arif Hidayat
Formatif : Jurnal Ilmiah Pendidikan MIPA Vol. 16 No. 1 (2026): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v16i1.1659

Abstract

This study aims to investigate the understanding of scientific inquiry among prospective physics teachers' and to identify any gaps between the procedural and philosophical aspects of inquiry. Understanding this profile is uniquely crucial for physics educators, as the discipline's heavy mathematical load often obscures the philosophical nature of science. This qualitative descriptive study involved 27 prospective physics teachers at Malang State University as respondents. The instrument used was the Views About Scientific Inquiry (VASI) questionnaire, which covers eight aspects of scientific inquiry. The analysis reveals a distinct procedural-epistemological gap. Based on the VASI rubric, all participants were categorized as informed on procedural aspects, including question-guided procedures, the impact of procedures on results, the consistency of conclusions with the data, and the synthesis of data with prior knowledge. Conversely, notable naive and mixed views emerged regarding philosophical aspects, particularly regarding the obligation of hypotheses, the myth of a single scientific method, and the role of subjectivity in data interpretation. These findings suggest that participants' prior laboratory experiences may have heavily emphasized technical verification practicums rather than epistemological reflection. Therefore, teacher education programs need to integrate an explicit, reflective instructional approach to the nature of scientific inquiry to equip prospective teachers with a comprehensive understanding of science before entering the professional world.  
Co-Authors Amira Setiyani Nadia Darma Putri Nuril Munfaridah Supriyono Koes