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All Journal Jurnal Pendidikan Fisika FKIP UM Metro Edufisika: Jurnal Pendidikan Fisika Vidya Karya JPF : JURNAL PENDIDIKAN FISIKA Jurnal Ilmiah Mandala Education (JIME) Kasuari: Physics Education Journal (KPEJ) Jurnal Kajian Pendidikan IPA International Journal of STEM Education for Sustainability Jurnal Literasi Pendidikan Fisika (JLPF) Jurnal Pembelajaran Fisika Journal of Advanced Sciences and Mathematics Education Journal of Educational Sciences Jurnal Pengabdian Masyarakat Profesi Guru
Riskan Qadar, Riskan
Prodi Pendidikan Fisika, FKIP Universitas Mulawarman
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Perbandingan Efektivitas Model Pembelajaran Problem Based Learning dan Project Based Learning Ditinjau dari Aspek Kemampuan Berpikir Kritis Peserta Didik SMA Negeri 4 Samarinda Aryaputra, Akmal Raiky; Qadar, Riskan; Subagiyo, Lambang; Zulkarnaen
Jurnal Literasi Pendidikan Fisika (JLPF) Vol. 6 No. 2 (2025): November
Publisher : Program Studi Pendidikan Fisika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/jlpf.v6i2.5217

Abstract

Kemampuan berpikir kritis merupakan salah satu keterampilan abad ke-21 yang penting dikembangkan dalam pembelajaran fisika. Penelitian ini bertujuan membandingkan efektivitas model pembelajaran Problem Based Learning (PBL) dan Project Based Learning (PjBL) ditinjau dari aspek kemampuan berpikir kritis peserta didik kelas XI SMA Negeri 4 Samarinda. Metode yang digunakan adalah quasi eksperimen dengan desain nonequivalent control group. Sampel terdiri dari dua kelas eksperimen (PBL dan PjBL) serta satu kelas kontrol, masing-masing berjumlah 34 peserta didik. Instrumen berupa tes pilihan ganda berjumlah 25 soal dengan reliabilitas 0,606. Hasil uji Wilcoxon Signed Rank menunjukkan peningkatan signifikan dalam semua kelas (p < 0,05), dan uji Mann-Whitney U menunjukkan tidak ada perbedaan signifikan antara PBL dan PjBL (p = 0,575), meskipun keduanya secara signifikan terdapat perbedaan dengan kelas kontrol. Temuan ini menunjukkan bahwa baik PBL maupun PjBL memiliki efeknya yang sama terhadap kemampuan berpikir kritis peserta didik.
Analysis of Geometric Optics Misconceptions in Physics Pre-Service Teachers Based on a Four-Tier Test Reviewed by Gender and School Origin Dakhi, Grecellia Mei Magdalena; Qadar, Riskan; Syam, Muliati
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.761-773

Abstract

Misconceptions in geometric optics are a fundamental problem in physics education, particulary among pre-service teachers responsible for transmitting scientific concepts. Previous studies have mainly focuseed on general misconseptions and rarely integrated gender and school origin variables into a comprehensive analysis, especially in the context of pre-service physics teachers. This study aims to map the profile of understanding and misconceptions of geometric optics among pre-service teachers, while also examining differences based on gender and school origin. The method used is quantitative descriptive, involving 37 Physics Education students. Data were collected using a Four-Tier Diagnostic Test and analyzed through concept percentages and difference tests (t-test and Mann–Whitney). Results indicate that 66.14% of students were in the concept understanding category, while 19.86% had strong misconceptions, especially on the subconcept of concave mirrors. Descriptively, female students and students from urban areas showed higher understanding than male students and students from rural areas, although no statistically significant differences were found. These results expand the literature on optical misconceptions by revealing conceptual patterns influenced by students' background characteristics. These results highlight the need for adaptive learning strategies, including visual-spatial approaches and interactive simulations.
Development of a rule-based adaptive four-tier diagnostic quiz system for identifying misconceptions in geometrical optics Luqman, Muhammad; Irsyad, Akhmad; Supriyanto, Muhammad Ibadurrahman Arrasyid; Qadar, Riskan
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.1056

Abstract

Background: Misconceptions in geometric optics remain persistent, including among prospective physics teachers, and are often difficult to detect using conventional assessments that focus only on final answers. Although four-tier diagnostic tests provide deeper conceptual information, their implementation is generally static and may reduce assessment efficiency. Aims: This study aimed to develop and evaluate a rule-based adaptive four-tier diagnostic quiz system capable of identifying misconceptions more efficiently while maintaining stable diagnostic classifications. Method: The study employed a research and development approach using the ADDIE model. A web-based adaptive diagnostic was developed by integrating a four-tier scoring scheme with transparent rule-based adaptive decisions. The platform was tested on 36 prospective physics teacher students. Data were analyzed descriptively to examine adaptive test length, diagnostic pathways, and classification stability. Results: The adaptive system reduced the average test length from 15 static items to 11.5 items, representing an efficiency gain of 23.3%. A total of 77.8% of participants reached diagnostic stability before the maximum item limit, and the classification consistency rate reached 83.3%. The system also revealed variations in misconception patterns across topics, with concave mirror concepts showing the highest proportion of strong misconceptions. Conclusion: The rule-based adaptive four-tier system improved diagnostic efficiency while maintaining stable classification outcomes. The transparent adaptive mechanism makes the system suitable for formative diagnostic assessment in physics education, although further studies with larger samples are recommended.
Co-Authors Abdul Hakim Agusningtyas, Dwi Anggraynie, Rosytha Tri Aprillia, Aprillia Aryaputra, Akmal Raiky Dakhi, Grecellia Mei Magdalena Damayanti, Puardmi Debora, Marely Corlyna Dinurrohmah, Syayidah Dita, Sukma Pra Efwinda, Shelly Farah Erika Farida, Saphira Devina Widya Putri Fitri, Muhammad Fauzan Haerani, Rosita Putri Rahmi Hajrah Hajrah, Hajrah Hartati, Yuli Irsyad, Akhmad Laili Komariyah, Laili Lambang Subagiyo Muhammad Junus Muhammad Luqman Muliati, Muliati Nasya, Alna Nur Apriliani, Fina Nurseptiani, Syifa Nurul Fitriyah Sulaeman, Nurul Fitriyah Riski Amalia, Riski Rohali, Putri Alayda Sari, Yurista Sukmawati Sukmawati Sulaeman, Nurul Fitriah Supriyanto, Muhammad Ibadurrahman Arrasyid Thesarah, Ravena Hardyanti Usada, Nur Iqlima Wati, Asma Wisutama, Remanda Arya Zeni Haryanto Zulkarnaen Zulkarnaen Zulkarnaen