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All Journal English Education and Applied Linguistics Journal (EEAL Journal) Research in Physics Education
Rizal Adimayuda
Institut Pendidikan Indonesia Garut
Humanities Education Languange, Linguistic, Communication & Media Physics Social Sciences

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Identifying senior high school students’ misconception on the momentum and impulse concepts uses three-tier diagnostic test Nurul Sakinah; Irma Fitria Amalia; Rizal Adimayuda
Research in Physics Education Vol 2, No 1 (2023)
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (450.367 KB)

Abstract

The level of understanding of students' learning in studying physics material deserves attention so that things do not happen that are not in accordance with the realm of concepts set by experts. The concept of physics is indeed fun to learn but it is enough to make students feel difficult when learning every material concept. The cause is the abstract concept of physics and its complicated mathematical calculations, especially in the matter of momentum and impulses. Although several studies state that misconceptions in studying physics concepts can be overcome, they do not last long and will definitely happen again. Therefore, this study aims to identify misconceptions among high school students regarding the concept of momentum and impulse. The research method used is descriptive quantitative. The participants in this study were 37 students who were obtained using a purposive sampling technique. The instrument used is the Three-tier diagnostic test which is formulated based on the indicators contained in the school curriculum used. The research data were obtained from the results of an analysis of the answers and patterns of students' answers on the three-tier diagnostic test items. The results of the study showed that it was identified that more than fifty percent of students had misconceptions.
Representing Periodic Motion: A Social Semiotics Analysis ofMultimodal Texts in A University Physics Chapter Asep Ipan Wirayuda; Rizal Adimayuda
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 9 No. 1 (2026): March (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/10pcea11

Abstract

Physics is one of the most demanding content areas for readers because meaning is distributed across words, algebraic symbols, diagrams, and graphs at once. Although social semiotics has been proposed as a framework for understanding how texts differ across disciplines, few studies have applied it in fine detail to an advanced science topic in which several representational modes are woven together within a single explanatory sequence, such as periodic motion. This study aims to describe how a university physics chapter on periodic motion represents its content across semiotic modes and how it positions readers in relation to the discipline. Using a qualitative textual analysis guided by Wilson’s (2011) social semiotics framework, the study examines the ideational and interpersonal functions of the verbal, numeric-symbolic, diagrammatic, and graphical modes used in the chapter “Periodic Motion” from an introductory university physics textbook. The analysis shows that periodic motion is represented through four interdependent modes, each affording a kind of meaning the others cannot supply, while the impersonal, procedure-oriented prose positions the reader as an observer of stable physical relationships rather than as an interpreter constructing personal meaning. These findings extend Wilson’s framework by showing that, within a single scientific topic, multiple privileged modes are interdependent rather than merely co-occurring, with implications for how content area teachers might make these multimodal affordances explicit to students.
Co-Authors Arip Nurahman Asep Ipan Wirayuda Hazrati Ashel Irma Fitria Amalia Lasmita Sari Nurul Sakinah Surya Gumilar