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All Journal Journal of Education and Learning (EduLearn) Tadris: Jurnal keguruan dan Ilmu Tarbiyah Berkala Ilmiah Pendidikan Fisika Vidya Karya Journal of Teaching and Learning Physics JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Ilmiah Pendidikan Fisika Jurnal Pendidikan Fisika dan Keilmuan (JPFK) Jurnal Abdi Masyarakat Indonesia Journal of Environment and Sustainability Education Jurnal Pendidikan MIPA
Aminudin, Adam Hadiana
Universitas Kebangsaan Republik Indonesia
Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Education Engineering Environmental Science Library & Information Science Materials Science & Nanotechnology Physics Public Health Social Sciences Other

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Development of the Physics Practicum Apparatus based on Microcontroller: A Prototype Constructed from Misconceptions of Basic Kinematics Concepts Syamsiah, Endah Nur; Taufani, Muhammad Rizka; Aminudin, Adam Hadiana; Pamungkas, Rahadian Sri; Fadilla, Reno Muhammad; Nabilah, Fatih Najah
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol. 10 No. 2 (2024): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 10 Issue
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/1.10213

Abstract

This research aims to develop a prototype of the P-PAM (Physics Practicum Apparatus based on Microcontroller), specifically designed to address misconceptions in basic kinematics. The method employed for the prototype development follows the ADPT model (Analysis, Design, Prototyping, and Testing). The misconceptions identified during the analysis process include: (1) If the object's position is in the positive coordinate, it indicates that the object is moving forward; (2) The acceleration of an object is proportional to its instantaneous velocity. The practicum apparatus designed to address Misconception 1 is intended to measure the distance of an object, with data processed using Arduino Uno and transmitted to a PC via Bluetooth. The distance data is then processed using Python to generate information regarding distance, velocity, and acceleration, which are displayed in graphs over time. The apparatus for addressing Misconception 2 presents initial and final velocity data, as well as the acceleration of an object rolling past two sensors. The prototype of the first practicum apparatus can generate real-time graphs of position versus time and speed versus time. The second apparatus prototype provides initial velocity, final velocity, and acceleration data. Additionally, the device can demonstrate uniform acceleration for different initial speeds, as the incline is kept constant. There are 7 out of 10 acceleration data that fall within the confidence interval  at the 96% confidence level. The prototype we created can present scientific facts from two misconceptions in basic kinematics material, in addition, our prototype can be used in learning that focuses on conceptual change.
How is Augmented Reality Developed in Physics Education? A Review with NVivo from 2019-2024 Adam Hadiana Aminudin; Endah Nur Syamsiah; Fatih Najah Nabilah; Achmad Samsudin
Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This review aims to identify developments in Augmented Reality (AR) in physics education from 2019-2024 through NVivo analysis. A total of 19 articles from the Scopus database (SJR 2023: 2 (Q1), 6 (Q2), 4 (Q3), and 7 (Not Applicable)) were used in this review and filtered through the prism guide. The focus of this review includes: 1) The Aim; 2) Methods; 3) Participants; 4) Instruments; 5) Analysis; 6) Concept, and; 7) Software or Device. The results of this review explain that: 1) Based on the objective, the application used is AR (89%); 2) The method used is the development method (47%); 3) Most participants are high school students (42%); 4) The instruments used were questionnaires (37%); 5) N-gain analysis is the most widely used analysis (11%); 6) The physics concept used is electricity (16%), and; 7) The software or device used is 3D Blender (16%) and Unity (16%). Thus, we concluded that the development of AR for physics concepts has become interesting research over the last 5 years (2019-2024). The recommendation from this review is that when developing AR in physics learning, especially abstract ones, you can conduct research using development methods and 3D Blender and Unity software.         Keywords: augmented reality, physics education, NVivo analisis.DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp582-600
Development of Predict-Observe-Explain (POE) Strategy Assisted by Rebuttal Texts on Newton's Law Material with Rasch Analysis Samsudin, Achmad; Rusdiana, Dadi; Efendi, Ridwan; Fratiwi, Nuzulira Janeusse; Aminudin, Adam Hadiana; Adimayuda, Rizal
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 6 No 1 (2021): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v6i1.7641

Abstract

This study aimed to develop Predict-Observe-Explain (POE) strategy with refutation text based on Newton's Law. The research design used was 4D (Define, Design, Develop, and Disseminate). The participants consisted of 31 students (15 male students and 16 female students) with an age range of 15-16 years selected from the tenth grade of a public high school in Sukabumi, Indonesia. The instruments used were lesson plan validation sheets and a questionnaire containing 20 statements (11 positive and nine negative statements) with a Likert scale. The scores for positive statements move sequentially from four to one, while the scores for negative statements move sequentially from one to four. The analysis used in this study was the Rasch analysis. As a result, the lesson plan's codes for indicators have an unrevised assessment, while the Language, Concept, Strategy, Objective, and Time codes must be revised. The student responses indicated that all students did not agree with all negative statements, except for S26, S07, S28, and S01. Meanwhile, all students agreed to all positive statements given. Thus, it can be concluded that the POE strategy assisted by rebuttal text can better help students to understand Newton's Law material.
Diagnostic Instruments of Four-Tier Test Work and Energy (FORTUNE) to Identify The Level of Students’ Conceptions Aripiani, Shabrina Khairunnisa; Samsudin, Achmad; Kaniawati, Ida; Novia, Hera; Aminudin, Adam Hadiana; Sutrisno, Asep Dedy; Coştu, Bayram
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 8 No 1 (2023): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v8i1.13524

Abstract

This study aims to develop and examine students' conceptions of Work and Energy in relation to the Indonesian Capital City in East Kalimantan, using the Four-Tier Test of Work and Energy (FORTUNE) Open-Ended. The 4D methodology was followed, involving defining, designing, developing, and disseminating the research. The FORTUNE test, comprising 13 questions, was administered to 70 tenth-grade students (44 girls and 26 boys) aged 15 to 16. Rasch analysis was applied to categorize student responses into seven distinct categories: Sound Understanding (SU), Partial Positive (PP), Partial Neutral (P0), Partial Negative (PN), Misconception (MC), No Understanding (NU), and No Coding (NC). The results revealed that FORTUNE effectively diagnosed students' conceptions, with 61% of responses falling into the Misconception (MC) category, while only 3% were classified as Partial Positive (PP). Notably, students displayed misconceptions in questions of moderate difficulty, as indicated by Rasch analysis. In conclusion, this study successfully developed and implemented the FORTUNE Open-Ended test to assess students' conceptions of Work and Energy in the context of the Indonesian Capital City in East Kalimantan. The findings highlight the prevalence of misconceptions among students, particularly in questions of moderate difficulty. Addressing and rectifying these misconceptions require targeted instructional strategies to foster a deeper and more accurate understanding of the topic. Future research should explore the effectiveness of intervention programs aimed at enhancing students' conceptual understanding of Work and Energy.
Electromotive Forces on Multitier Instruments (EFoMI): Development to measure student misconception with Rasch Eliya, Meisy; Purwianingsih, Widi; Supriatna, Asep; Samsudin, Achmad; Aminudin, Adam Hadiana; Mardiana, Mardiana
Journal of Environment and Sustainability Education Vol. 2 No. 1 (2024)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v2i1.32

Abstract

This research aims to develop Electromotive Forces on Multitier Instruments (EFoMI) in measuring student misconceptions. Method: This development research uses 4D design. Participants in this research were 19 students (10 Females and 9 Males) in one of the Bandung junior high schools. The instruments used are those developed in this research. The Rasch analysis was used to identify the feasibility of EFoMI using WINSTEPS 4.4.5 software which had previously been included in the conceptual categories of Sound Understanding (SU), Partial Positive (PP), Partial Negative (PN), No Understanding (NU), Misconception (MC), and No Coding (NC). Meanwhile, VOSviewer analysis was carried out to look for research trends related to misconceptions. Results: The results show the construct validity and fit statistics which meet all criteria. the reliability of EFoMI, namely 0.82, is in the Very Good category. The difficulty level of EFoMI is evenly distributed, the discrimination in the Very Good category, and no gender bias was detected from EFoMI. The distribution of students' conceptions includes SU= 12%, PP= 4%, PN= 45%, NU= 7%, MC= 27%, and NC=4%. These results have several implications in the field of education. An example is EFoMI's success in identifying student misconceptions, thus it can be an alternative for teachers in developing or identifying student misconceptions. Then, by knowing students' initial conceptions, teachers can develop learning tools that are more focused on student misconceptions and based on data. Likewise, to develop or use teaching materials more effectively by knowing the areas where students often experience misconceptions.
Co-Authors A. Suhandi Achmad Samsudin Adimayuda, Rizal Amalia Weka Gani Amiruddin, Mohd Zaidi Bin Aningsih, Sri Aripiani, Shabrina Khairunnisa Asep Dedi Sutrisno Asep Dedy Sutrisno Asep Supriatna, Asep Bayram Coştu Bilqis, Ayesha Costu, Bayram Didi Teguh Chandra Efendi, Ridwan Eliya, Meisy Endah Nur Syamsiah Fadilla, Reno Muhammad Fanny Herliyana Dewi Fatah Kurniawan Fatih Najah Nabilah Fini Alfionita Umar Fratiwi, Nuzulira Janeusse Hasan Ozgur Kapici Hasan Ozgur Kapici Heni Rusnayati Hera Novia Ida Kaniawati Irwandani Irwandani Itsna Rona Wahyu Astuti Jajang Kunaedi Kusumadewi Kuncoro, Alvina Lina Aviyanti Mardiana Mardiana Masrifah, Masrifah Mr Sjaeful Anwar Muhamad Yusup Muhammad Nurtanto Muhammad Zahran Nabilah, Fatih Najah Nahadi Niki Dian Permana P Nurhanivah, Devi Nurul Azizah NURUL MUFIDA, SHOBRINA Nuzulira Janeusse Fratiwi Pamungkas, Rahadian Sri Rizal Adimayuda Rizka Taufani, Muhammad Shabrina Khairunnisa Aripiani Supriyatman, Supriyatman Syamsiah, Endah Nur Taufani, Muhammad Rizka Ulya, Naily Widi Purwianingsih Yudi Dirgantara Zikriani Ramdhani, Saumi