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All Journal AMPLITUDO: Journal of Science & Technology Innovation International Journal of Science Education and Science
Kurnia Julianti Arni
University of Mataram
Agriculture, Biological Sciences & Forestry Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Education Materials Science & Nanotechnology Physics

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I Identification of Prospective Physics Teacher's Misconceptions of Temperature and Heat concept Using the Three Tier Test: England Ahmad Busyairi; Rizky Munandar; Putu Ayas Dita Apsari; Atika Wahyuni; Nurhasanah Nurhasanah; Kurnia Julianti Arni; Zahratul Walihah; Muhammad Hendri Diarta
AMPLITUDO : Journal of Science and Technology Inovation Vol. 1 No. 2 (2022): August
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v1i2.9

Abstract

This study aims to identify the misconception profile of prospective physics teachers (respondents) on the material of temperature and heat. This research is quantitative descriptive research. As many as 25 prospective physics teachers as respondents in this study. The research data was taken using a three-tier test instrument in the form of multiple choice questions with open reasons. The results showed that as many as 58.73% of respondents experienced misconceptions and only 30.82% of respondents understood the concept. Most of the misconceptions occur in the concept of thermal equilibrium. As many as 61.90% of respondents experienced misconceptions about this concept. In addition, many misconceptions occur in differentiating the concepts of temperature, heat, and thermal energy. A total of 59.53% of respondents experienced misconceptions about this concept. the average respondent has not understood the substance of the difference between the concepts of temperature, heat, and thermal energy. Many of them equate to the concept of heat and thermal energy of an object. respondents also do not seem to be very able to distinguish the boundaries between the concept of temperature and the concept of thermal energy.
Systematic Review of Research Trends on Critical Thinking Skills in Physics Learning Kurnia Julianti Arni
International Journal of Science Education and Science Vol. 2 No. 1 (2025): March
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/ijses.v2i1.262

Abstract

This study aims to analyze the research trends of critical thinking skills in physics learning indexed by Google Scholar during the period 2015-2024. Critical thinking skills are an important competency in physics and science education in the 21st century because of its ability to improve conceptual understanding and solve complex problems. Using descriptive methods and bibliometric analysis through VOSviewer software, this study identified patterns and trends in 1,000 indexed documents. The results showed that there was a significant increase in the number of publications related to critical thinking skills, especially in the application of problem-based learning (PBL) and the use of technology in learning. In 2023, the number of publications peaked before declining in 2024. This study also identified six dominant types of publications, with scientific articles being the most widely published. The main keywords that emerged in this trend include "PBL" "critical thinking skills", and "model". These findings are expected to provide insight into the development of research and innovation needed to improve students' critical thinking skills in the future.
Co-Authors Ahmad Busyairi, Ahmad Atika Wahyuni Muhammad Hendri Diarta Nurhasanah Nurhasanah Putu Ayas Dita Apsari Rizky Munandar Zahratul Walihah