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All Journal Jurnal Pembelajaran Fisika Phi : Jurnal Pendidikan Fisika dan Terapan Momentum: Physics Education Journal JPF : JURNAL PENDIDIKAN FISIKA COMPTON: Jurnal Ilmiah Pendidikan Fisika
Irawan, Ivan Danar Aditya
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Earth & Planetary Sciences Education Engineering Physics Other

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Journal : JPF : JURNAL PENDIDIKAN FISIKA

 1 
Analysis of Concept Understanding Test Items on Static Fluid Material Using Rasch Model Irawan, Ivan Danar Aditya; Indraloka, Ristanti Mulia; Basri, Nur Akhyar; Salmah, Ummi; Parno, Parno
Jurnal Pendidikan Fisika Vol 13, No 1 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i1.15687

Abstract

Conceptual understanding is a vital component in physics education, particularly for static fluid concepts, which are often sources of misconceptions among students. Common misunderstandings include incorrect interpretations of hydrostatic pressure and Pascal's law. This study aims to develop and analyze a conceptual understanding test instrument for static fluid materials using the Rasch Model. A descriptive quantitative research design was employed, involving 75 eleventh-grade students from three high schools in Lumajang and Malang, selected through cluster random sampling. The instrument comprised 16 multiple-choice questions based on eight conceptual indicators and underwent expert validation by two physics teachers. Data were analyzed using the Winstep application to assess validity, reliability, difficulty level, and item discrimination. The results revealed that 12 out of 16 test items met the validity criteria, with an expert validation score of 98.3% categorized as "very valid." Item reliability was rated at 0.96 (very good), while person reliability was 0.47 (very poor), indicating significant variations in student responses. The difficulty levels were balanced: 2 very easy items, two easy items, five moderate items, one difficult item, and two very difficult items. Discrimination analysis grouped respondents into two categories and items into seven distinct groups, showcasing the instrument's effectiveness in identifying variations in student understanding. In conclusion, the developed instrument is valid and reliable for assessing students' conceptual understanding of static fluid topics. The study highlights the need for further validation with larger and more diverse samples to enhance the instrument's applicability across broader educational contexts. 
Development of a Computer-Based Interactive Video Formative Feedback to Improve Students' Conceptual Understanding of Static Fluid Irawan, Ivan Danar Aditya; Kusairi, Sentot; Khusaini, Khusaini; Basri, Nur Akhyar; Dahlan, Ahmad
Jurnal Pendidikan Fisika Vol 13, No 2 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i2.17899

Abstract

Physics education, particularly in static fluid concepts, often suffers from students' low conceptual understanding due to the limited availability of tailored formative feedback. To address this issue, this study aimed to develop and validate a computer-based interactive-video formative feedback model that supports independent learning and improves students' comprehension of static fluids. Employing the 4D Research and Development model (Define, Design, Develop, and Disseminate), the study focused on the first three stages and involved 128 high school students. The validity of the media was assessed by content and media experts, yielding high validity scores (97% for content and 93% for media). A practicality test showed an 83% approval rate, indicating strong usability and relevance for classroom and independent use. Effectiveness was further assessed through pretest and posttest analysis using the Wilcoxon and N-Gain tests. Results demonstrated a statistically significant improvement in students' conceptual understanding (p 0.001), although the N-Gain value of 0.27 classified the effectiveness as low. Despite this limitation, students responded positively to the interactive format, citing increased engagement and clarity. The novelty of this study lies in integrating isomorphic questions with animated feedback and audio explanations in an interactive video format tailored to students' interests. This research contributes to physics education by offering a practical, validated digital tool that enhances formative assessment practices and provides a foundation for future improvements in instructional media for abstract topics like static fluid.
Analysis of Concept Understanding Test Items on Static Fluid Material Using Rasch Model Irawan, Ivan Danar Aditya; Indraloka, Ristanti Mulia; Basri, Nur Akhyar; Salmah, Ummi; Parno, Parno
Jurnal Pendidikan Fisika Vol. 13 No. 1 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i1.15687

Abstract

Conceptual understanding is a vital component in physics education, particularly for static fluid concepts, which are often sources of misconceptions among students. Common misunderstandings include incorrect interpretations of hydrostatic pressure and Pascal's law. This study aims to develop and analyze a conceptual understanding test instrument for static fluid materials using the Rasch Model. A descriptive quantitative research design was employed, involving 75 eleventh-grade students from three high schools in Lumajang and Malang, selected through cluster random sampling. The instrument comprised 16 multiple-choice questions based on eight conceptual indicators and underwent expert validation by two physics teachers. Data were analyzed using the Winstep application to assess validity, reliability, difficulty level, and item discrimination. The results revealed that 12 out of 16 test items met the validity criteria, with an expert validation score of 98.3% categorized as "very valid." Item reliability was rated at 0.96 (very good), while person reliability was 0.47 (very poor), indicating significant variations in student responses. The difficulty levels were balanced: 2 very easy items, two easy items, five moderate items, one difficult item, and two very difficult items. Discrimination analysis grouped respondents into two categories and items into seven distinct groups, showcasing the instrument's effectiveness in identifying variations in student understanding. In conclusion, the developed instrument is valid and reliable for assessing students' conceptual understanding of static fluid topics. The study highlights the need for further validation with larger and more diverse samples to enhance the instrument's applicability across broader educational contexts. 
Development of a Computer-Based Interactive Video Formative Feedback to Improve Students' Conceptual Understanding of Static Fluid Irawan, Ivan Danar Aditya; Kusairi, Sentot; Khusaini, Khusaini; Basri, Nur Akhyar; Dahlan, Ahmad
Jurnal Pendidikan Fisika Vol. 13 No. 2 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i2.17899

Abstract

Physics education, particularly in static fluid concepts, often suffers from students' low conceptual understanding due to the limited availability of tailored formative feedback. To address this issue, this study aimed to develop and validate a computer-based interactive-video formative feedback model that supports independent learning and improves students' comprehension of static fluids. Employing the 4D Research and Development model (Define, Design, Develop, and Disseminate), the study focused on the first three stages and involved 128 high school students. The validity of the media was assessed by content and media experts, yielding high validity scores (97% for content and 93% for media). A practicality test showed an 83% approval rate, indicating strong usability and relevance for classroom and independent use. Effectiveness was further assessed through pretest and posttest analysis using the Wilcoxon and N-Gain tests. Results demonstrated a statistically significant improvement in students' conceptual understanding (p < 0.001), although the N-Gain value of 0.27 classified the effectiveness as low. Despite this limitation, students responded positively to the interactive format, citing increased engagement and clarity. The novelty of this study lies in integrating isomorphic questions with animated feedback and audio explanations in an interactive video format tailored to students' interests. This research contributes to physics education by offering a practical, validated digital tool that enhances formative assessment practices and provides a foundation for future improvements in instructional media for abstract topics like static fluid.
Teachers’ Perspectives on Students’ Conceptual Difficulties in Magnetism: Challenges and Instructional Implications Basri, Nur Akhyar; Kusairi, Sentot; Sunaryono; Irawan, Ivan Danar Aditya; Sanusi, Dirga Kaso
Jurnal Pendidikan Fisika Vol. 13 No. 3 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/w21dyv67

Abstract

Magnetism is a fundamental component of physics education that underpins both scientific literacy and technological innovation. Yet, research consistently shows that students struggle to achieve a deep conceptual understanding of this topic. Persistent misconceptions, particularly in visualizing three-dimensional vector relationships and applying the right-hand rule, hinder students’ ability to transfer knowledge to novel contexts. Addressing these difficulties requires not only innovative instructional media but also insights from teachers who directly observe and manage such challenges in classroom practice. This study aimed to explore high school physics teachers’ perspectives on the difficulties of teaching magnetism and their interpretations of students’ learning barriers. Using a qualitative descriptive design, data were collected through semi-structured interviews with three teachers from different regions of Indonesia, each with four to seven years of teaching experience. Thematic analysis of the interview transcripts revealed two major findings: teachers reported significant limitations in instructional resources, which restricted their ability to dynamically depict vector orientations and forces; and students were observed to rely on rote memorization, struggle with spatial visualization, and confuse the applications of the right-hand rule in different contexts. These results highlight the intersection of pedagogical and cognitive barriers, showing how inadequate media directly contributes to persistent student misconceptions. The novelty of this study lies in foregrounding teachers’ experiences, thereby filling a gap in the literature that has predominantly focused on student-centered analyses. The conclusions emphasize the need for interactive, spatially explicit media, supported by structured pedagogical guidance, to strengthen magnetism learning. This study contributes to physics education by integrating teachers’ perspectives into efforts to design feasible and effective instructional interventions.
Co-Authors Adam, Dian Awaluddin Ahmad Dahlan Ardilla, Sarah Lutfiah Basri, Nur Akhyar Indraloka, Ristanti Mulia Islamiyah, Muizzatul Kurniawan, Bakhrul Rizky Parno Parno Rasyid, Fauziah Salmah, Ummi Sanusi, Dirga Kaso Sembiring, Rinawati Sentot Kusairi Siti Helmyati Sunaryono