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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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Effect of isomorphic problems with feedback to reduce student misconceptions on simple harmonic motion Khusaini, Khusaini; Irawan, Ivan Danar Aditya; Kurniawan, Bakhrul Rizky
Momentum: Physics Education Journal Vol. 9 No. 1 (2025)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v9i1.10048

Abstract

This research aims to investigate the effect of isomorphic problems with feedback to reduce student misconceptions about Simple Harmonic Motion. This study is quantitative research with One Group Pretest-Posttest Design. Respondents were given pretest and posttest using a four-tier diagnostic test instrument. A sample of 33 students from Grade XI IPA was selected using simple random sampling. The treatment involved providing formative assessment based on isomorphic problems with feedback. McNemar's test analysis revealed that 13 indicators had p-value <0.05, which means that Ha is accepted, indicating a significant difference in student misconceptions before and after the treatment. Indicator number 10 had p-value of 0.250 (p≥ 0.05), which means that H0 is accepted, signifying no significant difference in student misconceptions before and after the treatment. DQM analysis showed a decrease in misconceptions with an average effectiveness of 92% (high category). The Wilcoxon test resulted in a p-value of 0.000(p< 0.05), thus Ha is accepted, indicating a significant difference in student conceptions before and after the treatment. The conclusion of this study is that there is a significant difference in student misconceptions before and after the treatment using formative assessment with isomorphic problems and feedback with high effectiveness in reducing misconceptions.
Rasch Analysis of the Force and Motion Conceptual Evaluation Test: Validity and Reliability in Measuring Force and Motion Understanding of Students Basri, Nur Akhyar; Salmah, Ummi; Irawan, Ivan Danar Aditya; Indraloka, Ristanti Mulia; Parno, Parno
Jurnal Pembelajaran Fisika Vol 12, No 1 (2024): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

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

Abstract

Understanding Force and Motion is fundamental in physics education as it forms the basis for more complex concepts and has practical applications in various fields, from engineering to everyday problem-solving. This paper aims at assessing the quality of test questions using the Rasch model to gauge students' understanding of Force and Motion within physics education. The significance of accurately assessing these concepts cannot be overstated, as it ensures that students have a solid foundation for future learning. Adopting a descriptive qualitative approach, the research employed the FMCE (Force and Motion Conceptual Evaluation) test instrument alongside Rasch modelling. The study involved 35 high school students who had covered the Force and Motion curriculum. Analysis with Winstep software (Version 3.65.0) revealed that items 1 and 7 were invalid. The instrument demonstrated commendable reliability, with an item reliability of 0.73. Difficulty level analysis identified five questions as outliers, categorised as either very difficult or very easy. The discrimination analysis confirmed that the instrument effectively differentiated between students who answered correctly and those who did not. Overall, the FMCE exhibited solid validity and high reliability, although some items necessitate revision. The study's limitations, particularly the small sample size, may affect the generalisability of the findings. Despite these limitations, the study provides valuable insights into the assessment of Force and Motion concepts in high school students, though caution is advised when interpreting the results. Future research should consider a larger sample size and diverse educational contexts to enhance the robustness and applicability of the findings.Keywords: Concept understanding, force and motion, high school students, instrument test, Rasch modelDOI: http://dx.doi.org/10.23960/jpf.v12.n1.202404
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.
Exploring the gender gap in physics learning: conceptual understanding of magnetism among indonesian senior high school students Basri, Nur Akhyar; Kusairi, Sentot; Sunaryono; Adam, Dian Awaluddin; Rasyid, Fauziah; Irawan, Ivan Danar Aditya
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 1 (2025): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/cjipf.v12i1.19758

Abstract

Students' conceptual understanding of magnetism has been extensively studied, but limited research focuses on gender-based differences. This study aims to analyze Indonesian senior high school students’ conceptual understanding of magnetism and evaluate the influence of gender. A quantitative approach was applied using a conceptual test adapted from the Magnetism Conceptual Survey (MCS), consisting of ten multiple-choice items covering key concepts. Data from 120 students (57 males and 63 females) were analyzed. The average score was 66.84, which falls into the “Good” category based on predefined scoring intervals. Statistical analysis using the Mann-Whitney test revealed no significant gender difference (p = 0.836), and the effect size was negligible (Cohen’s d ≈ 0.078), indicating the difference was not practically significant. However, some concepts were particularly challenging, such as distinguishing between electric charge and magnetic poles (37.5% correct) and understanding magnetic force (45.8% correct). These findings suggest that while students generally demonstrate a good level of understanding, conceptual difficulties persist regardless of gender. Variations in learning outcomes appear to be influenced more by cognitive and contextual factors, such as item characteristics, spatial visualization skills, and mastery of basic physics concepts, rather than gender itself. Instructional emphasis should therefore prioritize conceptual clarity in these difficult areas over gender-specific strategies.
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.
Students’ Conceptual Understanding And Difficulties On Static Fluids: A Literature Review Irawan, Ivan Danar Aditya; Khusaini, Khusaini; Islamiyah, Muizzatul; Basri, Nur Akhyar; Ardilla, Sarah Lutfiah
Jurnal Phi: Kurnal Pendidikan Fisika & Terapan Vol 12 No 1 (2026)
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/p-jpft.v12i1.30339

Abstract

The research is a literature study that aims to explain students' concept understanding and difficulties in Static Fluid material. The research method uses descriptive qualitative by analyzing Sinta/international conference/Scopus accredited journals. The analysis was conducted on the concepts of hydrostatic pressure, Archimedes' law and Pascal's law. The articles used were 9 articles published between 2019-2023. The results of the analysis show that most of the studies show that the understanding of the concepts in static fluid material is rather low. There are many difficulties experienced by students on the concepts of hydrostatic pressure, Archimedes' law and Pascal's law. Various efforts to improve and overcome the difficulties include the application of guided inquiry learning models, CCBL models, formative assessment in collaborative inquiry learning, and STEM-integrated experimental learning with formative assessment. The profile of understanding and difficulties can be used by teachers as a basis for designing solutions to create more effective learning and designing research to overcome difficulties.
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