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All Journal Journal of Education and Learning (EduLearn) Tadris: Jurnal keguruan dan Ilmu Tarbiyah JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Momentum: Physics Education Journal Indonesian Journal of Science and Mathematics Education Journal of Natural Science and Integration Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan Kappa Journal Gravitasi: Jurnal Pendidikan Fisika dan Sains JPPS (Jurnal Penelitian Pendidikan Sains) Journal of Innovation in Educational and Cultural Research Jurnal Pendidikan Fisika dan Sains (JPFS) Smart Society: Community Service and Empowerment Journal Online Learning in Educational Research Jurnal Ilmu Manajemen dan Pendidikan Journal of Coaching and Sports Science Journal of Environment and Sustainability Education
Fratiwi, Nuzulira Janeusse
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Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Journal : Journal of Education and Learning (EduLearn)

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Development of DIGaKiT: identifying students’ alternative conceptions by Rasch analysis model Samsudin, Achmad; Azizah, Nurul; Fratiwi, Nuzulira Janeusse; Suhandi, Andi; Irwandani, Irwandani; Nurtanto, Muhammad; Yusup, Muhamad; Supriyatman, Supriyatman; Masrifah, Masrifah; Aminudin, Adam Hadiana; Costu, Bayram
Journal of Education and Learning (EduLearn) Vol 18, No 1: February 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i1.20970

Abstract

Alternative conceptions become obstacles in physics. However, it is difficult to find instruments that can identify students' alternative conceptions, especially in gases kinetic theory (DIGaKiT). The purpose of this research was to development of diagnostic instrument of DIGaKiT in identifying students’ alternative conceptions by Rasch analysis model. The research method used the defining, designing, developing, and disseminating (4D). The samples are 31 students (12 male students and 19 female students, their ages were typically 16 years old) at one of the senior high schools at Belitung. Rasch analysis was used to identify the validity, reliability, and distribution of students' alternative conceptions. The result is that the level of validity and reliability of the instrument is in a good category. Meanwhile, alternative conceptions of the kinetic theory of gases can be identified in all questions, and the questions with the highest alternative conceptions are questions with code Q11 (77%) and the lowest are questions with codes Q1, Q5, and Q6 (4%). Therefore, teachers must design learning processes that can reduce students’ alternative conceptions of the kinetic theory of gases material.
Unveiling students’ conceptions of hydrostatic pressure: a cross-sectional analysis Amiruddin, Mohd Zaidi; Suhandi, Andi; Fratiwi, Nuzulira Janeusse; Nurdini, Nurdini; Samsudin, Achmad; Costu, Bayram
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.23710

Abstract

This study investigates students’ conceptions of hydrostatic pressure, aiming to identify misconceptions (MC) and differences in understanding based on gender. A quantitative method with a cross-sectional study approach was used as the design in this study to explore and measure characteristics involving 186 students with an average age of 17-18 years from three provinces in Indonesia. Data were obtained using a Four-Tier Test to explore students’ scientific understanding, MC, and ignorance of hydrostatic pressure. A gender-based differential item functioning (DIF) analysis was also conducted to evaluate any potential bias in concept understanding between male and female students. The results showed that MC about factors affecting hydrostatic pressure were prevalent among students, for example: i) believing that hydrostatic pressure is independent of depth; ii) thinking that fluid type does not affect it; and iii) assuming that gravity has no impact. These findings highlight the need for targeted interventions to address these fundamental MC. DIF analysis showed a significant variation in understanding between genders, where male students tended to show better results on several aspects of scientific conceptions (SCs). These results highlight the necessity for mapping students’ initial conceptions before teaching, to enable the development of targeted instructional strategies aimed at addressing MC and improving understanding of critical physics concepts such as hydrostatic pressure.
Co-Authors A. Suhandi Abdurrahaman, Dudung Achmad Samsudin Adimayuda, Rizal Agus Setiawan Agus, Herdiansyah Al-Akbari, Sabah Amarulloh, Reza Ruhbani Aminudin, Adam Hadiana Amiruddin, Mohd Zaidi Amiruddin, Mohd Zaidi Bin Arifiyanti, Fitria Bin Amiruddin, Mohd Zaidi Binar Kurnia Prahani Costu, Bayram E. Suhendi Efendi, Ridwan Eki Nugraha Ersandi, Dedi Faizin, Mohammad Noor Fanni Zulaiha Firmanul Catur Wibowo Gani, Amalia Weka Hadi Nasbey Hera Novia Iqbal, Nur Habib Muhammad Irvani, Asep Irvan Irwandani Irwandani Kapıcı, Hasan Özgür Kodir, Solehkun Lina Aviyanti Masrifah, Masrifah Muhamad Yusup Muhammad Nurtanto Muhtarudin Muhtarudin Nanang Dwi Ardi Nawas, Abu Ningsih, Dena Tresna Nur Endah Susilowati Nurdini Nurdini, Nurdini NURUL AZIZAH Purwanto, Muhammad Guntur Saputra, M. Reza Dwi Selly Feranie Simbolon , Gilbert Hugo T. Sözbilir, Mustafa Suharto Linuwih SULIYANAH SULIYANAH Suminar, Iin Supriyatman, Supriyatman Taufik Ramlan amalis Tian Kurniawan Zahran, Muhammad