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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 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
Unknown Affiliation
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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Breaking Misconceptions: Technology-Integrated MORE Model for Meaningful Learning of Momentum and Impulse Adimayuda, Rizal; Suhandi, Andi; Samsudin, Achmad; Suhendi, Endi; Setiawan, Agus; Fratiwi, Nuzulira Janeusse
Online Learning In Educational Research (OLER) Vol 5, No 1 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i1.606

Abstract

Misconceptions in physics, particularly in topics like momentum and impulse, pose significant barriers to meaningful learning, as students often rely on everyday experiences that contradict scientific principles. Addressing these misconceptions is crucial for improving students’ understanding and application of physics concepts in real-world contexts. This study examines the effectiveness of the Technology-Integrated Modification, Observation, Reflection, and Evaluation (T-MORE) model in addressing misconceptions about momentum and impulse through a convergent parallel mixed-methods design. A total of 22 first-semester undergraduate students participated in this study, receiving instruction incorporating videos, PhET simulations, and AI-assisted reflection tools. Conceptual understanding was measured using the Four-Tier Momentum and Impulse Misconception Diagnostic Test (FT-MIMDT). The McNemar test confirmed a statistically significant improvement, while the Reduction of Misconception Quantity (RMQ) indicated a high reduction in misconceptions. Qualitative analysis revealed changes in students’ misconceptions regarding momentum conservation and impulse-momentum relationships after instruction. These findings confirm the effectiveness of T-MORE in improving conceptual understanding and reducing misconceptions in momentum and impulse. The implementation of T-MORE can be further optimized by incorporating collaborative discussion sessions and adaptive formative assessments to ensure that all students can reconstruct their understanding more comprehensively.
Physics in Badminton: How Prospective Coaches Perceive and Apply Torque Concepts Kurniawan, Tian; Fratiwi, Nuzulira Janeusse; Nurdini, Nurdini; Agus, Herdiansyah; Iqbal, Nur Habib Muhammad; Amarulloh, Reza Ruhbani; Samsudin, Achmad
Journal of Coaching and Sports Science Vol 4, No 1 (2025): Journal of Coaching and Sports Science
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jcss.v4i1.564

Abstract

Background: Training methodologies in badminton often focus on technique and endurance, yet the integration of scientific principles, such as torque, remains underutilized. As a critical factor influencing shot power, speed, and accuracy, a deeper understanding of torque can optimize training effectiveness and systematically enhance athlete performance.Aims: This research aims to analyze prospective badminton coaches’ understanding and application of physics concepts, particularly torque, in training methodologies.Methods: This research employed the qualitative descriptive method involving 24 prospective badminton coaches (17 males and 7 females, aged 18-22) in Bandung, Indonesia. A survey was conducted to assess their understanding of physics and its application in training. Data collected through the questionnaire was analyzed using NVivo software, which facilitated thematic analysis and coding of qualitative responses.Results: The findings indicate that, while most of the respondents are familiar with physics terms, only a few recognize torque as a relevant concept in the badminton context. A deeper understanding of torque can help coaches optimize playing techniques by improving racket rotation efficiency, thereby enhancing hitting power with minimal energy expenditure.Conclusion: This research demonstrates that integrating physics concepts, particularly torque on the racket, into badminton training provides a valuable perspective for improving training quality. The findings suggest that badminton coach training programs should integrate physics concepts to enhance training effectiveness and efficiency while systematically improving athlete performance based on scientific evidence.
Post-pandemic e-teaching: Developing the Game for Microscopic Atom Simulation (GEMAS) to enhance students' scientific conceptions of phase structures Zahran, Muhammad; Samsudin, Achmad; Novia, Hera; Fratiwi, Nuzulira Janeusse; Nurdini, Nurdini; Ningsih, Dena Tresna; Nugraha, Eki; Nasbey, Hadi; Sözbilir, Mustafa
Journal of Environment and Sustainability Education Vol. 3 No. 1 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i1.55

Abstract

This research focuses on the early development of GEMAS (Game for Microscopic Atom Simulation) as an innovative digital teaching tool designed to support instruction on phase structures in physics education. In response to the post-pandemic shift towards technology-enhanced teaching, GEMAS was developed to integrate interactive, simulation-based pedagogy that enhances conceptual visualization. The study follows the 3D model (Define, Design, and Develop) and employs Multifaceted Rasch Measurement (MRFM) for evaluation. Validation was conducted by five experts, assessing curriculum alignment, scientific accuracy, language clarity, visual arrangement, and instructional effectiveness. These dimensions align with best practices in e-teaching, ensuring accessibility, engagement, and pedagogical rigor. MRFM analysis confirms the tool’s validity, with positive average scores across all indicators. The findings suggest that GEMAS is a well-designed digital resource, ready for implementation to enhance physics instruction in post-pandemic educational settings. The implications of this study extend beyond validating GEMAS as a tool; it demonstrates how immersive 3D simulations can address persistent misconceptions in physics education, particularly in post-pandemic contexts where digital engagement is critical. By bridging abstract concepts with interactive visualization, GEMAS offers a scalable model for enhancing e-teaching practices and fostering deeper conceptual understanding among students.
Enhancing Third-grade Students’ Learning Outcomes in Mathematics through Fraction Puzzle Activities Fratiwi, Nuzulira Janeusse; Muhtarudin, Muhtarudin
Jurnal Ilmu Manajemen dan Pendidikan Vol. 4 No. 2 (2024)
Publisher : Magister Manajemen Pendidikan, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/jimpian.v4i2.4382

Abstract

This study seeks to improve the learning results of third-grade elementary school pupils by incorporating fraction puzzles into mathematics instruction. The research used the Classroom Action Research (CAR) approach, which was carried out in four stages: preparation, implementation, observation, and reflection. The study included 20 third-grade pupils as subjects, with 10 boys and 10 girls. The instrument employed was a multiple-choice test. Data analysis demonstrated an improvement in students' learning outcomes, with an average score going from 69.6 in the initial phase to 76 in the first cycle and then to 84.2 in the second cycle. Based on these data, it is concluded that the usage of fraction puzzles in mathematics education can improve students' learning outcomes. Future study should focus on using image-based media as a learning aid to increase student attention and improve mathematical learning results.
Collaborative Demonstration Method: An Effective Strategy to Enhance Science Learning Outcomes in Grade 4 Fratiwi, Nuzulira Janeusse; Ersandi, Dedi
Jurnal Ilmu Manajemen dan Pendidikan Vol. 4 No. 2 (2024)
Publisher : Magister Manajemen Pendidikan, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/jimpian.v4i2.4383

Abstract

This study was motivated through the low science learning outcomes of fourth-grade students, caused by a lack of variety in teaching methods, which made the learning process monotonous and resulted in minimal interaction between teachers and students. The study aimed to improve fourth-grade students’ science learning outcomes through the application of the Collaborative Demonstration Method. The research was conducted on 24 fourth-grade students, consisting of 12 male and 12 female students, over two cycles that included planning, implementation, observation, and reflection phases. Data were collected through observation sheets, learning outcome tests, and student response questionnaires. The analysis showed that in Cycle I, the students’ average score was 69.5, with 16 students meeting the learning criteria and 8 students not yet meeting it, the highest score being 85 and the lowest 50. In Cycle II, all students achieved mastery, with an average score of 81.7, the highest score of 95, and the lowest 65. Thus, the application of the Collaborative Demonstration Method was proven effective in improving the science learning outcomes of fourth-grade students. Teachers are encouraged to implement the collaborative demonstration method in teaching, especially in science subjects, to enhance interaction, understanding, and student learning outcomes.   
Identifying Javanese Students' Conceptions on Fluid Pressure with Wright Map Analysis of Rasch Samsudin, Achmad; Aminudin, Adam Hadiana; Novia, Hera; Suhandi, Andi; Fratiwi, Nuzulira Janeusse; Yusup, Muhamad; Supriyatman, Supriyatman; Masrifah, Masrifah; Adimayuda, Rizal; Prahani, Binar Kurnia; Wibowo, Firmanul Catur; Faizin, Mohammad Noor; Costu, Bayram
Journal of Natural Science and Integration Vol 6, No 2 (2023): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v6i2.21822

Abstract

This research aims to identify the conception of Central Javanese students on fluid pressure. The survey was conducted in Central Java involving 515 participants (eight grade students about 14 years old) consisting of 177 males and 338 females. The instrument consists of six questions in a four-tier format about fluid pressure and is distributed via Microsoft Form. The analysis was carried out with Rasch analysis and percentages with six categories of conceptions: CU (Conceptual Understanding); PP (Partial Plus); PM (Partial Minus); NU (No Understanding); MC (Misconception); and NC (No Coding). The Rasch analysis shows the Cronbach alpha is 0.68 (Enough) and the distribution of students' conceptions of fluid pressure forms a normal curve. Meanwhile, bias was not found for gender problems in answering the questions. The percentage of the result are: CU (17%), PP (4%), PM (39%), NU (13%), MC (27%), and NC (0%). This indicates that students' conceptions are still dominated by PM and MC categories. Students in the PM category have good characteristics but lack self-confidence. While the MC category is an unexpected result because students are confident in their answers that are wrong or not in accordance with scientific conceptions. Thus, further action is needed to overcome students' misconceptions.Keywords: Students' Conceptions, Fluid Pressure, Rasch Analysis
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.
A Review of College Student in Physics Education: Type, Cause and Remediation Misconception Adimayuda, Rizal; Suhandi, Andi; Samsudin, Achmad; Suhendi, Endi; Setiawan, Agus; Fratiwi, Nuzulira Janeusse; Kapici, Hasan Ozgur
Journal of Innovation in Educational and Cultural Research Vol 7, No 1 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i1.2291

Abstract

Misconceptions in physics education continue to pose significant challenges to meaningful learning among college students. This study aims to analyze the types, causes, and remediation strategies of physics misconceptions at the tertiary level through a systematic literature review. A total of 50 peer-reviewed articles published between 2019 and 2023 were selected from the Scopus database using bibliometric analysis tools, including Harzing's Publish or Perish and VosViewer. The review reveals five main types of student misconceptions: prejudice-based, non-scientific theories, conceptual misconceptions, vernacular misunderstandings, and factual errors. The most common causes include students' prior knowledge and ineffective instructional methods. The four-tier diagnostic test is found to be the most frequently used and effective tool in identifying misconceptions. Remediation strategies include conceptual change texts, simulation-based experiments, e-learning, and collaborative learning models. The study concludes that understanding and addressing misconceptions require both accurate diagnostic tools and innovative teaching strategies. This review contributes to physics education research by providing a comprehensive overview of misconception diagnostics and remediation approaches over the past five years.
Analisis Kemampuan Mahasiswa PGSD dalam Menyusun Modul Ajar IPA SD Berbasis STEM Iqbal, Nur Habib Muhammad; Zulaiha, Fanni; Suminar, Iin; Amarulloh, Reza Ruhbani; Fratiwi, Nuzulira Janeusse; Irvani, Asep Irvan
Jurnal Pendidikan Fisika dan Sains (JPFS) Vol 8 No 2 (2025): September
Publisher : Pendidikan Fisika, FKIP, Universitas Nahdlatul Ulama Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52188/jpfs.v8i2.1845

Abstract

Kemampuan menyusun modul ajar merupakan kompetensi penting bagi mahasiswa Pendidikan Guru Sekolah Dasar (PGSD) sebagai calon guru, khususnya dalam konteks pembelajaran IPA SD. Penelitian ini bertujuan untuk menganalisis kemampuan mahasiswa PGSD dalam menyusun modul ajar IPA SD berbasis STEM ditinjau dari keterpenuhan indikator penyusunan modul ajar. Penelitian ini menggunakan pendekatan deskriptif kuantitatif dengan subjek sebanyak 55 mahasiswa PGSD yang menempuh mata kuliah Pendidikan IPA SD. Data dikumpulkan melalui penilaian dokumen modul ajar menggunakan rubrik yang terdiri atas sepuluh indikator, meliputi identitas modul ajar, perumusan tujuan pembelajaran, pemilihan materi, sumber dan media pembelajaran, perancangan kegiatan pembelajaran, integrasi STEM, serta penilaian. Data dianalisis menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa kemampuan mahasiswa dalam menyusun modul ajar IPA SD berbasis STEM berada pada kategori sedang hingga cukup baik. Indikator materi pembelajaran dan identitas modul ajar memiliki capaian tertinggi, sedangkan indikator integrasi STEM dan perumusan tujuan pembelajaran menunjukkan capaian yang relatif lebih rendah. Temuan ini menunjukkan bahwa mahasiswa telah mampu memenuhi aspek struktural modul ajar, namun masih memerlukan penguatan pada aspek keterpaduan konseptual dan pedagogik. Hasil penelitian ini diharapkan dapat dimanfaatkan sebagai bahan refleksi pembelajaran pada mata kuliah Pendidikan IPA SD untuk perbaikan dan penguatan pembelajaran pada periode berikutnya.
Empowering Physics Teachers in Indonesia through DELIVER: A Community-Based Approach to Reduce Student Misconceptions Samsudin, Achmad; Iqbal, Nur Habib Muhammad; Fratiwi, Nuzulira Janeusse; Nurdini, Nurdini; Ardi, Nanang Dwi; Suhandi, Andi
Smart Society Vol. 5 No. 2 (2025): Smart Society
Publisher : FOUNDAE (Foundation of Advanced Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/smartsociety.v5i2.843

Abstract

Student misconceptions in physics remain a persistent barrier to meaningful learning, often overlooked due to limited teacher training in diagnosis and conceptual remediation. This community service program aimed to enhance the pedagogical capacity of physics teachers in addressing student misconceptions through the DELIVER (Deep Learning-Integrated Verbal Refutation) approach. Implemented using a Community-Based Participatory Research (CBPR) framework, the program involved 237 teachers from various regions in Indonesia, with 69 completing both pre- and post-tests. The training covered deep learning concepts, identification of misconceptions, and practical development of refutation texts. Results indicated significant improvement with normalized gain scores exceeding 0.7 in all concept categories. In addition to cognitive gains, teachers demonstrated reflective shifts in pedagogical awareness regarding the role of misconceptions in learning. A total of 94.12% of participants reported enhanced understanding, and 82.35% expressed readiness to implement the DELIVER approach. In conclusion, the DELIVER approach effectively empowers physics teachers in Indonesia to identify and address student misconceptions, offering a scalable model for professional development in physics and science education. This program contributes to the field by offering a scalable and research-informed model for teacher professional development focused on conceptual change in science education.
Co-Authors A. Suhandi Abdurrahaman, Dudung Achmad Samsudin Adimayuda, Rizal Agus Setiawan Agus, Herdiansyah Amarulloh, Reza Ruhbani Aminudin, Adam Hadiana Amiruddin, Mohd Zaidi Bin 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