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Fitria Amalia, Irma
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Physics

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Physics teachers’ difficulties in teaching introduction to quantum physics in senior high school Paransucia, Putri; Fitria Amalia, Irma
Research in Physics Education Vol. 1 No. 1 (2022)
Publisher : Insitut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/ripe.v1i1.19

Abstract

The High School Physics curriculum would not be complete without some basic concepts of Quantum Physics. The basic concepts of Quantum Physics are attractive to students, but the material is challenging to teach. This is because the phenomenon of Quantum Physics experienced by students is different from the real world and many principles of Quantum Physics may not be in accordance with the ideas that students know. Although the results of previous studies revealed a lot of research on the context of students’ understanding of the concepts of Quantum Physics. However, limited empirical data regarding the difficulties of high school teachers in teaching quantum physics are still rarely encountered in physics education research. This study aims to explore data on the difficulties of high school physics teachers in teaching quantum physics concepts. This research design uses quantitative and qualitative case study methods. To get three participants, namely 3 twelfth grade high school physics teachers, the researcher used a purposive sampling technique. The age range of participants is between 45-55 years while the teaching experience of teachers ranges from 10 to 30 years. The instruments used in this study were a questionnaire and a semi-structured interview protocol. In this study, the questionnaire analysis used descriptive statistical analysis, while the interview data analysis used thematic analysis. The results of the study revealed that high school physics teachers had difficulty understanding the concept of quantum physics, had little difficulty in determining the right pedagogical approach, conducting laboratory activities, and building an evaluation system.
Application of the Socio-Scientific Issues (SSI) learning approach to the Solar System learning to improve written argumentation skills Pertiwi, Hana; Fitria Amalia, Irma; Gumilar, Surya
Research in Physics Education Vol. 2 No. 1 (2023)
Publisher : Insitut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/ripe.v2i1.24

Abstract

The purpose of this study was to find out that the application of the Socio-Scientific Issues (SSI) learning approach to the Solar System learning in junior high schools could affect the improvement of students’ written argumentation skills. To find out differences in junior high school students’ written argumentation abilities, the results of the treatment between learning using the Socio-Scientific Issues (SSI) approach and the conventional approach in learning the Solar System were compared. This research is a quantitative research with the type of quasi experimental research. This research was conducted in one of the junior high schools with the research sample chosen non-randomly. The instrument used is in the form of argumentative ability test questions which consist of six essay questions with argumentation indicators namely Claim, Evidence, and Reasoning. Based on the results of the analysis, it shows that the application of the Socio-Scientific Issues (SSI) learning approach to the Solar System learning in junior high schools can affect the improvement of students’ written argumentation skills. In addition, there were also differences in the ability to write arguments after being given treatment between students who applied the SSI and students who applied the conventional approach. Thus, the application of the SSI approach is quite effective in training junior high school students’ written argumentation skills.
Identifying senior high school students’ misconception on the momentum and impulse concepts uses three-tier diagnostic test Sakinah, Nurul; Fitria Amalia, Irma; Adimayuda, Rizal
Research in Physics Education Vol. 2 No. 1 (2023)
Publisher : Insitut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/ripe.v2i1.26

Abstract

The level of understanding of students’ learning in studying physics material deserves attention so that things do not happen that are not in accordance with the realm of concepts set by experts. The concept of physics is indeed fun to learn but it is enough to make students feel difficult when learning every material concept. The cause is the abstract concept of physics and its complicated mathematical calculations, especially in the matter of momentum and impulses. Although several studies state that misconceptions in studying physics concepts can be overcome, they do not last long and will definitely happen again. Therefore, this study aims to identify misconceptions among high school students regarding the concept of momentum and impulse. The research method used is descriptive quantitative. The participants in this study were 37 students who were obtained using a purposive sampling technique. The instrument used is the Three-tier diagnostic test which is formulated based on the indicators contained in the school curriculum used. The research data were obtained from the results of an analysis of the answers and patterns of students’ answers on the three-tier diagnostic test items. The results of the study showed that it was identified that more than fifty percent of students had misconceptions.
High school students’ preconceptions about the concept of climate change considered from the perspective of visual representation Yani, Sindi; Sari, Lasmita; Fitria Amalia, Irma; Nurahman, Arip
Research in Physics Education Vol. 3 No. 1 (2024)
Publisher : Insitut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/ripe.v3i1.123

Abstract

Preconceptions are an essential foundation for students, serving as a basis for more effective learning. In the context of climate change concepts, many students harbor misconceptions. One method to uncover students’ preconceptions is through the use of visual representations. Visual representations can elucidate students’ understanding of abstract and complex concepts. This study aims to examine and analyze the extent of high school students’ comprehension of climate change. The research employs a descriptive qualitative approach, with a population and sample comprising 63 tenth-grade science students from a high school in Indonesia. Data collection techniques included observation and interviews, with semi-structured interviews being utilized in this study. The results reveal that students have varied understandings of the concept of climate change, with many exhibiting misconceptions. The study identifies three categories of climate change concepts: (1) correct concepts of climate change, representing 37%; (2) climate change concepts based on objects, as depicted in the visualizations provided by the respondents; and (3) incorrect concepts of climate change, representing 63%. Based on empirical evidence, the students’ preconceptions of climate change are predominantly at the macroscopic level.
Physics teachers’ perspectives of roles of mathematics in physics learning in senior high schools Fitria Amalia, Irma; Andriani, Dini; Adimayuda, Rizal
Research in Physics Education Vol. 3 No. 2 (2024)
Publisher : Insitut Pendidikan Indonesia

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Abstract

This study explores senior high school physics teachers’ perspectives on the role of mathematics in physics education. Through qualitative interviews with five experienced teachers, this research investigates how mathematics supports students’ understanding of physics concepts, as well as the challenges teachers face in integrating it effectively. Findings reveal that teachers view mathematics as essential for deepening comprehension, enabling students to analyze, predict, and quantify physical phenomena. However, they also acknowledge the difficulties that students, especially those with weaker math skills, encounter, which can lead to disengagement. To address this, teachers employ adaptive strategies, such as starting with conceptual explanations and using visual aids and real-world examples to make mathematics more accessible. These insights underscore the need for a balanced approach that integrates mathematics in ways that align with students’ cognitive readiness, thereby enhancing engagement and comprehension. This study contributes to understanding effective instructional practices in physics education, supporting more accessible and meaningful learning.
Analysis of misconceptions in static fluids using four-tier diagnostic test among high school students Farida Alia, Nenden; Fitria Amalia, Irma; Adimayuda, Rizal
Research in Physics Education Vol. 4 No. 1 (2025)
Publisher : Insitut Pendidikan Indonesia

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Abstract

This study aims to analyze students’ misconceptions in static fluid concepts using the Four-Tier Diagnostic Test instrument. Static fluid material was chosen because of its complex characteristics and its potential to generate misconceptions, particularly in the sub-concepts of hydrostatic pressure, Pascal’s law, and Archimedes’ principle. This research employed a descriptive method with a quantitative approach. The subjects of this study were 68 eleventh-grade students from a public high school in Garut Regency. The research instrument was a four-tier diagnostic test consisting of 15 items. Data were analyzed based on the combination of students’ answers at each tier to identify categories of conceptual understanding, misconception, lack of understanding, and partial understanding. The results show that, overall, 37.74% of students experienced misconceptions, 37.65% understood the concept, 14.31% did not understand the concept, and 10.30% demonstrated partial understanding. At the sub-concept level, the highest misconceptions were found in Pascal’s Law (52.20%), followed by Archimedes' Principle (41.47%), and hydrostatic pressure (25%). The highest item-level misconception occurred in question number 7 regarding the lifting force on a piston, with a percentage of 73.53%. These findings highlight the urgent need to identify and remediate students’ misconceptions, as well as the importance of implementing in-depth diagnostic instruments, such as the Four-Tier Diagnostic Test, in physics learning.
Co-Authors Adimayuda, Rizal Andriani, Dini Farida Alia, Nenden Hana Pertiwi Nurahman, Arip Paransucia, Putri Sakinah, Nurul sari, Lasmita Surya Gumilar, Surya Yani, Sindi