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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Journal of Natural Science and Integration Journal of Innovation in Educational and Cultural Research Online Learning in Educational Research Research in Physics Education
Adimayuda, Rizal
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Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Education Physics

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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.
Implementation of the Numbered Head Together (NHT) model based on interactive multimedia ispring suite 10 on the subject of work and energy to improve student understanding Nurjanah, Elis; Adimayuda, Rizal
Research in Physics Education Vol. 2 No. 2 (2023)
Publisher : Insitut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/ripe.v2i2.34

Abstract

With the development of time, educators are required to continuously innovate in the use of models, media, and other learning aspects that support the learning process. This demand is further heightened as students are now required to have 21st-century skills. The aim of this research is to determine the improvement in students’ understanding of the topic of Work and Energy by using the Numbered Head Together (NHT) learning model based on interactive multimedia iSpring Suite 10. This study uses a quantitative pre-experimental research method, employing a one-group pretest-posttest design. Sample selection was conducted using purposive sampling, which involves selecting samples based on specific considerations. The sample for this research was a tenth-grade class in one of the high schools in Indonesia. The research instruments used were a 20-item multiple-choice test and a response questionnaire. Based on the test results, the average N-Gain value obtained was 0.41, categorizing it as a moderate improvement according to the N-Gain criteria. Therefore, it can be concluded that there is an improvement in students’ understanding of the concepts of work and energy when using the NHT learning model based on interactive multimedia iSpring Suite 10.
Analysis of the implementation of the Kurikulum Merdeka in high school physics learning activities Badriah, Iklimah; Adimayuda, Rizal
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.v3i1.100

Abstract

The implementation of the Kurikulum Merdeka presents challenges for educational units that adopt it. In physics learning, students often engage in projects that start with problem-solving. Therefore, this study aims to understand the implementation of the Kurikulum Merdeka in high school physics learning activities. This research uses a qualitative descriptive method with a case study approach, utilizing questionnaires and interviews for data collection, and data analysis through questionnaires. Interview data is analyzed using thematic analysis. The sample is selected using purposive sampling with participants spread across 4 schools, 4 physics teachers, and 160 students offline. The results of the questionnaire data show that students agree with the Kurikulum Merdeka from the aspect of using teaching tools, with 92% agreeing and 8% strongly agreeing; however, textbooks and worksheets are rarely used. From the aspect of project strengthening of the Pancasila student profile, 87% agree and 13% strongly agree. Interview results reveal that students do not fully understand the physics concepts within the projects. From the aspect of learning outcomes, 91% agree and 9% strongly agree. In contrast, interview results with teachers indicate that teaching tools are created according to the school’s conditions. Furthermore, the implementation of Pancasila student profile in the context of physics learning is not directly related to the physics subject but is mandatory for educational units. Learning outcomes in physics involve spirituality, independence, teamwork, global diversity, and critical thinking.
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.
Development of Predict-Observe-Explain (POE) Strategy Assisted by Rebuttal Texts on Newton's Law Material with Rasch Analysis Samsudin, Achmad; Rusdiana, Dadi; Efendi, Ridwan; Fratiwi, Nuzulira Janeusse; Aminudin, Adam Hadiana; Adimayuda, Rizal
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 6 No 1 (2021): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v6i1.7641

Abstract

This study aimed to develop Predict-Observe-Explain (POE) strategy with refutation text based on Newton's Law. The research design used was 4D (Define, Design, Develop, and Disseminate). The participants consisted of 31 students (15 male students and 16 female students) with an age range of 15-16 years selected from the tenth grade of a public high school in Sukabumi, Indonesia. The instruments used were lesson plan validation sheets and a questionnaire containing 20 statements (11 positive and nine negative statements) with a Likert scale. The scores for positive statements move sequentially from four to one, while the scores for negative statements move sequentially from one to four. The analysis used in this study was the Rasch analysis. As a result, the lesson plan's codes for indicators have an unrevised assessment, while the Language, Concept, Strategy, Objective, and Time codes must be revised. The student responses indicated that all students did not agree with all negative statements, except for S26, S07, S28, and S01. Meanwhile, all students agreed to all positive statements given. Thus, it can be concluded that the POE strategy assisted by rebuttal text can better help students to understand Newton's Law material.
Applying Problem-Based Learning in Thermodynamics to Enhance Comprehension of Physics Concepts and Argumentation Skills Sari, Lasmita; Adimayuda, Rizal; Gumilar, Surya; Nurahman, Arip; Ashel, Hazrati
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 8 No 1 (2023): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v8i1.14607

Abstract

To effectively teach the complex concept of thermodynamics, appropriate and innovative teaching methods are needed to ensure a correct and in-depth understanding. This study aims to evaluate the application of the Problem-Based Learning (PBL) model in teaching thermodynamics to enhance students' comprehension of concepts and argumentation skills. The research utilized a quasi-experimental design with a pretest-posttest non-equivalent control group. Of the 50 participants, two distinct groups were formed through purposive sampling. A total of 27 participants underwent PBL instruction, while the remaining 23 participants received conventional learning instructions. The results revealed that students who were taught thermodynamics using the PBL model exhibited significant improvement in both conceptual understanding and argumentation skills compared to the control group. These participants displayed high engagement in tackling thermodynamic problems. PBL taught them how to argue comprehensively, emphasizing the cultivation of 'how to think' rather than just 'what to think' in addressing thermodynamic challenges. Based on these findings, this study recommends that physics educators consider incorporating PBL as a teaching strategy to bolster students' conceptual understanding and argumentation skills in thermodynamics.
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.
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.
The influence of Jigsaw-based Cooperative learning model on students’ critical thinking skills of light wave concepts Sugiyanto, Lina Alysa; Andriani, Dini; Adimayuda, Rizal
Research in Physics Education Vol. 4 No. 1 (2025)
Publisher : Insitut Pendidikan Indonesia

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Abstract

This study aims to examine the influence of the Jigsaw-based cooperative learning model on students’ critical thinking skills in the concept of light waves. The background of this study is based on the low levels of students’ active participation and the underdeveloped critical thinking skills in physics learning, which have been traditionally dominated by conventional approaches. The Jigsaw model was chosen because it can promote active student engagement in group learning, enhance scientific communication, and foster a deeper conceptual understanding. This study employed a quantitative approach with a quasi-experimental method using a one-group pretest-posttest design. The research sample consisted of 20 students from Grade XI-1 at one public school in Indonesia. The instrument used was a written test of critical thinking skills based on Ennis’s indicators. Data analysis using the paired sample t-test revealed a significant difference between pretest and posttest scores, with a significance value of 0.000 < 0.05. Additionally, the N-Gain calculation showed an average improvement categorized as medium (0.35). Therefore, it can be concluded that the Jigsaw-type cooperative learning model has a positive effect on enhancing students’ critical thinking skills in the topic of light waves.
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
Co-Authors A. Suhandi Achmad Samsudin Agus Setiawan Aminudin, Adam Hadiana Andriani, Dini Ashel, Hazrati Badriah, Iklimah Binar Kurnia Prahani Costu, Bayram E. Suhendi Efendi, Ridwan Elis Nurjanah Faizin, Mohammad Noor Farida Alia, Nenden Firmanul Catur Wibowo Fitria Amalia, Irma Fratiwi, Nuzulira Janeusse Hera Novia Kapıcı, Hasan Özgür Masrifah, Masrifah Muhamad Yusup Nurahman, Arip Sakinah, Nurul sari, Lasmita Sugiyanto, Lina Alysa Supriyatman, Supriyatman Surya Gumilar, Surya