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All Journal Jurnal Pendidikan Fisika FKIP UM Metro Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Jurnal Ilmiah Telsinas Elektro, Sipil dan Teknik Informasi International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) AL-KHAZINI: JURNAL PENDIDIKAN FISIKA JPFT (Jurnal Pendidikan Fisika Tadulako Online)
Utama, Rodika
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Analisis Persepsi Penumpang Pada Pelayanan LRT JABODEBEK Utama, Rodika; Alizar, Alizar
Jurnal Ilmiah Telsinas Vol 7 No 2 (2024)
Publisher : Universitas Pendidikan Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38043/telsinas.v7i2.5401

Abstract

Transportasi merupakan kebutuhan penting bagi mobilitas perkotaan, khususnya di Jakarta. Light Rail Transit (LRT) Jabodebek, sebagai salah satu moda transportasi massal berbasis rel, dirancang untuk memenuhi kebutuhan transportasi umum yang efektif dan efisien di tengah kemacetan kota. Penelitian ini bertujuan menganalisis persepsi penumpang terhadap kualitas pelayanan LRT Jabodebek, yang dapat mempengaruhi keputusan penggunaan kembali. Metode yang digunakan meliputi Customer Satisfaction Index (CSI) dan Importance Performance Analysis (IPA). Hasil penelitian menunjukkan nilai CSI sebesar 83,68%, yang mengindikasikan tingkat kepuasan penumpang yang sangat tinggi. Meskipun demikian, analisis IPA mengidentifikasi atribut-atribut yang perlu ditingkatkan, seperti kebersihan gerbong, sistem keamanan, pelayanan tanpa hambatan, tanggapan terhadap keluhan penumpang, dan jaminan keamanan barang bawaan. Kebersihan gerbong dan keamanan yang baik penting untuk kenyamanan dan keselamatan penumpang, sementara pelayanan yang lancar dan tanggapan cepat terhadap keluhan serta pengawasan barang meningkatkan kepuasan dan kepercayaan pengguna. Dengan memperbaiki aspek-aspek ini, LRT Jabodebek dapat meningkatkan kualitas layanan dan keseluruhan tingkat kepuasan penumpang, serta menarik lebih banyak pengguna di masa depan.  
Review Software Simulasi untuk Pembelajaran Fisika Interaktif Utama, Rodika
JPFT (Jurnal Pendidikan Fisika Tadulako Online) Vol. 13 No. 2 (2025): JPFT (Jurnal Pendidikan Fisika Tadulako Online)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jpft.v13i2.4484

Abstract

Penelitian ini bertujuan untuk mengevaluasi lima software simulasi interaktif fisika, yaitu: PhET, AdaptoX (Ruangguru), The Physics Classroom, GeoGebra, dan MyPhysicsLab yang digunakan dalam pembelajaran fisika tingkat sekolah dan perguruan tinggi. Metode penelitian yang digunakan adalah deskriptif kualitatif, dengan teknik pengumpulan data melalui eksplorasi langsung terhadap fitur-fitur simulasi serta telaah dokumen dari sumber resmi. Evaluasi dilakukan berdasarkan lima dimensi utama: kesesuaian materi dengan kurikulum, kualitas visualisasi dan interaktivitas, kemudahan penggunaan, pendekatan pedagogis, serta kelebihan dan keterbatasan masing-masing software. Hasil penelitian menunjukkan bahwa PhET dan GeoGebra unggul dalam visualisasi dan interaktivitas, AdaptoX kuat dalam integrasi kurikulum nasional dan adaptivitas, The Physics Classroom efektif dalam mendukung pemahaman berbasis teks dengan simulasi sederhana, dan MyPhysicsLab menonjol dalam pendekatan numerik dan visualisasi grafik gerak. Temuan ini menegaskan bahwa tiap software memiliki kekhasan pedagogis yang dapat disesuaikan dengan karakteristik siswa, tujuan pembelajaran, dan dukungan teknologi yang tersedia. Pemanfaatan simulasi yang tepat dapat memperkuat pemahaman konseptual dan mendorong pembelajaran berbasis inkuiri yang lebih bermakna.
EXPLORING SENIOR HIGH SCHOOL STUDENTS’ MISCONCEPTIONS IN NEWTONIAN MECHANICS: A QUALITATIVE INVESTIGATION Rodika Utama; Okimustava; Moh. Toifur; Nurlailah
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 5 No. 4 (2025): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v5i4.3959

Abstract

Newtonian mechanics remains a fundamental yet conceptually challenging domain for high school students. Numerous studies have shown that students consistently hold alternative conceptions that contradict scientific understanding, particularly in relation to Newton’s laws of motion. This study aimed to explore senior high school students’ misconceptions in Newtonian mechanics through a qualitative investigation. Data were collected from 28 Grade 11 students in an Indonesian high school using open-ended diagnostic tests, semi-structured interviews, and classroom observations. Thematic coding identified four major categories of misconceptions: inertia, force–motion relationships, action–reaction interactions, and free-body diagram representations. Among these, misconceptions of Newton’s third law were the most dominant, with the majority of students believing that the object with greater mass exerts a greater force during interaction. Inertia misconceptions, such as the belief that motion requires continuous force, were also widespread. The findings confirm that students’ misconceptions are robust cognitive frameworks reinforced by everyday experiences and traditional teaching practices. Pedagogically, the results highlight the importance of incorporating inquiry-based learning, multiple representations, and cognitive conflict strategies to promote conceptual change. This study contributes to the literature on physics education by providing context-specific insights into persistent misconceptions in Newtonian mechanics and suggesting implications for more effective teaching practices.
MAPPING MISCONCEPTIONS OF SENIOR HIGH SCHOOL STUDENTS IN PHYSICS: A QUALITATIVE PERSPECTIVE Utama, Rodika; Moh. Toifur; Carissa Viola Putri Alfian; Nisrina Karimah
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 4 No. 10 (2025): SEPTEMBER
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijset.v4i10.1195

Abstract

Misconceptions in physics represent a persistent barrier in students’ learning processes, influencing how they interpret and apply fundamental principles. These misconceptions are often robust, deeply rooted in everyday experiences, cultural beliefs, or misleading linguistic expressions, making them resistant to traditional forms of instruction. The present study aims to map senior high school students’ misconceptions across a wide range of core physics topics—including mechanics, energy, waves, and optics—through a qualitative lens. The research employed a four-tier diagnostic test and semi-structured interviews administered to 45 eleventh-grade students from a public high school in South Tangerang, Indonesia. The diagnostic test allowed for the identification of misconceptions by probing students’ answers, reasoning, confidence levels, and justifications, while follow-up interviews provided deeper insights into students’ thought processes. Data were analyzed thematically to classify the most dominant misconceptions and to uncover the underlying reasoning patterns that sustain them. Findings revealed that the most prevalent misconceptions were associated with Newton’s third law, where students believed that action and reaction forces cancel each other out; with energy conservation, where energy was perceived as a consumable entity that “runs out”; with sound propagation, where students assumed sound could travel in a vacuum; and with optics, particularly shadow formation, where students believed that light rays could stop or bend arbitrarily in space. These misconceptions were not isolated errors but rather formed coherent alternative frameworks that strongly influenced students’ conceptualizations. The implications of this study are twofold. First, mapping misconceptions across different physics domains provides a comprehensive overview of the conceptual challenges faced by students, which can inform teachers’ pedagogical strategies. Second, the results emphasize the need for instructional approaches that combine multiple representations—verbal, graphical, and experimental—along with inquiry-based activities that explicitly challenge students’ existing ideas. Such approaches are expected to foster conceptual change and support students in developing a more scientifically accurate understanding of physics.
Travel Time on a Wavy Path in an Inclined Plane: A Theoretical and Numerical Review Utama, Rodika
Al-Khazini Vol 5 No 2 (2025): OKTOBER
Publisher : UIN Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/al-khazini.v5i2.60867

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh bentuk lintasan terhadap waktu tempuh benda yang meluncur pada bidang miring tanpa gesekan. Dua jenis lintasan dibandingkan, yaitu lintasan lurus dan lintasan bergelombang. Metode penelitian yang digunakan adalah kajian teoritik dengan pendekatan hukum kekekalan energi serta perhitungan analitik dan simulasi numerik sederhana untuk menentukan waktu tempuh pada setiap lintasan. Lintasan bergelombang dimodelkan menggunakan fungsi sinusoidal dengan variasi amplitudo dan frekuensi gelombang. Hasil perhitungan menunjukkan bahwa beberapa lintasan bergelombang dapat menghasilkan waktu tempuh lebih singkat dibandingkan lintasan lurus karena memberikan percepatan awal yang lebih besar. Namun, jika gelombang terlalu curam atau rapat, waktu tempuh justru menjadi lebih lama. Temuan ini menunjukkan bahwa bentuk lintasan berpengaruh terhadap efisiensi gerak benda dan dapat digunakan sebagai contoh penerapan konsep energi dan kalkulus variasi dalam pembelajaran fisika.
Investigating Senior High School Students’ Conceptual Understanding of Heat and Temperature: A Qualitative Analysis in Physics Education Utama, Rodika; Toifur, Moh.; Ishafit, Ishafit; Okimustava, Okimustava
Jurnal Pendidikan Fisika FKIP UM Metro Vol 13, No 2 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/jpf.v13i2.14137

Abstract

The distinction between heat and temperature is fundamental in physics learning, yet it remains a persistent source of student misconceptions. Many learners interpret heat as a tangible substance stored within an object or assume that temperature is equivalent to the amount of heat possessed. Such misunderstandings hinder the development of deeper concepts in thermodynamics and energy transfer. This study aims to investigate senior high school students’ conceptual understanding of heat and temperature through a qualitative lens. The research involved 30 Grade XI students from a public high school in Indonesia. Data were collected using a conceptual diagnostic test followed by semi-structured interviews that probed students’ reasoning about everyday thermal phenomena. Thematic analysis was applied to categorize misconceptions and identify underlying reasoning models. Findings revealed four dominant patterns: (1) the substance model of heat, where students described heat as a material that flows from hot to cold bodies; (2) the equation model of temperature, in which temperature was mistakenly treated as the total amount of heat; (3) the cold transfer misconception, where students believed coldness itself moves from one body to another; and (4) the size–temperature confusion, where larger objects were assumed to always have higher temperature. These conceptions align with reports in international literature, indicating the universal nature of such difficulties. The study underscores the value of qualitative exploration for uncovering the reasoning behind misconceptions, not merely their frequency. Implications for teaching include the use of particle-level representations, predict–observe–explain activities, and simple calorimetry experiments to help students reconstruct scientifically accurate models of heat and temperature.
FOURIER ANALYSIS IN HEAT CONDUCTION PROBLEMS: A CASE STUDY ON ONE-DIMENSIONAL ROD MODELS Utama, Rodika; Moh. Toifur; Dimas Nurachman
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 4 No. 12 (2025): NOVEMBER
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijset.v4i12.1202

Abstract

Misconceptions The study of heat conduction has long been a central topic in applied mathematics and physics, providing fundamental insights into the diffusion of thermal energy across various media. This research focuses on solving the one-dimensional heat conduction equation using Fourier analysis as a mathematical tool to obtain an exact solution under specified boundary and initial conditions. By applying separation of variables and Fourier series expansion, the temperature distribution of the rod is represented as an infinite series that converges to the exact solution. To validate the analytical solution, a numerical simulation based on the finite difference method is also performed, allowing comparison of accuracy and convergence. The results show that Fourier analysis provides a reliable and elegant framework to model heat conduction problems, with numerical methods serving as a complementary approach for cases where closed-form solutions are intractable. This study highlights the significance of Fourier techniques not only in mathematical physics but also in practical applications such as material science and thermal engineering.
Co-Authors Alizar, Alizar Carissa Viola Putri Alfian Dimas Nurachman Ishafit Ishafit Moh. Toifur Nisrina Karimah Nurlailah Okimustava Okimustava Okimustava