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All Journal Publikasi Pendidikan Jurnal Daya Matematis Jurnal Ilmiah Pendidikan Fisika MATAPPA: Jurnal Pengabdian Kepada Masyarakat JPF : JURNAL PENDIDIKAN FISIKA Jurnal Ilmiah Ecosystem Jurnal Pendidikan Fisika dan Teknologi PENGABDI: Jurnal Hasil Pengabdian Masyarakat Seminar Nasional Pengabdian Kepada Masyarakat Global Journal Basic Education Al-Irsyad Journal of Physics Education Seminar Nasional Hasil Penelitian LP2M UNM Pinisi Journal of Social Science Jurnal Aktor Jurnal Pendidikan IPA Indonesia V-Machine: Vocational and Mechanical Community Service Journal (Jurnal Pengabdian Masyarakat)
Wahyuni, Andi Sri Astika
Universitas Negeri Makassar
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Journal : Jurnal Daya Matematis

 1 
ANALYSIS OF CHANGES IN THE CONCEPTION OF PROSPECTIVE PHYSICS TEACHER STUDENTS IN USING CONCEPTUAL CHANGE TEXTS ON THE TOPIC OF LIGHT INTERFERENCE A. Sri Astika Wahyuni; Andi Muhammad Irfan; Usman Usman
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 12, No 2 (2024): Juli
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v12i2.65526

Abstract

This research is a type of quantitative descriptive research that aims to describe the conceptual changes of prospective physics teacher students on the topic of light interference after the application of the Conceptual Change Text. The steps taken are 1) Observation and definition, 2) designing the Conceptual Change Text, 3) collecting student conceptions, 4) applying the Conceptual Change Text in learning, 5) data analysis, and 6) interpretation of student conceptual change data. The subjects of this study were 35 prospective physics teacher students who were programming the Basic Physics course. The results of this study indicate that in the concept of the conditions for the process of light interference are 80% experienced construction and 56% experienced reconstruction; the concept of constructive-destructive interference obtained 82% who experienced construction and 88% who experienced reconstruction; and in the concept of interference in thin layers defined 67% experienced construction and 54% who experienced reconstruction. It can be concluded that most prospective subject teachers with different initial conceptions can achieve deep and complete conceptual understanding through the process of construction (having no conception to becoming a scientific conception) and reconstruction (misconception to becoming a scientific conception) through the Conceptual Change Text.
EXPLORATION OF PROBLEM-SOLVING ABILITIES OF PROSPECTIVE PHYSICS TEACHERS BASED ON MULTIPLE INTELLIGENCES IN FLUID MECHANICS Wahyuni, Andi Sri Astika; Usman, Usman; Setiawan, Trisno
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 13, No 3 (2025): December
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v13i3.81134

Abstract

This study aims to explore the problem-solving abilities of prospective physics teachers based on multiple intelligences in the context of fluid mechanics. The research employed a survey approach by combining a problem-solving test and a multiple intelligences questionnaire to identify students’ dominant intelligence profiles. The participants were categorized into three dominant intelligence types: verbal-linguistic, logical-mathematical, and spatial. The results indicate notable differences in problem-solving characteristics among the groups. Students with verbal-linguistic intelligence tended to demonstrate higher proficiency in understanding and articulating concepts through coherent and argumentative explanations, resulting in more comprehensive verbal solutions. Students with logical-mathematical intelligence solved problems by identifying patterns and physical quantities using systematic mathematical procedures, although their solutions often lacked detailed conceptual explanations. Meanwhile, students with spatial intelligence primarily used visualization, including sketches, diagrams, or other representations, to interpret situations and derive solutions. These findings suggest that multiple intelligences influence students’ cognitive strategies for solving physics problems. The study highlights the need for instructional designs that are responsive to students’ diverse intelligence profiles to optimize the development of problem- solving skills.
Co-Authors Agus Wartawijaya Ahmad Swandi Ahmad Yani Andi Muadz Palerangi Andi Muhammad Irfan Aris Baharuddin Bunga Dara Dewi Sakinah Rahmadani Fiskia Rera Baharuddin Herlina Sakawati Herman, Nurul Muthmainnah Husain Husain Irmayanti Irmayanti, Irmayanti Khaeruddin Khaeruddin Khaeruddin Khairuddin - Kijkuakul, Sirinapa Muhammad Amin Muhammad Amin Muhammad Ilyas Thamrin Tahir Muhammad Sidin Ali Mustari Mustari Mutahharah Hasyim, Mutahharah Nur Arisah Nurasizha, Nurasizha Nurhayati Nurhayati Nurlaela Nurlaela Nurlaela NURLAELA NURLAELA Putra, Rakha Novendra Rahmah, Oliv Jumani Ria Rezki Hamzah Sakona, Aldena Aenun R Syarif, Risdha Reny Tri Hastiti Fiskawarni Trisno Setiawan, Trisno Usman Usman Usman Usman