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All Journal Kasuari: Physics Education Journal (KPEJ) Journal of Social and Community Development
Mustava, Oki
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Pengembangan Tungku Pembakar Sampah Anorganik dan Organik Basah dengan Memanfaatkan Limbah Oli Bekas di SMKN 1 Kepil, Wonosobo Suwaldi; Mustava, Oki
Journal of Social and Community Development Vol. 2 No. 02 (2025): Journal of Social and Community Development
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jscd.v2i02.932

Abstract

Pengelolaan limbah anorganik, khususnya sampah plastik dan oli bekas, masih menjadi tantangan serius yang berdampak terhadap pencemaran lingkungan. Di SMKN 1 Kepil, akumulasi sampah plastik dari aktivitas peserta didik dan oli bekas dari praktik bengkel otomotif belum ditangani secara optimal. Program pengabdian masyarakat ini bertujuan untuk mengembangkan dan mensosialisasikan teknologi kompor pembakar sampah berbahan bakar oli bekas sebagai solusi pengelolaan limbah yang ramah lingkungan dan edukatif. Metode pelaksanaan meliputi survei awal, perancangan dan perakitan kompor, serta uji coba pembakaran sampah basah dan anorganik. Hasil menunjukkan bahwa kompor dengan bahan bakar oli bekas sebanyak 0,8 liter mampu membakar sampah secara efisien selama 30 menit dengan bantuan blower. Inovasi ini tidak hanya efektif secara teknis dan ekonomis, tetapi juga meningkatkan kesadaran lingkungan dan keterampilan teknis peserta didik.
Exploring Misconceptions of Light and Shadow Formation among Senior High School Students: A Qualitative Study in Physics Education Nurlailah; Utama, Rodika; Mustava, Oki; Toifur, Moh.; Dina, Devi Farah
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 2 (2025): December 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i2.1028

Abstract

This study explores senior high school students’ misconceptions of light and shadow formation within the context of physics education. Despite being a fundamental concept in optics, many students continue to experience difficulties in understanding the principles of light propagation, the rectilinear nature of light, and the conditions required for shadow formation. This research employed a qualitative exploratory design involving 32 students from Grade X and XI science classes in Central Java, Indonesia. Data were collected through diagnostic tests and semi-structured interviews, which allowed in-depth identification of alternative conceptions. The analysis revealed three dominant categories of misconceptions: (1) perceiving light as a substance that “flows” from the source, (2) assuming that shadows are independent objects rather than regions of blocked light, and (3) misunderstanding the relationship between light intensity, distance, and shadow clarity. These findings confirm that students often rely on intuitive reasoning based on everyday experiences rather than scientific explanations. The discussion highlights the implications for physics instruction, particularly the need for teaching strategies that incorporate conceptual change models and inquiry-based learning to address students’ alternative frameworks. The study concludes that addressing misconceptions in optics requires not only emphasizing correct scientific principles but also engaging students in reflective and interactive learning processes that directly confront their prior conceptions.
Qualitative Analysis of Students’ Misconceptions on Energy Conservation in Mechanical Systems Utama, Rodika; Kusumaningtyas, Dian Artha; Toifur, Moh.; Mustava, Oki; Salamah, Asnin Nur
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 2 (2025): December 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i2.1045

Abstract

Energy conservation is a fundamental principle in physics, yet numerous studies report that students often hold misconceptions regarding its meaning and application. This study aims to qualitatively explore senior high school students’ misconceptions about the conservation of energy in mechanical systems. Data were collected from 36 students in grades X and XI using a four-tier diagnostic test combined with semi-structured interviews. Thematic analysis was employed to identify the types and patterns of misconceptions. Results indicate that students frequently perceive energy as a consumable entity that disappears during processes involving friction, or equate kinetic energy directly with force. Other misconceptions include the belief that energy can be permanently lost in non-conservative systems and that potential energy does not exist unless motion occurs. These findings highlight persistent gaps in conceptual understanding despite formal instruction. The study suggests that explicit teaching strategies, such as conceptual change approaches and multiple representations, are required to address these alternative conceptions.
Co-Authors Dian Artha Kusumaningtyas Dina, Devi Farah Moh. Toifur Nurlailah Salamah, Asnin Nur Suwaldi Utama, Rodika