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All Journal Kasuari: Physics Education Journal (KPEJ) Jurnal Armada Pendidikan JPFT (Jurnal Pendidikan Fisika Tadulako Online)
Rodika Utama
Universitas Ahmad Dahlan
Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Physics

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Analisis Periode Rotasi Matahari Berdasarkan Pergerakan Bintik Matahari AR 4207 pada Citra SolarHam Tanggal 1–8 September 2025 Rustaman; Rodika Utama
JURNAL ARMADA PENDIDIKAN Vol 4 No 1 (2026): JURNAL ARMADA PENDIDIKAN
Publisher : Kilau Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60041/jap.v4i1.333

Abstract

This study aims to determine the rotational period of the Sun by analyzing the motion of a sunspot across the solar disk. The active sunspot region AR 4207 was examined using solar continuum images acquired on 1 and 8 September 2025. The position of the sunspot on each date was projected onto a circular diagram with the central meridian as the reference axis in order to measure its angular displacement. The projected angles relative to the central meridian were found to be  on 1 September and  on 8 September, yielding a total displacement of  over a seven-day interval. By applying the relation , the solar rotation period was calculated to be  days. This result aligns with the typical synodic rotation period of the Sun at low latitudes. The findings demonstrate that sunspot tracking provides a simple and effective method for estimating the Sun’s rotation, making it well suited for educational and observational activities in astronomy.
Theoretical Analysis of Thermal Equilibration in a Rotating Solid Sphere Partially Immersed in a Hot Fluid: A Study Inspired by the Onde Cooking Process Rodika Utama; Moh. Toifur; Ishafit Ishafit; Devi Farah Dina
Kasuari: Physics Education Journal (KPEJ) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/kpej.v9i1.1053

Abstract

This study presents a theoretical analysis of thermal equilibration in a sphere rotating with a constant angular velocity, where part of the sphere is submerged in a hot fluid and the other part is exposed to air. The model is inspired by the traditional onde-onde cooking process, which illustrates temperature equalization through continuous rotation during heating. By applying the steady-state heat equation in spherical coordinates and imposing boundary conditions representing two temperature regions (the hot fluid at T1 and the air at T2), the criterion for rotational equilibrium is obtained. The result shows that the angular velocity must satisfy the minimum threshold ωmin=k/ρcR2, where k is the thermal conductivity, ρ is the density, c is the specific heat, and R is the radius of the sphere. When the actual rotation rate exceeds this limit, the temperature distribution becomes nearly uniform, and the entire sphere approaches thermal equilibrium. The findings clarify the physical mechanism through which rotation enhances temperature uniformity in partially immersed solids. Beyond its culinary analogy, the model offers valuable insight for rotating heat exchangers, industrial drying systems, and thermal homogenization in composite materials.
Learning Transformation in the Merdeka Belajar and Kampus Berdampak Era: Synergy of Technology, Pedagogy, and Digital Assessment Rodika Utama; Dian Artha Kusumaningtyas; Mohamed Yusuf Wako; Asnin Nur Salamah
Kasuari: Physics Education Journal (KPEJ) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/kpej.v9i1.1065

Abstract

The transformation of physics education in the Merdeka Belajar era represents a fundamental paradigm shift in how teachers and students perceive, construct, and apply scientific knowledge. This article presents a theoretical and reflective analysis of the integration of technology, pedagogy, and digital assessment within the context of Indonesian physics education. Using a narrative–reflective approach and a review of recent literature, the study articulates how the Technological Pedagogical and Content Knowledge (TPACK) framework serves as a conceptual foundation for building collaborative, flexible, and scientifically literate learning ecosystems. The findings suggest that the integration of digital tools—such as PhET interactive simulations and Tracker-based video analysis—enhances conceptual understanding, promotes critical thinking, and facilitates continuous formative assessment. Philosophically, Merdeka Belajar embodies not only curricular flexibility but also a humanistic vision of science education that nurtures empathy, social responsibility, and ecological awareness. Therefore, the transformation of physics education is not merely technological modernization but an epistemological reconstruction toward ethical, collaborative, and sustainable learning.
Menjembatani Formalisme Matematis dan Interpretasi Fisik melalui Simulasi Berbasis Python: Suatu Kerangka Pemodelan Komputasional untuk Mekanika Newton di Sekolah Menengah Rodika Utama
JPFT (Jurnal Pendidikan Fisika Tadulako Online) Vol. 14 No. 1 (2026): JPFT (Jurnal Pendidikan Fisika Tadulako Online)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jpft.v14i1.6011

Abstract

Kesenjangan antara formalisme matematis dan interpretasi fisik masih menjadi tantangan dalam pembelajaran mekanika Newton di sekolah menengah. Siswa sering mampu memanipulasi persamaan seperti F = ma, namun belum memahami bagaimana persamaan tersebut merepresentasikan proses fisik yang dinamis. Penelitian ini menggunakan pendekatan pengembangan kerangka konseptual (conceptual framework development) berbasis analisis literatur dalam penelitian pendidikan fisika berbasis disiplin. Penelitian ini mengusulkan kerangka computational modeling yang merekonseptualisasikan hukum kedua Newton sebagai proses yang dapat dieksekusi melalui simulasi berbasis Python. Berlandaskan penelitian pendidikan fisika berbasis disiplin, teori koherensi representasional, dan computational thinking, kerangka ini mentransformasikan persamaan simbolik menjadi aturan pembaruan numerik iteratif yang menghasilkan gerak secara dinamis. Model ini mengintegrasikan dekomposisi konseptual, formalisasi matematis, translasi algoritmik, implementasi simulasi, dan visualisasi reflektif, sehingga memposisikan komputasi sebagai jembatan representasional antara persamaan, grafik gerak, dan penalaran fisik. Ilustrasi skenario gaya konstan menunjukkan bagaimana simulasi dapat memperkuat keterkaitan antara representasi matematis dan perilaku fisik. Kerangka yang diusulkan memberikan kontribusi berupa model desain pembelajaran berbasis teori untuk mengintegrasikan praktik komputasional dalam pembelajaran fisika sekolah menengah, dengan potensi memperkuat koherensi konseptual dan mengurangi fragmentasi dalam pemahaman simbolik.
Exploring Misconceptions of Light and Shadow Formation among Senior High School Students: A Qualitative Study in Physics Education Nurlailah; Rodika Utama; Oki Mustava; Moh. Toifur; Devi Farah Dina
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: 10.30862/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 Rodika Utama; Dian Artha Kusumaningtyas; Moh. Toifur; Oki Mustava; Asnin Nur Salamah
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: 10.30862/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 Asnin Nur Salamah Devi Farah Dina Dian Artha Kusumaningtyas Ishafit Ishafit Moh. Toifur Mohamed Yusuf Wako Nurlailah Oki Mustava Rustaman