Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Magister Scientiae
Daeng, Firza Farahdiba
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Physics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
REPRESENTATIONAL COMPETENCE AND CONCEPTUAL UNDERSTANDING IN LINEAR MOTION: DIFFERENCES BY REPRESENTATION TYPE AND GENDER Koswojo, Jane; Kusairi, Sentot; Sutopo, Sutopo; Herwinarso, Herwinarso; Rizkyanti, Elta; Daeng, Firza Farahdiba
Magister Scientiae Vol. 54 No. 1 (2026)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v54i1.8068

Abstract

This study investigates the correlation between representation competence and conceptual understanding of linear motion kinematics, by representation type and gender, among undergraduate students. A quantitative survey design was conducted with 228 students (136 male and 92 female) who had completed a basic physics course. Data were collected using seven validated essay items adapted from the Test of Understanding Graphics in Kinematics (TUG-K2) to measure students' representational competence and conceptual understanding across graphical, diagrammatic, and verbal representations. Descriptive statistics, Kruskal-Wallis test, Wilcoxon test, and Pearson correlation analysis were used. Results showed that students' representation competence was generally moderate (mean=1.130) and differed significantly across representation types, while their conceptual understanding was relatively low (mean=0.419) and varied significantly across kinematics concepts. Although female students showed slightly higher average representation competence scores, no statistically significant gender differences were found in either representation competence or conceptual understanding. A strong positive correlation was identified between representation competence and conceptual understanding, indicating a close association between the two constructs. However, the correlational design does not allow causal conclusions to be drawn. These findings highlight the importance of explicitly integrating various representations into physics teaching to support deeper conceptual understanding in linear motion kinematics
Promoting Quality Education through Physics Simulations and Collaborative Modeling-Based Learning: Students’ Computational Thinking Dispositions in High School Physics Noviani, Elisabeth Pratidhina Founda; Daeng, Firza Farahdiba; Wijaya, Anthony; Herwinarso
Jurnal Penelitian Pendidikan IPA Vol 12 No 3 (2026): In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i3.13724

Abstract

Computational thinking skills are essential in the 21st century; therefore, educational institutions must facilitate students in cultivating computational thinking skills. In addition, computational thinking dispositions are also important for students, as a positive attitude toward computational thinking will help them acquire the skills. This study aims to design and implement a collaborative modeling-based physics learning model supported by simulations to cultivate students' computational thinking dispositions. The learning model was implemented in a senior high school physics classroom during instruction on the work and energy topic. Thirty-four students participated in the study. At the end of the learning process, students’ computational thinking dispositions were assessed using a questionnaire. The results showed that students have overall computational thinking dispositions that are at a good level, particularly in confidence, persistence, and collaboration, while their ability to handle ambiguity reached an acceptable level. Moreover, according to the self-assessment, students had frequently engaged in computational thinking practices during the learning activities. These findings suggest that collaborative modeling-based learning supported by physics simulations has strong potential to promote computational thinking dispositions.
Co-Authors Anthony Wijaya Elisabeth Pratidhina Herwinarso Herwinarso . Jane Koswojo Rizkyanti, Elta Sentot Kusairi Sutopo Sutopo