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Momentum: Physics Education Journal
Published by Universitas Kanjuruhan Malang
ISSN : 25489127     EISSN : 25489135     DOI : 10.21067
Core Subject : Science,
Physics
Arjuna Subject : -
Articles 15 Documents
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Search results for , issue "Vol. 8 No. 1 (2024)" : 15 Documents clear
Analysis of physics learning in elementary schools and the need for professional development: Is STEM education training necessary for elementary school teachers? Ardianto, Didit; Windiyani, Tustiyana; Suwarma, Irma Rahma; Karmilasari, Karmilasari; Nurul, Najla
Momentum: Physics Education Journal Vol. 8 No. 1 (2024)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v8i1.9105

Abstract

This study aims to explore pedagogical approaches and students’ engagement during STEM teaching. As many as 215 elementary school teachers in West Java were involved in this research. Those involved consisted of 161 women and 49 men. The majority of teachers have an elementary school teacher education background (87%), 7% have other educational backgrounds (Science Education/Mathematics Education/Social Education/Language Education), and the remaining 6% are in the sciences. The instrument used in this study was a closed questionnaire with 20 items from a Likert scale survey. The results of the study show that 50% of elementary school teachers very rarely use experimental approaches and problem-based learning when teaching STEM content. More than 60% of teachers also very rarely use the inquiry approach in teaching the four contents. The approach that is often used by teachers in teaching STEM is a collaborative and integrated approach. In addition, the survey results also show that more than 50% of students are very rarely involved in inquiry and engineering practice activities when learning about STEM content. The analysis of professional development needs showed that the majority of elementary school teachers have never received a professional development program regarding STEM education. In fact, the majority of teachers have a positive attitude towards the coaching program, which has an impact on increasing their competence. Apart from that, the results of this research also show that there is a lack of external support (from universities, educational practitioners, and researchers) for teachers in coaching programs. These findings provide evidence that teachers still need to receive training on pedagogical approaches that are relevant to integrated STEM education. The existence of training on STEM education is expected to improve the quality of STEM learning in the classroom. Thus, students' involvement in scientific and engineering practice when learning STEM becomes more dominant.
PISA science framework 2018 vs 2025 and its impact in physics education: Literature review Deta, Utama Alan; Ayun, Septy Kurrota; Laila, Luthfiyaul; Prahani, Binar Kurnia; Suprapto, Nadi
Momentum: Physics Education Journal Vol. 8 No. 1 (2024)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v8i1.9215

Abstract

Program for International Student Assessment (PISA) evaluates education systems in participating countries. Junior high school students are tested in math, science, and reading for the PISA Scientific Literacy test. This study contrasts the PISA Science Framework 2018 and 2025. This literature research uses systematic Literature Review (SLR) and bibliometric analysis. The method finds, reviews, evaluates, and interprets all research related to scientific literacy, PISA Framework 2018 and 2025, and its impact on Physics Education. The research used the Scopus database to find PISA Science Framework-related scientific articles. Results showed that PISA Framework 2025 evolves science literacy and scientific information function. The language is simplified to be more coherent by emphasizing the main idea of science. Procedural and epistemic knowledge are expanded and clarified. The finding is also supported by VOSviewer visualization of data results. This framework implies that physics education will assess students' understanding of fundamental physics principles and their rationality in applying them, including decision-making. In conclusion, the PISA Science Framework 2018 needs to be updated to the PISA Framework 2025 by the OECD to accommodate the students' needs in this era.
A scoping review with bibliometric analysis of topic fluid in science education: State of the art and future directions Misbah, Misbah; Hamidah, Ida; Sriyati, Siti; Samsudin, Achmad
Momentum: Physics Education Journal Vol. 8 No. 1 (2024)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v8i1.9334

Abstract

The aim of this scoping review is to provide an overview of scoping reviews in the literature on the topic of fluid science education through bibliometric analysis. The data search was carried out based on the Scopus database, then limitations were carried out based on certain criteria to obtain 146 documents. Publications on this topic have increased, especially in 2019-2023*. Then the author with the most citations was published in an international journal indexed by Scopus with quartile 1. Based on visualization using VOSviewer, 4 clusters were obtained and based on research in the last 2 years, both static and dynamic fluids are often associated with teachers, senior high schools, teaching, student learning, online learning. This research is the basis for further research related to the topic of fluids in science education. For example, fluid topics are rarely studied at the university level.
Beyond bungee jumping: Designing bungee cord to teach hooke’s law in problem-solving lab Sriyansyah, Syakti P.; Safari, Iman; Busyairi, Ahmad
Momentum: Physics Education Journal Vol. 8 No. 1 (2024)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v8i1.9390

Abstract

Physics instruction is critical for helping students develop thinking skills and practical skills through the engineering design process, however, they often find it difficult to apply the concepts of physics to solving real-world problems. Bungee jumping is one of the favorite real-world applications in Hooke’s law as it requires a physics calculation to design the bungee cord required to meet the specified safety criteria. The purpose of this study, therefore, was to investigate 35 high school student’s mastery of concepts on the behavior of the spring through the implementation of an engineering design process activity in the problem-solving laboratory instruction. A pre-experimental study with one group post-test design only was used to outline a problem-solving laboratory instruction and to assess students’ mastery of concepts after the instruction. We found that only 48% of students or fewer were able to make effective use of Hooke’s law to propose a solution and design a model related to the bungee cord problem. Although most students seemed to acquire a reasonable grasp of the energy concepts to solve the quantitative problems, it was found that there was a widespread tendency to improperly apply the conservation of energy concept to the context of jumping from a height in a qualitative problem. However, the physics behind designing bungee cords can be used to engage students in learning Hooke’s law. Such a hands-on pass-fail test of the student solutions provides them with more meaningful real experiences in applying physics calculation to a real solution.
Development of an augmented reality integrated Problem-Solving Laboratory Model (PSLab-AR) for electricity concepts to enhance the students' understanding of concepts Ismail, Ali; Bhakti, Demmy Dharma; Sari, Lasmita; Dwi Kemalia, Lula; Saprudin, Saprudin
Momentum: Physics Education Journal Vol. 8 No. 1 (2024)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v8i1.9428

Abstract

This research aims to develop a product in the form of an integrated Augmented Reality Problem Solving Laboratory (PSLab-AR) model. The research method used in this research is research and development because it is in line with the main output of this research. The research design used consists of the Define, Design, Develop and Disseminate stages. Participants in this research consisted of three groups: the first group was two elementary school teachers at the define stage, three science education experts at the development stage, and 25 fifth grade students at the dissemination stage. This research uses a CVI validation sheet and 10 questions on students' conceptual understanding. Based on the needs analysis at the definition stage, PSLab-AR is needed to assist science learning in elementary schools, especially in providing an interesting representation of the abstract concept of electricity. During the Design and Development stage, we found that the PSLab-AR framework passed expert evaluation by producing a framework consisting of preparation stages (understanding the practicum objectives, reading materials, and answering questions), problem solving (studying the problem context, formulating the problem, and creating prediction), exploration (determining tools and materials, understanding tool function, and creating procedures), measurement, data analysis, and drawing conclusions. At the dissemination stage, the research results showed that the Augmented Reality Integrated Problem Solving Laboratory model could increase students' conceptual understanding by 27.6 with an N-gain value of 0.610 in the medium category.

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