Articles
15 Documents
Search results for
, issue
"Vol. 8 No. 2 (2024)"
:
15 Documents
clear
<![CDATA[Identification of mental model and prediction of class XII high school students on the topic of convection heat transfer ]]>
<![CDATA[Nurjanah, Widia Linta]]>;
<![CDATA[Sari, Ika Mustika]]>;
<![CDATA[Saepuzaman, Duden]]>
<![CDATA[ Momentum: Physics Education Journal Vol. 8 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas PGRI Kanjuruhan Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21067/mpej.v8i2.9537
<![CDATA[Mental models have an important role in the learning process because learning in general can be seen as mental modeling. The purpose of this study is to identify students' mental models and identify the relationship between mental models and prediction ability on the topic of convection heat transfer. The sample of this study was 15 on 12th-grade high school students, 8 male students and 7 female students. The students came from three different schools, namely from Tasikmalaya district, Ciamis district, and Banjar City. Sampling was done by purposive sampling with the characteristics of students who have studied heat and students who have high cognitive process abilities in their respective schools. Data collection was done by semi-structured interviews with the type of questions in the form of content and prediction. Data analysis is done by constant comparative method. The results of this study show that there are no students who have a scientific mental model. Five types of mental models were found, including unclear model, convection is a continuation of conduction, convection that does not change density, convection for evaporation, and model 3. In addition, the relationship between prediction and mental model was classified as complex. This is due to students who predict without using their mental models. Knowing the diverse mental models of students, educators become more knowledgeable about the level of representation of each student. So that educators can prepare appropriate learning strategies in order to construct students' mental models.]]>
<![CDATA[Innovative approach: Teachers’ perceptions of implementation Merdeka Belajar Curriculum in physics education ]]>
<![CDATA[Puteri, Alfini Yunita]]>;
<![CDATA[Safitri, Afaurina Indriana]]>;
<![CDATA[Sherliyanti, Yeni]]>;
<![CDATA[Qiro’ah, Innita Fashihatul]]>;
<![CDATA[Mustafaroh, Vinka Amalia]]>;
<![CDATA[Admoko, Setyo]]>;
<![CDATA[Suliyanah, Suliyanah]]>;
<![CDATA[Sucahyo, Imam]]>
<![CDATA[ Momentum: Physics Education Journal Vol. 8 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas PGRI Kanjuruhan Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21067/mpej.v8i2.9544
<![CDATA[These various perceptions emerged both positive and negative perceptions regarding the implementation of the latest curriculum, namely the Merdeka Belajar curriculum. The purpose of writing this scientific article is to explore various teachers' perceptions regarding the implementation of the Merdeka Belajar curriculum in physics subjects. The research was conducted at one of the state high schools in the Surabaya area. The approach used in this research is a qualitative approach with a case study method. The data collection technique was carried out using purposive sampling and data triangulation as an analysis technique. This research includes the perceptions of physics teachers regarding the implementation of the Merdeka curriculum. There were positive and negative responses conveyed by the teachers. The shortcomings of the Merdeka curriculum implemented in schools are that teachers are still unable to adapt to the relatively new Merdeka curriculum and there is still a lack of information and references regarding the Merdeka curriculum teaching modules. The solution that can be applied to overcome this problem is that schools must pay more attention to teachers by holding more frequent training activities in preparing learning devices, providing access to training in using technology-based learning support media, and restructuring schedules for implementing P5 activities to be more optimal. The implementation of the Merdeka curriculum in this school has resulted in many teachers' perceptions of creating learning tools that are in accordance with this new curriculum. Apart from that, P5 activities with 12 more hours than other subjects make students take these activities more lightly.]]>
<![CDATA[Exploration of computational thinking skills: A case study of islamic senior high school students ]]>
<![CDATA[Amrizaldi, Amrizaldi]]>;
<![CDATA[Yuliati, Lia]]>;
<![CDATA[Supriana, Edi]]>;
<![CDATA[Diantoro, Markus]]>;
<![CDATA[Halim, Lilia]]>
<![CDATA[ Momentum: Physics Education Journal Vol. 8 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas PGRI Kanjuruhan Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21067/mpej.v8i2.9575
<![CDATA[This study aims to identify madrasah students' Computational Thinking (CT) skills on temperature and heat material. This research was conducted using a qualitative descriptive method using 5 CT-test essay questions to 53 grade XI IPA one of the Islamic Senior High School in Probolinggo. Data analysis techniques in research consist of 3 stages: data reduction, data presentation, and conclusions. Data analysis showed indicators of students' CT skills on a scale of 5 consisting of decomposition 3.90, recognition pattern 3.63, abstraction 2.83, and algorithm 2.37. Based on the study’s results, it can be concluded that the CT skills of the Islamic Senior High School in Probolinggo at temperature and heat are included in the medium category. Several indicators of CT skills are still challenging for students, especially in developing algorithms and abstractions. Some students need help identifying the steps to solve complex problems in understanding abstraction concepts and algorithms. In this case, practice, intensive tutoring, and student collaboration can help improve students' skills to overcome these difficulties.]]>
<![CDATA[Scaffolding as a cognitive load reduction strategy for teaching atomic and nuclear physics ]]>
<![CDATA[Appiah-Twumasi, Eric]]>
<![CDATA[ Momentum: Physics Education Journal Vol. 8 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas PGRI Kanjuruhan Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21067/mpej.v8i2.9580
<![CDATA[This study investigated the effectiveness of scaffolding as a cognitive load reduction strategy for teaching Atomic and Nuclear Physics. This study was carried out with the participation of university physics students (n = 20) enrolled in the B.Sc. Physics Education Programme. A quasi-experimental one-group pre-test-post-test design was used to collect both quantitative and qualitative data on physics students’ conceptual understanding and learning dispositions about Atomic and Nuclear Physics. The intervention consisted of a university academic calendar of one semester (2022-2023) using scaffolding as a cognitive load reduction strategy. The baseline assessment revealed that the respondents had incorrect, partial, and no knowledge of electron transition and radioactivity-related concepts. However, the post-test analysis revealed a mean score of 7.22 (SD = 0.31) that can be considered significant (p < 0.05) and a large effect of 0.79 on the conceptual understanding of the participants in Atomic and Nuclear Physics. The study findings also revealed that the participants' factual, conceptual, procedural, and meta-cognition about Atomic and Nuclear Physics improved after using scaffolding as a cognitive load reduction strategy. The results further revealed an improved learning disposition about Atomic and Nuclear Physics among the participants after the intervention.  The participants articulated, among others, that the use of scaffolds as a cognitive load reduction strategy stimulated their interests, made the topic more enjoyable, and reduced their sense of hopelessness. The author accordingly recommends scaffolding as a cognitive load reduction strategy to physics educators for effective teaching and learning in the context of Atomic and Nuclear Physics.]]>
<![CDATA[Conflict between physical analysis and mathematics causing failure: A case on diode circuits ]]>
<![CDATA[Kurniadi, Erawan]]>;
<![CDATA[Hidayat, Arif]]>;
<![CDATA[Handayanto, Supriyono Koes]]>;
<![CDATA[Supriana, Edi]]>;
<![CDATA[Mayasari, Tantri]]>
<![CDATA[ Momentum: Physics Education Journal Vol. 8 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas PGRI Kanjuruhan Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21067/mpej.v8i2.9649
<![CDATA[This study aims to describe the causes of students' failures in solving diode circuit problems. Research data were obtained through tests, dialogs, and interviews with 12 students of the physics education study program at Universitas PGRI Madiun. The research began by providing diode circuit test questions. Referring to the answers to the diode circuit test questions, an investigation was conducted through a basic circuit mastery test, followed by dialogs and interviews. The data from the test results, dialogs, and interviews in this study led to the conclusion that the common causes of students' failures in solving diode circuit problems are the inability to apply Ohm's law and Kirchhoff's law correctly, as well as the inconsistency and lack of systematic application of basic circuit concepts. A specific finding regarding the causes of failure in solving diode circuit problems is the conflict between physical and mathematical analyses. Based on the common causes of students' failures in solving diode circuit problems, a series of conceptual scaffolding needs to be designed. In conceptual scaffolding, complex circuits are transformed into several basic circuits to facilitate scaffolding for each basic concept. Procedural scaffolding needs to be designed to address failures resulting from the conflict between physical and mathematical analyses. One necessary step in procedural scaffolding is confirming answers using Kirchhoff's law.]]>
<![CDATA[The efficacy of teaching modules in enhancing students' sense of physics: Newton's laws ]]>
<![CDATA[Sari, Annisa Maya]]>;
<![CDATA[Purwaningsih, Endang]]>;
<![CDATA[Khusaini, Khusaini]]>
<![CDATA[ Momentum: Physics Education Journal Vol. 8 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas PGRI Kanjuruhan Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21067/mpej.v8i2.9662
<![CDATA[Sensemaking plays a crucial role as a bridge for students' understanding and intuition with explanations, thus addressing knowledge gaps. This bridging function helps students build new knowledge and comprehend related content materials. However, when facing physics problems, most students tend to engage in "answer-making" by presenting answers in the form of mathematical equations. This phenomenon of engaging in "answer-making" eventually causes students to perceive that physics does not "make sense." In response to this concern, a valid teaching module on improving students' sense of physics has been developed. This study is a quasi-experiment with a one-group pretest-posttest design. The posttest outcomes reveal an enhancement in the students'Â sense of physics among 60 students from two schools in Malang and Batu after they used the teaching module on Newton's Laws. However, when examining each indicator of students' sense of physics, further efforts are still needed to enhance the level of students' sense of physics.]]>
<![CDATA[The effect of design-based STEM learning on students' scientific creativity in solar energy topic ]]>
<![CDATA[Lidya, Nala]]>;
<![CDATA[Habibah, Hulwah]]>;
<![CDATA[Suryadi, Ahmad]]>
<![CDATA[ Momentum: Physics Education Journal Vol. 8 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas PGRI Kanjuruhan Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21067/mpej.v8i2.9767
<![CDATA[This study aims to investigate the effect of design-based STEM learning on students' scientific creativity in the context of solar energy. The study involved 64 tenth-grade students from a public Madrasah Aliyah in Jakarta, who were split into two groups: an experimental group that used design-based STEM learning and a control group that used conventional learning. Both groups were given a scientific creativity posttest in the form of seven open-ended questions. The study results showed that the experimental group's average scientific creativity score was higher than the control group's. Furthermore, the subdimensions analysis revealed that the experimental group's flexibility and originality significantly affected their scientific creativity. The study shows that design-based STEM learning positively impacts students' scientific creativity in the context of solar energy, although with a low category. This research can be a reference for future research to investigate the influence of design-based STEM learning on students' scientific creativity in various contexts.]]>
<![CDATA[Computational mapping analysis of artificial intelligence in education publications: A bibliometric approach utilizing vosviewer ]]>
<![CDATA[Rahim, Fanny Rahmatina]]>;
<![CDATA[Widodo, Ari]]>
<![CDATA[ Momentum: Physics Education Journal Vol. 8 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas PGRI Kanjuruhan Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21067/mpej.v8i2.9774
<![CDATA[In recent years, interest in the application of AI in education has increased significantly. However, there has been no research explaining the research trends in this area through bibliometric analysis. The goal of this study was to undertake a bibliometric analysis to look at how research on artificial intelligence (AI) in education has evolved. This study used open access bibliometric software for conducting exploratory research and discovering new research directions. It focuses on VOSviewer, a freely available software tool designed to analyze and visualize bibliometric relationships across various variables. Starting with existing examples, the paper then presents an original case study utilizing bibliometrics to investigate the impact of AI on education. Using Scopus data and VOSviewer, this case study analyzes and compares co-occurrence patterns among publications over a decade, showcasing how such software can effectively support preliminary investigations and influence more formal research endeavors.]]>
<![CDATA[Integration of physics learning content in the context of automatic machine design of fish feed throwers based on solar cells arduino IoT system ]]>
<![CDATA[Wardana, Rendy Wikrama]]>;
<![CDATA[Anggraini, Yestilia]]>;
<![CDATA[Firdaus, M. Lutfi]]>;
<![CDATA[Yanti, Fitri April]]>;
<![CDATA[Fitri, Elsi Adelia]]>
<![CDATA[ Momentum: Physics Education Journal Vol. 8 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas PGRI Kanjuruhan Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21067/mpej.v8i2.9804
<![CDATA[The utilization of aquaculture, especially in freshwater fish farming potential, is still not optimal. In general, fish feeding is still done manually and depends on human resources which is done simply. So an automatic fish feed thrower based on solar cells was designed to minimize the risk of delays in feeding fish. This innovation can be integrated in learning where it is adapted to physics content. This research uses a mix of methods with data collection techniques in the form of observations related to the surrounding environment and the learning process, documentation in the form of learning tools such as syllabus, lesson plans, curriculum, documentation, questionnaires, testing feed machine tools and literature studies. This research instrument is in the form of descriptive observation sheets, observation analysis sheets testing feed machine tools. Analytical techniques in this study use descriptive, qualitative and quantitative analysis techniques. The results of this research are in the form of content integration in physics learning in the context of designing a solar cell-based automatic fish feed throwing machine consisting of 6 physics contents that are adapted to the context of solar cell-based automatic fish feed throwing machines. The results of this study show that the application of the use of an automatic machine for throwing fish feed based on solar cells can be used as a source of learning, especially in physics subjects.]]>
<![CDATA[Distance and displacement inventory: Construction, validation and structural analysis ]]>
<![CDATA[Jufriadi, Akhmad]]>;
<![CDATA[Sutopo, Sutopo]]>;
<![CDATA[Kusairi, Sentot]]>;
<![CDATA[Sunaryono, Sunaryono]]>;
<![CDATA[Chusniyah, Dina Asmaul]]>;
<![CDATA[Ayu, Hena Dian]]>
<![CDATA[ Momentum: Physics Education Journal Vol. 8 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas PGRI Kanjuruhan Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21067/mpej.v8i2.9851
<![CDATA[This research aims to develop an instrument for assessing understanding distance and displacement concepts. Distance and Displacement Inventory (DDI) is an instrument constructed in multi-representations, including picture, table, graphic, mathematical, and verbal representations. This instrument is in multiple-choice format with ten questions to assess students' understanding of distance traveled and displacement. DDI development refers to R&D design by Borg&Gall and test development flowchart by Beichner. DDI was applied to 357 students in Indonesia who had taken introductory physics courses. Student answers were analyzed to determine the DDI's psychometric properties and structural analysis. The analysis results show that the DDI is adequate for assessing students' understanding of travel distance and displacement concepts. Meanwhile, the structural analysis of students' knowledge results shows that students have different perceptions of each question item according to their representation. Furthermore, students who understand the concept of distance traveled and displacement in one representation may need help understanding it correctly in another representation. This research implies the necessity of designing learning designs based on multi-representations and teaching students about the changes between these representations.]]>
