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Ayu Fitri Amalia
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Prodi Pendidikan Fisika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sarjanawiyata Tamansiswa, Jl. Batikan UH.III/1043, Yogyakarta 55167
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INDONESIA
COMPTON: Jurnal Ilmiah Pendidikan Fisika
Published by Universitas Sarjanawiyata Tamansiswa
ISSN : 23560673     EISSN : 25795252     DOI : http://dx.doi.org/10.30738/cjipf.v7i2
Core Subject : Science, Education,
Education Physics
The journal reports significant new findings related to physics and education physics, including: learning media development, learning methods development, learning methods implementation and several application of physics.
Arjuna Subject : Umum - Umum
Articles 322 Documents
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Student Engagement in Physics Test: Administrating Time on Test-Item for Mechanical Physics Rizki Zakwandi; Alfiansah Sandion Prakoso; Duden Saepuzaman; Lina Aviyanti; Siti Nurhadianti Muhajir
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 2 (2026): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/cjipf.v12i2.22469

Abstract

Student engagement in physics assessment can be evaluated through both final outcomes and the fundamental problem-solving process. This study seeks to examine the correlation among item complexity, completion time, and student performance on a physics mechanic’s test. The research utilized a quantitative methodology through a cross-sectional survey design with 50 participants from the physics education program. Data were collected through a web-based, computer-administered assessment comprising 20 two-tiered items covering kinematics, dynamics, momentum and impulse, as well as work and energy topics. The complexity of the item was assessed according to the number of competencies engaged, encompassing conceptual, mathematical, graphical, data-related, and inter-variable relationships. The findings demonstrate that higher item complexity is associated with longer completion times, which may reflect greater cognitive effort or increased cognitive load. This increase in time did not correlate with enhanced performance; instead, it indicated a pattern toward decreasing scores, exhibiting a negative correlation of -0.32 between complexity and scores. Moreover, the correlation between completion time and performance fluctuates based on the subject matter and type of competency. Mathematical competencies demonstrate the most effective pattern, characterized by high scores and relatively brief completion times, while graphical competencies are associated with longer completion times and lower scores. The findings indicate that response time signifies both engagement and the difficulty level encountered by students.  Consequently, integrating response time with performance data provides a more comprehensive understanding of student engagement. This research underscores the necessity of enhancing representational competencies and employing process-based data to create more effective physics assessments.
Developing a Pedagogical Electricity and Magnetism Online Concept Test for Pre-service Physics Teachers Iyon Suyana; Raden Giovanni Ariantara; Feri Apryandi
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 2 (2026): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/cjipf.v12i2.22734

Abstract

Pedagogical content knowledge (PCK) is a crucial competency for prospective physics teachers. This study aims to develop an online test to assess pedagogical electricity and magnetism concepts in higher education. Participants included 33 prospective physics teachers from a public university in Bandung, four university lecturers, and three physics teachers. A sequential mixed-methods approach was employed, following the Exploratory Design: Instrument Development Model. Qualitative data were collected through questionnaires and literature reviews, while quantitative data were obtained from logical validation using the Learning Object Review Instrument 2.0 and empirical validation. Qualitative data were analyzed using source triangulation, then Many Facet Rasch Measurement (MFRM) was applied for quantitative analysis. The results demonstrate that the Pedagogical Electricity and Magnetism Online Concept Test (PEMOCT) is valid, reliable, and exhibits strong instrument characteristics.  

Page 33 of 33 | Total Record : 322

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