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Kasuari: Physics Education Journal (KPEJ)
Published by Universitas Papua
ISSN : 26152681     EISSN : 26152673     DOI : -
Core Subject : Science, Education,
Education Physics
Kasuari: Physics Education Journal (KPEJ) is a peer-reviewed open access journal and aims to provide a forum for researchers, lecturer, educational practitioners and University student on all topics related to physics education. The journal provides forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide physics learning include: development of instruments of evaluation physics, development of instructional media physics, the development of learning model of physics, and Quasi-Experiment. Kasuari: Physics Education Journal (KPEJ) published comprehensive research articles and reviews by leading experts in the field. Selected articles, which has a high scientific achievement, provide important new knowledge, and high benefits to society of physics and physics education. The Journal was first published in 2018 and regularly published twice per year in June and December.
Arjuna Subject : -
Articles 164 Documents
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Exploring Misconceptions of Light and Shadow Formation among Senior High School Students: A Qualitative Study in Physics Education Nurlailah; Utama, Rodika; Mustava, Oki; Toifur, Moh.; Dina, Devi Farah
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: 10.37891/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 Utama, Rodika; Kusumaningtyas, Dian Artha; Toifur, Moh.; Mustava, Oki; Salamah, Asnin Nur
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: 10.37891/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.
Development of a Problem-Based E-Module on Particle Motion Dynamics to Improve Physics Problem-Solving Skills Using Flip Anggri Wijaya, Silvia; Lumbu, Albert; Pamangin, Wilda Wijayani; Bisyahri, Adam
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: 10.37891/kpej.v8i2.1098

Abstract

This study aims to examine the feasibility of an e-module on particle dynamics developed using Flip PDF Professional and to analyze the improvement of students’ physics problem-solving skills. The research subjects were physics education students at Cenderawasih University The research employed an R&D method with the 4D model. The data analysis technique for assessing product feasibility used a standardized scale. The e-module evaluation was conducted through expert validation, and the results were analyzed quantitatively. Furthermore, to determine the impact of the developed e-module on students’ physics problem-solving abilities, an N-gain analysis was applied. To obtain scores for the research variables, a physics problem-solving skills test instrument was used. The validation results showed that the e-module was categorized as very good by media experts (average score 38.5) and material experts (average score 41.5). Field testing indicated that the improvement in problem-solving skills was in the moderate  category, with an N-gain value of 0.69 and an average post-test score of 80.20. Based on the findings obtained, this e-module has been proven to be feasible to function as one of the optional teaching materials in physics lessons.
The Effect of The Predict Observe Explain Strategy on Reducing Misconceptions About Light In Elementary Schools Kurniasari, Herlin; Nugroho, Ikhlasul Ardi
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: 10.37891/kpej.v8i2.1102

Abstract

This study aims to determine the effect of the Predict–Observe–Explain (POE) strategy on reducing misconceptions about light among fifth-grade elementary school students. This study describes empirical evidence of differences in the reduction of misconceptions between classes that received instruction using the POE strategy and classes that received instruction through teacher demonstrations. This study used a quantitative method with a quasi-experimental design, specifically a Nonequivalent Control Group Design, conducted at Demangan State Elementary School in the odd semester of the 2025/2026 academic year. The research subjects consisted of 52 fifth-grade students divided into an experimental class and a control class. Misconception data were collected through a validated two-tier diagnostic test, and the results showed that the validity was in the valid category. The reliability estimate of the misconception instrument was obtained through the Cronbach's Alpha test with a coefficient of 0.832, which is classified as high. Data analysis techniques included prerequisite tests (normality and homogeneity) and difference tests using independent t-tests for misconception reduction. The results showed that the average misconception reduction score in the experimental class increased from 44.35 on the pretest to 70.65 on the posttest, an increase of 26.30, while the control class only increased from 48.73 to 56.38, an increase of 7.65. The hypothesis test results showed a Sig. (2-tailed) value < 0.05 for both variables, so Ha was accepted. Thus, it can be concluded that the POE strategy has a significant effect in reducing students' misconceptions about light.

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