Alternative learning model in physics learning: Effect of the conceptual change model with cognitive conflict on critical thinking skill

The purpose of this study was to apply the Conceptual Change Model (CCM) containing cognitive conflicts and to find out the difference in their effects on students' critical thinking skills. This type of research is a quasi-experimental study with an Only-Posttest design. The sample in this study was 91 students at senior high school in Lombok, Indonesia. The sampling technique used in this research is simple random sampling. Students are divided into three sample groups: experiment class, control 1 class, and control 2. Critical thinking skills are measured based on five aspects: basic clarification, basic decisions, inference, evaluation, and further explanation. The test used to measure critical thinking skills is a description test. The material chosen is motion along a straight line. This research was tested by ANOVA 1 way. The test results show differences in the critical thinking skills of the three sample groups in the motion and straight line material. This shows that CCM containing cognitive conflict can be used as alternative learning to improve critical thinking skills. Subsequent research is carried out for different materials and different areas, but it should be noted that this learning is suitable for materials that experience many misconceptions.

Analyzing student inquiry in online and offline classes during the Covid-19 pandemic through momentum and impulse worksheets

During the Covid-19 pandemic, it is necessary to develop an effective physics learning media used in a short learning time. This study aims to develop a package of worksheets based on an inquiry learning model that is integrated with traditional games. This research is a research and development using 4D model which is carried out at the define, design and develop stages. Validation was carried out by 3 experts and the worksheets were tested on 45 students of class X consisting of online and offline classes. The results of the development show that the momentum practicum worksheet is 3.68 in the valid range, the law of conservation momentum practicum worksheet is 3.66 in the valid and very good range, the coefficient of restitution and type of collision practicum worksheets are 3.74 and 3.73 in the valid and very good range, also the worksheet package scored 3.67 which means valid and very good. The implementation of learning is 98.21% and the readability questionnaire shows that 82.27% of students agree that the worksheet developed is very interesting and easy to use. The achievement of the inquiry process in the online class is 86.10 while in the offline class is 93.84. The results show that this worksheet is effective in optimizing the inquiry process both online and offline so that it can be used to investigate the topic of momentum and impulse by class X science students during the Covid-19 pandemic.

Physics calculator application with matlab as a learning media to thermodynamics concept

In the material of thermodynamics, many physics equations make students abstract in understanding the material. It is necessary to have a learning media to be able to visualize the thermodynamics material. Matlab is usually used in numerical analysis. Currently, Matlab can be used as a medium for learning physics by students to understand the material well. This study aims to develop a physics calculator application on the subject of thermodynamics using Matlab software. The research method used in this research is the research development method with the development model of ADDIE (Analysis, Design, Development, Implementation and Evaluation). The instruments used in this study were a validation test questionnaire and a student response questionnaire. The analysis technique applied is the descriptive analysis and the average analysis techniques. The results developed in this study are in the form of a Physics calculator application that helps physics calculations on thermodynamic material. The average validation result by material experts and media experts is 83.1%, with the "Good" category. In other words, according to experts, this media is suitable for use in physics learning. This application also received a positive response from students, with an average student response score of 79.8%. This application is also equipped with materials, physics calculators, physics simulations and question exercises so that it is expected to help students understand physics learning in thermodynamics material.

High impact on students’ understanding of atomics radius on crystals geometry concept through implementation of JITT with 3D animation

This study was conducted to analyze the students 'initial and final understanding after the application of JITT with 3D animation, to identify students' responses and arguments, and to determine the impact of using JITT with 3D animation. This research involved 43 students of the 6th semester of the 2019-2020 academic year of the Physics Education study program of the Universitas PGRI Kanjuruhan Malang who took solid state physics course. Students' initial and final understanding was analyzed through responses and arguments presented during the pretest, while the impact of JITT application with 3D animation was analyzed based on the results of the pretest and posttest as well as student responses during the learning process expressed through short interviews and discussions. The qualitative and quantitative data generated from the mixed-method approach were analyzed simultaneously. The results show that the students understand that the atomic radius for all the different crystal lattices is the same, namely a/2. This was awakened by an early understanding of the general definition of the radius. However, after following the JITT stages with 3D animation, their understanding changed that the atomic radius of each crystal lattice is different in length. In addition, the results of statistical analysis showed that there was a very significant increase in the students' mastery of concepts from an average of 26.9 to 96.7. Meanwhile, the N-gain value is very high, namely 0.96 in the very effective category, which illustrates that JITT with 3D animation has had a high impact on students' understanding of atomic radius in the concept of crystal geometry.

Developing authentic assessment instrument based on multiple representations to measure students' critical thinking skills

The purpose of this study was to produce an instruments test used to measure students' critical thinking skills in natural science learning. This research uses a 4-D development model (define, design, develop, and disseminate) involving 118 students at the develop stage and 60 students at the disseminate stage. The instrument developed was an essay test based on multiple representations. Validity was proved by using CVI, and reliability was estimated by using the Item Response Theory. The results showed that the instrument had a very good foreign exchange value. This is reflected in the Aiken V scores on the aspects of substance, construct, language and appearance, respectively, about 1.00, 1.00, 1.00, and 1.00. According to Rasch analysis, the instruments has meet the assumption test for 14 items which is unidimensional, the local independence assumption test, and the parameter invariance assumption test. According to OUTFIT MNSQ Value, the items are fit with PCM 1-PL which functions normally in making measurements. Reliability estimated for items shows a very high consistency of measurement of 0.97 and for person shows a high consistency of measurement of 0.86. The results of the student's CTS measurement showed that the average score was 65.50, with a distribution of high, medium, and low abilities, respectively, about 16.67%, 63.33%, and 20.00%. Thus, according to these results, an authentic assessment based on multiple representations is suitable to measure students' critical thinking skills.

Development of learning videos of atomic theory concepts of Tialo language

The purpose of this research is to produce a video learning content on atomic theory. This research uses the design and development design that employs the ADDIE model. The research instrument used was a questionnaire with a four-likert scale admistered on content experts, linguists, media experts, teachers and 10 students of MA AL-KHAIRAAT Tomini. The validity of the content, language and media aspects was said to be good with scores of 3.25; 3.33 and 3.28 respectively. Meanwhile, the scores obtained from teachers and students of class XI IPA were 3.87 and 3.51, both of which were in the "Strongly Agree" category. The results showed that the atomic theory learning video in the Tialo language was suitable for use in learning activities and could increase the concentration level of students. The theoretical implications of this research, namely the instructional video can increase learning motivation in students and the practical implication is that the instructional video is used as resources for teachers and prospective teachers to be used in the learning process.

The implementation of RADEC learning model in thematic learning to increase the concept understanding of electrical phenomenon

This research is motivated by the large number of elementary school classrooms that do not offer quality science experiences to students so that it has an impact on students' low understanding of the science concept. The RADEC (Read-Answer-Discuss-Explain And Create) learning model seems suitable for increasing students' understanding of science concepts. This learning model has scientific stages that encourage the cons-truction of students' knowledge. This study aims to analyze the increased understanding of the concept of electrical phenomena through the application of the RADEC learning model. The study involved twenty-eight grade 5 students in the 2019-2020 academic year. Quasi-experimental method with one-group pretest-postest design was used in this study. To find out the understanding of students' concepts about electrical phenomena, tests were carried out before and after the implementation. This study uses descriptive analysis to analyze data collected before and after implementation. From the results of the analysis, it is known that students' understanding of the concept of electrical phenomena after the implementation of the RADEC learning model is higher than before. Thus, it can be concluded that the application of the RADEC learning model can improve students' conceptual understanding of electrical phenomena.

Needs analysis of physics e-module based on hybrid-PBL model on critical thinking skills improvement

The purpose of this study was to determine the need for teaching materials in the form of physics e-module based on Hybrid-PBL model in schools. This research applied a descriptive method. Data were collected using a needs analysis questionnaire with 14 respondents of physics teachers spread across several regions in Indonesia and 36 respondents of class XI students in SMA Negeri 2 Sragen. Based on the results of the questionnaire, the teachers indeed need teaching materials in the form of e-module and all teachers also agree that the Hybrid-PBL model can be applied in physics learning. Students are also interested in learning physics using teaching materials that can display images, videos, animations, and simulations as well as learning by involving problems in the surrounding environment. So it can be concluded that teachers and students need a physics e-module based on Hybrid-PBL model.

Conceptual framework on teaching capacitors and inductors

The objective of this work is to suggest a conceptual framework on teaching capacitors and inductors in order to improve teaching abilities and to eliminate some fundamental misconceptions. The effort initially deals with resolution of physical structure and structural concepts/parameters of the devices and then resolves DC and AC responses of the inductors and capacitors. The resolutions are achieved by considering basic serious RL and RC circuits and resolving the circuits both theoretically and experimentally. As a result, an alternative teaching approach is offered and also a novel instructional material is developed and suggested. Some teaching clues are briefly inserted to guide teachers/instructors to reach a higher comprehension level. It is believed that the implications of the developed teaching material would be quite high and beneficial.

A contextual semi assisted project-based learning (SA-PjBL) about ocean wave energy: Creative thinking of pre-service physics teachers

One of the factors that have become an obstacle in the development of techno-logy to use ocean wave energy as a renewable energy source is the lack of human resources who have expertise in this field. Therefore, in the long term, it is necessary to introduce basic knowledge to the young generation about wave energy and other renew-able energies and even must equip them with important skills such as creative thinking skills. This study aims to introduce students to how to utilize ocean waves as renewable energy while at the same time developing student creative thinking skills through semi-assisted project-based learning. This type of research is weak experiment research with one group pretest-posttest design research. The research was conducted on 31 pre-service physics physics teachers who were taking environmental physics lectures at a teacher training university in West Nusa Tenggara. The performance appraisal data were analyzed descriptively while the test result data were analyzed using the N-gain and the Wilcoxon test. Based on the results of data analysis, it was obtained <g> = 0.725, which means that there was a high increase in students' mastery of the concept of using ocean waves as a renewable energy source. In addition, the results of the performance appraisal data (score > 3) indicated that at each stage of learning, students were provided with indicators of creative thinking skills with very satisfied categories. Therefore, it can be concluded that environmental physics lectures using semi-assisted project-based learning able to improve students' mastery of concepts and creative thinking skills.