Momentum Physics Education Journal最新文献_第5页

Teaching first order phase transition using a zipper model 用拉链模型教授一阶相变

Momentum Physics Education Journal Pub Date : 2022-01-31 DOI: 10.21067/mpej.v6i1.5850

Reshma Perayil, Udayanandan Kandoth Murkoth, Prasanth Pulinchery

引用次数: 0

Analysis of student perceptions of problem-solving learning and peer assessment 学生对解决问题学习和同伴评估的认知分析

Momentum Physics Education Journal Pub Date : 2022-01-31 DOI: 10.21067/mpej.v6i1.6005

Yustinus Maksimilianus Dhey Nesi, S. Kusairi, Arrika Wifqotu Lailin Nafisah

引用次数: 0

Measuring thermal conductivity via basic home equipment 通过基本家用设备测量热导率

Momentum Physics Education Journal Pub Date : 2022-01-31 DOI: 10.21067/mpej.v6i1.6306

M. Erol, M. E. Kuzucu

引用次数: 0

Introducing “Physics of music” to students using free software 使用免费软件向学生介绍“音乐物理学”

Momentum Physics Education Journal Pub Date : 2022-01-31 DOI: 10.21067/mpej.v6i1.6020

Nishanth Pothiyodath, Udayanandan Kandoth Murkoth

引用次数: 0

Concept understanding profile of high school students on doppler effect and sound intensity levels 高中生对多普勒效应和声强级的概念理解概况

Momentum Physics Education Journal Pub Date : 2022-01-31 DOI: 10.21067/mpej.v6i1.5664

Yohansen Frando Hadinata Silaban, J. Jumadi

{"title":"Concept understanding profile of high school students on doppler effect and sound intensity levels","authors":"Yohansen Frando Hadinata Silaban, J. Jumadi","doi":"10.21067/mpej.v6i1.5664","DOIUrl":"https://doi.org/10.21067/mpej.v6i1.5664","url":null,"abstract":"The purpose of this study is to map the profile of high school students' conceptual understanding in physics subjects with the Doppler effect and sound intensity levels, and to show the causes of misconceptions in high school students from the results of the Certainty of Response Index (CRI) method applied. The research method is descriptive quantitative with data analysis techniques in the form of descriptive statistics. The data collection technique used is an ordinary multiple choice test instrument equipped with a confidence level scale using the model CRI (Certainty of Response Index). This confidence scale is used as data for understanding students' concepts in answering questions that are analyzed statistically. The research subjects were 66 high school students in class XI who were randomly selected and had received lessons on sound waves. The test results showed that there were misconceptions in each item with the largest percentage of 45.45% in item number 3 and the smallest 12.12% in item number 2. Other responses in the form of lucky guess and not knowing the concept were also found with varying percentages. The misconceptions encountered occurred in the use of signs for the speed of the observer and the speed of the source, the relationship between distance and number of sound sources at the level of sound intensity, and the relationship between sound magnitudes. The results of this concept understanding profile are expected to be information for teachers to be able to overcome students' misconceptions and arrange appropriate learning strategies during the learning process.","PeriodicalId":32065,"journal":{"name":"Momentum Physics Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48275741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Development of physics e-module based on integrated project-based learning model with Ethno-STEM approach on smartphones for senior high school students 基于project-based学习模式与Ethno-STEM方法的高中生智能手机物理电子模块开发

Momentum Physics Education Journal Pub Date : 2022-01-31 DOI: 10.21067/mpej.v6i1.6316

Y. Yulkifli, Y. Yohandri, Hasbi Azis

{"title":"Development of physics e-module based on integrated project-based learning model with Ethno-STEM approach on smartphones for senior high school students","authors":"Y. Yulkifli, Y. Yohandri, Hasbi Azis","doi":"10.21067/mpej.v6i1.6316","DOIUrl":"https://doi.org/10.21067/mpej.v6i1.6316","url":null,"abstract":"Standard competency of graduate students of class XI in Physics learning is considered not optimal. One of the contributing factors is the unavailability of the Physics E-Module, which contains model steps and is integrated with a learning approach in order to direct students in active learning. This study aims to produce a Physics E-Module based on an integrated project-based learning model with an Ethno-STEM approach on smartphones for class XI high school students with valid, practical, and effective criteria. This is development research using the Plomp development model consisting of three stages: Preliminary Research, Development or Prototyping Phase, and Assessment Phase. The instruments used in this research include three questionnaires for preliminary study, validity and practicality, attitude observation sheets, written test sheets, and skills assessment sheets. The result obtained was a Physics E-Module based on an integrated project-based learning model with the Ethno-STEM approach on smartphones for class XI high school students who meet valid, practical, and effective criteria.","PeriodicalId":32065,"journal":{"name":"Momentum Physics Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47386829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

Project-based inquiry-science: An innovative learning for thinking, teaching and assessing science-physics 基于项目的研究性科学:一种思考、教学和评估科学物理的创新学习

Momentum Physics Education Journal Pub Date : 2022-01-31 DOI: 10.21067/mpej.v6i1.6254

N. A. Lestari, E. Hariyono, D. Dwikoranto, B. Prahani, U. A. Deta

{"title":"Project-based inquiry-science: An innovative learning for thinking, teaching and assessing science-physics","authors":"N. A. Lestari, E. Hariyono, D. Dwikoranto, B. Prahani, U. A. Deta","doi":"10.21067/mpej.v6i1.6254","DOIUrl":"https://doi.org/10.21067/mpej.v6i1.6254","url":null,"abstract":"Project-based Inquiry Science (PjBI-Science) is one of the embodiments of innovative learning designed for students to have abilities like scientists and to experience various investigative methodologies, which include experimentation, modelling, simulation, and data analysis in the fields of earth science, life science, and physical sciences. Not only beneficial for students, but PjBI-Science also facilitates teachers to be able to design detailed learning processes and conduct assessments according to students' thinking skills and abilities, both individually and in groups. This study aims to identify the characteristics and find the benefits of implementing PjBI-Science learning. The research method used is a systematic review with a meta-aggregation method that summarizes the results of research related to PjBI-Science qualitatively. Based on the literature review results to identify the characteristics of the implementation of PjBi-Science, conclusions were obtained regarding the benefits of implementing learning. For students, it can improve the quality of abilities in the natural science field and accommodate the learning needs to optimize thinking skills, while for teachers, it can holistically provide alternative teaching styles in an innovative way and conduct an effective assessment of the activities and cognitive abilities of students.","PeriodicalId":32065,"journal":{"name":"Momentum Physics Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42738891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Kolb's learning style analysis in solving HOTS questions for prospective physics teacher students 未来物理教师学生解决HOTS问题的Kolb学习风格分析

Momentum Physics Education Journal Pub Date : 2022-01-31 DOI: 10.21067/mpej.v6i1.5593

Nengah Nitriani, Darsikin Darsikin, S. Saehana

{"title":"Kolb's learning style analysis in solving HOTS questions for prospective physics teacher students","authors":"Nengah Nitriani, Darsikin Darsikin, S. Saehana","doi":"10.21067/mpej.v6i1.5593","DOIUrl":"https://doi.org/10.21067/mpej.v6i1.5593","url":null,"abstract":"This study aims to analyze Kolb's Learning Style (KLS) in solving HOTS questions for prospective physics teacher students. This research is a descriptive study using a qualitative approach. The subjects of this research are second semester students who have joined the Basic Physics course for Archimedes' Principle, amounting to 46 people. The instrument used was a Kolb's Learning Style (KLS) questionnaire, which consisted of 40 statement items, 8 essay questions about HOTS, and interview guidelines. Based on the results of the study, it showed that from the maximum percentage (100%) in each Kolb's Learning Style (KLS) obtained the combination of diverger and assimilator learning styles as the highest average percentage (65.63%) in solving HOTS questions correctly compared to the other learning styles. It is followed by the accomodator (56.25%), the combination of assimilator and converger (54.17%), diverger (53.41%), assimilator (49.22%), and converger (48.61%). There are differences in Kolb's Learning Style (KLS) in solving HOTS questions for prospective physics teacher students where students still experience errors in answering questions. The forms of incorrect answers given by students include: 1) Objects with a smaller surface area must be sink, 2) Heavy objects must be sink, 3) The amount of water affects the state of floating and sinking, 4) Hollow objects always float, and 5) Objects made of something hard must be sink. Based on the results of this study, it can be concluded that the ability of prospective physics teacher students in solving HOTS questions must be trained by adjusting their learning styles.","PeriodicalId":32065,"journal":{"name":"Momentum Physics Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43695014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Teaching electromagnetism using interactive-invention instructional strategy and the learning outcome of secondary school students 交互式发明教学策略在电磁学教学中的应用与中学生的学习效果

Momentum Physics Education Journal Pub Date : 2022-01-31 DOI: 10.21067/mpej.v6i1.5463

E. E. Ukoh

{"title":"Teaching electromagnetism using interactive-invention instructional strategy and the learning outcome of secondary school students","authors":"E. E. Ukoh","doi":"10.21067/mpej.v6i1.5463","DOIUrl":"https://doi.org/10.21067/mpej.v6i1.5463","url":null,"abstract":"Electromagnetism is an important aspect of physics in Nigerian secondary school curriculum and has been identified as one of the difficult topics to learn by the students. There seem to be very little research on how to make the learning of electromagnetism easy and enjoyable. Therefore, this study determined the effect of teaching electromagnetism using interactive-invention instructional strategy on senior secondary II (SSII) physics students learning outcome. Pretest posttest control group quasi-experimental research design was employed with 125 SSII students from three randomly selected schools. Intact classes were used and two experimental groups were taught using interactive-invention instructional strategy: group I students worked individually and group II students worked in groups of five and control group was taught conventionally. Two research instruments were used to gather data for the study, namely physics achievement worksheets and in-class interview guide. Students in the experimental groups demonstrated better understanding of the concepts more than those in the control group. In-class interview was carried out at the end of the treatment and all the students in the experimental groups reported that they enjoyed learning the concepts because they had opportunity for hands-on activities and they will prefer that electromagnetic concepts be taught using instructional materials they could manipulate to observe what happens by themselves. It was recommended that teachers use this strategy where hands-on activity-based was emphasized to enhance easy learning of electromagnetism. ","PeriodicalId":32065,"journal":{"name":"Momentum Physics Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45912283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Improving high school students’ conceptual understanding of electricity and magnetism using scaffold analogy instructions 利用支架类比教学提高中学生对电、磁的概念理解

Momentum Physics Education Journal Pub Date : 2022-01-31 DOI: 10.21067/mpej.v6i1.6223

Aysheshim Mengistu, Shimels Assefa, D. Gebeyehu

{"title":"Improving high school students’ conceptual understanding of electricity and magnetism using scaffold analogy instructions","authors":"Aysheshim Mengistu, Shimels Assefa, D. Gebeyehu","doi":"10.21067/mpej.v6i1.6223","DOIUrl":"https://doi.org/10.21067/mpej.v6i1.6223","url":null,"abstract":"Simulated analogical teaching model has a novel contribution in enhancing students’ learning. This study aims to analyze effect of simulated analogies scaffold by group discussion model in improving students’ conceptual understanding of some selected contents of electricity and magnetism at high school level. The study involved 75 grade 10th students from two different high schools, namely Dagmawi Twodros and Fert high schools found in Debre Tabor Town, South Gondar, Amhara region, Ethiopia. A quasi-experimental method with pretest posttest design was used in the study. An adapted standardized test of electricity and magnetism conceptual understanding test (EMCUT) was used to collect data. The reliability of EMCUT was checked using KR-20 and found to be at about .81. After checking all necessary assumptions, an independent sample t-test was used to analyze the mean difference on students EMCUT scores between groups. From the result analysis, we found that experimental group who used simulated analogies scaffold by group discussion method in learning of electricity and magnetism showed a higher mean score of EMCUT than the control group. Thus, it can be concluded that the use of simulated analogies scaffold by group discussion model improved high school students’ conceptual understanding of electricity and magnetism.","PeriodicalId":32065,"journal":{"name":"Momentum Physics Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43061062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1