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An Analysis of Graduate Students’ Conceptual Understanding in Heat and Temperature (H&T) Using Three-Tier Diagnostic Test Sukarelawan, Moh Irma; Jumadi, Jumadi; Rahman, Nurulhuda Abdul
Indonesian Review of Physics (IRiP) Vol 2, No 1 (2019)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (206.189 KB) | DOI: 10.12928/irip.v2i1.910

Abstract

There have been many studies that investigate H&T misconceptions among students in Indonesia but the respondents are usually limited to senior high school students. This study aims to analyse the conceptual understanding in H&T concepts of Masters of Physics Education students with a focus on identifying their misconceptions.The study employs the survey research design and data were collected using a three-tier diagnostic test. Twelve Masters of Physics Education students who are enrolled in one of the private universities in Yogyakarta City took part in the study. They were selected using the convenient sampling technique. Data on conceptual understanding involve both quantitative and qualitative data. As such, the data was analysed based on the percentage of student response patterns. Results showed that the majority of students (62.5%) have some form of misconceptions about the concepts of H&T and only 22.9% hold the scientifically accepted conceptions. The most common misconception held by the students is that both H&T depend on the material of an object. Other descriptions of conceptual understanding are False Positive (4.2%), False Negative (4.2%), and Lack of Knowledge (6.2%). Interestingly, none of the students made a lucky guess in responding to the test items. We conclude that the pattern in conceptual understanding specifically that of misconceptions are ubiquitous regardless of the level of study. Years of learning have failed to address misconceptions among students even at the graduate level. This result has implications on how learning should be designed to actively resolve the issue of misconceptions among students.  
Implementation of Rasch Model for Mapping Students’ Metacognitive Awareness Sukarelawan, M I; Jumadi, J; Kuswanto, H; Nurjannah, T; Hikmah, F N; Ramadhan, M F
Jurnal Pendidikan Fisika Indonesia Vol 17, No 2 (2021)
Publisher : Department of Physics, Faculty of Mathematics and Natural Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v17i2.27172

Abstract

This study aim is to map students’ metacognitive awareness in physics subjects. This research was conducted at SMAN 1 Bantarsari in 2020. A total of 112 respondents (male = 17% and female = 83%) from class XI and XII were selected using a combination of snowball techniques and convenience sampling. Students’ metacognitive physics awareness was administrated using the Physics Metacognition Inventory (PMI) and analyzed using the Rasch model. The PMI inventory consists of 26 items and uses a Likert scale of 5 ratings ranging from 1 (never) to 5 (always). Mapping students’ physics metacognitive awareness based on the Logit Value of Person. Metacognitive awareness is classified into four levels, namely: low, medium, high, and very high levels. The results showed that more than 80% of students had metacognitive awareness at moderate and high levels. Dominant female students have metacognitive awareness at a high level and male students at a moderate level. The students’ metacognitive awareness in class XI and XII were at very high and moderate levels, respectively. The 15-16 year age group was dominant at a moderate level and the 17-18 year age group at a high level.
Implementation of Rasch Model for Mapping Students’ Metacognitive Awareness Sukarelawan, M I; Jumadi, J; Kuswanto, H; Nurjannah, T; Hikmah, F N; Ramadhan, M F
Jurnal Pendidikan Fisika Indonesia Vol 17, No 2 (2021)
Publisher : Department of Physics, Faculty of Mathematics and Natural Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v17i2.27172

Abstract

This study aim is to map students’ metacognitive awareness in physics subjects. This research was conducted at SMAN 1 Bantarsari in 2020. A total of 112 respondents (male = 17% and female = 83%) from class XI and XII were selected using a combination of snowball techniques and convenience sampling. Students’ metacognitive physics awareness was administrated using the Physics Metacognition Inventory (PMI) and analyzed using the Rasch model. The PMI inventory consists of 26 items and uses a Likert scale of 5 ratings ranging from 1 (never) to 5 (always). Mapping students’ physics metacognitive awareness based on the Logit Value of Person. Metacognitive awareness is classified into four levels, namely: low, medium, high, and very high levels. The results showed that more than 80% of students had metacognitive awareness at moderate and high levels. Dominant female students have metacognitive awareness at a high level and male students at a moderate level. The students’ metacognitive awareness in class XI and XII were at very high and moderate levels, respectively. The 15-16 year age group was dominant at a moderate level and the 17-18 year age group at a high level.
Rasch Analysis to Evaluate the Psychometric Properties of Junior Metacognitive Awareness Inventory in the Indonesian Context Sukarelawan, M. I.; Jumadi, J.; Kuswanto, H.; Soeharto, S.; Hikmah, F. N.
Jurnal Pendidikan IPA Indonesia Vol 10, No 4 (2021): December 2021
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v10i4.27114

Abstract

Empirically, metacognitive awareness is one of the main contributors to students' academic success. At the beginning of its development, the Jr.MAI self-report questionnaire was intended to measure students' metacognitive awareness in the United States. However, the evaluation of the psychometric properties for Indonesian high school students is still limited. The original Jr.MAI cannot be applied in Indonesia. By evaluating students' metacognitive awareness using Jr.MAI, teachers can understand students' information and knowledge related to their learning strategies and behaviors. Therefore, this study aims to evaluate the psychometric properties of the Indonesian translation of the Junior Metacognitive Awareness Inventory (Jr.MAI) self-report questionnaire. The Jr.MAI questionnaire consists of 18 items and uses a 5-point Likert scale response. 296 students (Male = 45.9%; Female = 54.1%) of public senior high schools in Indonesia completed the Jr.MAI questionnaire. The Rasch model was used to evaluate the psychometric properties of Jr.MAI. The results showed that the 5-point rating scale with 18 items functioned properly with a good fit, no gender bias, and achieved unidimensionality and local independence assumptions. It proved that the Jr. MAI questionnaire defined the latent variables and classified persons and items properly. Therefore, we concluded that the developed Jr.MAI questionnaire had good psychometric properties to be used by teachers and counselors for measuring and mapping the metacognitive characteristics at the senior high school level. 
A shift in the conceptual understanding of physics students in Indonesia through the wright map Sukarelawan, Moh. Irma; Puspitasari, Ariati Dina; Sulisworo, Dwi; Kuswanto, Heru; Jumadi, Jumadi
Jurnal Pendidikan dan Pengajaran Vol 55, No 1 (2022)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v55i1.38342

Abstract

There is limited literature reporting on the use of the Rasch model in analyzing the conceptual understanding of student temperature in Indonesia. This study aims to analyze students’ conceptual understanding using a two-level diagnostic instrument. Students’ conceptual understanding was administered through a survey method using a two-level misconception diagnostic instrument. The survey was conducted on 26 students (31% boys and 69% girls) at a public high school in the Tidore Islands, Indonesia. Students’ conceptual understanding of the temperature material was administered using six diagnostic items and analyzed using the Wright map. The analysis results showed a shift in the level of conceptual understanding of 50% of students. So, the Wright map provides a visualization of shifts in the level of students’ conceptual understanding of the topic of temperature.
Heat and temperature metacognition awareness inventory: A confirmatory factor analysis Moh. Irma Sukarelawan; Dwi Sulisworo; Jumadi Jumadi; Heru Kuswanto; Siti Anisatur Rofiqah
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 2: June 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i2.20917

Abstract

This cross-sectional study aimed to validate students' metacognition awareness inventory in Heat and Temperature material. A total of 167 public senior high school students in Yogyakarta, Indonesia were selected through convenience sampling technique. The heat and temperature metacognition awareness inventory (HeTMAI) inventory consists of six factors, namely: 1) Knowledge of cognition; 2) Planning; 3) Monitoring; 4) Evaluation; 5) Debugging; and 6) Information management. HeTMAI used a 5-point Likert scale. The data was analyzed using the confirmatory factor analysis (CFA) method through the Maximum Likelihood approach. All statistics were found to meet acceptance values. The four GOF indices (χ2/df=2.36, CFI=0.97, TLI=0.97, and SRMR=0.06) have supported the fit of the six-factor HeTMAI model. Standardized factor loading (SFL), construct reliability (CR), average variance extracted (AVE) and discriminant values provide evidence that HeTMAI has sufficient convergent and discriminant validity. Cronbach's alpha value of 0.96 indicated HeTMAI has very adequate evidence of reliability.
The effects of instructional design based web course on pre-service teachers’ competencies M. Anas Thohir; Moh. Irma Sukarelawan; Jumadi Jumadi; Warsono Warsono; Alfina Citrasukmawati
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 1: March 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i1.20475

Abstract

Web Pedagogical Content Knowledge (WPACK) is an important competence for pre-service teachers in the educational technology course. However, novice pre-service teachers require the preparation stage to integrate the Web into instruction. The purpose of the study was to develop and to investigate the new instructional model for pre-service teachers in integrating the Web. The Preparation, Isolation, Transformation, Action, Reflection, and Revision (PINTARR) and two other models were implemented in three physics education technology groups with seventy-four participants. The instrument test was constructed to assess the pre-service teachers’ competencies, namely Student analysis, Curriculum organization, Instructional strategy selection, Evaluation, Technological knowledge, and Physics knowledge. The result of MANOVA showed pre-service teachers in PINTARR group outperformed overall the pre-service teachers’ competencies rather than the Multimedia and Web Design Learning group. The results indicated that the Preparation and the Isolation stage were the most important for novice pre-service teachers in improving the competencies.
Four-Tier Heat and Temperature Diagnostic Test (4T-HTDT) to Identify Student Misconceptions Moh. Irma Sukarelawan; Sriyanto Sriyanto; Ariati Dina Puspitasari; Dwi Sulisworo; Ulfiana Nurul Hikmah
JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Vol 5 No 1 (2021): May Edition
Publisher : Program Studi Pendidikan Fisika STKIP Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/jipfri.v5i1.856

Abstract

There are limited studies on the diagnosis of heat and temperature misconceptions using a four-tier instrument diagnostic test. Therefore, this study aims to identify misconceptions in heat and temperature material. The survey research was conducted on 164 students at SMAN 2 Bantul. Students were selected using a convenience sampling technique. Identification of student misconceptions using the Four Tier Heat and Temperature Diagnostic Test (4T-HTDT). Students' conceptual understanding is calculated using the percentage technique. The results of this study indicate that there are still many students who have misconceptions on the concept of "heat-temperature as an extensive quantity" and "heat-temperature depends on material objects". The findings are expected to be a strategic step for designing appropriate remedial teaching.
Viscosity of Sumbawa Honey Based on Faxen Correction Factor: Consumer Protection Efforts against Fraud Moh. Irma Sukarelawan; Yudhiakto Pramudya; Siti Anisatur Rofiqah; Endra Putra Raharja
JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 6, No 2 (2021): May 2021
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jipf.v6i2.1984

Abstract

This study is aimed at determining the viscosity of Sumbawa honey. The sample used was produced by the Apis Dorsata species of honeybees, having three different types of concentrations: 10%, 20% and 30%, respectively. The test sample solution was at a temperature of 23.3 ± 0.5 oC. The viscosity value was determined using the corrected vertical spherical oscillation method. The results of this study identified a tendency for increased viscosity to the concentration of honey solution, which has been determined by extrapolating the equation of the linear regression. The relationship of concentration to true viscosity satisfies the equation y = 0.0199x + 0.0160. Furthermore, the Sumbawa honey viscosity was 2.006 Pa.s.
Junior high school student perception of online learning in pandemic Covid-19: Gender, social media ownership, and internet access duration perspective Muhammad Ramdhan; Moh. Irma Sukarelawan; M. Anas Thohir; Fitria Arifiyanti
International Journal of Education and Learning Vol 4, No 1: April 2022
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v4i1.517

Abstract

This study aims to explore students’ perceptions of the implementation of online learning during the pandemic in terms of gender perspective, ownership of social media, and duration of internet access. This research was conducted by a survey involving 87 students (P = 51% and L = 49%) in junior high school. Data were analyzed using Logit Value of Item (LVI) and Wright map combined with Logit Value of Person (LVP). Students’ perceptions were reviewed based on gender, social media ownership, and duration of daily internet access. The results showed that, in general, students have a positive perception of online learning. Based on gender, male and female students have almost the same positive perception of online learning. In terms of ownership of social media accounts, students with one account or two social media accounts have a perception of online learning above the average logit person. Most students who access the internet for more than 5 hours have a perception above the average logit person. Students whose internet access duration is 3-4 hours have a perception above the average logit person. So, gender, social media ownership, and internet access duration of 3-4 hours have positive perceptions of online learning.