Articles
125 Documents
<![CDATA[Representation and content in student's exam note sheets ]]>
<![CDATA[Ignatius Edi Santosa]]>
<![CDATA[ Momentum: Physics Education Journal Vol. 6 No. 2 (2022) ]]>
Publisher : <![CDATA[Universitas PGRI Kanjuruhan Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21067/mpej.v6i2.6320
<![CDATA[Various forms of representation are used to understand physics concepts. This study aims to reveal the representations used by students in summarizing their physics teaching materials. The observed representations include mathematical equations, verbal statements and graphs. The participants were students who attended lectures in two academic years, namely 2016 and 2018. Students were permitted to freely write a summary of lecture material that would be used as resources during the exam. The research investigated the types of representations used and their percentages. In addition, the content in the summary was also taken into consideration. The results showed that the representation of mathematical equations or formulas, verbal explanations and graphs were used by 100%, 97% and 40% of the total students, respectively. This finding is also reflected in the percentage of paper area used in the summary; the uses of formulas are 60%, verbal explanations are 32.5% and the remaining 4.2% are graphs. Most note sheets contain almost all of teaching material. This students’ tendency should be considered for teaching strategy.]]>
<![CDATA[Analysis of learning styles in terms of knowledge, skills and attitudes ]]>
<![CDATA[Abdul Halim]]>;
<![CDATA[Adinda Wirda]]>;
<![CDATA[Yusrizal Yusrizal]]>
<![CDATA[ Momentum: Physics Education Journal Vol. 6 No. 2 (2022) ]]>
Publisher : <![CDATA[Universitas PGRI Kanjuruhan Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21067/mpej.v6i2.6581
<![CDATA[The purpose of this study is to determine the domains of knowledge, skills and attitudes of students which are dominantly influenced by learning styles. The approach used is quantitative research with a correlation method in the form of a survey on 71 high school students in the Aceh Tengah area. The data collection instrument used a questionnaire for learning style data and documentation study for student learning outcomes data. The results of data analysis using descriptive and inferential statistics show that there is a significant relationship between learning styles and knowledge, skills and attitudes with an average contribution of 17.67%, 14.77% and 72.4% respectively. Based on the types of learning styles selected in this study, the visual learning style is more highly related to students' knowledge, skills and attitudes. The conclusion from the results of this study is that teachers as educators need to know and understand the characteristics of each student's learning style, so as to be able to place students in the right position during the learning process.]]>
<![CDATA[Development of 2-D augmented reality integrated physics e-book to improve students' problem-solving skills ]]>
<![CDATA[Veronika Yeni Setyo Tri Nugraheni]]>;
<![CDATA[Mundilarto Mundilarto]]>
<![CDATA[ Momentum: Physics Education Journal Vol. 6 No. 2 (2022) ]]>
Publisher : <![CDATA[Universitas PGRI Kanjuruhan Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21067/mpej.v6i2.6623
<![CDATA[This study aims to produce an augmented reality integrated e-book that is feasible to improve the problem-solving skills of 11th graders; identify the improvement of 11th graders problem-solving skills after using the augmented reality integrated e-book. Problem-solving as a way of obtaining solutions to difficulties is divided into four indicators, which are: understanding the problem, making plans, implementing plans, and reviewing solutions. Data collection techniques consist of tests, questionnaires, observations, and documentation using instruments that support the Research and Development (R&D) technique with a 4D model. Research subjects were selected by simple random sampling with 34 students of 11th graders. In this study, questionnaires were used for validation, observations were made to determine the condition of students, and documentation was used as evidence in conducting research. The data were analyzed quantitatively based on the results of the validation and analysis of pretest and posttest items. The results showed that the augmented reality integrated e-book is feasible to use based on the results of validation using the average value conducted by a very high category validator, and the validation value obtained is 3.79. The improvement of problem-solving skills was analyzed using Normalized Gain, and the improvement of problem-solving skills got a score of 0.8 in the high category.]]>
<![CDATA[Development of augmented reality integrated physics e-worksheet to improve students' problem-solving skills ]]>
<![CDATA[Rosalita Anggi Suryanto]]>;
<![CDATA[Poppy Sari Dewi]]>;
<![CDATA[Dadan Rosana]]>
<![CDATA[ Momentum: Physics Education Journal Vol. 6 No. 2 (2022) ]]>
Publisher : <![CDATA[Universitas PGRI Kanjuruhan Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21067/mpej.v6i2.6624
<![CDATA[The STEM approach through the augmented reality usage can provide visualization to students in online learning. The purposes of this research are to develop Physics E-Worksheet based on STEM using augmented reality system, and to improve the problem-solving skills of high school students on Momentum and Impulse material. The type of research used is research and development (R&D) with a 4D model (define, design, develop and disseminate). This study involved 24 students as a field trial class and 31 students in class X as a field operational class. The results of this study are: This Physics AR E-Worksheet is valid and reliable for use in the physics learning process for Momentum and Impulse material based on the results of validation analysis using an average value of a scale of four with a score of 3.73 in very good criteria. The results of the Paired T-Test analysis showed the value of Sig. 0.00, so that there is an effect of using AR Physics E-Worksheet on improving problem-solving skills of high school students. The score of Normalized Gain obtained 0.77 in high category improvement. The results showed that the AR Physics E-Worksheet was effective in improving problem solving skills so that it could be used as a learning medium for the Momentum and Impulse topic by class X science students.]]>
<![CDATA[Effects of circle-the-sage strategy on secondary schools students' numerical ability in physics in Nigeria ]]>
<![CDATA[Edidiong Enyeneokpon Ukoh]]>;
<![CDATA[Alaba Lawrence Aladejana]]>
<![CDATA[ Momentum: Physics Education Journal Vol. 6 No. 2 (2022) ]]>
Publisher : <![CDATA[Universitas PGRI Kanjuruhan Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21067/mpej.v6i2.6637
<![CDATA[The study examined effect of circle the sage instructional strategy on students’ numerical ability in Physics in senior secondary schools in Ikere local government of area of Ekiti state. A sample of sixty (60) students was selected for the study. A self-structured Physics Numerical Ability Test was used for data collection. A pre-test post-test quasi experimental research design was employed for the study. Two secondary schools in Ekiti state were chosen for the study. A test-retest method was employed to ascertain the reliability of the instrument, using Pearson Product Moment Correlation (PPMC). Three (3) hypotheses were formulated for the study. Self constructed twenty items multiple choice questions was used to collect the date and the data collected were analysed using ANCOVA. The findings of the study revealed that there was no significant effect of treatment on numerical ability of students in Physics, there was no significant effect of gender on numerical ability of students in Physics and there was no significant interaction effect of treatment and gender on numerical ability of students in Physics. Therefore, the study recommended that, though there was no effect of circle the sage strategiy on students’ numerical ability but cicle the sage with other strategies should be used to teach Physics at all level and be incorporated into the teaching of Physics at the secondary school level.]]>
<![CDATA[The effectiveness of virtual class-based e-learning with video-assisted google classroom as a physics learning media (2016-2020) ]]>
<![CDATA[Irgy Redityo Dawana]]>;
<![CDATA[Woro Setyarsih]]>;
<![CDATA[Nadi Suprapto]]>;
<![CDATA[Dwikoranto Dwikoranto]]>
<![CDATA[ Momentum: Physics Education Journal Vol. 6 No. 2 (2022) ]]>
Publisher : <![CDATA[Universitas PGRI Kanjuruhan Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21067/mpej.v6i2.5849
<![CDATA[This study aims to analyze research trends in online learning based on virtual class with video-assisted google classroom, the contribution of Indonesian researchers, and future research opportunities on the topic of online learning. This research method uses literature study through bibliometric analysis. In searching the articles, Publish or Perish (PoP) and Vosviewer softwares were utilized on the Scopus database. The search results consist of 264 documents selected from 2016 to 2020. The analysis results show that the publication of online learning articles with videos in the last five years has increased, which means that the research is still potential to be conducted. The most widely used author keywords in this research topic are "Video, Group, and Platform". Future research opportunities with the topic of online learning with videos in physics learning have potential opportunities where this study has increased every year and is still relevant for research.]]>
<![CDATA[Assessing students' factual, conceptual, and procedural knowledge of Newton's Laws of motion ]]>
<![CDATA[Zerihun Anibo Cashata]]>;
<![CDATA[Desta Gebeyehu Seyoum]]>;
<![CDATA[Shemelise Assefa Alemu]]>
<![CDATA[ Momentum: Physics Education Journal Vol. 6 No. 2 (2022) ]]>
Publisher : <![CDATA[Universitas PGRI Kanjuruhan Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21067/mpej.v6i2.6664
<![CDATA[The study aims to assess the difficulties in factual knowledge, conceptual understanding, and procedural knowledge of physics pre-service teachers on Newton’s laws of motion. The study was conducted in four colleges of teacher education located in the southern regions of Ethiopia .This study employed descriptive survey methods. For data collection, 14- Factual-Knowledge Test, 19- Conceptual understanding test and 3-open ended questionaries’ were used. Descriptive statics such as means, standard deviations, percentages, frequencies, and Minnesota Assessment of problem solving Rubric are used for written solution, where 136 students were involved in the quantitative part. They were consulted in the qualitative part of this study. The findings reveal a lack of conceptual understanding (61 percent) and procedural knowledge among pre-service physics teachers. This is evident in their low performance in the category or indicator dimensions of using, determining, and understanding problems (56 percent), in writing laws and principles (61%), and in determining the correct answer to problems (59 percent). A reasonable recommendation is given to solve the problem so that the pre-service physics teacher has adequate conceptual and procedural knowledge.]]>
<![CDATA[How can interactive multimedia direct instruction model improve student cognitive learning outcomes? ]]>
<![CDATA[Adam Malik]]>;
<![CDATA[Ayu Wandira]]>;
<![CDATA[Dedi Kuntadi]]>;
<![CDATA[Andi Rohendi Nugraha]]>
<![CDATA[ Momentum: Physics Education Journal Vol. 6 No. 2 (2022) ]]>
Publisher : <![CDATA[Universitas PGRI Kanjuruhan Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21067/mpej.v6i2.6686
<![CDATA[This study aims to determine the implementation of the direct instruction model based on interactive multimedia and the lecture model as well as the differences in the improvement of students' cognitive learning outcomes after the two models are applied to the material of effort and energy. The method in this study uses a quasi-experimental method, with a Noneequivalent Control Group design. The research sample consisted of two classes, namely class X-IPA 1 as the experimental class and class X-IPA 2 as the control class, each consisting of 20 students. Data on the implementation of learning were obtain-ed through observation sheets and students' cognitive learning outcomes were obtained through multiple-choice tests. The data analysis technique used the calculation of the observation sheet, N-gain, and t-test. The results showed that the average percentage of all meetings on the implementation of learning in the experimental class was 82.78% with very good interpretation and 71.85% in the control class with good interpretation. The increase in students' cognitive learning outcomes in the experimental class was 0.58 in the medium category and in the control class was 0.29 in the low category. The results of hypothesis testing using an independent sample t-test showed the value of tcount (3.56) > ttable (2.02). The results showed that there were differences in the cognitive learning outcomes of students who studied with an interactive multimedia-based direct instruction model and lecture model. Thus, the interactive multimedia-based direct instruction model is better in improving students' cognitive learning outcomes in the matter of effort and energy. This study could be implemented in schools with proper or non-proper laboratory facilities for supporting the learning of physics.]]>
<![CDATA[Fractals and music ]]>
<![CDATA[Nishanth Pothiyodath]]>;
<![CDATA[Udayanandan Kandoth Murkoth]]>
<![CDATA[ Momentum: Physics Education Journal Vol. 6 No. 2 (2022) ]]>
Publisher : <![CDATA[Universitas PGRI Kanjuruhan Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21067/mpej.v6i2.6796
<![CDATA[Many natural phenomena we find in our surroundings, are fractals. Studying and learning about fractals in classrooms is always a challenge for both teachers and students. We here show that the sound of musical instruments can be used as a good resource in the laboratory to study fractals. Measurement of fractal dimension which indicates how much fractal content is there, is always uncomfortable, because of the size of the objects like coastlines and mountains. A simple fractal source is always desirable in laboratories. Music serves to be a very simple and effective source for fractal dimension measurement. In this paper, we are suggesting that music which has an inherent fractal nature can be used as an object in classrooms to measure fractal dimensions. To find the fractal dimension we used the box-counting method. We studied the sound produced by different stringed instruments and some common noises. For good musical sound, the fractal dimension obtained is around 1.6882.]]>
<![CDATA[Smartphone for physics practicum in momentum and impulse ]]>
<![CDATA[Ade Yeti Nuryantini]]>;
<![CDATA[Rizki Zakwandi]]>;
<![CDATA[Muhamad Ari Ariayuda]]>
<![CDATA[ Momentum: Physics Education Journal Vol. 7 No. 1 (2023) ]]>
Publisher : <![CDATA[Universitas PGRI Kanjuruhan Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21067/mpej.v7i1.6687
<![CDATA[Practicum is an important part of Physics learning that cannot be ignored even in distance learning. Obstacles of practicum facilities faced by students can be overcome by using sensor on smartphones as a measuring tool. In this study, the use of the accelerometer sensor on a smartphone has been carried out to analyze the concept of momentum and impulse through the collision of two toy cars. Two toy cars A and B with smartphones attached have their respective masses of m1 0.31345 kg and m2 0.32116 kg. Car A was idle and car B was moved until it collided car A. In the event of a collision, the accelerometer sensor recorded acceleration data (a) versus time (t). Data (a) versus time (t) was represented in the form of a curve. Next, the data were analyzed. From the graph obtained data t1 =1.237 seconds, when car B started to exert a contact force on car A. The contact time between cars was ï„t = 0.025 seconds. The maximum acceleration experienced by car A during a collision was a = 27.919 m/s2. From the area of the curve (a) vs (t) the impulse value was 0.1217 (N. sec) which is also the value of the change in momentum of car A, with car A's speed after the collision of 0.427 m/s. Thus, the accelerometer sensor on a smartphone can be used to assist students in finding important concepts through practical activities. The use of the accelerometer sensor is expected to help students to facilitate understanding the concepts of momentum and impulse.]]>
