Indonesia Conference Directory

Corresponding Author
Alrizal Alrizal

Institutions
(a)Program Studi Pendidikan Fisika, Universitas Jambi, Jl. Lintas Jambi - Muara Bulian Km. 15, Jambi Luar Kota 36122, Indonesia

(b)Program Studi Pendidikan IPA, Universitas Bengkulu, Jl. WR Supratman, Kota Bengkulu 38122, Indonesia

Abstract
Conceptual understanding is one of the important things in physics learning. Many factors affected the conceptual understanding of students; one of them was the book. Based on data from the implementation of a questionnaire on junior high school students, their learning resources (books, etc.) have not been able to help them in understanding the concept of physics. Moreover, some abstract concepts in physics make them more difficult to understand physics. This study aimed to develop an electrostatic teaching material-oriented conceptual understanding for junior high school students. We use the ADDIE model, i.e., analyze, design, development, implementation, and evaluation. The result of this study shows that the teaching material is feasible to use in learning based on the feedback from students and validators.

Keywords
Feasibility; Electrostatics; Conceptual understanding

Topic
Physics Education

Link: https://ifory.id/abstract/NzUePvj6JtfH

Corresponding Author
Eko Risdianto

Institutions
University Of Bengkulu

Abstract
The current study was carried out for the purpose of examining the feasibility of Basic Physics II practical guide using augmented reality (AR) technology on electrical circuit and optical geometry materials. The type of this research is research and development adapting 4D development model namely, define, design, development, and dissemination. The feasibility test was distributed to a group of 20 students of physics education study program in Bengkulu University. Based on the results of the feasibility test on the display aspect with a percentage of 87.25% with a very good category, the material content aspect is 89%, the learning aspect is 88.75%, the readability aspect is 88.25%, and the practical aspect is 87%. According to the results of the feasibility test, it can be concluded that the Basic Physics II practicum guide using augmented reality technology on the developed electrical circuit and optical geometry materials is feasible to be used and further developed with an average percentage value on the feasibility test aspects of 88.05% with a very good category

Keywords
Augmented Reality, ICT-based Practical Guide

Topic
Physics Education

Link: https://ifory.id/abstract/GmUe6rhBtj3C

Corresponding Author
MUTIA LUBIS LUBIS

Institutions
a) Department of Physics Education, Faculty of Mathematics and Natural Sciences Education, Universitas Pendidikan Indonesia
*) mutia.hariza[at]student.upi.edu
b)Department of Physics Education, Faculty of Mathematics and Natural Sciences Education, Universitas Pendidikan Indonesia

Abstract
Heat and their transferred contain abstract concepts that are difficult for students to understand. This is a factor in the lack of students understanding concepts, even a factor in misconceptions. Therefore, efforts are needed to improve the students- understanding concepts and minimize misconceptions. One of them is the learning model which presents a scientific model as an illustration of an abstract concept and facilitates students to reconstruct their own model. The learning model is known as the Model Based Learning (MBL). This study aims to see an increase students understanding concept in the heat and their transferred after the application of Model Based Learning (MBL). This study uses Pre-Experimental Design with the One Group Pretest-Posttest Design method. The sample in this study consisted of 34 class X students of one of the state high schools in Bungo Regency, Jambi Province, taken by convenience sampling. The instruments used were 18 multiple choice questions that measure students understanding concepts. The results showed that there was an increase in students understanding concepts in the heat and their transferred which was included in the medium category after the application of Model Based Learning (MBL).

Keywords
Model Based Learning (MBL); Students- Understanding Concepts

Topic
Physics Education

Link: https://ifory.id/abstract/nMbtJkaAxHgh

Corresponding Author
Lismu Dhita Septyaningrum

Institutions
a) Physics Education Department, Universitas Negeri Jakarta, Jl. Rawamangun Muka No.1, Jakarta 13220, Indonesia
*dmuliyati[at]unj.ac.id
b) Physics Department, Universitas Negeri Jakarta, Jl. Rawamangun Muka No.1, Jakarta 13220, Indonesia

Abstract
Preserve teachers must be prepared to integrate technology in classroom learning. This technical capability must be adapted to the material to be taught. Material for physics has a different character, especially in the selection of media. Media on one material is not necessarily suitable for other materials. Preserve physics teacher must have the ability to analyze content and find appropriate technology in making media. The purpose of this study was to implement project learning for ICT based learning in physics courses for a preserve physics teacher. This research can be used to see how significant Technological-Content-Knowledge (TCK) preserves physics teacher is through Project-Based Learning (PjBL). This PjBL is applied to the undergraduate preserve physics teacher level. All students participated in full lectures for 16 meetings, which were combined between the explanation of topic matter guidance and progress report. The lecturer will give feedback to all students. The data taken is the initial ability of students, evaluation of progress reports, and project output of each student. The results obtained were students preserve physics teacher had a portfolio and an increase in TCK preserves physics teacher, were initially students were still having difficulties in applying technology with physics content. Another finding is that students experience increased self-efficacy.

Keywords
Project based Leaning; Technological-Content-Knowledge; Preserve physics teacher

Topic
Physics Education

Link: https://ifory.id/abstract/qUfvw6jH9dXN

Corresponding Author
Parno Parno

Institutions
(a) Physics Education, Universitas Negeri Malang, Jl.Semarang No.5, Malang 65145, Indonesia
*parno.fmipa[at]um.ac.id
(b) Department of Educational Science, Mathematics and Creative Multimedia, Faculty of Education, Universiti Teknologi Malaysia, 81310 Skudai Johor, Malaysia
(c) Graduate School Universitas Negeri Malang, Jl.Semarang No.5, Malang 65145, Indonesia

Abstract
This research aims to study the influence of STEM-Integrated Learning Cycle 7E on students- creative thinking skills in the topic of temperature and heat using a quasi experimental research with Pre- and Posttest Design. The research subject is 66 grade XI students of MAN II Batu Indonesia. They are distributed in the experiment (n=30) and the control (n=36) classes and received, respectively, STEM-Integrated Learning Cycle 7E, and Learning Cycle 7E models. The research instrument is students- Creative Thinking Skills Test with 0.803 alpha Cronbach reliability. The data is analyzed using descriptive, t test, N-gain, and effect size. The result shows that the STEM approach can increase creative thinking skills as indicated by the significantly higher average skill score obtained by the experiment class. Beside that, both classes increase the skill from Almost Not Creative to Creative levels. Also, both classes increase it at a medium category. Furthermore, especially for fluency indicator, the experiment class obtains a high category. The practical implementation of STEM-Integrated Learning Cycle 7E model has a very large impact than Learning Cycle 7E class in increasing the students- creative thinking skills. The experiment class students give higher positive response than control class for learning process.

Keywords
STEM, Learning Cycle 7E, Creative Thinking Skills, Temperature and Heat

Topic
Physics Education

Link: https://ifory.id/abstract/nEdxVaFzkQWT

Corresponding Author
M. Sutarno

Institutions
1 Program Studi Pendidikan Ilmu Pengetahuan Alam, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia

2 Program Studi Pendidikan Fisika, UIN Sunan Gunung Djati Bandung, Jl. A.H. Nasution No. 105 Bandung 40614, Indonesia

Abstract
One important skill that can support the success of learning physics for students is problem solving skills. This study explores the level of problem solving skills of 54 first semester students (11 men and 43 women, age range 16-18 years) in the basic physics course in the science education study program, Bengkulu University. In the first lecture, students are given irregular straight motion concept, without being given examples of problems and how to solve them. In the second lecture, students are given essay tests that contain quantitative problems related to concepts that have been studied previously. Based on their answers, it was found that: none of the students sketched a picture to represent the problem; they wrote down what was known and asked of the problem; none of the students mentioned the physics principles that would be applied to solve the problem; none of the students explained what important things were to be controlled, the limits that had to be met, and the special principles of physics that can lead to the right equation; they write physics equations and do mathematical calculations; none of the students who write justifications of the results obtained as a representation of checking back on the results obtained; only 43 percent of students have correct calculation results on question number one, and 17 percent on question number two. Based on these results it was concluded that the students physics problem solving skills were still at a low level. These results can be used as consideration for the selection of learning methods that can develop students problem solving skills in subsequent lectures

Keywords
Physics problem solving skills, Irregular straight motion concept, Science education

Topic
Physics Education

Link: https://ifory.id/abstract/v8BUrFzk69KZ

Corresponding Author
Judyanto Sirait

Institutions
University of Leicester

Abstract
Force diagrams, or some say free body diagrams (FBDs), as physics representations, are usually employed to teach and learn physics concepts such as force. Physics education studies indicate that the use of FBDs can support or hinder student- performance in solving physics problems. This study aims to investigate the type of representations drawn by students and the patterns of students- response while solving force problems. By involving physics education students (preservice teachers), questions about the application of Newton-s laws were administered to students to elicit the patterns of students- diagrams and students- answers. Results were analysed into three categories: complete, incomplete, and miscellaneous force diagrams. In addition, some students did not draw diagrams in solving the problems. Based on students- answers, the percentage of students drawing incomplete diagrams is higher than drawing complete diagrams. Students who drew complete diagrams tend to obtain correct final answer. Some students who drew incomplete diagrams were not able to find the correct answers and even to finish the problem. The group of students whose drew diagrams were in the miscellaneous category tended to demonstrate incorrect and unfinished answers.

Keywords
Representations, Force Diagrams, Problem Solving

Topic
Physics Education

Link: https://ifory.id/abstract/j8yHx6CtMBXq

Corresponding Author
nadi suprapto

Institutions
Department of Physics, Universitas Negeri Surabaya
*nadisuprapto[at]unesa.ac.id

Abstract
Through a research project of exploring physics concept in Techno Park, this study was manifested. It explored the existence of the application of the physics concept as part of exhibitions in museums, technopark, and science centers. The author specified the discussion into “Gravitram”. It is a complex system in which an electric motor lifts metal balls up to the top of the gravitram system, so each ball experience the law of conservation of energy. Rationally, the author adopted the qualitative paradigm in the research methodology. Documentation study through photo-elicitation and video analysis; and content analysis of electronic resources were used in the data collection. For a clear explanation, the findings and discussion are started from the history of the gravitram system, gravitram in the world, and the physics analysis of the system itself. The discussion is also exploring further the role of this system as a part of physics leisure, outdoor learning, or both of them.

Keywords
physics; gravitram; outdoor learning

Topic
Physics Education

Link: https://ifory.id/abstract/a4bWh9ft7nBk

Corresponding Author
yunina surtiana

Institutions
(a) Prodi S3 Pendidikan IPA, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia.
*yuninasurtiana[at]upi.edu
(b) Departemen Pendidikan Fisika, Universitas pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
(c) Prodi Pendidikan Ilmu Komputer, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

Abstract
This preliminary study was conducted to get an overview of the effects of applying the CC-Lab model to conceptual changes of high school students related to the concept of floating, drifting and sinking. The CC-Lab consists of four main activity stages of Lab, namely: 1) the stage of identifying student preconceptions, 2) the stage of conception confronting Lab, 3) the stage of conceptual Lab, and 4) the Stage of identifying the final conception of the student. A pre experiment method with one group pretest-post test design was used in this research. There are 37 students consisting of 22 female students and 15 male students, in one of the high schools in the West Bandung district of West Java province. Lab activities are carried out cooperatively in small groups. The instrument used to collect data is a conception test in the four tier test format related to the concept of floating, drifting and sinking. The results showed that before the application of the CC-Lab, the number of students in each conception category were: scientific conception (10%), misconception (62%), and no conception (28%), while after the activity of CC-Lab, the number of students in each category of conception became: scientific conception (82%), misconception (12%), and no conception (6%). These results indicate that the implementation of the CC-Lab model has a high effectiveness in remediating the misconceptions that occur among high school students regarding the concept of floating, drifting and sinking.

Keywords
conceptual change laboratory (CC-Lab),Misconception

Topic
Physics Education

Link: https://ifory.id/abstract/xXeVUq7kvZCG

Corresponding Author
Dian Pertiwi Rasmi

Institutions
Faculty of Education and Teacher Training, University of Jambi, Jambi 36361, Indonesia

Abstract
Concept understanding is an individual process to master by receiving and understanding information obtained from learning process in behave, think and act. This study aims to determine the profile of concepts understanding that experienced by students about direct current. At the end, we can find out the extent of the influence of understanding concepts on students during learning process. The research design used in this study is research design mixed methods explanatory design . The design of this study is combination of qualitative and quantitative data. The stages of implementation in this study will be conducted at SMAN 11 Kota Jambi in class X with the concept which already taught is about direct current. The instrument of this research is conceptual questions in the form of multiple choice and interview transcripts. Moreover, the data analyzed qualitatively and quantitatively. The results showed that in trials using conceptual questions, the percentage of correct answers for number 1 and 7 indicators was 50% correct, then for the lowest question indicators there were questions number 2 and 3 with the percentage of correct answers which was 37.50%. The results of the field trials prove that there is still a low students concepts understanding regarding the concept of direct current

Keywords
Conceptual Understanding, Conceptual, Direct Current

Topic
Physics Education

Link: https://ifory.id/abstract/rvafqeuHjyd2

Corresponding Author
Siska Mutia Hindayanti

Institutions
a) Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia
Jalan Dr. Setiabudi No. 229, Bandung 40154, Indonesia
*mutiahindayantis[at]upi.edu
b) Departemen Pendidikan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia
Jalan Dr. Setiabudi No. 229, Bandung 40154, Indonesia

Abstract
21st-century globalization era requires citizens to have 21st-century skills (4Cs; critical and creative thinking, collaboration, and communication) in supporting their job competencies. The government recommends learning process being emphasized by 21st-century skills (KA21) training. This study aims to get KA21 overview of high school students using 221 samples, randomly obtained from 288 students at one of the high schools in West Bandung district. The study focuses on observing behaviors trained by KA21 in physics learning through project-making. Observation results represent that critical thinking skill can be built at 67.88% and creative thinking skill reaches 66.48%. The involvement of teachers is still quite dominant in directing the steps to develop and complete projects. Collaborative skill reaches 76.21%, as well as communication skill that can be built at 79.06%. Teachers still have to dominantly ask students to read and present the project results. Thoughtful steps need to be developed in training KA21. Teachers have to ensure that students have sufficient knowledge. All students have to be actively involved in teamwork and know how to work in team. Generating creative ideas need to be exemplified by teachers. Virtual classes can be given to overcome unfinished learning at class because of insufficient time.

Keywords
21st century skills; physics material

Topic
Physics Education

Link: https://ifory.id/abstract/MJdnW6RqechN

Corresponding Author
Irwan Koto

Institutions
Department of Physics Education, The university of Bengkulu
Bengkulu, Indonesia

Abstract
The objective of this study was to examine pre-service physics teacher understanding related to physics content knowledge by investigating the relationship between knowledge of the Basic Electrical Concepts (BECs) test and the student-s certainty in their physics knowledge. Data was collected from 57 preservice physics teachers with the BECs test and Certainty of Response Index (CRI) values. The BECs test with CRI was administered to pre-service physics students following accomplishment of a unit of study on electricity and simple circuit. The results of diagnostic test were classified into correct and incorrect answers, and CRI values were classified into certain and uncertain. High CRI value in incorrect answer on the BECs test implied that 26% preservice physics teachers had misconceptions about basic electrical concepts. Low CRI value in correct or incorrect answer on the BECs test indicated there were 53% preservice physics teachers providing the answer by guessing; due to no understanding or confusion about their understanding. There were 21% preservice physics teachers providing the answer correctly on the diagnostic test with high CRI value. It was concluded that the majority of preservice physics teachers (79%) were either guessing or had misconceptions about every item related to the electric basic concepts.

Keywords
Misconception, Basic Electrical Concepts, Certainty of Response Index

Topic
Physics Education

Link: https://ifory.id/abstract/RLdFaZHApTfX

Corresponding Author
Andi Suhandi

Institutions
1)Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
2)Program Studi Pendidikan IPA, Sekolah Pascasarjana, Universitas pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia

Abstract
The aim of this study was to obtain an overview of the effect of using conceptual change oriented text (CCOText) assisted by dynamic models and analogy in the remedial teaching of the concept of heat conduction towards the remediation of misconceptions of high school students. CCOTeext consists of four text sections. In the third section of the text, which is the text part of the scientific explanation, the description is aided by dynamic model and analogy. The method used in this study is a pre-experiment with one group pretest-posttest design. The number of research subjects was 38 students consisting of 22 female and 16 male students, in one of the high schools in the Bandung district of West Java province. The subjects were selected by purposive sampling technique. Data were collected by conception test in the four tier test format related to the concept of heat conduction. The results showed that the use of CCOText in remedial teaching could be remediating 94% of high school students who had misconceptions on the concept of heat conduction. These results indicate that the use of CCOText assisted by Dynamic models and analogy has a high effectiveness in fostering students misconception about the concept of heat conduction.

Keywords
CCOText, Misconception, Remedial Teaching, Heat Conduction

Topic
Physics Education

Link: https://ifory.id/abstract/yMXZdrFBRYac

Corresponding Author
Rosiqoh Rosiqoh

Institutions
Program Studi Magister Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

Abstract
The objective of this research was to describe the concept mastery of the tenth year students in the learning topic of Newton Law by using rasch model analysis. This was a case study research by applying group post-test only research design. There were 30 students taken as the sample consisting of 6 male students and 24 female students. There were 20 items of multiple choice test used in this research (r = 0.88). The result of analysis by using rash model such as person fit order where there were 8 students with the outfit mean-square score out of the limit. The students 18P were categorized as not smart students because they were not able to solve the easiest problems of test but they could solve more difficult problems. Generally, the percentage of the students- mastery on concept mastery was categorized as low.

Keywords
Rasch model analysis, mastery of concept, Newton law

Topic
Physics Education

Link: https://ifory.id/abstract/zVhw3H9Guf6J

Corresponding Author
Amalia Suci Lestari

Institutions
magister program of physics education, universitas pendidikan indonesia, Bandung 40154, Indonesia

Abstract
The aim of this research was to investigate the scientific literacy ability of the eleventh year students in the topic of heat and temperature by using Rasch model analysis. This was a case study research by applying post-test only group research design. The samples of the research were of 31 students consisting of 11 male students and 20 female students. Multiple choice test consisting of 25 items were used in this research. The test items were adapted from the PISA framework constructed (r= 0.82). The result of analysis by using Rasch model in form of Wright map display where the students 10P had high ability rate and students 04L, 07P, and 16L with the response pattern considered unfit. The MNSQ outfit value accepted was out of the limit. Generally, percentage of students- scientific literacy ability in the three competencies were categorized low.

Keywords
Rasch model, Scientific literacy, heat and temperature

Topic
Physics Education

Link: https://ifory.id/abstract/YeAH3pnvwJ9y

Corresponding Author
Rahmawati Rahmawati

Institutions
a) Program Studi Pendidikan Fisika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar, Jl. Sultan Alauddin No. 259, Makassar 90222, Indonesia
b) Program Studi Pendidikan IPA, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

Abstract
One of the ways that can be used to validate test items is by Rasch Model application. Validation aspects used in this research consist five aspects, such as (1) item measure, (2) item fit, (3) differential items, (4) person measure, and (5) person fit. The test was given in the form of multiple choice as many as 40 items consisting of 23 items about electricity and 17 items about magnetism. The participants were 60 physics students who were given 60 minutes to do the test. Items was analyzed using WINSTEPS version 3.68.2. The results showed that the test items are valid. Reliability alpha of items is 0.90. It means that the quality of test items is very good.

Keywords
Validation, Rasch Model, Electricity and Magnetism Achievement Test

Topic
Physics Education

Link: https://ifory.id/abstract/dqhPer4HnDAX

Corresponding Author
Rahmawati -

Institutions
a) Program Studi Pendidikan Fisika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar, Jl. Sultan Alauddin No. 259, Makassar 90222, Indonesia
b) Program Studi Pendidikan IPA, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

Abstract
One of the ways that can be used to validate test items is by Rasch Model application. Validation aspects used in this research consist five aspects, such as (1) item measure, (2) item fit, (3) differential items, (4) person measure, and (5) person fit. The test was given in the form of multiple choice as many as 40 items consisting of 23 items about electricity and 17 items about magnetism. The participants were 60 physics students who were given 60 minutes to do the test. Items was analyzed using WINSTEPS version 3.68.2. The results showed that the test items are valid. Reliability alpha of items is 0.90. It means that the quality of test items is very good.

Keywords
Validation, Rasch Model, Electricity and Magnetism Achievement Test

Topic
Physics Education

Link: https://ifory.id/abstract/WkQVuvDxJUfE

Corresponding Author
yulkifli yulkifli

Institutions
Universitas Negeri Padang

Abstract
Physics learning aims to develop knowledge and train students thinking skills. But in reality, students haven-t been able to develop because they are less trained to find concepts independently. Student worksheets includes teaching materials that can help students find concepts and apply these concepts. The purpose of this study was to produce student worksheets using the inquiry based learning model with the community technology science approach with criteria valid. Learning using a valid student worksheets can improved student-s competence. This type of research is R&D using the Plomp model. The validity assesment is carried out by expert reviews, then analyzed using Aiken-s V formula. The results of validity of student worksheets meet the valid criteria of 0.79. Based on the results of the study, it can be concluded that the student worksheets uses the inquiry based learning model with a science technology society approach valid for use in Physics learning.

Keywords
Students worksheets, Inquiry Based Learning, science technology society approach

Topic
Physics Education

Link: https://ifory.id/abstract/nqLKGFbHDfPj

Corresponding Author
Datu Kirana

Institutions
a) Physics Education Department, Universitas Negeri Jakarta, Jl. Rawamangun Muka No.1, Jakarta 13220, Indonesia
*dmuliyati[at]unj.ac.id

Abstract
Thinking steps of computational thinking have an essential role in forming creative thinking to find ideas in a structured manner. Not only developing creative thinking, this stage also helps understand how to implement ideas into computational procedures. This study aims to design worksheets for helping the students understand and improve Computational Thinking Skills (CTS) in the material interpolation with the problem based learning (PBL) strategy. In many studies, the application of PBL shows an increase in various student abilities. This research applied to 39 students of computational physics courses. In this study, there was an increase in CTS, such as abstraction, algorithm automation, data analysis, data collection, and data representation.

Keywords
Worksheet; Computational Thinking Skills; Problem-based Learning; Physics Student

Topic
Physics Education

Link: https://ifory.id/abstract/gYtBkaJpqUPb