Momentum: Physics Education Journal
ISSN / EISSN : 25489127 / 25489135
Current Publisher: University of Kanjuruhan Malang (10.21067)
Total articles ≅ 44
Latest articles in this journal
Momentum: Physics Education Journal pp 64-72; doi:10.21067/mpej.v4i2.4440
This work offers an unproblematic teaching tool for the instruction of challeng-ing concept of electric potential difference in a non-uniform electric field. Specifically, mathematical modelling process is employed and managed to comprehend and teach exceedingly difficult concepts of uniform and non-uniform electric fields, electrical potential difference, scalar products of vectors and also concept of path integral. In order to accomplish those tasks, initially a basic conducting panel/sheet, that is simply a wet cardboard, is designed as a part of the apparatus, together with a dc power supply, a multi meter and connecting cables. The established method is interesting in the sense that the 3D wet cardboard is novel, very practical and minimal costing, hence the approach offers physics educators fresh teaching routes and opportunities to clarify the puzzling concept of electrical potential difference and further.
Momentum: Physics Education Journal pp 57-63; doi:10.21067/mpej.v4i2.4432
Electricity is found to be a difficult topic to learn due to its abstract concepts. Research showed that games based learning using dioramas can help students to interest and enhance students’ understanding in learning abstract Physics topics. As a result, PhyKER Games was developed in order to assist students in the learning of the Electricity circuit topic. ADDIE model (analysis, design, development, implementation and evaluation) as instructional design and develope of PhyKER Games. Dioramas were added in PhyKER Games to depict real scenes. The information delivery and the flow of content follow the ADDIE phases theory. It is hoped that the PhyKER Games would be able to assist students in the learning of Electricity circuit terms of concept understanding and motivation level.
Momentum: Physics Education Journal pp 49-56; doi:10.21067/mpej.v4i1.3846
This study examined the impacts of Interactive–Invention Instruction with Pre-Lesson Assignments (PLA) and Weekly Formative Tests Assessment Strategies (WFTAS) on students with low achievement in Physics in Ibadan, Nigeria. Pre-test post-test quasi-experimental research design and ninety Senior Secondary II students participated in the study. Two experimental groups and control were taught using Interactive-invention instruction, in addition, experimental group (1) was exposed to PLA while group (2) was exposed to WFTAS but the control group was only taught with interactive-invention instruction. Physics Achievement Test (r=0.89) and three teachers guides were instru-ments used while analysis of covariance (ANCOVA) was used to analyse the data. The treatments had significant main effect on low achieving students’ achievements in physics (F(2,75) =9.205; p
Momentum: Physics Education Journal pp 38-48; doi:10.21067/mpej.v4i1.4402
The success of students in dealing with the globalization era of scientific literacy needs to be supported by practising skills, one of the skills that must be mastered by students in the science process skills and scientific questioning skills. This study aims to determine the implementation of the question webs based learning model of learning to improve science process skills and scientific questioning skills in grade X students at SMAN 1 Darul Imarah using a quasi-experimental method with nonequivalent control group design. The samples were taken by purposive sampling technique which was then divided into experimental and control groups. The data were collected from pretest and posttest scores which were then tested based on N-gain values. The results showed that the score of science process skills and scientific questioning skills of experimental class students obtained higher mean scores than control class mean scores. Statistically, it can be seen that testing the results of tests using the t-test 4.507 for science process skills and 29.79 for scientific questioning skills with a significant difference. The conclusion of this study shows that the question web-based learning model improve science process skills and scientific questioning skills compared to conventional models.
Momentum: Physics Education Journal pp 30-37; doi:10.21067/mpej.v4i1.4194
This research aimed at identifying the influence of active involvement on blended learning for Statistics course on the learning outcomes of Physics pre-service teacher. This research also attempted to depict the benefits and challenges during the implementation of blended learning in the higher education context, particularly the implementation of blended learning for Statistics course among Physics pre-service teachers. The sample of this research was the entire students of Physics education department who attended Statistics course in the Fifth semester. Based on the results of the research, the active involvement of Physics pre-service teachers during blended learning session on Statistics course contributes as much as 56.5%. While the correlation equation obtained was Y= 44.509 + 0.503 X. The average responses of blended learning given by the Physics pre-service teacher on Statistics course was 81.5%. The implementation of blended learning for Statistics course improves the active involvement of Physics pre-service teachers.
Momentum: Physics Education Journal pp 19-29; doi:10.21067/mpej.v4i1.4122
This study aims to describe the scientific reasoning level of students in urban and rural areas on heat and temperature topic. This current study involved 104 students from two schools in urban areas and three schools in rural areas. The instrument used was a six-item essay test. The result showed that the students' scientific reasoning score was still low. However, based on the Mann–Whitney test, the study found that there was a significant difference in scientific reasoning scores between students in urban and rural areas. Both students in urban and rural areas were indicated to have higher proportional reasoning when compared to the other kinds of scientific reasoning. In particular, students’ proportional reasoning in urban areas was higher than in rural areas. The result also showed that probabilistic reasoning and correlational reasoning of students in the rural area tended to be unstable compared to students in the urban area. The implication is that physics teachers in the rural area should make maximum use of the facilities in practicing student reasoning skills.
Momentum: Physics Education Journal pp 11-18; doi:10.21067/mpej.v4i1.4113
This research aimed at analyzing the difficulties experienced by college students in acquiring Static Fluid concept. This research employed descriptive quantitative procedure and involved 48 college students of Physics Education Department. The instrument of this research was 13 items of reasoned-multiple choices test. According to the results, although there was an improvement, most college students were difficult to understand certain concepts. This research revelaed some difficulties experienced by students on certain concept. The difficulties experienced by students are as follows: students failed to portray the forces that worked on certain object and as a result, they failed to determine the ratio of pressure. In addition, the students were difficult to determine the changing of water pressure on the closed vessel based on major concept of hydrostatics and Pascal’s Law.
Momentum: Physics Education Journal pp 1-10; doi:10.21067/mpej.v4i1.4150
This study aims to develop a teaching proposal to measure spring constants of various spring-mass systems by means of the smartphones. Specifically, a single spring-mass system, a serial connected and a parallel connected spring systems are experi-mentally resolved, by using the ambient light sensor of the smartphones. The measurements are achieved by simply recording the light intensity, detected by the oscillating smartphone, as a function of time for the simple harmonic motion. Using the light intensity-time graphs, the average periods and eventually the spring constants are estimated and the outcomes are compared with the theoretical results. The overall outcomes of the work indicate some 3,3 % relative error for the serial connected springs and 10,8 % relative error for the parallel connected springs. The approach is important in the sense that the apparatus directly plots instantaneous momentum-time graphs and it creates an enjoyable and beneficial teaching atmosphere.
Published: 21 November 2019
Momentum: Physics Education Journal pp 103-110; doi:10.21067/mpej.v3i2.3761
This study aims to determine the effect of the integrated assessment for Learning (AfL) which is assisted by the Tryout application in scientific approach on students' conceptual understanding. This study used a quasi-experimental method with a pretest-posttest control group design. This research was conducted at a high school in Malang with a sample of two classes by a random cluster sampling technique. There were two classes involved, namely one as an experimental class (using an integrated AfL assisted with a tryout application in scientific approach) and one as a control class (using a scientific approach through assignment instructions). Thirthy four students in each class were tough the work and energy topic. The test instrument used was 20 reasoned multiple-choice questions with a reliability of 0.62. Data were analyzed using descriptive analysis and inferential statistics. The results showed that there was a significant difference between the posttest mean scores of the experimental class students and the control class students (p = 0.017). Descriptive analysis showed that the mean scores of posttest students for the experiment and control class were 61.76 and 54.26, respectively. That means that the conceptual understanding of students who learn with integrated AfL that assisted by tryout application in scientific approach was higher than students who learn with the scientific approach through assignments.
Published: 29 October 2019
Momentum: Physics Education Journal pp 95-102; doi:10.21067/mpej.v3i2.3763
This research develops learning methods through the development of teaching materials. In addition to this study developes an e-practicum module in one of the subjects in the pharmacy department, namely physics pharmacy. Today, the physics pharmacy practice uses printed module practice in the form of module books. This research intends to make innovation in practical learning. Current educational innovations that are developing in technological innovations, one of which is information technology. The use of information technology is very fast and sophisticated, currently technological computer-based has been developing with software applications that also continue to fulfil the world's needs. The development of this electronic technology can be utilized in educational innovations in practice methods. The printed module practice was developed into a web-based electronic practicum module. The method used in this research is the waterfall model which consists of the main stages of needs analysis, system and software design, system implementation and testing as well as a maintainance. The results of this study are a web-based module-practice named E-mulsi which can be accessed via e-mulsi.com. This application has been tested in one of the pharmacy physics classes and has received positive responses from users not only students but also lecturers because it is easier to use modules and preparation of technology-based reports.