Identification of students’ difficulties is an important part of designing a quality learning. This research used survey method that aims to identify the difficulties experienced by students in understanding the concept of work and energy. The research subjects consisted of 142 undergraduate students in physics education (46 first-year students, 39 second-year students, and 57 third-year students). Data collection was carried out from 2018-2019. There are 10 multiple choices questions that are used to uncover the difficulties experienced by students. Based on the results obtained it can be concluded that many students still have difficulty in understanding the concepts of work and energy. The percentage of students who answered correctly are 20.42% in concept of work as a result of dot product multiplication; 11.26% in the work-energy theorem; 38.03% in the concept of spring potential energy, and 22.54% in the conservation law of mechanical energy.

This article discusses to reveal students' conceptual understanding in determining the direction of acceleration in two-dimensional movements, with special cases of pendulum motion. To achieve this goal, there are 3 reasoned multiple choice questions which are part of 20 conceptual kinematics questions. The study was conducted on 37 first year physics education master students at Universitas Negeri Malang. This research is quantitative descriptive. Research data shows that students' understanding is still low, only 4 (10.81%) students answer the first question correctly, 3 (8.11%) students answer the second question correctly, and 24 (64%) students answer question correctly. Based on the answer analysis, students are indicated due experience errors, such as (1) the acceleration of the object is always in the direction of motion, (2) at the highest point the object pauses, accelerates zero, and (3) the pendulum had zero acceleration in lowest position because the velocity is maximum.

Artikel ini bertujuan untuk mengungkap resouces yang diaktivasi siswa ketika menjawab soal terkait gaya apung. Penelitian ini menggunakan metode survei dengan instrumen tes 20 soal pilihan ganda beralasan pada topik fluida statis dan didukung dengan wawancara. Namun dalam artikel ini dibahas 1 soal terkait gaya Archimedes. Penelitian dilakukan pada 39 siswa kelas XI SMAN 5 Jambi. Hasil yang diperoleh menunjukkan ide naive terkait gaya apung. Ide tersebut berasal dari resource berupa “benda akan bergerak naik jika gaya ke atas lebih besar”.Kata kunci: Resources, gaya Archimedes This article aims to reveal students-activated resouces when they are solving the buoyancy force questions. This study used survey method with 20 MCQs reasoned on static fluid and supported by interviews. But in this article discussed a question related to buoyancy force. The study was conducted on 39 students of grade XI SMAN 5 Jambi. The results obtained show the naive-related idea of buoyancy force. The idea comes from a resource in the form of " the object will move up if the upward force is bigger than downward force".Keywords: Resources, buoyancy force

Penelitian ini bertujuan untuk mendeskripsikan pemahaman konsep mahasiswa pendidikan fisika dalam memahami konsep kalor. Penelitian dilakukan pada mahasiswa S1 pendidikan fisika (37 mahasiswa semester 2, 21 mahasiswa semester 4, dan 14 mahasiswa semester 6) dan 24 mahasiswa S2 pendidikan fisika. Data yang diungkap difokuskan pada pemahaman konsep kalor jenis dan kapasitas kalor. Hasil analisis menunjukkan bahwa mahasiswa masih mengalami kekeliruan dalam memahami beberapa konsep, diantaranya (1) menyatakan bahwa kalor jenis dipengaruhi oleh massa, kalor dan perubahan suhu, (2) memaknai kalor jenis besar sebagai benda yang mudah mengalami kenaikan suhu, dan (3)  menyatakan bahwa kapasitas kalor dipengaruhi oleh kalor dan kenaikan suhu.

This study aims to determine the problem-solving ability on the topic of temperature and heat. This research is a survey research. The subject of this study consisted of 118 undergraduate physics education program students’ (46 first-year students, 29 second-year students, and 43 third-year students). The research instrument consisted of 4 essay question questions. The results of the analysis show that students’ ability to solve problems about temperature and heat is still in the ‘novice’ category. In solving the problem, 13.56% of students have completed the Visual Representation stage, 68.22% of students have completed the Describe The Physics stage, 79.45% of students have completed the Plan A Solution and Excute The Plan stages, and 22.67% of students have completed the Evaluate The Answer stage. Most students only use mathematical equations without understanding their meaning.