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 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.

Telah dikembangkan Lembar Kerja Mahasiswa (LKM) berbasis Prediction, Observation, and Explanation (POE) pada topik fluida statis. Artikel ini bertujuan untuk mendiskripsikan validasi LKM berbasis POE, mendiskripsikan respon, dan mendiskrisikan kemampuan berpikir kritis mahasiswa setelah menggunakan LKM berbasis POE. Pengembangan ini menggunakan model pengembangan ADDIE. LKM telah divalidasi dan dilakukan uji terbatas kepada beberapa mahasiswa. Setelah dilakukan revisi, uji coba terbatas dilakukan kepada 25 mahasiswa S1 Pendidikan Fisika pada perkuliahan Fisika Dasar I. Kemampuan berpikir kritis mahasiswa diperoleh dari tes. Informasi kemampuan berpikir kritis mahasiswa diperoleh dari perolehan skor untuk tiap indikator. Dari analisis yang di dapat, seluruh indikator memperoleh hasil validasi ahli dengan kategori sangat valid. Mahasiswa secara keseluruhan memberikan respon positif terhadap produk dan kemampuan berpikir kritis secara keseluruhan sebesar 69,60% sehingga dapat disimpulkan bahwa kemampuan berpikir mahasiswa berada pada kategori kritis.

Evaluation using computerized adaptive tests (CAT) is an alternative to paper-based tests (PBT). This study was aimed at mapping physics problem-solving skills using PhysProSS-CAT on the basis of the item response theory (IRT). The study was conducted inSleman Regency, Yogyakarta, involving 156 students of Grade XI of senior high school. Sampling was done using stratified random sampling technique. The results of the study show that the PhysProSS-CAT is able to accurately measure physics problem-solving skills. Students’ competences in physics problem solving can be mapped as 6% of the very high category, 4% of the high category, 36% of the medium category, 36% of the low category, and 18% of the very low category. This shows that the majority of the students’ competences in physics problem solving lies within the categories of medium and low.

<p>This study aims to determine the effectiveness of the implementation of problem based learning in elasticity and Hooke's law. The design of this study is the Embedded Experimental Model with a mixed method approach. Implementation was carried out at SMAN 5 Jambi in 34 students of Class XI IPA in the 2018/2019 school year. From the results of the analysis obtained there was an increase in conceptual understanding scores from 42.31 at pretest became 57.01 at posttest. The results of different tests using paired sample t-test were obtained t = - 4,901 (sig. 0,000) so it can be concluded that the pretest and posttest scores is differ significantly. Obtained the value of N-gain = 0.255 and effect size (d) = 0.930 shows an increase in the medium category and there is the influence of the implementation of the problem based learning model that is strong enough to increase understanding of students' concepts. Although students and teachers experience obstacles in implementing problem based learning learning models, this learning must continue to be carried out with improvement so students are accustomed to construct their own knowledge.</p>