Research has been carried out using the PIMCA learning model introduced by Cosmas Poluakan. The aims of this study is to describe the learning difficulties of the third semester students of Physics Education study program, in understanding the Lorentz force concept through learning using PIMCA learning model based on MR-SR (multiple representations - semiotic source). The research method is a descriptive analysis method, with the procedure beginning with giving a pre-test, then following the 4 stages of PIMCA learning. The results showed that the average of pre-test results was 7% and the average of post-test results was 37%. These results indicate that even though there is an increase in the average of mastery the Lorentz force concept, generally students still have difficulty in writing down the complete vector magnitude, determining the relationship of force, electric current and magnetic field in a three-dimensional coordinate system and also need to be given more time so that students more freely explore the concept of Lorentz force. The results of this study recommend that in order to understand the Lorentz force concept, the use of the PIMCA model needs to be accompanied by giving more practice questions, and doing virtual practicum.

This research focused on physics material, the first law of thermodynamics with PIMCA model based on multi-representation. PIMCA (Presentation, Idea Mapping, Conceptualization, Assessment Formative). The purpose of this research is to know the result of students’ learning after taught used PIMCA learning model based on multi-representation on the first law of thermodynamics using SPSS. The method used is One Pre-test-Post-test Design. This research was conducted at SMA N 1 Remboken with 30 respondents.  The procedure was start with pre-test then continuing with learning physics by following the four steps of PIMCA model and then ended with post-test. The data that found from the research are: the pre-test’s average is 33,66 and post-test average is 71,48. Generally the students gave positive responses on PIMCA learning model.This research, it can be concluded that there is an enhancement of students’ learning result in learning the first law of thermodynamics. This research makes the students become more active in getting the knowledge and makes them think creatively. The result of the research showed that PIMCA learning model based on multi-representation is very effective to use in learning the first law of thermodynamics.

The purpose of this study was to produce a semiotic representation-based test instrument with a multiple-choice (MMC) model that could identify vector errors in a valid and reliable manner. This research method uses the Research & Development Model (R & D) which consists of four main stages, define, design, develop and disseminate. This research was implemented to the students of 2nd semester on 2018/2019 Academic Year of physics education study program totaling 25 people. The results shown that through semiotic representation in the assessment instrument based on the multiple-choice model in a valid and reliable way, it could identify errors in understanding vector concepts (weight centers, position vectors, vector lines, and weight center coordinates) of students. From this study, the use of semiotic representations in physics assessment instruments is recommended in vector concept learning in basic physics lectures to identify errors in vector concepts to improve physics teaching.

An important factor for the effectiveness of learning is an assessment factor for both the process and learning outcomes. Research has been carried out related to the use of multiple-choice assessment in the MR-SR based PIMCA (Presentation, Idea Mapping, Conceptualization, Assessment) learning model introduced and developed by Cosmas Poluakan. This study aims to determine the level of understanding of the physics concept of the Doppler effect with the PIMCA model. The research method uses concurrent mixed methods. The research stage began with a pre-test, followed by a PIMCA model treatment which was interspersed with interviews and ended with a post-test. The research was conducted at the Faculty of Mathematics and Natural Sciences, UNIMA, with 24 student teacher candidates as respondents. The research instrument used a multiple-choice model (MMC) with a written test technique. The results of data analysis obtained a pre-test score of 1.25 and a post-test score of 7.13. The results showed that using the PIMCA model using multiple-choice assessment can improve understanding of the concept of the Doppler effect physics material.

The learning model has long been the focus in almost all research on physics education. Research was carried out on the physics learning model in the subject optical tool. The purpose of this study was to find out learning outcomes using the PIMCA learning model (Presentation, Idea Mapping, Conceptualization, and Assessment Formative) introduced and developed by Cosmas Poluakan. This research method uses the group pretest-posttest design. This research was conducted at the Manado State University Department of Physics with 24 students as respondents. The data collection instrument was a test. The research procedure started with the pre-test, followed by the implementation of physics learning according to the four steps of the PIMCA model, which ended with a post-test. The results of the data analysis gave an average of 43.75 before the test and 77.08 after the test. The results of this study show that student learning outcomes increase in optical eye subject. The results showed that the MR-SR-based PIMCA learning model was very effective in the physics learning process of eye as an optical tool subject.