Description in course of mathematical methods for physics and possible development of course program

This research was conducted to obtain an initial design for a laboratory practical tool based on bifocal modeling assisted by an ESP32 microcontroller for kinetic gas theory. This study was conducted to obtain an initial design for a practical laboratory tool based on bifocal modeling assisted by the ESP32 microcontroller on the kinetic theory of gases. This study was conducted descriptively through a literature review of various book articles and materials. Interviews were conducted with students and physics teachers in high schools (9 students and two teachers in Malang, 15 students and three teachers in Bandung) in Indonesia. Interviews were conducted to obtain an overview of the application of physics learning and reveal other potential problems students and teachers face. The design of the bifocal modeling tool developed has been consulted with physics and ICT learning experts. The results are that it needs to be further developed and maintained until the manufacturing stage. Bifocal modeling based on the design developed in this study has the potential to facilitate students to conduct scientific experiments related to the kinetic theory of gases. Based on the equipment to be developed, it is expected that students will be able to observe macroscopic gas phenomena through actual experiments, monitor microscopic phenomena visualized through computer models, collect data in actual experiments and computer simulations, and compare data. Students' understanding of the concept of the kinetic theory of gases has the potential to be improved by conducting practical work using bifocal modeling-based tools.

Section: Discussionmentioning

confidence: 99%

Enhanced learning: Designing bifocal modeling practicum tools with ESP32 for exploring kinetic theory of gases

Sujito,

Sulur,

Hudha

et al. 2024

“…Sujito et al (2021) emphasized that the mathematical methods in physics courses (including electronics) need improvement in the learning process. It seems that the expressions of Kusairi et al, (2019) and Sujito et al (2021) are proven to be correct. It is evident that variant answer B shows a lack of understanding in division with a denominator approaching zero, both in terms of the concept of limit and the prohibition of dividing by zero.…”

Section: Table 3 Comparison Of Students' Perceptions Of Voltage (Pote...mentioning

confidence: 99%

Conflict between physical analysis and mathematics causing failure: A case on diode circuits

Kurniadi,

Hidayat,

Handayanto

et al. 2024

This study aims to describe the causes of students' failures in solving diode circuit problems. Research data were obtained through tests, dialogs, and interviews with 12 students of the physics education study program at Universitas PGRI Madiun. The research began by providing diode circuit test questions. Referring to the answers to the diode circuit test questions, an investigation was conducted through a basic circuit mastery test, followed by dialogs and interviews. The data from the test results, dialogs, and interviews in this study led to the conclusion that the common causes of students' failures in solving diode circuit problems are the inability to apply Ohm's law and Kirchhoff's law correctly, as well as the inconsistency and lack of systematic application of basic circuit concepts. A specific finding regarding the causes of failure in solving diode circuit problems is the conflict between physical and mathematical analyses. Based on the common causes of students' failures in solving diode circuit problems, a series of conceptual scaffolding needs to be designed. In conceptual scaffolding, complex circuits are transformed into several basic circuits to facilitate scaffolding for each basic concept. Procedural scaffolding needs to be designed to address failures resulting from the conflict between physical and mathematical analyses. One necessary step in procedural scaffolding is confirming answers using Kirchhoff's law.

“…The 21 st century learning is expected to play role in preparing students to have a set of 21 st century skills, so they are capable and skilled enabling them to adapt with such life (Sujito, Liliasari, Suhandi, & Soewono, 2021). Hence, the learning in the 21 st century should be organized in such a way so students possess skills or ways of thinking and working, tools for working, and skills for living.…”

Section: Introductionmentioning

confidence: 99%

Investigation of facilities and students’ readiness in supporting implementation of nodemcu-based bifocal modeling physics practicum

Sunardi

Suhandi

Darmawan

et al. 2023

This research was carried out to get overviews which deal with facilities and students’ readiness to support the implementation of NodeMCU-based bifocal modeling physics practicum. The location of this research was in a senior high school in Bandung District, Indonesia. The subjects of this research were physics teachers and students of that school enrolled in 2020/ 2021. This research was a case study, the data of which were collected through interviews, observation, and questionnaire. Interviews and observation were focused to gather information due to the school facilities supporting the implementation of NodeMCU-based bifocal modeling physics practicum. Questionnaire was used to reveal the readiness of students in accepting implementation of NodeMCU-based bifocal modeling physics practicum. Based on the data analysis, it was found that the school facilities meet technical specifications of NodeMCU, so the implementation of NodeMCU-based bifocal modeling physics practicum may be potentially supported by the school facilities; most students also own facilities (smartphones and laptops/ computers) which may be potentially utilized as output peripherals for displaying visualized physics phenomena and simulated physics data from a tool of NodeMCU-based bifocal modeling physics practicum; students are willing to accept the implementation of NodeMCU-based bifocal modeling physics practicum in physics learning, because it can improve the quality of physics learning, improve the motivation of students to learn physics, and help students to easily understand physics concepts.