Scattering of Wave Packets on the Surface of Topological Insulators in the Presence of Potential Barriers with Magnetization

Khomitsky, D. V.; Kulakov, D. A.

doi:10.1134/s1063776120010057

Cited by 3 publications

(4 citation statements)

References 44 publications

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“…Modern physics content is no exception, the development of modern physics content began rapidly in the early 20th century. Many scientists concentrate on conducting experiments according to their respective fields [10][11][12].…”

Section: Question 5: How Important Is Modern Physics Practicum In Sup...mentioning

confidence: 99%

“…The content of modern concepts is classified as abstract and microscopic [8,9], and can be felt but cannot be seen. Since the beginning of the 20th century modern physics has experienced very rapid development, until now the development of modern physics content continues to be enriched through studies such as Compton scattering, electron scattering, and electron momentum [10,11], wave packet scattering [12], electron diffraction [13], electron temperature and bremsstrahlung [14], Zeeman effect [15], and the nonlinear Schrödinger equation [16]. Most of this research is carried out oleh scientists in developing the content of physical sciences.…”

Section: Introductionmentioning

confidence: 99%

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Learning Problems of Prospective Teachers in Lectures Modern Physics During the Covid-19 Pandemic

Juandi,

Kaniawati,

Samsudin

et al. 2024

KSS

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Since the COVID-19 pandemic hit the world, many problems have been caused by accompanying effects, including impacts in the field of education. This study aims to explore the problems faced by physics education study program students in modern physics lectures in online learning during the COVID-19 pandemic. The method used in this study is a qualitative description with a questionnaire as a data collection technique. A total of 28 students who contracted modern physics courses and two lecturers who taught modern physics courses were participants in this study. The collected data were analyzed descriptively-qualitatively. After data analysis, several problems faced by students in attending modern physics lectures can be identified, namely: difficulty mastering concepts, internet signal interference, less interesting/monotonous learning, and never doing modern physics practicum. Limited tools are the main factor in the inability to carry out practicum. Even though practicum allows students to master abstract concepts of modern physics. Based on these findings, further research can be carried out that can facilitate students to more easily master modern physics concepts that are integrated with a practicum in the learning process. Keywords: learning problems, prospective teachers, lectures modern physics, covid-19 pandemic

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Section: Question 5: How Important Is Modern Physics Practicum In Sup...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Learning Problems of Prospective Teachers in Lectures Modern Physics During the Covid-19 Pandemic

Juandi,

Kaniawati,

Samsudin

et al. 2024

KSS

View full text Add to dashboard Cite

show abstract

“…The higher the intensity of the incoming light, the greater the number of electrons produced. If the potential difference is magnified, any amount of kinetic energy of an electron will not be enough to reach the collector (Khomitsky & Kulakov, 2020) This potential is then referred to as stopping potential ( 𝑉 𝑠 ) . The magnitude can be determined by magnifying the potential difference until the measured current on the ammeter is equal to zero.…”

Section: Students' Level Of Critical and Reflective Thinking Skillsmentioning

confidence: 99%

“…Therefore, thinking skills are the main capital to be able to do more rational reasoning in understanding every phenomenon of modern physics must be a concern. Many studies on the content of modern physics have been carried out including, Compton scattering of electron scattering and electron momentum (Talmantaite et al, 2019;Xu et al, 2019), wave packet scattering (Khomitsky & Kulakov, 2020), electron diffraction (Kulygin, Kulygin, & Avilov, 2020). Research on cognitive abilities for comprehending the text is still infrequently conducted, nevertheless.…”

Section: Introductionmentioning

confidence: 99%

Implementing the rasch model to assess the level of students' critical and reflective thinking skills on the photoelectric effect

Juandi,

Kaniawati,

Samsudin

et al. 2023

Momentum: Physics Education Journal

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This study aims to determine the level of students’ critical and reflective thinking skills on the topic of photoelectric effects. In this study, the cross-sectional survey approach was employed in conjunction with purposive sampling techniques. The data collection instruments are questionnaires for critical thinking and reflective thinking skills, with 20 critical thinking items and 24 reflective thinking items. A total of 35 students, 6 males and 29 females, with an average age of 20 years, agreed to fill out the questionnaire that was distributed. The acquired quantitative data were evaluated using the Rasch model, with critical thinking skills showing that 11% of students were at a very low level, 49% were at a low level, 26% were at a high level, and 14% were at a very high level. Meanwhile, data analysis of reflective thinking skills revealed that 20% of pupils had low levels, 63% had moderate levels, and 17% had high levels. As a result, it is suggested that critical thinking and reflective thinking skills be continuously debriefed.

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Prospective teachers’ perception of critical and reflective thinking skills on modern physics: Rasch Analysis

Juandi,

Kaniawati,

Samsudin

et al. 2024

Journal for the Education of Gifted Young Scientists

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Related research on critical and reflective thinking skills has been interesting and conducted by many researchers, but they are still carried out separately. This study aims to determine the perception of prospective teachers towards critical and reflective thinking skills in modern physics lectures. This research includes quantitative research using the cross-sectional survey method. Ninety-seven prospective teachers participated in the study, with details of 15 men and 82 women with an age range of 19-21 years. Questionnaire critical and reflective thinking skills are used as instruments for collecting data. Each of them is a 20-item critical thinking skills questionnaire and 24 items of reflective thinking skills questionnaire. The collected data was analyzed using winsteps software version 4.6.1. which includes descriptive, individual conformity, gender, and bubble chart. The results of detailed data analysis show that for critical thinking skills, 17% of prospective teachers perceive low, 68% of prospective teachers perceive moderate, and 15% of prospective teachers perceive high. As for reflective thinking ability, 11% of prospective teachers perceive low, 78% of prospective teachers perceive moderate, and 11% of prospective teachers perceive high. However, there are many misfit persons, 66% for critical thinking skills and 67% for reflective thinking skills. This means prospective teachers do not have strong perception beliefs in both thinking skills. Therefore, it needs to be strengthened through treatment, training, or workshops to further train both skills.

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Scattering of Wave Packets on the Surface of Topological Insulators in the Presence of Potential Barriers with Magnetization

Cited by 3 publications

References 44 publications

Learning Problems of Prospective Teachers in Lectures Modern Physics During the Covid-19 Pandemic

Learning Problems of Prospective Teachers in Lectures Modern Physics During the Covid-19 Pandemic

Implementing the rasch model to assess the level of students' critical and reflective thinking skills on the photoelectric effect

Prospective teachers’ perception of critical and reflective thinking skills on modern physics: Rasch Analysis

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