Student’s misconception and thinking style on modern physics course

Halim, Abdul; Nurhasanah,; Zainuddin, Zainuddin -; Musdar,; Elisa, .; Mahzum, Elmi; Irwandi, I.

doi:10.1088/1742-6596/1882/1/012018

Cited by 6 publications

(5 citation statements)

References 24 publications

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“…Research in the same field has been carried out by previous researchers, including regarding misconceptions and thinking styles (Halim, Nurhasanah, et al, 2021), the impact of EduPlasa media on reducing misconceptions (Halim et al, 2020), the effect of E-learning modules on reducing misconceptions . Besides, there are also several research results that have utilized the FCI test, including the use of the FCI test to develop level three diagnostic tests (Halim et al, 2020;Resta et al, 2020), to develop atomic model diagnostic tests (Halim et al, 2014), and to see the effect of level one, two and three diagnostic tests (Halim et al, 2017).…”

Section: Circular Motionmentioning

confidence: 99%

Appropriate TPACK Components for Overcoming Misconceptions on Force Concept Inventory Test

Halim,

Rizki,

Rahmatan

et al. 2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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Misconception is one of the obstacles in the achievement of physics learning and must be immediately corrected so that there is no retention of misconceptions in subsequent knowledge. One way to prevent and reduce misconceptions that occur is with the teachers skill of Technological Pedagogical and Content Knowledge (TPACK). Teachers who integrate TPACK in learning can prevent misconceptions and find solutions to overcome the misconceptions. This study aims to determine the TPACK skill of teachers in overcoming misconceptions and the appropriate TPACK components to reduce misconceptions based on concepts on the three tier test of FCI (Force Concept Inventory). The research method used is mixed method with concurrent embedded design. The main data in this study is TPACK which is qualitative data and supporting data is students misconception which is quantitative data. The results showed a decrease in misconceptions after being given an understanding of the concept using the teacher's TPACK skill. The components used during the teacher's reduction of misconceptions based on the concepts in the FCI three tier test of FCI are TPACK and PCK components. So it can be concluded that the teacher's TPACK skill can reduce the misconceptions that occur in the three tier test of FCI

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Section: Circular Motionmentioning

confidence: 99%

Appropriate TPACK Components for Overcoming Misconceptions on Force Concept Inventory Test

Halim,

Rizki,

Rahmatan

et al. 2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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show abstract

“…Concrete sequential thinking style pays attention and recalls facts, information, formulas, and specific rules easily. As an illustration, individuals who have metacognitive organization tend to reflect on the physics problem being worked on and then re-evaluate (Halim et al, 2021).…”

Section: Metacognitive Behavior Based On Thinking Stylementioning

confidence: 99%

Metacognition and Thinking Style: Unlocking the Potential of Physics Problem Solving

Haeruddin,

Werdhina,

Jarnawi

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Thinking styles and metacognition are related as they both have the same space in assessing one’s own abilities. Metacognition and thinking styles have an important role in unlocking the potential of physics problem solving. The objective of this study is to investigate the relationship between metacognition, thinking styles (particularly those proposed by Gregorc), and physics problem solving. The study involved a cohort of 364 students who were pursuing a physics degree at Tadulako University. The results indicated that metacognition behavior exhibited in the process of solving physics problems was classified as high category. The most dominant thinking style was abstract sequential, while the least was concrete random. The data analysis showed a significant difference in metacognition behavior between groups categorized by thinking style. Specifically, the concrete sequential (SK) group exhibited a significant difference with the abstract random (AA) group. These results provide further understanding of how metacognition and thinking styles play a role in physics problem solving. This study contributes significantly to comprehending the connection between metacognition, thinking styles, and the successful resolution of physics problems. The insights gained provide prospects for formulating more efficient physics learning methods that will ameliorate students' aptitude in tackling physics problems.

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“…Educators and researchers can identify these misconceptions by analyzing survey responses. Although standardized diagnostic tools have been developed for various physics disciplines, such as mechanics [15], electromagnetism [16], and quantum mechanics [17], there has been limited exploration of the foundational concepts in modern physics [18,19].…”

Section: -Introductionmentioning

confidence: 99%

“…Applying a pre-test methodology to enhance modern physics learning is important as it establishes a baseline assessment of students' knowledge, identifies weaknesses, and allows tailored curriculum adjustments [20]. It enables the evaluation of curriculum changes, provides feedback on effectiveness, and helps identify common misconceptions, known as partial knowledge measurement [19]. Additionally, it promotes personalized, student-centered instruction [21,22], leading to improved learning outcomes in modern physics education.…”

Section: -Introductionmentioning

confidence: 99%

Assessing the State of Modern Physics Education: Pre-test Findings and Influencing Factors

Tene,

Bodero-Poveda,

Vique López

et al. 2024

Emerg Sci J

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Technology and our conceptions of reality have both been significantly impacted by modern physics. However, due to a variety of issues, such as disparities in educational resources, differing emphasis on science education, cultural attitudes, and language obstacles, students in Latin America, including Ecuador, have a limited understanding of modern physics. The present work exposes a pre-test methodology to evaluate students' knowledge and pinpoint their areas of weakness. The analysis of the results indicates that most students received lower grades, while a smaller proportion obtained higher scores. Our findings reveal significant knowledge gaps, misconceptions, and uncertainty among the participants regarding various topics related to the constituent and stability of the nucleus, quantum behavior, nuclear models, radioactive decay, and natural radioactive sources. Additionally, it was statistically demonstrated (Kruskal-Wallis H test) that misconceptions, uncertainties, and knowledge gaps are not significantly related to learning styles. The type of college substantially impacts academics, with private university students typically receiving higher grades. These results offer insightful information about student performance, how learning styles and college types affect academic achievement in modern physics, and the effects of living area and academic level. Doi: 10.28991/ESJ-2024-SIED1-01 Full Text: PDF

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Student’s misconception and thinking style on modern physics course

Cited by 6 publications

References 24 publications

Appropriate TPACK Components for Overcoming Misconceptions on Force Concept Inventory Test

Appropriate TPACK Components for Overcoming Misconceptions on Force Concept Inventory Test

Metacognition and Thinking Style: Unlocking the Potential of Physics Problem Solving

Assessing the State of Modern Physics Education: Pre-test Findings and Influencing Factors

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