Students’ Problem-Solving Ability in Temperature and Heat Concepts

Taqwa, Muhammad Reyza Arief; Faizah, Revnika; Rivaldo, Lugy; Safitri, Dini; Aini, Fitria Nur; Sodiqin, M. I.

doi:10.1088/1742-6596/1339/1/012132

Cited by 10 publications

(8 citation statements)

References 9 publications

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“…According to (Nurrita, 2018) said that learning media can motivate students not only with elements of art but also make it easier to learn subjects so that students' motivation or enthusiasm for learning can increase. This is important because a good understanding of the concept must be achieved by students Taqwa, et al, 2019;Saputri, et al, 2019;Taqwa, & Faizah, 2016;Taqwa, Hidayat, & Sutopo, 2016). Like this interactive media, students can learn the material easily with the buttons.…”

Section: Develop Stagementioning

confidence: 99%

Development of Interactive Learning Media as an Alternative to Improve Students' Conceptual Understanding and Motivation on the Temperature and Heat Topics

Bahrudin

Yogihati

2022

J. educ. Teach. Zone

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This study aims to develop and determine the feasibility of interactive learning media on the topic of temperature and heat. The type of research is Research and Development (R&D) with the ADDIE model. In this model, the stages include Analyze, Design, Develop, Implement, and Evaluate. However, this research is only up to the development stage. The subjects of this study were 20 students from one of the XI MIPA classes at Panjura High School. The interactive media was developed in the form of an android-based application with the topic of temperature and heat. The research data was obtained from the results of content and construct validation by the validator and then the feasibility test by the students. From the research that has been done, the average percentage of content or display validation is 82.2% including in the very valid category and the average percentage of construct validation is 93.1% including in the very valid category. For the feasibility test conducted by students, the percentage is 95.2% so it is included in the very feasible category. Based on the validation test and student feasibility test, it was found that interactive learning media can strengthen students' conceptual understanding and motivation in learning. The media developed is also easy to download and use and easy to operate. Suggestions for further research are applications that are made can be downloaded via the google play store, then the questions on the diagnostic test are easier than Quiz and not only the Android system but iOS as well.

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Section: Develop Stagementioning

confidence: 99%

Development of Interactive Learning Media as an Alternative to Improve Students' Conceptual Understanding and Motivation on the Temperature and Heat Topics

Bahrudin

Yogihati

2022

J. educ. Teach. Zone

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“…From this research, the main factor is that it is difficult for students to understand the problem and determine the equation that will be used in solving the existing problem. (Taqwa et al, 2019) The research sample used was 118 physics education students at UNY Students are only able to solve simple problems and when complex problems are presented students have difficulty (Widiasih et al, 2018) The research subjects were 50 students of class XI in one high school in the city of Tangerang…”

Section: • Qualitative Descriptivementioning

confidence: 99%

Analysis of the Difficulties of High School Students in Improving Problem Solving Ability in Physics Learning

Qotrunnada

2022

Int. J. Curr. Educ. Res.

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Problem solving skills are very important in the learning process and in everyday life. This study was conducted with the aim of analyzing what factors cause high school students to have difficulty in improving problem solving skills in physics learning. The method used is a Literature Study with qualitative analysis and reviewed 40 journals or articles in the period 2018-2022, journals obtained through Publish or Perish on the Scopus and Google Scholar databases which are certainly from trusted journals. The results obtained in this study are that the models and learning media used must be relevant because they are important factors that must be considered first in improving the problem solving abilities of high school students. In addition, students are only able to write what is known and asked, without knowing how to solve and students also still have difficulty in distinguishing the equations of physics formulas that will be used in solving problems. Efforts to improve problem solving are to use relevant learning models, such as those used by researchers from the literature study that we have done, namely PBL, PjBL, Inquiry and Discovery Learning. And STEM-based learning has also been shown to be effective in several studies to improve the problem-solving abilities of high school students in physics. And students also need a lot of practice in solving problem solving problems.

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“…So far, many researchers have also focused on examining students' conceptual understanding. Conceptual understanding needs to be possessed by students to support other thinking skills, such as problem solving [3], critical thinking [4][5][6], creative thinking [7][8][9], and reasoning skill [10,11]. For this reason, students must be able to understand the concepts of physics, especially fundamental concepts.…”

Section: Introductionmentioning

confidence: 99%

College Students’ Conceptual Understanding of Force and Motion: Research Focus on Resource Theory

Taqwa

Sulman

Faizah

2022

J. Phys.: Conf. Ser.

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This is a descriptive study that aims to reveal students’ conceptual understanding of force and motion topics. In this study, we focus our review on resource theory. This research was conducted on 86 first-year physics undergraduate students. The research instrument consisted of ten reasoned multiple-choice questions that were feasible based on the criteria of validity, reliability, discriminant index, and difficulty index. The data are in the form of quantitative data and qualitative data. Quantitative were obtained from students’ conceptual understanding scores. Quantitative data were analyzed by determining descriptive statistics. Qualitative data were obtained from students’ reasons. The data were analyzed using the Miles and Huberman technique. We use this data to analyze resources that were activated by students when they answered the questions. The results of the research analysis showed that the students’ conceptual understanding was in a low category. Some resources that were activated by students were (1) no acceleration at a constant speed (in uniform circular motion case), (2) at the lowest point the tension in the rope is maximum, (3) order to win, a bigger force is needed, and (4) friction is only affected by the characteristics of the plane surface.

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Students’ Problem-Solving Ability in Temperature and Heat Concepts

Cited by 10 publications

References 9 publications

Development of Interactive Learning Media as an Alternative to Improve Students' Conceptual Understanding and Motivation on the Temperature and Heat Topics

Development of Interactive Learning Media as an Alternative to Improve Students' Conceptual Understanding and Motivation on the Temperature and Heat Topics

Analysis of the Difficulties of High School Students in Improving Problem Solving Ability in Physics Learning

College Students’ Conceptual Understanding of Force and Motion: Research Focus on Resource Theory

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