Virtual media simulation technology on mathematical representation of sound waves

Darman, Dina Rahmi; Wıbowo, Firmanul Catur; Suhandi, Andi; Setiawan, Wawan; Abizar, Haris; Nurhaji, Soffan; Nulhakim, Lukman; Istiandaru, Afit

doi:10.1088/1742-6596/1188/1/012092

Cited by 14 publications

(7 citation statements)

References 5 publications

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“…In fact, it is a basic concept in studying waves. In this study, the least misconceptions occur in the basic concept of frequency (Darman et al, 2019), but this cannot be ignored because it can affect the conception of other concepts. This is in accordance with the statement (Aminudin et al, 2019) which states that understanding the basic concepts is very important in physics.…”

Section: Discussionmentioning

confidence: 91%

Can sound waves in computer simulation lower students’ misconceptions? Analysis of reduction and change

Samsudin

2022

WJET

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This study aims to identify reduction and change in students’ misconceptions about sound waves after using sound wave in computer simulation (SWiCS). This research is an explanatory sequential mixed methods design. The participants are 25 students from 11 grade [11 lanang (males) and 14 wadon (females)] with purposive sampling from one school in Karangkobar, Banjarnegara, Central Java. A multi-tiered instrument was used consisting of 20 questions. The reduction of students’ misconceptions was analysed using percentages with three categories, namely sloping, currently, and steep. While the changes by codification, which are categorised as good change (GC), bad change (BC), and no change (NC), and other distributions were analysed using Rasch analysis. The average students’ misconceptions are reduced by 88% (steep). Meanwhile, the changes in misconceptions moved towards GC (56%), BC (32%), and NC (12%). The SWiCS can decrease students’ misconceptions on the sound waves and change conceptions for the better. Keywords: Sound waves in computer simulation (SWiCS); misconception; reduction and changes

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Section: Discussionmentioning

confidence: 91%

Can sound waves in computer simulation lower students’ misconceptions? Analysis of reduction and change

Samsudin

2022

WJET

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“…An attractive VMS display with images, text and experimental simulations can support an understanding of the material (Makransky et al 2021;Wibowo et al 2017). Simulation with microscopy can help students build relationships between material and physical phenomena that occur in life (Darman et al 2019;Fuchs, Corni & Pahl 2021). The microscopic display on the media serves to visualize the real light propagation when it passes through a narrow slit so that an interference and light diffraction pattern is formed on the screen.…”

Section: Virtual Microscopic Simulation (Vms)mentioning

confidence: 99%

“…Several research results have been found in literary studies to increase students' understanding of light wave material, including by proposing the use of Virtual Microscopic Simulation (VMS) media as a medium that students can use in visualizing abstract phenomena to minimize increasing conceptual understanding of the student. Virtual Microscopic Simulation as a demonstration to visually visualize the physical mechanism model of an object from an abstract phenomenon microscopic phenomenon, which is made possible by using computer-assisted teaching aids (Darman et al 2019;Bermúdez & Romero 2020). Virtual Microscopic Simulation models an abstract object that becomes more real ).…”

Section: Introductionmentioning

confidence: 99%

Virtual Microscopic Simulation (VMS) of Light-Wave to Enhance the Student’s Understanding Level

Wıbowo

Anggraini²,

Delina³

2022

jpppf

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This study aims to develop a valid Virtual Microscopic Simulation (VMS) media used in light wave learning and evaluate the use of VMS media in increasing students’ level of understanding. The research method used in this research is research and development using the ADDIE model. The sample in this study consisted of 35 students at one of the universities in central Jakarta, Indonesia. The results showed that the development of VMS on the light wave material, when implemented, the gain test calculation increased the level of students’ understanding of 0.56 in the medium category. The results of the level of student understanding obtained complete understanding data by 52% of students understanding partly, 42% of students understanding incorrectly, and 3% of students not understanding. This shows that using VMS media on light wave material can enhance student understanding.

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“…Despite this, researchers tend to conduct bibliometric research to compare AR and VR trends research through Scopus over the past 20 years and the contribution of AR and VR in Physics education to specify the previous research. This research is focused on Physics education because in physics learning many abstract (Astra et al, 2021), microscopic (Darman et al, 2019), and macroscopic concepts are found (Levrini et al, 2020). Whereas AR and VR assistance will be very useful in learning physics.…”

Section: Introductionmentioning

confidence: 99%

Trend and Visualization of Virtual Reality Augmented Reality in Physics Learning From 2002-2021

Prahanı¹,

Saphira²,

Wıbowo³

et al. 2022

tused

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Augmented Reality (AR) & Virtual Reality (VR) are now wide open to all fields. The objectives of this study are to analyze the comparison of trend research on the top 200 cited AR and VR publications in all areas, to identify the comparison of trend mapping visualization on AR and VR publications in Physics learning research, to compare the top 10 most productive author of the AR and VR in Physics learning research, to determine the top-cited author, subject areas and affiliation of the AR and VR in Physics learning research, to analyze the comparison of the distribution of AR and VR publications in Physics learning research.This research analyzes bibliometrics on 'AR' and 'VR' keywords as general fields and specifies it to implement AR and VR in Physics education and compare them. The metadata gathered is from the Scopus database and investigated by VOSViewer. This research shows that the trend of research in AR and VR in all fields is increasing each year. The top keywords used in AR and VR to Physics learning are 'AR' and 'VR', with total link strengths of 479 and 1,882. AR and VR can be integrated into the classroom from toddler to secondary school. Implications of the review of the top 10 cited publications require more improvement and optimization of AR and VR stability.

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Virtual media simulation technology on mathematical representation of sound waves

Cited by 14 publications

References 5 publications

Can sound waves in computer simulation lower students’ misconceptions? Analysis of reduction and change

Can sound waves in computer simulation lower students’ misconceptions? Analysis of reduction and change

Virtual Microscopic Simulation (VMS) of Light-Wave to Enhance the Student’s Understanding Level

Trend and Visualization of Virtual Reality Augmented Reality in Physics Learning From 2002-2021

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