The rapid technological advances in the 21st century have a great influence on the education sector, especially in the use of learning media that utilizes technology. One way to improve student learning outcomes is through appropriate and exciting learning media using educational physics games. This research aims to observe the effectiveness of using educational physics games in enhancing student learning outcomes. The method of this research is by reviewing the literature and journals as many as twenty journals that can be accounted for and related to physics games and improve learning outcomes. The research is analyzed by qualitative descriptive analysis through the literature study. The results indicate that there are some of the educational physics games using are categorized as not good in improving student learning outcomes. In learning media based on educational physics games, especially “board games and cards” has a high level of effectiveness based on increasing student learning outcomes. During the Covid-19 pandemic, the learning media has an important role, so that the games can be developed into Android-based game models, and students can access it to learn.
In the learning process, students still have misconceptions although the concept has been taught by the teacher. One of the causes of misconceptions comes from the students themselves. The teacher often does not know that students have misconceptions because the assessment that has been given does not review the cause of misconception that occurs in students. Students have misconception especially in Abstract concept like in chapter Kinetic Theory of Gases. Because of that, this study made three tier diagnostic instrument test to diagnose student’s misconception in chapter Kinetic Theory of Gases. Moreover, it is also done an analysis in order to know the quality of instrument that has been made. According to the trials, the percentage of average internal validity is about 84.6% which means it is in proper to use and the reliability of instrument is 0.752, meaning reliable to use. This instrument used to diagnose the students’ misconceptions on chapter Kinetic Theory of Gases.
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