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This study aims to investigate and explore students' understanding of the concept of Kinematics, particularly in the concepts of acceleration, velocity, distance and displacement. This research used a mixed-method approach with an embedded experimental design. The research was conducted by involving 21 students consisting of 7 men and 14 women. This research used reasoned multiple-choice questions and short interviews to determine the students' initial and final understanding. The results showed that, before the intervention was carried out, as much as 42.86% of students did not understand the concept of distance and displacement correctly, as much as 26.99% of students did not understand the concepts of instantaneous velocity and average speed, as much as 45.6% did not understand the concepts of position, velocity and acceleration and as much as 87.31% did not understand about the direction of velocity and acceleration. In addition, the results showed that the application of JITT with assessment for learning could significantly improve students' understanding of concepts, with N-gain = 0.56 and effect size = 2.38. This study explains the difficulties and general understanding of students on the concepts of distance and displacement, and the direction of object acceleration. In addition, the integration of assessment for learning to JITT is an option in the learning process to improve understanding of Kinematics concepts.

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shows that such events rupture the ground surface through complex slip patterns that often reveal coseismic slip transfer between numerous synthetic and/or antithetic faults that intersect at depth (Figure 1a). There are also documented cases in which the mainshock triggered, in addition to coseismic, also syn-seismic (or sympathetic) slip on neighboring faults that do not appear to be connected to the seismogenic zone (Nurminen et al., 2020), with an outstanding example being the 1987 Edgecumbe Earthquake in New Zealand (Beanland et al., 1989;Delano et al., 2022) (Figure 1b). The spatial complexity of normal fault earthquakes is notably matched by their temporally variable occurrence (Figure 1c). Indeed, large-magnitude normal fault earthquakes often form clusters that span hours (i.e.,