Diagnosis of Student’s Misconception on Momentum and Impulse Trough Inquiry Learning with Computer Simulation (ILCS)

Amalia, Siti; Suhendi, Endi; Kaniawati, Ida; Samsudin, Achmad; Fratiwi, Nuzulira Janeusse; Hidayat, Syarip; Zulfikar, A.; Sholihat, Fitri Nurul; Jubaedah, Dedah; Setyadin, Anggi Hanif; Purwanto, M G; Muhaimin, Muhammad; Bhakti, S. S.; Afif, Nur

doi:10.1088/1742-6596/1204/1/012073

Cited by 7 publications

(7 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Analysis 1 Students' conceptions are categorized based on six categories of conceptions, Sound Understanding (SU), Partial Positive (PP), Partial Negative (PN), Misconception (MC), No Understanding (NU), and No Coding (NC). This category is a combination of the level of understanding by Coştu (2008), scoring by Kaltakci-Gurel, Eryilmaz, & McDermott (2017), and concept category by Amalia et al (2019). The level of understanding consists of Sound Understanding (SU), Partial Understanding (PU), Partial Understanding with Specific Misconception (PUSM), Specific Misconceptions (SM), and No Understanding (NU).…”

Section: Discussionmentioning

confidence: 99%

“…Some instruments among them Force Concept Inventory (FCI) by Hestenes, Wells, & Swackhamer (1992), Electromagnetics Concept Inventory (EMCI) by Notaros (2002). Wave Diagnostic Instrument (WADI) by Caleon & Subramaniam (2010), Astronomy Concept Test (ACT) by Kanli (2015), Four-Tier Geometrical Optics Test (FTGOT) by Kaltakci-Gurel, Eryilmaz, & McDermott (2017), Three tier Force Concept Inventory (T-FCI) by Fratiwi, Ramalis, & Samsudin (2019), Momentum and Impulse Four-Tier Test (MIFT) by Amalia, Suhendi, Kaniawati, Samsudin, Fratiwi, Hidayat, Zulfikar, Sholihat, Jubaedah, Setyadin, Purwanto, Muhaimin, Bhakti, & Afif (2019). However, diagnostic instruments in light wave material are rarely found, because most of them focus on geometrical optics in addition to the discussion of light as waves.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Rasch Analysis of Multitier Open-ended Light-Wave Instrument (MOLWI): Developing and Assessing Second-Years Sundanese-Scholars Alternative Conceptions

Aminudin¹,

Kaniawati²,

Suhendi³

et al. 2019

Journal for the Education of Gifted Young Scientists

View full text Add to dashboard Cite

The research aims to develop and to assess alternative conceptions of second year's Sundanese scholars on light wave with Multitier Open-ended Light Wave Instrument (MOLWI). The research method has been utilized by the 3D+1I model (Defining, Designing, Developing and Implementing). Participants who involved in this research are 26 of second year's scholars (11 male students, namely "Ujang" and 15 female students, namely "Eneng", the average age of them are about 17 years of Sundanese-tribe). The MOLWI consist of 15 questions which has been already analysed by Rasch analysis. Students' conceptions have ever been categorized regarding to the six categories, that are; Sound Understanding (SU), Partial Positive (PP), Partial Negative (PN), Misconception (MC), No Understanding (NU), and No Coding (NC). The research results show that the PN category has the highest percentage about 86 percent in the number six. The lowest category is the NC category about four percent in the number of 3, 5, 7 and 13. While Rasch analysis explains the Sundanese-scholars only answer confidently on easy questions and not misconceptions.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Rasch Analysis of Multitier Open-ended Light-Wave Instrument (MOLWI): Developing and Assessing Second-Years Sundanese-Scholars Alternative Conceptions

Aminudin¹,

Kaniawati²,

Suhendi³

et al. 2019

Journal for the Education of Gifted Young Scientists

View full text Add to dashboard Cite

show abstract

“…Several studies [61][62][63][64][65][66][67][68][69][70] have identified some factors that contribute to the emergence of misconceptions in physics. First, these studies point to students' low comprehension of physical concepts, and their tendency to memorize formulas and concepts without really understanding them [61][62][63][64][65][66][67][68][69][70]. This results in a limited ability to analyze problems, and difficulties when establishing relationships between quantities and formulas.…”

Section: Causes and Effects Generated By Misconceptions In Physicsmentioning

confidence: 99%

“…It should be noted that students' intuition is often wrong [65]. Sometimes, they have difficulty abstracting concepts properly [67,68]. Likewise, forgetting concepts or retaining them weakly, which are influenced by the opinions of their peers, also contribute to the development of misconceptions in the learning of physics [68].…”

Section: Causes and Effects Generated By Misconceptions In Physicsmentioning

confidence: 99%

Misconceptions in the Learning of Natural Sciences: A Systematic Review

Guerra-Reyes,

Guerra-Dávila,

Naranjo-Toro

et al. 2024

Education Sciences

View full text Add to dashboard Cite

The determination of misconceptions among students is a prerequisite to driving conceptual, procedural, and attitudinal changes. This study aimed to investigate the causes and effects that misconceptions generate in the learning of natural sciences, as well as the basic categories of misconceptions in the learning of physics held by high school students. Under the PRISMA guidelines, the research consisted of a systematic literature review in three databases: Scopus, WoS, and Dimensions. Data visualization and analysis were supported by the following tools: VOSviewer, Bibliometrix, and ATLAS.ti. It was concluded that misconceptions do not solely depend on students’ behavior; teacher training and preparation also have a direct influence on this issue. The main factors include persistent use of the didactic model of transmission–reception, the influences of students’ daily experiences, decontextualization of the addressed content, limited development of research skills, usage of inadequate teaching methods, texts full of formulas, and exaggerated schemas. Physics stands out as the most studied discipline, in terms of misconceptions. Several topics were identified that contained misconceptions grouped into four main subject areas: thermodynamics, waves and sound, mechanics, and radiation and light.

show abstract

“…Previous research on student ideas about linear momentum has primarily been misconceptions-oriented, contributing to KSI by identifying student misconceptions or difficulties in learning about momentum. For example, the literature reports that students: (1) tend to treat momentum as a scalar quantity [2][3][4][5][6][7], (2) think about momentum as dependent on either velocity or mass, but not both [2][3][4][7][8][9][10][11][12]; and (3) misunderstand or have difficulty applying conservation reasoning, in some cases using "compensation reasoning," treating the velocity of an object as though it "adjusts" to maintain a constant momentum [3,[5][6][7][12][13][14][15].…”

Section: Introductionmentioning

confidence: 99%

Identifying student resources for understanding linear momentum

Hansen¹,

Bauman²,

Abraham³

et al. 2021

2021 Physics Education Research Conference Proceedings

View full text Add to dashboard Cite

Much existing physics education research (PER) on student ideas about momentum focuses on the difficulties that students face when learning this topic. These difficulties are framed as obstacles for students to overcome in order to develop correct understandings of physics. Our research takes a resources-oriented approach to analyzing student responses to momentum questions, viewing student ideas as valuable and potentially productive for learning, over and above their correctness. Here, we highlight four conceptual resources that provide insight into students' ideas about momentum, which are the conservation resource, direction resource, collisions resource and properties resource. These resources are context-dependent and could be elicited and built on by instructors to support students in developing more complex and sophisticated understandings of physics.

show abstract

Diagnosis of Student’s Misconception on Momentum and Impulse Trough Inquiry Learning with Computer Simulation (ILCS)

Cited by 7 publications

References 11 publications

Rasch Analysis of Multitier Open-ended Light-Wave Instrument (MOLWI): Developing and Assessing Second-Years Sundanese-Scholars Alternative Conceptions

Rasch Analysis of Multitier Open-ended Light-Wave Instrument (MOLWI): Developing and Assessing Second-Years Sundanese-Scholars Alternative Conceptions

Misconceptions in the Learning of Natural Sciences: A Systematic Review

Identifying student resources for understanding linear momentum

Contact Info

Product

Resources

About