Augmented Reality–Assisted PDEODE Instruction for Reducing Misconceptions in Momentum and Impulse
Abstract
Misconceptions remain a persistent challenge in physics learning, particularly in the topics of momentum and impulse, which may hinder students’ understanding of subsequent physics concepts and problem-solving abilities. This study investigates the effect of implementing Augmented Reality–Assisted Instruction integrated with the PDEODE learning strategy on reducing students’ misconceptions regarding momentum and impulse. The research employed a mixed-method approach using an embedded mixed- method design to obtain both quantitative and qualitative insights. The instruments used included a Four-Tier Momentum and Impulse diagnostic test (FOTMI), Augmented Reality–based student worksheets, and observation sheets for monitoring the implementation of learning activities. The participants consisted of 30 eleventh-grade students (7 male and 23 female) from a public senior high school in Central Java. The effectiveness of the AR- assisted PDEODE strategy was analyzed using Cohen’s d effect size, while the learning implementation was evaluated in percentage form to determine its feasibility and consistency. The findings indicate a reduction in students’ misconceptions from 37.7% in the pretest to 33.5% in the posttest, reflecting a decrease of 4.2%. Furthermore, the analysis of conceptual change revealed that 32% of students experienced Accepted Change (AC), 44% showed No Change (NC), and 25% demonstrated Unacceptable Change (UC). These results suggest that the integration of Augmented Reality with the PDEODE strategy has the potential to support conceptual understanding, although further refinement is needed to optimize learning outcomes.
Downloads
References
Anggraeni, R. (2017). Analisis miskonsepsi siswa SMA pada materi momentum dan impuls. Jurnal Pendidikan Fisika Indonesia, 13(2), 87–95. https://doi.org/10.15294/jpfi.v13i2.10125
Assem, H. D., Nartey, L., Appiah, E., & Aidoo, J. K. (2023). A review of students’ academic performance in physics: Attitude, instructional methods, misconceptions and teachers qualification. European Journal of Education and Pedagogy, 4(1), 84–92.
Astuti, I. A. D., Wibawa, B., & Siregar, E. (2024). The influence of AR-based learning media in physics learning. Advances in Social Science, Education and Humanities Research. https://doi.org/10.2991/978-2-38476-301-6_75
Caleon, I., & Subramaniam, R. (2010). Do students know what they know? Research in Science Education, 40, 313–337. https://doi.org/10.1007/s11165-009-9122-4
Cheng, K. H., & Tsai, C. C. (2013). Affordances of augmented reality in science learning. Journal of Science Education and Technology, 22(4), 449–462. https://doi.org/10.1007/s10956-012-9405-9
Coştu, B., Ayas, A., & Niaz, M. (2012). Promoting conceptual change in first-year students’ understanding of evaporation. Chemistry Education Research and Practice, 13(1), 12–20. https://doi.org/10.1039/C1RP90047A
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications. https://us.sagepub.com/en-us/nam/research-design/book237357
Docktor, J. L., & Mestre, J. P. (2014). Synthesis of physics education research. Physical Review Special Topics: Physics Education Research, 10(2), 020119. https://doi.org/10.1103/PhysRevSTPER.10.020119
Ergül, R. (2013). Students’ misconceptions about momentum and impulse concepts. Educational Research and Reviews, 8(9), 556–562.
Fitriani, N., et al. (2020). PDEODE learning strategy. Jurnal Pendidikan IPA Indonesia, 9(2), 210–219. https://doi.org/10.15294/jpii.v9i2.23845
Husein, S., Herayanti, L., & Gunawan, G. (2017). Pengaruh penggunaan multimedia interaktif terhadap penguasaan konsep dan keterampilan berpikir kritis siswa. Jurnal Pendidikan Fisika dan Teknologi, 3(2), 221–229. https://doi.org/10.29303/jpft.v3i2.406
Kaniawati, I., Fratiwi, N. J., Danawan, A., & Samsudin, A. (2016). Analyzing students’ misconceptions on Newton’s laws using four-tier diagnostic test. Journal of Physics: Conference Series, 739(1), 012060. https://doi.org/10.1088/1742-6596/739/1/012060
Lestari, P. R. (2025). Technology as the key to overcoming physics misconceptions: Exploring the concepts of temperature and heat through a digital approach. Journal of Educational Innovation and Technology, 1(1), 28–38.
Liu, G., & Fang, N. (2016). Student misconceptions about force and acceleration in physics and engineering mechanics education. International Journal of Engineering Education, 32(1), 19–29.
Nikou, S. A., Perifanou, M., & Economides, A. A. (2024). Exploring teachers’ competences to integrate augmented reality in education. TechTrends, 68, 1208–1221. https://doi.org/10.1007/s11528-024-01014-4
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). VR and AR in education: A systematic review. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778
Resbiantoro, G., & Setiani, R. (2022). A review of misconception in physics: The diagnosis, causes, and remediation. Journal of Turkish Science Education, 19(2), 403–427.
Rizal Adimayuda, R., Samsudin, A., & Suhandi, A. (2020). Profil miskonsepsi siswa SMA pada materi momentum dan impuls menggunakan instrumen four-tier test. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 6(1), 17–26. https://doi.org/10.21009/1.06103
Samsudin, A., Suhandi, A., Rusdiana, D., & Kaniawati, I. (2017). Investigating the effectiveness of conceptual change texts in remediating students’ misconceptions. International Journal of Instruction, 10(4), 1–16. https://doi.org/10.12973/iji.2017.1041a
Samsudin, A., Suhandi, A., Rusdiana, D., & Fratiwi, N. J. (2020). Four-tier diagnostic test for identifying students’ misconceptions on momentum and impulse. Journal of Physics: Conference Series, 1521(2), 022012. https://doi.org/10.1088/1742-6596/1521/2/022012
Vidak, A., et al. (2023). AR in physics education: Opportunities and challenges. Education Sciences. https://doi.org/10.48550/arXiv.2311.18392
Wibowo, F. C., Suhandi, A., Rusdiana, D., & Samsudin, A. (2017). The effectiveness of visualization-based learning in reducing misconceptions. Journal of Physics: Conference Series, 895(1), 012110. https://doi.org/10.1088/1742-6596/895/1/012110
Copyright (c) 2026 Novia Wulandari, Eleonora Agustine, Arafat Febriandirza, Esa Prakasa
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
