CRITICAL JOURNAL REVIEW M.

ANALYSIS AND ASSESMENT OF TEACHING

AND LEARNING ON PHYSICS

PESP 2020

MARK :

CRITICAL JOURNAL REVIEW

“DEVELOPMENT OF LITERATURE
INSTRUMENTS”

Supporting Lecturer : Dr. Wawan Bunawan, M.Pd.,

M.Si

COMPLETED

BY: GROUP VI

Cindy Yolanda Panjaitan (4203121017)

Desi Safitri (4203121028)

Leonardo Sihaloho (4202421023)

STUDY PROGRAM FOR PHYSICS EDUCATION

FACULTY OF MATHEMATICS AND NATURAL SCIENCES

MEDAN STATE UNIVERSITY

2022

1
 FOREWORD

Praise and gratitude to God Almighty for all the abundance of His grace and gifts so
that I was able to complete the preparation of this Critical Journal Review to fulfill the task of
measuring and assessing physics learning in its very simple form and content. Hopefully this
Critical Journal Review can be used as a reference, guide and guide for readers. We also
thank our supervisor, Dr. Wawan Bunawan M.Pd M.Si as a physics learning measurement
and assessment lecturer who provides support and guidance so that the author can complete
this Electrical Circuit assignment properly.

The author hopes that this Critical Journal Review will help increase knowledge and
experience for its readers, so that the author can improve the form and content of this Critical
Journal Review in the future to be even better. In this Critical I admit there are still many
shortcomings because the experience I have is very lacking. Therefore, I hope that the readers
will provide constructive input for the perfection of this report.

Medan , May 24, 2022

Writer

GROUP III

2
 TABLE OF CONTENTS

FOREWORD.............................................................................................................................2
TABLE OF CONTENTS...........................................................................................................3
CHAPTER I INTRODUCTION................................................................................................4
1.1 Background of the problem.........................................................................................4
1.2 Objective...........................................................................................................................4
1.3 Research methods.............................................................................................................4
CHAPTER II JOURNAL IDENTITY.......................................................................................5
CHAPTER III ADVANTAGES AND DISADVANTAGES..................................................10
CHAPTER IV CLOSING........................................................................................................11
4.1 Conclusion.......................................................................................................................11
4.2 Suggestion......................................................................................................................11
BIBLIOGRAPHY....................................................................................................................12

3
 CHAPTER

1.1 Background of the INTRODUCTIO

problem
N

Criticizing a journal or more is one of the activities that must be mastered by students.
Especially for us future educators of the nation. There are many journals circulating today
that can be criticized. Both in terms of writing, whether or not the material is suitable. The
purpose of the author in this paper is to describe the advantages and disadvantages of the two
journals and the differences between the two journals. This is done to fulfill the task of the
Mechanics Course, which is about Critical Journal Review where the aim is none other than
to improve students' abilities in assessing a journal. In this paper there is also no intention to
corner certain parties. In this paper, the advantages and disadvantages of the journal are
included. Both in terms of writing and use of language, the material presented, as well as in
terms of the completeness of the material. Because basically no journal is perfect. Thus, it is
hoped that no parties will be offended by the presentation of this paper. Because this paper is
made from the point of view of the reader's opinion.

1.2 Objective

 Ability to formulate problems.

 Ability to identify the phenomenon under investigation.
 Ability to design experiments to investigate phenomena.
 Ability to describe observations through tables

1.3 Research methods

Qualitative research methods understanding of the journals reviewed

4
 CHAPTER II

JOURNAL

IDENTITY

a. First Journal
Journal Title Development and validation of a conceptual survey instrument to
evaluate students' understanding of thermodynamics

Journal Name PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH

Published year 2021

Edition
Writer Benjamin Brown and Chandralekha Singh

Reviewers Group III

Publisher University of Pitshbug . Department of Physics and Astronomy

ISSN -

Volume and 01-17

Page
Downloa DOI: 10.103/PhysRevPhysEducRes.17.010104
d site OrPhys. Rev. Phys. Educ. res. 17, 010104 (2021) - Development and
validation of a conceptual survey instrument to evaluate students'
understanding of thermodynamics (aps.org)

MAIN JOURNAL SUMMARY

Researc The aim of this study was to measure the effectiveness of traditional and/or
research-based approaches to help introductory students learn the
h
thermodynamic concepts covered in a survey for a group of students.
purposes

Research subject The research subjects consisted of 226 physics introductory students in
various universities
5
 calculus and algebra-based classes as well as for upper-level physics majors
and graduate students.

Research Step In the development and validation of the STTPaSL instrument, the first step
taken was the development of a test blueprint, namely developing a test
blueprint to provide a framework for deciding the desired test attributes.
Second, formulating the objectives and scope of the test. both of which are
basic enough that the survey instrument is appropriate for an introductory
physics course based on algebra and calculus where this topic of
thermodynamics is covered. We also ensured that the survey instrument had
questions at different levels of cognitive achievement. Third, regarding what
concepts were covered. Fourth, the development of multiple choice
questions. Fifth, refinement of test items based on student interviews,
refinement of test items based on instructor feedback,

Research result The STTPaSL instrument is designed to measure the effectiveness of

traditional and/or research-based approaches to help introductory students
learn the thermodynamic concepts covered in a survey for a group of
students. The average individual score on the survey instrument from the
traditionally taught classes at the various institutions included in this study
was low. We note that the mean scores for other conceptual survey
instruments for traditionally taught introductory classes are also low, for
example, for BEMA[19], post-test scores for introductory students ranged
from 23% to 45%, and for CSEM[20] ], scores ranged from 25% to 47%.

6
 Research One way to measure the reliability of a test instrument is to prepare an
Discussion
ensemble of identical students, give them the test instrument, and analyze the
distribution of items and the resulting overall score. Since this is generally
impractical, instead, a method is designed to use the subsets of the test itself,
and consider the correlations between the different subsets. The Kuder-
Richardson reliability index (KR-20) [34–36], which is a measure of the self-
consistency of the entire test instrument, can take a value between 0 and 1
(this divides the complete instrument into subsets and consistency between
scores on different subsets). estimated). If the guess is high, KR-20 will be
low. Details on the difficulties students found using the STTPaSL instrument
and comparison with previous studies are beyond the scope of this paper and
will be presented elsewhere. However, we note that because the STTPaSL
instrument has been administered to a large number of students at six
different institutions, quantitative conclusions can be drawn about the
prevalence of many conceptual difficulties that students have with basic
concepts of thermodynamics.

Comparative journal

Journal Title Development Instrument Test Representation concept

inventory formeasure students' understanding
competence.
Journal Name e-Journal of Science Partners

Published October 4, 2016

Edition
writer Murdiyah, Komang Werdhiana and Marungkil Pasaribu

reviewer Group III

Publisher Tadulako Universitas University

ISSN 2302-2027

Volume and Volume 4 Number 4, October 2016 pp. 75-83

7
Page

Downloa https://www.neliti.com/id/publications/153907/pengembangan-instrumen-tes-
d site representation-thermodynamics-concept-inventory-for-m

Comparative Journal Summary

Research To find out students' understanding of Thermodynamics material.

purposes

Research Research subjects : Students of class XI SMA

subject

Research the development of this model consists of 10 stages and then simplified into: 3
Step stages: preliminary study, instrument development, and evaluation/testing of
instruments. The research began by developing a test instrument for the
representation of the Inventory of Thermodynamics Concepts

Research The results of the research on developing this instrument include: 1) Writing
Results Grid of the Thermodynamics Concept Inventory (TCI) Representation Test
Instrument. The blueprint for writing test instruments consists of 7
components, namely: a) Competency Standards b) basic competencies, c)
Materials/Themes d) indicators e) Representations f) No Questions. g) Lock.
Meanwhile, the TCI representation test instrument that was validated by
experts was 27 items. The distribution of the questions for each material/theme
is the theoretical material of thermodynamics
Research Based on the analysis of the assessment data from two validators, consisting of
Discussio an evaluation expert validator and a material expert validator, it is necessary to
n
improve the question indicators, the representation of the questions should be
randomized between verbal, graphs, and diagrams/pictures. The validation
carried out by evaluation experts and material experts had several suggestions
and input on several questions that needed to be revised. As for what needs to
be revised related to the answer choices, the picture is not clear, the graph is
not right.
Conclusion 1. Have succeed developed instrument test representation TCI
(Thermodynamic Concept Inventory) meets step ± model step

8
 development of R & D as many as 24 items and validated by expert
validators as well as empirical validation through limited trials and broad-
scale tests. The distribution of questions for each material/theme is 9
questions about the kinetic theory of gases, 6 questions about work on
thermodynamics, the first law of thermodynamics, 6 questions about the
second law of thermodynamics, 3 questions about the Carnot engine, 3
questions about entropy. The item characteristics of the developed TCI
representation test instrument have met the valid and reliable criteria with
an average point biserial coefficient of 0.64, the reliability value of the item
is 0.912. The average difficulty level of the questions is 0.55 and the
average discriminatory power of questions is 0.54 so that they are ready to
be used.
2. The level of consistency in understanding thermodynamic concepts of high
school students using the TCI representation test on scientific consistency
and representation consistency is low, namely 24% and 30%.

9
 CHAPTER III

ADVANTAGES AND DISADVANTAGES

Journal Excess lack

main  Presentation of the data - the Weaknesses in this journal are almost
data is presented in full non-existent. The weakness of this
 The data presented is journal is the use of fonts in the journal
validated with a very detailed that are too small, making it difficult for
stage readers to read the contents of the journal.
 The pictures or graphics that And the contents of the journal are too
are displayed are attached dense so that readers feel bored.
properly and in color
 The research carried out
includes subjects that are
large enough so that the data
received is valid
 The language used is good
and quite easy to understand

Comparison  The researcher describes the 
research results in detail
accompanied by a table of 
research results.
 There are research results and
research methods.
 Include Bibliography with
relevant sources
 Include suggestions in
the journal.
Does not display specific research
time.
The explanation of the contents of the
journal is not easy understand,
becauseusing some words that are
difficult for readers to understand,
especially for ordinary people.

10
 CHAPTE

R IV

4.1 Conclusion CLOSING

From the results of the Critical Journal Review which previously explained the contents
and even the strengths and weaknesses of each journal, it can be concluded that the journal is
the best or can be used as an excellent reference journal for studying learning media used by
physics teachers in the classroom. This can be a source of reference that is very influential on
knowledge about learning media in physics subjects for the better.

4.2 Suggestion

Hopefully with this Critical Journal Review, we can increase our knowledge about
which journals we can use and make it easier for us in the learning process in class. Both as
students, and as prospective teachers for the future.

11
 BIBLIOGRAPHY

Brown, Benjamin., Chandralekha Singh. 2021. Development and Validation of a

Conceptual Survey Instrument to Evaluate Student's Understanding of Thermodynamics.
PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH.Vol.17.

Murdiyah, M. Development of a Thermodynamics Concept Inventory Representation

Test Instrument to Measure the Consistency of High School Students' Understanding.
Science Partners, 4(4), 153907.

12