FORBIS: Formative Feedback dengan Soal Isomorfik sebagai Sarana Pembenaran Pemahaman Konsep Siswa Materi Fluida Dinamis

  • Fitria Andriana Rahayu Universitas Negeri Malang , Indonesia
  • Sentot Kusairi Universitas Negeri Malang , Indonesia
  • Dyah Palupi Rohmiati Universitas Negeri Malang , Indonesia
  • Ivan Danar Aditya Irawan ORCID Universitas Negeri Malang , Indonesia
DOI: https://doi.org/10.30599/jipfri.v10i1.5154

Abstract

This study aims to develop computer-assisted FORBIS to facilitate the correction of students' conceptual understanding of dynamic fluid materials. This Research and Development (R&D) project utilized the Plomp development model, involving two physics lecturers and one physics teacher as expert validators. The subjects consisted of 36 eleventh-grade science students (12 male and 24 female students), with 31 students participating in the practicality test and 5 students involved in the effectiveness test. A stratified purposive sampling technique was employed to select the students for the product effectiveness test. The data collection instruments used were questionnaires and interview guides. This research produced a product named Formative Feedback with Isomorphic Multiple-Choice Questions (FORBIS) to help improve students' conceptual understanding and serve as a tool for independent learning. Based on the validity test, the results obtained were 96.5% (highly valid) for isomorphic questions, 95.7% (highly valid) for true-false questions, 96.5% (highly valid) for feedback, and 96.4% (highly valid) for the overall product. The result of the product practicality test by students was 93.9%, falling into the highly practical category. The effectiveness test was conducted through limited interviews with 5 students before and after using the product, which were analyzed using a descriptive-comparative method to determine changes in students' conceptual understanding. The interview results indicated a positive trend toward the improvement of students' understanding of physics concepts after using the product. Accordingly, this research has successfully developed a computer-assisted FORBIS that meets the criteria of being valid and practical, while also indicating a capacity to support students' conceptual understanding based on limited interview results.

Keywords: dynamic fluids, formative feedback, isomorphic, conceptual understanding

References

Aliyah, R., Sudibyo, E., Suyatno, & Wasis. (2022). The Profile of Misconceptions Using Three Tier Diagnostic Test on Dynamic Fluid. Journal of Physics: Conference Series, 2392(1). https://doi.org/10.1088/1742-6596/2392/1/012032

Aprita, F. D., Supriadi, B., & Prihandono, T. (2018). Identifikasi Pemahaman Konsep Fluida Dinamis Menggunakan Four Tier Test pada Siswa SMA 1. Jurnal Pembelajaran Fisika, 7(3), 315–321.

Gunawan, S., & Soesanto, R. H. (2022). Keakuratan Umpan Balik Asesmen terhadap Hasil Belajar Kognitif Siswa pada Pengerjaan Formatif secara Daring. Refleksi Edukatika : Jurnal Ilmiah Kependidikan, 13(1), 10–19. https://doi.org/10.24176/re.v13i1.6852

Hamundu, N., Eso, R., & Takda, A. (2021). Identification of Student Misconception Using Four Tier Diagnostic Test on Static And Dynamic Fluid Materials. Indonesian Journal of Physics and Its Applications, 1(1), 22–33.

Irawan, I. D. A., Basri, N. A., Kusairi, S., & Islamiyah, M. (2025). Trends and Research Directions on Formative Feedback in Physics Learning: A Systematic Review. Jurnal Riset Pendidikan Fisika, 10(1), 39–52. https://journal-fmipa.um.ac.id/index.php/jrpf/

Irawan, I. D. A., Kusairi, S., Khusaini, K., Akhyar Basri, N., & Dahlan, A. (2025). Development of a Computer-Based Interactive Video Formative Feedback to Improve Students’ Conceptual Understanding of Static Fluid. Jurnal Pendidikan Fisika, 13(2), 260–274. https://doi.org/10.26618/jpf.v13i2.17899

Irawan, I. D. A., Kusairi, S., Khusaini, K., Basri, N. A., Faizah, R., & Habibbulloh, M. (2025). Computer-assisted Formative Feedback: Perspectives of Physics Students and Teachers - A Comprehensive Needs Analysis. Science Education International, 36(3), 311–319. https://doi.org/10.33828/sei.v36.i3.6

Jumilah, J., Wasis, & Lestari, E. P. (2022). Introduksi Miskonsepsi dan Penyebab Miskonsepsi Peserta Didik pada Sub-Materi Azas Bernoulli Memakai Four-Tier Diagnostic Tes. Jurnal Literasi Pendidikan Fisika (JLPF), 3(1), 20–27. https://doi.org/10.30872/jlpf.v3i1.730

Khusaini, K., Irawan, I. D. A., & Kurniawan, B. R. (2025). Effect of isomorphic problems with feedback to reduce student misconceptions on simple harmonic motion. Momentum: Physics Education Journal, 9(1), 1–13. https://doi.org/10.21067/mpej.v9i1.10048

Kurniasih, D., Novia, H., & Jauhari, A. (2020). Pengaruh Model Pembelajaran Inkuiri Terbimbing dengan Pendekatan Multirepresentasi Terhadap Peningkatan Penguasaan Konsep Fisika Siswa SMA. Jurnal Phi Jurnal Pendidikan Fisika Dan Fisika Terapan, 1(2), 5. https://doi.org/10.22373/p-jpft.v1i2.6619

Kurniawan, R. A., Rifa’i, M. R., & Fajar, D. M. (2020). Analisis Kemenarikan Media Pembelajaran Phet Berbasis Virtual Lab pada Materi Listrik Statis Selama Perkuliahan Daring Ditinjau dari Perspektif Mahasiswa. VEKTOR: Jurnal Pendidikan IPA, 1(1), 19–28. https://doi.org/10.35719/vektor.v1i1.6

Kusairi, S., Puspita, D. A., Suryadi, A., & Suwono, H. (2020). Physics Formative Feedback Game: Utilization of Isomorphic Multiple-choice Items to Help Students Learn Kinematics. TEM Journal, 9(4), 1625–1632. https://doi.org/10.18421/TEM94-39

Ningsari, I. S., Zainuddin, A., & Setyarsih, W. (2021). Kajian Literatur Instrumen Isomorfik sebagai Asesmen Pembelajaran Fisika. Jurnal Hasil Kajian, Inovasi, Dan Aplikasi Pendidikan Fisika, 7(1), 54–64.

Nur’aini, D. A., Lestari, P. D., & Kurniawan, B. R. (2020). Pengembangan Asesmen Formatif Berbasis Komputer untuk Mengetahui Penguasaan Konsep Siswa pada Materi Hukum Bernoulli. Jurnal Riset Pendidikan Fisika, 5(2), 106–112.

Pratiwi, J., Kusairi, S., & Hamimi, E. (2021). Analisis Kebutuhan Pengembangan Formative Feedback Berbantuan Komputer dengan Butir Soal Pilihan Ganda Isomorfik pada Materi Gelombang Siswa SMP Kelas VIII. Jurnal MIPA Dan Pembelajarannya, 1(5), 341–346. https://doi.org/10.17977/um067v1i5p341-346

Qhusna, N. R. F., Khusaini, & Sulur. (2024). Efektivitas Feedback Formatif Berbasis Moodle dengan Soal Multi Representasi Untuk Meningkatkan Pemahaman Konsep Siswa SMA Materi Gerak Lurus. Jurnal Ekonomi, Bisnis, Dan Pendidikan, 4(2). https://doi.org/10.17977/um066.v4.i2.2024.5

Rahma, A. M., Taqwa, M. R. A., & Pramono, N. A. (2020). Development of Physics Learning Media with POE Model-Based Corrective Feedback for Senior High School. Jurnal Geliga Sains: Jurnal Pendidikan Fisika, 8(2), 86. https://doi.org/10.31258/jgs.8.2.86-96

Rahmita, F. I., & Wasis, W. (2022). Remediasi Miskonsepsi dengan LKPD Model Guided Inquiry Learning Berbantuan PhET Simulation pada Materi Fluida Dinamis. Jurnal Ilmiah Pendidikan Fisika, 6(2), 302. https://doi.org/10.20527/jipf.v6i2.5276

Ramadhani, N., Manullang, S. R., & Br. Simbolon, V. A. (2022). Identifikasi Kemampuan Siswa Dalam Pemecahan Masalah Miskonsepsi Pada Materi Fluida Dinamis Di Tingkat Sma. EduFisika: Jurnal Pendidikan Fisika, 7(2), 196–205. https://doi.org/10.59052/edufisika.v7i2.21465

Sembiring, R., Zahara, S. R., & Nuraini, F. (2019). Pengaruh Model Problem Solving Melalui Simulasi PhET untuk Meningkatkan Kemampuan Pemahaman Konsep Siswa pada Materi Fluida Dinamis MATERI FLUIDA DINAMIS. RELATIVITAS: Jurnal Riset Inovasi Pembelajaran Fisika, 2(Oktober), 1–28.

Suendarti, M., & Liberna, H. (2021). Analisis Pemahaman Konsep Perbandingan Trigonometri pada Siswa SMA. JNPM (Jurnal Nasional Pendidikan Matematika), 5(2), 326. https://doi.org/10.33603/jnpm.v5i2.4917

Suherly, T., Azizahwati, A., & Rahmad, M. (2023). Kemampuan Pemahaman Konsep Awal Siswa dalam Pembelajaran Fisika : Analisis Tingkat Pemahaman pada Materi Fluida Dinamis. Jurnal Paedagogy, 10(2), 494. https://doi.org/10.33394/jp.v10i2.7239

Tiyas, S. I. R. N., Khusaini, & Suwasono, P. (2024). Efektivitas Penerapan Formative Feedback dengan Model PBL Untuk Meningkatkan Pemahaman Konsep pada Materi Usaha dan Energi. Esensi Pendidikan Inspiratif, 6(2), 343.

Wati, H. M., & Juwaidah. (2023). Pemberian Feedback Selama Pembelajaran Online pada Mahasiswa Fakultas Kedokteran Universitas Abdurrab Pekanbaru. Collaborative Medical Journal (CMJ), (X), 1–5.

Yahya, F., Ratu, T., Hermansyah, Sentaya, I. M., & Sulindra, I. G. M. (2020). Pelatihan Pelaksanaan Asesmen Formatif Berbantuan TIK untuk Optimalisasi Kegiatan Pembelajaran. Indonesian Journal of Education and Community Services, 1(1), 9–13.

Yuliana, I. (2023). Kajian Literatur: Miskonsepsi dan Metode Identifikasinya. Jurnal Pendidikan Fisika Undiksha, 13(1), 267–275.

Yunus, S., Abbas, N., & Djakaria, I. (2023). Pengembangan E-Modul Berbasis Flip Book Berdasarkan Model Plomp Materi Segi Empat. Jambura Journal of Mathematics Education, 4(2), 139–147. https://doi.org/10.37905/jmathedu.v4i2.20171

Similar Articles

1-10 of 20

You may also start an advanced similarity search for this article.