Investigation of High School Students’ Conceptual Understanding of Light Waves: Survey in West Java
DOI:
10.29303/jppipa.v12i4.14570Published:
2026-04-25Downloads
Abstract
Conceptual understanding is key to learning. It serves as the groundwork that enables students to apply concepts and build higher-order skills. However, previous studies have shown that students’ conceptual understanding of light waves remains limited, and comprehensive data across multiple regions are still lacking. This study investigates students’ conceptual understanding of light waves in West Java. The sample comprised 189 twelfth-grade students who had completed instruction on light waves, selected using a random sampling technique. Employing a survey design with a quantitative descriptive approach, data were analyzed using Rasch Model techniques. The instrument used was a 29-item multiple-choice Light Phenomena Conceptual Assessment (LPCA) which has been validated and reported as reliable. Based on person logit scores, results indicate that 58.73% of students fall into the low-ability category, 26.98% into the medium category, and 14.29% into the high category. These results indicate that majority of students have not yet attained an adequate level of conceptual understanding and still experience difficulties in understanding light wave concepts, which may limit their problem-solving abilities. These outcomes can inform educators and researchers in designing instructional strategies and learning media to more effectively teach light wave concepts and thereby improve students’ conceptual grasp.
Keywords:
Conceptual understanding Light waves West JavaReferences
Aminudin, A. H., Adimayu, R., Kaniawati, I., Suhendi, E., Samsudin, A., & COŞTU, B. (2019). Rasch Analysis of Multitier Open-ended Light-Wave Instrument (MOLWI): Developing and Assessing Second-Years Sundanese-Scholars Alternative Conceptions. Journal for the Education of Gifted Young Scientists, 7(3), 557–579. https://doi.org/10.17478/jegys.574524
Anderson, L. W., & Krathwohl, D. (2001). Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Asesmen: Revisi Taksonomi Bloom. Pustaka Pelajar.
Arsyad, Z., Wati, M., & Suyidno. (2020). The Effectiveness of the Module Static Fluid with Authentic Learning to Train Students’ Problem-Solving Skills. Science Education Journal, 4(2), 113–128. https://doi.org/10.21070/sej.v4i2.1017
Asrizal, N, A., Ahzari, S., & Helma. (2025). Interactive multimedia sound and light waves integrated STEM to develop concept understanding and literacy skills of students. Journal of Turkish Science Education, 22(1), 18–32. https://doi.org/10.36681/tused.2025.002
Banner, I. (2016). Valuing difference in students’ culture and experiencein school science lessons. Cult Stud of Sci Educ, 11, 1071–1079. https://doi.org/10.1007/s11422-016-9729-5
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miiller-Rici, M., & Rumble, M. (2012). Defining Twenty-First Century Skills. In Assessment and Teachng of 21st Century Skills. Spinger. https://doi.org/10.1007/978-94-007-2324-5
Boone, W. J., & Noltemeyer, A. (2017). Rasch analysis: A primer for school psychology researchers and practitioners. Cogent Education, 4, 1–13. https://doi.org/https://www.tandfonline.com/action/showCitFormats?doi=10.1080/2331186X.2017.1416898
Boone, W. J., & Straver, J. R. (2020). Advances in Rasch analyses in the human sciences. Spinger. https://doi.org/https://doi.org/10.1007/978-3-030-43420-5_16
Cresswell, J. W., & Guetterman, T. C. (2019). Sixth Edition Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Pearson Education.
Damayanti, S., Rahmatan, H., Pada, A. U. T., Nurmaliah, C., & Samingan. (2025). The Influence of the Problem Based Learning (PBL) Model with a Metacognitive Approach on Self-Regulated Learning (SRL) and Learning Outcomes. Jurnal Penelitian Pendidikan IPA, 12(3), 385–390. https://doi.org/10.29303/jppipa.v12i3.14155
Devy, N. K., Halim, A., Syukri, M., Yusrizal, Nur, S., Khaldun, I., & Saminan. (2022). Analysis of Understanding Physics Concepts in terms of Students’ Learning Styles and Thinking Styles. Jurnal Penelitian Pendidikan IPA, 8(4), 1937–1943. https://doi.org/10.29303/jppipa.v8i4.1926
Dewi, N. W. R. U., Yasa, I. P., & Sujanem, R. (2020). Implementasi Model Self Regulated E- Learning untuk Meningkatkan Keterampilan Berpikir Kritis dalam Pembelajaran Fisika Siswa. Jurnal Pendidikan Fisika Undiksha, 10(1), 24–35. https://doi.org/10.23887/jjpf.v10i1.26722
Estianinur, Parno, Latifah, E., & Ali, M. (2020). Exploration of Students’ Conceptual Understanding in Static Fluid through Experiential Learning Integrated STEM with Formative Assessment. The 4th International Conference on Mathematics and Science Education (ICoMSE) 2020. https://doi.org/10.1063/5.0043129
Feranie, S., Athiyyah, R., Rahmat, A. D., Machmudin, D., & Shani, N. S. (2023). Implementation Levels of Inquiry with Blended Learning to Improve Creative Thinking Skills in the Pandemic Era. Jurnal Penelitian Pendidikan IPA, 9(7), 4923–4930.
Fitriani, R. (2023). Diagnosing Students’ Conception of Wave Propagation Using the Five-Tier Isomorphic Instrument. Jurnal Penelitian Pendidikan IPA, 9(11), 9461–9473. https://doi.org/10.29303/jppipa.v9i11.5413
Google Map. (2026). West Java Map. Retrieved from https://maps.app.goo.gl/gX6sdLBnCFcKDjDR9
Gungodu, N., Yalcin-Celik, A., & Kilic, Z. (2017). Students’ Misconceptions About The Ozone Layer And The Effect Of Internet-Based Media on it. International Electronic Journal of Environmental Education, 7(1), 1–16. Retrieved from https://www.researchgate.net/publication/314208133_students’_misconceptions_about_the_ozone_layer_and_the_effect_of_internet-based_media_on_it
Haidar, D. A., Yuliati, L., & Handayanto, S. K. (2020). The Effect Of Inquiry Learning With Scaffolding On Misconception Of Light Material Among Fourth-Grade Students. Jurnal Pendidikan IPA Indonesia, 9(4), 540–553. https://doi.org/10.15294/jpii.v9i4.22973
Hamamous, A., & Benjelloun, N. (2023). The positive meaning of the use of Interactive Simulation eduMedia in the subject of Light Waves in Secondary School in Morocco. International Journal of Instruction, 16(1), 833–854. https://doi.org/10.29333/iji.2023.16147a
Hasnaini, Y., Doyan, A., & Sutrio. (2024). Feasibility Test of Guided Inquiry Model Learning Devices Assisted by 3D Experimental Media on Sound Wave Material. Jurnal Penelitian Pendidikan IPA, 10(7), 3578–3586. https://doi.org/10.29303/jppipa.v10i7.4626
Hermarini, R., Astra, I. M., & Budi, A. S. (2019). The Implementation of collaborative learning models using worksheet to increase student learning outcomes at senior high school the subject of light waves. 6th International Conference on Mathematics, Science, and Education (ICMSE 2019). https://doi.org/10.1088/1742-6596/1567/3/032080
Izzah, M., & Wulandari, D. (2025). Development of IPAS Smart Light Properties Box (Kosifcas) Trainer to Improve Scientific Thinking Ability. Jurnal Penelitian Pendidikan IPA, 11(3), 195–205. https://doi.org/10.29303/jppipa.v11i3.10726
Juniari, N. P. E., Parwati, N. N., & Tegeh, I. M. (2021). Pengaruh Self-Regulated E-Learning terhadap Prestasi Belajar dan Kemandirian Belajar Siswa SMK. Jurnal Teknologi Pembelajaran Indonesia, 11(2), 170–180. https://doi.org/10.23887/jurnal_tp.v11i2.3403
Kanli, U., & Ilican, Ö. (2020). Student Achievement on the Concepts of Light and Shadow in Different Assessment Formats: Students’ Learning Styles and Gender. Journal of Turkish Science Education, 17(4), 468–486. https://doi.org/10.36681/tused.2020.39
Kazantzidou, D., & Kostsis, K. T. (2023). Representation of the ozone layer in children’s trade books about ozone layer depletion: An analysis of written texts in Greece. Interdisciplinary Journal of Environmental and Science Education, 19(1). https://doi.org/10.29333/ijese/12847
Lestari, S. A., & Setyasto. (2025). The Effectiveness of the Problem-Based Learning Model Assisted by Augmented Reality on Learning Outcomes in the Science Subject of Light and Its Properties for Class V. Jurnal Penelitian Pendidikan IPA, 11(3), 250–260. https://doi.org/10.29303/jppipa.v11i3.10350
Linsiyah, A., Yulaeha, S., & Budiastra, A. A. K. (2023). The Influence of Teachers’ Professional Competence and Students’ Learning Styles on The Learning Achievement of Students. Jurnal Studi Guru dan Pembelajaran, 6(1), 64–73. https://doi.org/10.30605/jsgp.6.1.2023.2391
Makhrus, M., Susilawati, Wahyudi, Hikmawati, & Sahidu, H. (2023). Reducing Misconceptions on the Concept of Vibration and Waves with CCM CCA to Improve Creative Thinking Skills. Jurnal Penelitian Pendidikan IPA, 9(11), 10108–10114. https://doi.org/10.29303/jppipa.v9i11.5204
Makhrus, M., Wahyudi, & Zuhdi, M. (2021). Students’ Conceptual Understanding through Implementation of LiveWire in Basic Electronics Virtual Experiment. Jurnal Penelitian Pendidikan IPA, 7(2), 249–254. https://doi.org/10.29303/jppipa.v7i2.705
Meisaroh, S., & Suparno. (2024). Development of Android-Based Interactive Mobile Learning with Guided Inquiry Models to Improve Higher Order Thinking Skills on Light Wave Material. Jurnal Penelitian Pendidikan IPA, 10(2), 522–529. https://doi.org/10.29303/jppipa.v10i2.4869
Mešić, V., Hajder, E., Neumann, K., & Erceg, N. (2016). Comparing different approaches to visualizing light waves: An experimental study on teaching wave optics. Physical Review Physics Education Research, 12, 010135. https://doi.org/10.1103/PhysRevPhysEducRes.12.010135
Muki, B. G., Aviyanti, L., & Nawas, A. (2025). Investigation of students’ conceptual understanding of fluids in Kupang City and Sabu Raijua District. Momentum: Physics Education Journal, 9(1). https://doi.org/10.21067/mpej.v9i1.11056
Nasir, M., Cari, C., Sunarno, W., & Rahmawati, F. (2021). Article Diagnostic Difficulties and Misconceptions of Light Refraction: A Need Analysis Learning Abstract Concepts Using PhET Simulation. International Joint Conference on Science and Engineering 2021 (IJCSE 2021), 317–322. https://doi.org/10.2991/aer.k.211215.056
Nasir, M., Cari, C., Sunarno, W., & Rahmawati, F. (2022). The effect of STEM-based guided inquiry on light concept understanding and scientific explanation. EURASIA Journal of Mathematics, Science and Technology Education, 18(11). https://doi.org/10.29333/ejmste/12499
Ndihokubwayo, K., Uwamahoro, J., Ndayambaje, I., & Ralph, M. (2020). Light phenomena conceptual assessment: an inventory tool for teachers. Phys.Educ, 55. https://doi.org/10.1088/1361-6552/ab6f20
Odja, A. H., Saputra, R., Suronoto, L., & Mamonto, S. N. (2023). Application of Problem-Based Learning Assisted by Virtual Laboratory on Light Wave Material to Improve Student Learning Outcomes of Class XI IPA SMAN 1 Gorontalo. Proceedings of the 2nd International Conference on Sciences, Mathematics, and Education 2023 (ICOSMED 2023). https://doi.org/10.2991/978-2-38476-419-5_38
Pines, A. L., & West, L. H. T. (1986). Conceptual Understanding and Science Learning: An Interpretation of Research within a Sources-of-knowledge Framework. Science Education, 70(5), 583–604. https://doi.org/10.1002/sce.3730700510
Planinić, P., Cvenić, M. K., Sušac, A., Ivanjek, L., & Jeličić, K. (2024). What is Difficult in Learning Physicsand What We Can Do About It: The Case of Wave Optics. In Teaching and Learning Physics Effectively in Challenging Times, Challenges in Physics Education. https://doi.org/10.1007/978-3-031-72541-8_2
Puspaningtyas, E., Putri, E. F. N., Umrotul, & Sutopo. (2021). Analysis of high school students’ mastery in light wave theory using structured inquiry learning assisted by a virtual laboratory. Revista Mexicana de F´ısica, 18(1), 10–22. https://doi.org/10.31349/RevMexFisE.18.10
Putri, V. A., Sundari, P. D., Mufit, F., & Dewi, W. S. (2024). Analysis of Students’ Physics Conceptual Understanding using Five-Tier Multiple Choice Questions: the Newton’s Law of Motion Context. Jurnal Penelitian Pendidikan IPA, 10(5), 2275–2285. https://doi.org/10.29303/jppipa.v10i5.5847
Quraisy, S., Parno, Khusaini, & Ali, M. (2025). The Effect of the Argument-Driven Inquiry Integrated with STEAM Assisted by DMM to Improve Critical Thinking Skills on The Material of Sound and Light Waves. 14th International Physics Seminar 2025. https://doi.org/10.1088/1742-6596/3139/1/012097
Rahmatullah, Bahtiar, & Maimun. (2023). Development of Contextual Physics Teaching Materials Assisted by Virtual Lab Based-Android as Alternative Learning in Covid-19 Pandemic. Jurnal Penelitian Pendidikan IPA, 9(5), 4015–4021. https://doi.org/10.29303/jppipa.v9i5.2468
Sari, E. D. K. S., & Mahmudi, I. (2024). Analisis Pemodelan Rasch pada Assessment Pendidikan. PT. Pena Persada Kerta Utama.
Schunk, D. H., & Pajares, F. (2002). The Development of Academic Self-Efficacy. In Development of Achievement Motivation (pp. 15–31). Academic Press. https://doi.org/10.1016/B978-012750053-9/50003-6
Slater, P., & Hasson, F. (2024). Quantitative Research Designs, Hierarchy of Evidence and Validity. Journal of Psychiatric and Mental Health Nursing, 32(3), 656–660. https://doi.org/10.1111/jpm.13135
Sofya, A., Novita, N. C., Afgani, M. W., & Isnaini, M. (2024). Metode Survey: Explanatory Survey dan Cross Sectional dalam Penelitian Kuantitatif. Edu Society: Jurnal Pendidikan, Ilmu Sosial, dan Pengabdian Kepada Masyarakat, 4(3), 1695–1708. https://doi.org/10.56832/edu.v4i3.556
Song, Y. (2018). Improving primary students’ collaborative problem solving competency in project based science learning with productive failure instructional design in a seamless learning environment. Educational Technology Research and Development, 66(4), 979–1008. https://doi.org/10.1007/s11423-018-9600-3
Suciani, N. K., Sudarma, I. K., & Bayu, G. W. (2022). The Impact of Learning Style and Learning Motivation on Students’ Science Learning Outcomes. Mimbar PGSD Undiksha, 10(2), 395–401. https://doi.org/10.23887/jjpgsd.v10i2.49811
Sumintono, B., & Widhiarso, W. (2015). Aplikasi Pemodelan Rasch pada Assesment Pendidikan. Penerbit Trim Komunikata.
Susanti, S., Putra, R. P., Agustina, R. D., Quy, P. N., Siregar, H. S., & Silva, J. da. (2024). Exploring the Educational Landscape: The Impact of Post-Covid Online Learning on Physics Education Undergraduates’ Academic Engagement and Achievement. Indonesian Journal on Learning and Advanced Education, 6(1), 86–104. Retrieved from https://journals.ums.ac.id/index.php/ijolae/article/view/22179
UOTP. (2025). What Is Conceptual Understanding? Definition and Examples. potomac.edu. Retrieved from https://potomac.edu/what-is-conceptual-understanding/
Valda, V., Suwarma, I. R., & Suhendi, E. (2025). Correlational Study of Motivation and Learning Strategies After GROVE_ALPHA Implementation from a Self-Regulated Learning Perspective. Jurnal Penelitian Pendidikan IPA, 11(9), 473–478. https://doi.org/10.29303/jppipa.v11i9.12139
Winiari, L. P., Santyasa, I. W., & Suswandi, I. (2019). Pengaruh Model Self Regulated Learning terhadap Kemampuan Berpikir Kritis dalam Pembelajaran Fisika Kelas XI MIA di SMA Negeri 1 Tembuku. JPPF, 9(1), 24–33. https://doi.org/10.23887/jjpf.v9i1.20646
Yuberti, Y., Susilowati, N. E., Velina, Y., & Latifah, S. (2024). Academic Self-Efficacy Inventory: Using Rasch Analysis To Develop And Evaluate Self-Efficacy Rating Scales. Jurnal Pendidikan IPA Indonesia, 13(1), 162–171. https://doi.org/10.15294/jpii.v13i1.47091
Zimmerman, B. J. (2002). Becoming a Self-Regualted Learner: An Overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Zuffiano, A., Alessandri, G., Gerbino, M., Kanacri, B. P. L., Giunta, L. Di, Milioni, M., & Caprara, G. V. (2013). Academic Achievement: The Unique Contribution of Self-Efficacy Beliefs in Self-Regulated Learning Beyond Intelligence, Personality Tratits, and Self-Esteem. Learning and Individual Differences, 23, 158–162. https://doi.org/10.1016/j.lindif.2012.07.010
License
Copyright (c) 2026 Syafnah Aisyah Nauli Harahap, Ika Mustika Sari, Dadi Rusdiana
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
