Development of a Computer-Based Interactive Video Formative Feedback to Improve Students' Conceptual Understanding of Static Fluid
DOI: https://doi.org/10.26618/jpf.v13i2.17899
computer-based learning, formative feedback, interactive video, physics education, static fluid
Abstract
Physics education, particularly in static fluid concepts, often suffers from students' low conceptual understanding due to the limited availability of tailored formative feedback. To address this issue, this study aimed to develop and validate a computer-based interactive-video formative feedback model that supports independent learning and improves students' comprehension of static fluids. Employing the 4D Research and Development model (Define, Design, Develop, and Disseminate), the study focused on the first three stages and involved 128 high school students. The validity of the media was assessed by content and media experts, yielding high validity scores (97% for content and 93% for media). A practicality test showed an 83% approval rate, indicating strong usability and relevance for classroom and independent use. Effectiveness was further assessed through pretest and posttest analysis using the Wilcoxon and N-Gain tests. Results demonstrated a statistically significant improvement in students' conceptual understanding (p < 0.001), although the N-Gain value of 0.27 classified the effectiveness as low. Despite this limitation, students responded positively to the interactive format, citing increased engagement and clarity. The novelty of this study lies in integrating isomorphic questions with animated feedback and audio explanations in an interactive video format tailored to students' interests. This research contributes to physics education by offering a practical, validated digital tool that enhances formative assessment practices and provides a foundation for future improvements in instructional media for abstract topics like static fluid.References
Adarkwah, M. A. (2021). The power of assessment feedback in teaching and learning: a narrative review and synthesis of the literature. SN Social Sciences, 1(3), 1-44. https://doi.org/10.1007/s43545-021-00086-w
Agricola, B. T., Prins, F. J., & Sluijsmans, D. M. A. (2020). Impact of feedback request forms and verbal feedback on higher education students' feedback perception, self-efficacy, and motivation. Assessment in Education: Principles, Policy and Practice, 27(1), 6–25. https://doi.org/10.1080/0969594X.2019.1688764
Aslam, R., & Khan, N. (2020). Constructive feedback and students" academic achievement: a theoretical framework. New Horizons, 12(2), 175–198. https://doi.org/10.2.9270/nh.14.2(20).10
Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., Boud, D., & Molloy, E. (2019). What makes for effective feedback: staff and student perspectives. Assessment and Evaluation in Higher Education, 44(1), 25–36. https://doi.org/10.1080/02602938.2018.1467877
Estianinur, E., Parno, P., Latifah, E., & Ali, M. (2021). Exploration of students' conceptual understanding in static fluid through experiential learning integrated STEM with formative assessment. AIP Conference Proceedings, 2330, 1-8. https://doi.org/10.1063/5.0043129
Garira, E. (2020). A proposed unified conceptual framework for quality of education in schools. Sage Open, 10(1), 1–9. https://doi.org/10.1177/2158244019899445
Henderson, M., Ryan, T., Boud, D., Dawson, P., Phillips, M., Molloy, E., & Mahoney, P. (2021). The usefulness of feedback. Active Learning in Higher Education, 22(3), 229–243. https://doi.org/10.1177/1469787419872393
Hyland, K. (2013). Student perceptions of hidden messages in teacher written feedback. Studies in Educational Evaluation, 39(3), 180–187. https://doi.org/10.1016/j.stueduc.2013.06.003
Irma, Z. U., Kusairi, S., & Yuliati, L. (2022). Level of students' conceptual understanding of static fluid. Journal of Physics: Conference Series, 2392, 1-11. Doi: 10.1088/1742-6596/2392/1/012020
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
Kusairi, S. (2020). A web-based formative feedback system development by utilizing isomorphic multiple-choice items to support physics teaching and learning. Journal of Technology and Science Education, 10(1), 117–126. https://doi.org/10.3926/jotse.781
Kusairi, S., Hardiana, H. A., Swasono, P., Suryadi, A., & Afrieni, Y. (2021). E-formative assessment integration in collaborative inquiry: a strategy to enhance students' conceptual understanding in static fluid concepts. Jurnal Pendidikan Fisika Indonesia, 17(1), 13–21. https://doi.org/10.15294/jpfi.v17i1.23969
Kusairi, S., Sutopo., & Suryadi, A. (2022). Utilizing isomorphic multiple-choice items to diagnose students' misconceptions in force and motion. New Physics: Sae Mulli, 72(4), 311–318. https://doi.org/10.3938/npsm.72.311
Kyaruzi, F., Strijbos, J-W., Ufer, S., & Brown, G. T. L. (2019). Students' formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania. Assessment in Education: Principles, Policy and Practice, 26(3), 278–302. https://doi.org/10.1080/0969594X.2019.1593103
Leenknecht, M., Wijnia, L., Köhlen, M., Fryer, L., Rikers, R., & Loyens, S. (2021). Formative assessment as practice: The role of students' motivation. Assessment and Evaluation in Higher Education, 46(2), 236–255. https://doi.org/10.1080/02602938.2020.1765228
Mohan, M., Nunez, C. M., & Kuchenbecker, K. J. (2024). Closing the loop in minimally supervised human–robot interaction: formative and summative feedback. Scientific Reports, 14(1), 1-18. https://doi.org/10.1038/s41598-024-60905-x
Novianti, S., Sari, L. Y., & Afza, A. (2022). Factors caused difficulty in learning ipa for students. Journal of Biology Education Research, 3(2), 50–59. Doi: 10.55215/jber.v3i2.5949
Ole, F. C., & Gallos, M. R. (2023). Impact of formative assessment based on feedback loop model on high school students' conceptual understanding and engagement with physics. Journal of Turkish Science Education, 20(2), 333–355. https://doi.org/10.36681/tused.2023.019
Peter, G., & Uwamahoro, J. (2023). Effect of formative assessment on students' conceptual understanding of physics concepts among secondary schools in Ngoma district. East African Journal of Education and Social Sciences (EAJESS), 4(1), 114–119. https://doi.org/10.46606/eajess2022v03i06.0263
Pishchukhina, O., & Allen, A. (2021). Supporting learning in large classes: Online formative assessment and automated feedback. Proceedings of the 2021 30th Annual Conference of the European Association for Education in Electrical and Information Engineering, EAEEIE 2021, 1-4. https://doi.org/10.1109/eaeeie50507.2021.9530953
Pratami, I. G. P. A. S., Nitiasih, P. K., & Budiarta, L. G. R. (2023). Development of educational games as learning media for english learning for primary students. Language Circle: Journal of Language and Literature, 17(2), 317-324. https://doi.org/10.15294/lc.v17i2.43129
Rahim, F. R., Sari, S. Y., Sundari, P. D., Aulia, F., & Fauza, N. (2022). Interactive design of physics learning media: The role of teachers and students in a teaching innovation. Journal of Physics: Conference Series, 2309, 1-8. https://doi.org/10.1088/1742-6596/2309/1/012075
Rakoczy, K., Pinger, P., Hochweber, J., Klieme, E., Schütze, B., & Besser, M. (2019). Formative assessment in mathematics: Mediated by feedback's perceived usefulness and students' self-efficacy. Learning and Instruction, 60, 154–165. https://doi.org/10.1016/j.learninstruc.2018.01.004
Rosendahl, P., & Wagner, I. (2024). 360° videos in education – A systematic literature review on application areas and future potentials. Education and Information Technologies, 29(2), 1319–1355. https://doi.org/10.1007/s10639-022-11549-9
Rutten, N., Van Joolingen, W. R., & Van Der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers and Education, 58(1), 136–153. https://doi.org/10.1016/j.compedu.2011.07.017
Sahronih, S., Purwanto, A., & Sumantri, M. S. (2019). The effect of interactive learning media on students' science learning outcomes. ACM International Conference Proceeding Series, Part F148391, 20–24. https://doi.org/10.1145/3323771.3323797
Said, M. A., Arsyad, M., & Tawil, M. (2021). The development of electronic practicum modules at electronic course for physics education program. JPPPF (Jurnal Penelitian Dan Pengembangan Pendidikan Fisika), 7(2), 99-106. https://doi.org/10.21009/1.07201
Saputra, E. A., Wakhinuddin, S., & Rizal, F. (2020). Validity and practicality of problem-based electronic learning media. Progress in Social Science, Humanities and Education Research Symposium, 5, 88–92. https://doi.org/10.32698/gcs-psshers351
Saputra, O., Setiawan, A., & Rusdiana, D. (2019). Identification of student misconception about static fluid. Journal of Physics: Conference Series, 1157, 1–6. https://doi.org/10.1088/1742-6596/1157/3/032069
Sasmita, F. D., Kusairi, S., & Khusaini, K. (2023). Analisis kebutuhan formative feedback berbasis website pada pembelajaran fisika. Jurnal Kependidikan, 7(1), 105-116. https://doi.org/ 10.21831/jk.v7i1.58102
Sunismi, S., & Fathani, A. H. (2016). Uji validasi e-module matakuliah kalkulus i untuk mengoptimalkan student centered learning dan individual learning mahasiswa S-1. Jurnal Review Pembelajaran Matematika, 1(2), 174–191. https://doi.org/10.15642/jrpm.2016.1.2.174-191
Suryadi, A., & Kusairi, S. (2021). Developing computer-assisted formative feedback in the light of resource theory: A case on heat concept. Journal of Technology and Science Education, 11(2), 343–356. https://doi.org/10.3926/jotse.1100
Susilawati, S., Hardjono, A., & Muliyadi, L., Abo, C. P. (2021). Development of physics learning media based on guided inquiry model to improve students' concepts mastery and creativity. Journal of Science and Science Education, 2(2), 68–71. https://doi.org/10.29303/jossed.v2i2.711
Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional Development for Training Teachers of Exceptional Children: A Sourcebook. Indiana Univ., Bloomington. Center for Innovation in Teaching the Handicapped.
Wahyudi, D., & Amir, Z. (2022). Development of video learning media assisted by Sparkol Videoscribe to facilitate the ability to understand mathematical concepts of students. International Journal of Trends in Mathematics Education Research, 5(3), 306–314. https://doi.org/10.33122/ijtmer.v5i3.165
Wancham, K., & Tangdhanakanond, K. (2022). Effects of feedback types and opportunities to change answers on achievement and ability to solve physics problems. Research in Science Education, 52, 427–444. https://doi.org/10.1007/s11165-020-09956-4
Wardaningsih, R. S., & Supriyatman, S. (2021). Analisis pemahaman konsep siswa pada materi fluida statis menggunakan ranking task exercise. JPFT (Jurnal Pendidikan Fisika Tadulako Online), 9(1), 131–135. https://doi.org/10.22487/jpft.v9i1.965
Wicaksono, M. S. R., Bukifan, D., & Kusairi, S. (2019). Pemahaman konsep fluida statis siswa sma dan kesulitan yang dialami. Jurnal Pendidikan Matematikan Dan Sains, 7(1), 23–26. https://doi.org/10.21831/jpms.v7i1.22380
Yulianci, S., Nurjumiati, N., Asriyadin, A., & Adiansha, A. A. (2021). the effect of interactive multimedia and learning styles on students' physics creative thinking skills. Jurnal Penelitian Pendidikan IPA, 7(1), 87-91. https://doi.org/10.29303/jppipa.v7i1.529
Zhang, Z. V., & Hyland, K. (2022). Fostering student engagement with feedback: An integrated approach. Assessing Writing, 51. https://doi.org/10.1016/j.asw.2021.100586
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Jurnal Pendidikan Fisika
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright:
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2. 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 acknowledgement of its initial publication in this journal.
3. 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.
Licence:
Authors are free to:
1. Share: Copy and redistribute the material in any medium or format
2. Adapt: Remix, transform, and build upon the material for any purpose, even commercially.
The licensor cannot revoke these freedoms as long as the authors follow the license terms, which include the following:
1. Attribution: You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
2. ShareAlike: If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
3. No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Jurnal Pendidikan Fisika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
