Teachers’ Perspectives on Students’ Conceptual Difficulties in Magnetism: Challenges and Instructional Implications
DOI: https://doi.org/10.26618/w21dyv67
high school, interactive learning media, magnetism, right-hand rule, spatial visualization
Abstract
Magnetism is a fundamental component of physics education that underpins both scientific literacy and technological innovation. Yet, research consistently shows that students struggle to achieve a deep conceptual understanding of this topic. Persistent misconceptions, particularly in visualizing three-dimensional vector relationships and applying the right-hand rule, hinder students’ ability to transfer knowledge to novel contexts. Addressing these difficulties requires not only innovative instructional media but also insights from teachers who directly observe and manage such challenges in classroom practice. This study aimed to explore high school physics teachers’ perspectives on the difficulties of teaching magnetism and their interpretations of students’ learning barriers. Using a qualitative descriptive design, data were collected through semi-structured interviews with three teachers from different regions of Indonesia, each with four to seven years of teaching experience. Thematic analysis of the interview transcripts revealed two major findings: teachers reported significant limitations in instructional resources, which restricted their ability to dynamically depict vector orientations and forces; and students were observed to rely on rote memorization, struggle with spatial visualization, and confuse the applications of the right-hand rule in different contexts. These results highlight the intersection of pedagogical and cognitive barriers, showing how inadequate media directly contributes to persistent student misconceptions. The novelty of this study lies in foregrounding teachers’ experiences, thereby filling a gap in the literature that has predominantly focused on student-centered analyses. The conclusions emphasize the need for interactive, spatially explicit media, supported by structured pedagogical guidance, to strengthen magnetism learning. This study contributes to physics education by integrating teachers’ perspectives into efforts to design feasible and effective instructional interventions.
References
Andriani, I., Sari, S. Y., Darvina, Y., & Gusnedi. (2022). Identification of physics concepts problem in answering the national exam at senior high school in Pesisir Selatan district. Pillar of Physics Education, 15(1), 84–91. http://dx.doi.org/10.24036/12103171074
Bacaro, M. (2019). Conceptual understanding and interest in kinematics among senior high school students of MSU-Saguiaran in a cooperative learning environment. International Journal of Science and Management Studies, 2(3), 65–75. https://doi.org/10.51386/25815946/ijsms-v2i3p106
Batdi, V., & Talan, T. (2019). Augmented reality applications: A meta-analysis and thematic analysis. Turkish Journal of Education, 8(4), 276–297. https://doi.org/10.19128/turje.581424
Boisandi, B., & Alsagaf, S. L. H. (2023). The implementation of the PCK-based electricity and magnetism textbook on student learning outcomes. Jurnal Pendidikan Fisika dan Teknologi, 9(1), 49-54. https://doi.org/10.29303/jpft.v9i1.4317
Bordianu, A., & Samoilescu, G. (2019). Analysis of materials used in the construction of electric motors. International Conference Knowledge-Based Organization, 25(3), 19–24. https://doi.org/10.2478/kbo-2019-0111
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
British Educational Research Association (BERA). (2018). Ethical guidelines for educational research (4th ed.).
Chen, Y. C. (2019). Effect of mobile augmented reality on learning performance, motivation, and math anxiety in a math course. Journal of Educational Computing Research, 57(7), 1695–1722. https://doi.org/10.1177/0735633119854036
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Denzin, N. K. (2012). Triangulation 2.0. Journal of Mixed Methods Research, 6(2), 80–88. https://doi.org/10.1177/1558689812437186
Garzón, J., & Acevedo, J. (2019). Meta-analysis of the impact of augmented reality on students’ learning gains. Educational Research Review, 27, 244–260. https://doi.org/10.1016/j.edurev.2019.04.001
Guerra-Reyes, F., Guerra-Dávila, E., Naranjo-Toro, M., Basantes-Andrade, A., & Guevara-Betancourt, S. (2024). Misconceptions in the learning of natural sciences: A systematic review. Education Sciences, 14(5), 1-17. https://doi.org/10.3390/educsci14050497
Han, Y., Liu, Q., Pi, F., & Bao, L. (2021). Assessment of student learning of operational procedures in electromagnetism. Research in Education Assessment and Learning, 6(1), 1-14. https://doi.org/10.37906/real.2021.3
Hoffmann, A. P., & Moldwin, M. B. (2022). Separation of spacecraft noise from geomagnetic field observations through density-based cluster analysis and compressive sensing. Journal of Geophysical Research: Space Physics, 127(9), 1-17. https://doi.org/10.1029/2022JA030757
Kähkönen, A. L., Sederberg, D., Bryan, L., Viiri, J., & Lindell, A. (2020). Finnish secondary students’ mental models of magnetism. Nordic Studies in Science Education, 16(1), 101–120. https://doi.org/10.5617/nordina.5566
Kaliampos, G., Pantidos, P., Kalogiannakis, M., & Ravanis, K. (2021). A study of the understanding of key concepts of electromagnetism of 11th grade Greek high school students. Jurnal Pendidikan IPA Indonesia, 10(4), 474–485. https://doi.org/10.15294/jpii.v10i4.31863
Karadağ, M., & Ünlü Yavaş, P. (2021). A magnetic polarity detector. Physics Education, 56(6), 065009. https://doi.org/10.1088/1361-6552/ac1b1a
Klein, P., Burkard, N., Hahn, L., Dahlkemper, M. N., Eberle, K., Jaeger, T., Kuhn, J., & Herrlich, M. (2021). Coordinating vector field equations and diagrams with a serious game in introductory physics. European Journal of Physics, 42(4), 045801. https://doi.org/10.1088/1361-6404/abef5c
Kvale, S., & Brinkmann, S. (2015). InterViews: Learning the craft of qualitative research interviewing (3rd ed.). SAGE Publications.
Letina, A., & Vasilj, M. (2021). Challenges of implementation of cooperative learning in initial teacher education. Školski Vjesnik: Časopis za Pedagoška i Školska Pitanja, 70(1), 371-397. https://doi.org/10.38003/sv.70.1.12
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications. https://doi.org/10.1016/0147-1767(85)90062-8
Malgieri, M., Calcagnile, S., Zuccarini, G., & Onorato, P. (2021). High school student difficulties in drawing the field lines for two magnets. Physics Education, 56(6), 065007. https://doi.org/10.1088/1361-6552/ac1a06
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Munfarikha, N., Kusairi, S., & Zulaikhah, S. (2018). Pengaruh IQ, gender dan tingkatan kelas terhadap model mental siswa SMA tentang magnet. In Prosiding Seminar Nasional Quantum, 25, 487–494. https://www.academia.edu/127413945/Pengaruh_IQ_gender_dan_tingkatan_kelas_terhadap_model_mental_siswa_SMA_tentang_magnet
Nandani, S., & Raturi, S. (2024). Digital simulations as a pedagogical tool: How ready are Fiji year‐11 science teachers? Journal of Computer Assisted Learning, 40(6), 3249–3263. https://doi.org/10.1111/jcal.13071
Özdemir, E., & Coramik, M. (2018). Reasons of student difficulties with right-hand rules in electromagnetism. Journal of Baltic Science Education, 17(2), 320–330. https://www.researchgate.net/publication/324497281_Reasons_of_student_difficulties_with_right-hand_rules_in_electromagnetism
Özdeş Koca, N. (2022). Assessing the concepts of electricity and magnetism of science and engineering students. Physics Education, 57(4), 045026. https://doi.org/10.1088/1361-6552/ac57bd
Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). SAGE Publications.
Prahani, B. K., Rizki, I. A., Nisa, K., Citra, N. F., Alhusni, H. Z., & Wibowo, F. C. (2022). Implementation of online problem-based learning assisted by digital book with 3D animations to improve students’ physics problem-solving skills in magnetic field subject. Journal of Technology and Science Education, 12(2), 379–396. https://doi.org/10.3926/jotse.1590
Silva, M., Bermúdez, K., & Caro, K. (2023). Effect of an augmented reality app on academic achievement, motivation, and technology acceptance of university students of a chemistry course. Computers & Education: X Reality, 2, 1-9. https://doi.org/10.1016/j.cexr.2023.100022
Silviani, R., Muliyani, R., & Kurniawan, Y.(2020). Application of three-tier test for identification of student misconceptions on magnetic pole. International Journal of Multi Discipline Science, 3(1), 22-25. https://dx.doi.org/10.26737/ij-mds.v3i1.2393
Stepanović, M. B., Pešut, N., Branković, N., & Kozoderović, G. (2019). Primary school students’ misconceptions about physical properties of water. The New Educational Review, 57(3), 127–138. https://www.researchgate.net/publication/338479546_Primary_School_Students'_Misconceptions_about_Physical_Properties_of_Water
Syskowski, S., Wilfinger, S., & Huwer, J. (2024). Impact and classification of augmented reality in science experiments in teaching-A review. Education Sciences, 14(7), 1-20. https://doi.org/10.3390/educsci14070760
Taha, O. W., & Hu, Y. (2023). Modeling of a digital twin for magnetic bearings. Applied Sciences, 13(14), 1-21. https://doi.org/10.3390/app13148534
Tairab, H., Al Arabi, K., Rabbani, L., & Hamad, S. (2020). Examining grade 11 science students’ difficulties in learning about vector operations. Physics Education, 55(5), 055013. https://doi.org/10.1088/1361-6552/aba107
Ürek, H., & Çoramık, M. (2021). A cross-sectional survey about students’ agreement rates on non-scientific ideas concerning the concept of magnet. Journal of Turkish Science Education, 18(2), 218–232. https://doi.org/10.36681/tused.2021.61
Yalçin, O., & Sadik, F. (2024). Curriculum development based on an interdisciplinary context-based learning approach in the context of electricity and magnetism. Journal of Baltic Science Education, 23(2), 260–279. https://doi.org/10.33225/jbse/24.23.260
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.
