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This study aims to examine the effectiveness of using animated video media in improving elementary school students’ understanding of the material of changes in the form of objects, which includes the process of melting, freezing, evaporating, condensing, and sublimating. The material is often difficult for students to understand because it is abstract and cannot always be observed directly. This research uses a qualitative method with a library research approach, where data is collected and analyzed from various reliable sources such as accredited scientific journal articles, books, and previous research results. The analysis technique used refers to the Miles and Huberman model, namely data reduction, data presentation, and conclusion drawing. The results of the study show that the animated video media can improve students’ cognitive understanding through visualization of complex processes, strengthen information retention, and reduce common misconceptions. In addition, this media is also proven to increase students’ motivation, interest in learning, and participation in learning. The effectiveness of animated videos is greatly influenced by the quality of visual design, narration, appropriate duration, and their integration in learning activities such as discussions or experiments. Despite challenges such as limited facilities and teacher training needs, strategic solutions can be implemented to optimize the use of this media. Thus, animated videos can be an innovative and relevant strategic alternative in science learning in elementary schools, especially in conveying abstract concepts in a concrete and fun way.

Students' understanding of the concept of motion of objects on inclined planes still shows obstacles, especially when applied in real practice. This study aims to see the extent to which students understand the concept through simple experiments and questionnaires. The main focus of the study was on the results of the practicum, where the block slid faster on a smooth plane (an average of 1.25 seconds) than on a rough plane (an average of 1.61 seconds). This time difference reflects the effect of friction on the motion of objects, but some students were unable to explain the difference correctly. This indicates that there are still misconceptions in understanding the concepts of force and motion. Meanwhile, the results of the questionnaire only reinforced that most students felt the need for direct practice to understand this material. Thus, a practice-based learning approach is very important to strengthen students' conceptual understanding in Basic Physics courses.  

This study aims to analyze the misconceptions in students in SMAN 1 Kota Serang on the material of Torque and Rotation. The research tested was a two-tier based question, consisting of 13 multiple choice questions with five answer options and one supporting reason for each answer. Data collection was carried out through Google Form media and distributed to 36 students of class XI IPA 9. The data obtained were students understood 13.9%, partially understood 11.1%, misunderstanding 22.2%, specific misunderstanding 33.3%, and did not understand 19.5%. This test is based on the result was tested there were students' misconceptions, namely the moment of force 5.55%, the relationship between force and moment of force 25%, the position of force to the axis 75%, the equation of rotation and GLBB 41.66%, Linear kinetic energy from frequency and radius 69.44%, The relationship between centripetal acceleration and radius 80.55%, and the kinetic energy of rolling objects 63.88%. The results of this test are analyzed into which parts of the students experience misconceptions, with these findings expected to be used as a basis for designing targeted learning interventions.

This study aims to describe students' difficulties in translating word problems into mathematical models in algebra material. Using a qualitative approach, the subjects were seventh-grade students at SMP Negeri 2 Tasikmalaya in the 2024/2025 academic year. Data were collected through questionnaires, interviews, and documentation. The results show that students struggled to understand the meaning of word problems and convert them into correct equations. Common errors included misconceptions about algebraic symbols, such as treating variables as fixed numbers and misusing the equal sign. In addition, students had difficulty identifying essential information needed to construct a mathematical model. Learning activities that focused only on procedural calculations further contributed to these challenges. This study recommends the use of more contextual and meaningful learning approaches, such as Problem-Based Learning and Realistic Mathematics Education, to help students better understand the relationships within problems and accurately express them through appropriate mathematical representations..    Penelitian ini bertujuan untuk mendeskripsikan kesulitan siswa dalam menerjemahkan soal cerita ke dalam model matematika pada materi aljabar. Dengan pendekatan kualitatif, subjek penelitian adalah siswa kelas VII SMP Negeri 2 Tasikmalaya tahun ajaran 2024/2025. Data dikumpulkan melalui angket, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa siswa mengalami kesulitan dalam memahami makna soal cerita dan menyusunnya menjadi persamaan yang tepat. Kesalahan yang muncul meliputi pemahaman yang keliru terhadap simbol aljabar, seperti menganggap variabel sebagai angka tetap dan tidak tepat menggunakan tanda sama dengan. Selain itu, siswa juga tampak kesulitan menentukan informasi penting yang diperlukan untuk membangun model matematika. Pembelajaran yang hanya berfokus pada prosedur perhitungan turut memperkuat kesulitan ini. Penelitian ini merekomendasikan penggunaan pendekatan pembelajaran yang lebih kontekstual dan bermakna, seperti Problem-Based Learning dan Realistic Mathematics Education, agar siswa dapat lebih memahami hubungan antar informasi dalam soal dan menyusunnya dalam bentuk model yang benar.

This study explores the role of Islamic accounting in advancing the Sustainable Development Goals (SDGs) in Indonesia using a qualitative approach. Data were collected through in-depth interviews with 15 informants—academics, regulators, and practitioners—and analyzed using NVivo software. The findings highlight three critical themes: (1) maqasid al-shariah principles are embedded in regulation but constrained by dual regulatory authority, identified 28 times in the coding; (2) Islamic financial inclusion is expanding through profit-sharing contracts, yet low financial literacy emerged 35 times as the most dominant barrier; and (3) the dual financial system fosters innovation but is hindered by public misconceptions (12) and regulatory overlaps (10). These results demonstrate that Islamic accounting goes beyond normative discourse, functioning as an institutional mechanism that bridges regulatory ethics, literacy, and dual systems. The limitations of this study include its small sample size and qualitative scope, suggesting the need for future quantitative validation. The novelty lies in integrating empirical field data with the SDG framework, providing practical implications for regulators, financial institutions, and academia in aligning Islamic accounting with global sustainability goals.

This study aims to analyze students’ conceptual understanding of hydrocarbons through a literature review utilizing the Three-Tier Multiple Choice Diagnostic Instrument. Hydrocarbons are a fundamental topic in chemistry education that often leads to student misconceptions. The three-tier diagnostic instrument is designed not only to assess students’ cognitive knowledge through correct or incorrect answers but also to explore the reasoning behind their choices, enabling more accurate identification of misconceptions and conceptual understanding. The methodology employed is a literature review examining various scientific sources on the application of this diagnostic tool in teaching hydrocarbon concepts. The findings indicate that the Three-Tier Multiple Choice Diagnostic Instrument is effective in systematically detecting and classifying students’ difficulties and misconceptions. Furthermore, the use of this instrument contributes significantly to developing targeted and data-driven instructional strategies to enhance students’ conceptual mastery in chemistry. The implications of this study highlight the necessity of integrating three-tier diagnostic instruments in the assessment process to support optimal learning outcomes in hydrocarbon material.

Understanding chemical equilibrium concepts poses significant challenges for high school students due to the topic’s abstract and complex nature. This literature review identifies key factors contributing to these difficulties, including widespread misconceptions, cognitive and pedagogical barriers, and environmental influences such as family support and learning resources. The review highlights the importance of constructivist and cognitive learning theories in designing effective instructional strategies that actively engage students and facilitate deeper conceptual understanding. Furthermore, the integration of educational technologies—such as interactive simulations and virtual laboratories—provides enriched learning experiences that help overcome conceptual misunderstandings. An integrated approach combining innovative teaching methods and technology use is recommended to enhance students’ comprehension of chemical equilibrium. Future research should focus on practical applications of these models and evaluate their effectiveness across diverse educational settings.

Misconseption are errors in understanding concepts than often occur in the context of science learning, particulary on the greenhouse effect, this study aims to address student’s misconceptions by implementing thePredict-Observe-Explain (POE) learning model in grade VI elementary school students. The study employed the Penelitian Tindakan Kelas (PTK) method based on the kemmis and McTggart model, which consists of four main stage: planning, implementation, observation, and reflection. The reseach subjek consisted of students from grade VI from SDN 13 Cingkariang. Data wewre Collected using Questionnaires and analyzed quantitatively based on pre-test and post-test result. The findings revealed the prior to that application of the POE model, only 15% of students had agoog understnading of the greenhouse effect, while 40% had partial understanding, and 45% did not understand the concept at all. After implementing the POE model, student’s understanding improve significantly, with 70% able to make accurate predictions. 80% actively involved in observation, ang 35% able to explain the greenhouse effect comprehensively. The implementation of the POE model has proven to be effective in correcting misconcepsions and improving student’s understanding through active and exploratory learning.

Misconseption are errors in understanding concepts than often occur in the context of science learning, particulary on the greenhouse effect, this study aims to address student’s misconceptions by implementing thePredict-Observe-Explain (POE) learning model in grade VI elementary school students. The study employed the Penelitian Tindakan Kelas (PTK) method based on the kemmis and McTggart model, which consists of four main stage: planning, implementation, observation, and reflection. The reseach subjek consisted of students from grade VI from SDN 13 Cingkariang. Data wewre Collected using Questionnaires and analyzed quantitatively based on pre-test and post-test result. The findings revealed the prior to that application of the POE model, only 15% of students had agoog understnading of the greenhouse effect, while 40% had partial understanding, and 45% did not understand the concept at all. After implementing the POE model, student’s understanding improve significantly, with 70% able to make accurate predictions. 80% actively involved in observation, ang 35% able to explain the greenhouse effect comprehensively. The implementation of the POE model has proven to be effective in correcting misconcepsions and improving student’s understanding through active and exploratory learning.

Understanding the basic concept of multiplication is one of the important competencies that must be possessed by elementary school students. This study aims to analyze the extent of understanding the concept of multiplication of whole numbers in third grade elementary school students. A strong understanding of the concept at the initial stage is very important as a basis for mastering subsequent materials. This study uses a qualitative descriptive approach with data collection techniques in the form of diagnostic tests. The test is designed to identify the level of understanding of third grade elementary school students. The subjects of this study were third grade elementary school students. The results of the mini-research showed that some students had difficulty understanding story problems so that they considered them to be additions, errors when reading multiplication problems, and misconceptions that emerged in solving multiplication problems. Students had great difficulty making mathematical forms from story problems. These findings provide an important picture for teachers to design more effective learning and adjust their learning needs. Keywords: understanding concepts, mathematics learning, multiplication.

This study aims to analyze the level of understanding of PSPK 23 B students at Medan State University on atomic theory questions. With a quantitative descriptive approach, data were collected through multiple-choice tests filled out by 30 students. The results showed an average understanding of 75.33%, which is quite good. However, there was significant variation where some students mastered basic concepts (eg Dalton and Thomson's atomic models), while others had difficulty with abstract topics (eg Bohr's model and quantum mechanics). This finding is in line with previous studies on misconceptions in atomic structure. This study emphasizes the importance of innovative learning strategies, such as visual media and conceptual approaches, to improve student understanding. Periodic evaluation is needed to detect learning gaps and adjust teaching methods. The results of this study can be a basis for developing more effective chemistry education practices.

Elementary School Students' Misconceptions about Science Concepts: Case Study in Grade VI of SDN 024755 This study aims to identify and analyze the misconceptions held by sixth-grade students at SDN 024755 regarding basic science concepts. The research method used is a case study with a qualitative approach. Data were collected through interviews, observations, and diagnostic tests specifically designed to reveal students' misconceptions. The results show that most students struggle with understanding certain science concepts, such as the water cycle, photosynthesis, and gravity. The misconceptions found include incorrect understandings of the processes of evaporation and condensation, the role of chlorophyll in photosynthesis, and the concepts of force and motion. These findings highlight the need for more effective teaching approaches in introducing and reinforcing science concepts at the elementary school level. Recommendations from this study include developing more interactive and contextual learning strategies to address students' misconceptions, as well as improving the quality of teacher training in science education.

The accuracy of qibla direction remains a significant challenge for Muslim communities, particularly in educational institutions where misconceptions about qibla measurement methods persist. This community service program addressed the need for accessible astronomical literacy among students at Pondok Pesantren As'ad Jambi by introducing protractor-based qibla measurement techniques. Implemented on November 11, 2023, the program engaged 90 participants comprising Madrasah Aliyah students and Ma'had Aly Ibrahimi students through an integrated approach combining theoretical exposition and hands-on practice. The intervention utilized a dual-method framework: interactive lectures elucidating Islamic jurisprudence and astronomical principles of qibla determination, followed by direct application of protractor measurement techniques. Evaluation through participant observation and post-activity assessment revealed substantial knowledge enhancement and practical skill acquisition among attendees. Participants demonstrated improved understanding of qibla direction concepts and gained confidence in applying measurement techniques independently. The program's success manifested in heightened enthusiasm for astronomy-based religious practices and increased capacity for autonomous qibla verification at household level. This initiative contributes to bridging traditional Islamic scholarship with contemporary scientific methodologies, fostering critical thinking in ritual observance while preserving religious authenticity.

This study aims to assess the scientific argumentation skills of eleventh grade students at SMA Negeri 1 Telaga on the topic of electrolyte and nonelectrolyte solutions. The study employs a descriptive qualitative approach. The data collection method utilized a multiple-choice test with five indicators of scientific argumentatio, comprising 25 questions. The sample comprises 132 students from the eleventh grade at SMA Negeri 1 Telaga. The results reveal that students’ scientific argumentation skills on the topic of electrolyte and nonelectrolyte solutions are categorized as fair, with a claim level of 48,4%, data level of 53%, warrant level of 50,6%, backing level of 44,4%, and rebuttal level of 44,3%. It can be concluded that while students’ argumentation skills are aduwuate, many students still struggle to present a complete argumentation using all indicators. The active participation of both students and teachers during lessons is crucial to improving students’ scientific argumentation abilities, particularly in overcoming misconceptions related to electrolyte and nonelectrolyte solutions.

Corruption remains a significant concern in Indonesia, exemplified by the case of former Supreme Court Judge Zarof Ricar, suspected of acting as a case broker. This case began with the arrest of three Surabaya district court judges on October 20, 2024, for allegedly accepting bribes to free Ronald Tannur. Misconceptions that winning court cases requires significant costs have created opportunities for fraud, with individuals claiming they can guarantee favorable outcomes. The Zarof Ricar case highlights the declining integrity of government institutions and the lack of synergy among law enforcement, contributing to the prevalence of corruption. This situation underscores the urgent need for comprehensive legal reform. Strengthened regulations, stricter internal supervision, and harsh penalties for corrupt practices are essential to restoring public trust in the legal system and improving institutional integrity. This study aims to provide insights by employing juridical-normative and empirical methods, utilizing literature, legal documents, observations, and interviews.

Stunting is a condition of toddlers that has a negative impact on growth and development when compared to age. The incidence of stunting is a major nutritional problem facing Indonesia, and stunting is a topic that needs attention from all quarters given its impact. Lack of information about stunting can lead to quite a lot of misconceptions in the community, including the assumption that stunting is a normal condition for less height, even some parents do not know about stunting This study is a qualitative research. Initial informants were determined using purposive sampling technique. This study aims to help toddlers achieve optimal physical growth according to their age, improve cognitive development of toddlers through nutritious nutritional intake, and conduct early detection of stunting cases through regular growth monitoring at the puskesmas. There are five villages targeted by this program, namely ie masen kaye adang village with 13 stunting toddlers, lamgugob village with 6 toddlers, kopelma village with 12 toddlers, rukoh village with 20 toddlers, and dayah raya village with 17 toddlers. The implementation of the PMT program in August has been done carefully. One important preparation was the training given to cadres in each village. These cadres will be responsible for assisting in the implementation of the program, including in terms of preparing the food menu that will be given to stunted children.

This study aims to identify the key success factors of public services in the education sector in Makassar City, using qualitative research. Based on the source, the types of data used are primary and secondary. Data obtained through interviews with the education office and school principals, while secondary data is data obtained from various literatures such as books, laws and other related sources. The results showed that there are two key success factors, namely supporting factors and inhibiting factors. Supporting factors are: a) there is good cooperation between the education office and the school assigned to do LINOA. b) there is motivation, psychology and a good spirit of willingness from the leadership. c) schools that are accessed by LINOA find it easy to make Star Class innovations and Recognise Potential, for LINOA support in building cross-sector cooperation. The inhibiting factors are: a) Asymmetric Information about the existence of LINOA. b) Misconceptions about creativity and innovation that are valuable from the existence of LINOA. c) Low HR competence in the era of capability. d) Little time to make innovations, finally no innovative thinking creativity.    

This research aims to determine student’s conceptual understanding of salt hydrolysis in 11th grade at SMA Negeri 3 Gorontalo using a three-tier multiple-choice diagnostic test. This research employs qualitative descriptive research, with the subjects being 156 students from the 11th grade chemistry class at SMA Negeri 3 Gorontalo. Data was collected using a three-tier multiple-choice diagnostic test consisting of 20 question. The results indicate that, on average, students only understand 18,12% of the salt hydrolysis concept, 43,54%  of students experience misconceptions and 38,34% do not understanding the concept. From the identifikation results, the highest level of conceptual understanding was found in indicator 1, which determines the acidic and basic properties of salt-forming compounds, with a percentage 21,66%. The highest level of miskonceptions was found in indicator 2, which analyzes the properties of hydrolyzed salts, with an average of 54,03% and the highest level of lack of understanding was found in indicator 4, which calculates the pH of a hydrolyzed salt solutions, with an average of 47,4%. Overall, it can be stated that 81,88% of students do not correcly understand the material on salt hydrolysis. The indicates that students’ conceptual understanding of salt hydrolysis is very low.  

This research aimed to identify students' misconceptions of acid-base material using a Two-Tier Multiple-Choice test at SMA Negeri 4 Gorontalo. It employed a qualitative descriptive approach, and the data collection techniques used were a Two-Tier Multiple Choice test instrument. Additionally, the research subjects were students in Class XI of SMA Negeri 04 Gorontalo, with a total sample size of 70.The research data were obtained from students' responses to the Two-Tier Multiple-Choice test questions.These responses were analyzed based on the students' answer patterns and categorized into three groups: Understood the Concept, Misconception, and Did not Understand the Concept The findings revealed that 10% of students understood the concept, 41% did not, and 49% had misconceptions. This result signified high misconception among studenst in Class XI of SMA Negeri 04 Gorontalo regarding acid-base material.

This study investigates the use of formative assessments in improving student learning outcomes in mathematics. The research focuses on how regular, low-stakes assessments help teachers identify student misconceptions, provide timely feedback, and tailor instruction to meet students' needs. The study finds that formative assessments lead to higher student performance, particularly in understanding complex mathematical concepts. The paper explores various formative assessment techniques, such as quizzes, peer reviews, and self-assessments, and their effectiveness in fostering student learning and achievement in mathematics.