Journal of Physics: Conference

Series

PAPER • OPEN ACCESS You may also like

- Atmospheric, Non-Contact and High
Enhancing Students Ability in Analyzing Image Speed Electro Chemical Machining
Processes for X-Ray Optics
Formation on Lens and Mirror Using Ray Optics Rajeswaran Radhakrishnan, Jing Xu,
Savidra Lucatero et al.

- Property of slice square polycapillary x-ray

To cite this article: M Erfan et al 2020 J. Phys.: Conf. Ser. 1471 012061 optics
Shi-Qi Peng, , Zhi-Guo Liu et al.

- Ray picture and ray-wave correspondence

in triangular microlasers
Pia Stockschläder, Jakob Kreismann and
View the article online for updates and enhancements. Martina Hentschel

This content was downloaded from IP address 140.213.102.194 on 12/05/2024 at 04:24

1st Bukittinggi International Conference on Education IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1471 (2020) 012061 doi:10.1088/1742-6596/1471/1/012061

Enhancing Students Ability in Analyzing Image Formation on

Lens and Mirror Using Ray Optics

M Erfan1,*, M A Maulyda1, G Gunawan2, N Sari3 and T Ratu4

1
Primary Teacher Education Study Program, Universitas Mataram, Indonesia
2
Physics Education Study Program, Universitas Mataram, Indonesia
3
Primary Teacher Education Study Program, Universitas Muhammadiyah Mataram,
Indonesia
4
Physics Education Study Program, Universitas Samawa, Indonesia

*Email: muhammaderfan@unram.ac.id

Abstract. This study aims to determine the effect Android Ray Optics Application toward
student’s ability in analyzing image formation on lens and mirror. This research is a quasi-
experimental research with pre-test -post-test control group design. The population in this
study were all prospective elementary school teacher candidates of fifth-semester students of
Universitas Muhammadiyah Mataram. The sampling technique used was purposive sampling
and class A (30 students) as an experimental class and Class C (30 students) as a control class.
Data were collected by a descriptive test about the analysis of images formations on flat
mirrors, curved mirrors, and lenses. The data were analyzed by independent sample t-test and
normalized Gain test. The results showed that after treatment, students in the experimental
class has a higher ability in analyzing images formations than the control one (t-value = 9,660
& t-table = 2,002). It's concluded that Ray Optics is effective in improving student's ability in
analyzing image formation on lens and mirror concepts.

1. Introduction
The era of globalization which is marked by the rapid development of information and communication
technology more or less influences the world of education. Globalization is indeed expected in the
world of education to constantly adjust technological developments in improving the quality of
education, especially adjusting its use especially in the learning process [1]. Because of the importance
of the integration of information and communication technology in the learning process, prospective
educators or teachers must have competence is not just knowledge and technology, but also in the
selection of technology and its use in the learning process [2].
One of the government's efforts to integrate information and communication technology in the
learning process is to promote online learning (e-learning). The development of information and
communication technology brings us many technology applications that have been developed. In
addition to online learning that uses a laptop or computer that is considered less practical, the
development of technology today also gave birth to a new learning concept besides e-learning, namely
mobile learning or M-Learning. M-Learning is learning that uses a cell phone or smartphone as a tool
of learning. With the M-Learning, someone could learn and take the course anytime and anywhere
because of its flexibility [3].
Smartphones that are generally used at this time are very supportive in the learning process with a
capable Operating System such as iOS (Apple) and Android that supports integrated learning between

Content from this work may be used under the terms of the Creative Commons Attribution 3.0 licence. Any further distribution
of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI.
Published under licence by IOP Publishing Ltd 1
1st Bukittinggi International Conference on Education IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1471 (2020) 012061 doi:10.1088/1742-6596/1471/1/012061

LMS on a college website server to students’ mobile-based learning (m-learning). The ease of use of
Android in the learning process is also supported by many Android applications that have been
developed. In recent years, these android applications have not only integrated into the engineering
field but also in the field of marketing and business campaigns [4]. Many applications have been
developed for educational and teaching purposes [5]. Learning using a smartphone opens more
opportunities for students to explore a subject more deeply because it is supported by a variety of
applications and Android capabilities that are able to simulate learning materials that are more
practical than learning with real tools that can take a lot of time [6].
One of the android application that can simulate the process of forming the images on mirrors and
lenses is Ray Optics and it can be downloaded at the Play Store for free. Ray Optics is an android
application that can simulate and can provide solutions to various geometry optics cases. Ray optics is
able to simulate various problems of the path of the rays in optics, is able to complete the directional
diagram of the light, the final position of the image position, height and magnification of the images,
and for the pro version of Ray Optics also provides steps for solving the equation formation process of
image [7].
Several previous studies proved that the integration of smartphones and tablets in the learning process
can increase motivation and learning outcomes of students [8]. The use of Android-based media in the
learning process is able to change learning from previously teacher-centered, to student-centered [9].
The use of smartphones may lead to important influence in enhancing students’ performance as this
kind of device might boost teaching and learning experience [10][11][12].
One of the main topics of natural science that must be mastered by prospective teachers in high-class
elementary school is light and optic. In this lecture, prospective teachers are required to be able to
explain the process of sightseeing that occurs in the human eye, students are able to recognize and
explain the working principle of optical devices that have similarities to the human eye, and
prospective teachers must be able to analyze the process of images formed on the mirror and lens.
The Images formation on mirror and lenses are a very important concept because it‘s directly related
to the concept of how the human eye works. Some students sometimes still think that we can see
because there is light coming out of our eye and to an object, students sometimes do not yet realize
that we can see an object because there is a light that is reflected on an object until it enters our eye
[13]. Therefore, the correct concept of the process of images formation on mirrors and lenses must be
mastered by prospective elementary school teachers in order to minimize the misconceptions that
occur in elementary school students.
In the process of images formation on mirrors and lenses, prospective teacher students must be able to
draw the process of the way the ray on a mirror or lens (concave or convex) which each of them has
very own special characteristics. Science learning on light and optical material that has been done so
far only takes the form of material that is delivered conventionally to prospective teacher students.
Educators sometimes describe the process of images formation on mirrors and lenses using only
blackboards, rulers and markers so that the concepts conveyed are limited to what is depicted.
Therefore, with the Android application that is able to simulate the direction of the light direction is
expected to stimulate the curiosity of prospective teacher students so that prospective students want to
try themselves, and in the end, improving the ability of prospective teachers in analyzing the process
of images formation on mirrors and lenses.

2. Method
This research is quantitative research with a quasi-experimental approach. The research design used
was a pre-test -post-test control group design. This study aims to determine the effect of the Ray
Optics android application on the ability of students to analyze the image formation on mirrors and
lenses.
The population in this study were all prospective elementary school teacher candidates in the fifth
semester of Universitas Muhammadiyah Mataram who had 106 subjects. The sampling technique used
was purposive sampling with two classes and class A as an experimental class and Class C as a control
class. The experimental class is a class that uses Ray Optics, and the control class does not use Ray
Optics.

2
1st Bukittinggi International Conference on Education IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1471 (2020) 012061 doi:10.1088/1742-6596/1471/1/012061

The type of test given in the form of pre-test and post-test where pre-test is used to determine the
ability of students before being given treatment. Post-test was used to determine the ability of students
to analyze the formation of shadows on lenses and mirrors after being given treatment (direct teaching
using Ray Optics).
Rating for each item refers to the rating scale rubric. The data which has collected not only being
analyzed by independent sample t-test, but also analyzed by normalized Gain test to see how much the
increased of score of students ability in analyzing images formation on mirrors and lenses both in the
experimental class and in the control class, which were further classified into three criteria (medium,
high, and low) [14].
S post  S pre
N  Gain  (1)
S max  S pre
The normalized score gain criteria used in this study are shown in Table 1.

Table 1. Normalized Score Gain Criteria [15]

Criteria for Increase in Gain Normalized score

High gain g ≥ 0,7
Medium gain 0,7 > g ≥ 0,3
Low gain g < 0,3

3. Results and Discussion

An analysis of the initial abilities (pre-test) of prospective teachers in analyzing the images formation
on lenses and mirrors in the experimental class and the control class are shown in Table 2.

Table 2. Average Pre-test Score in the Control Class and Experiment Class

Class Average Significance Value Significance Value Significance Value of

of Normality Test of Homogeneity t-test
Test
Experiment 60,20 Sig. 0,070 > 0,05 sig. 0,443 > 0,05 t-value < t-table
Control 60,13 Sig. 0,440 > 0,05 0,040 < 2,002
Sig. (2-tailed)
0,968 > 0,05
No significant
difference

Table 2 showa the average pre-test score of students in the experimental class (60.20) and the control
class (60.13). This shows that the abilities of these two classes are almost similar and are in the
medium category. Normality Test which aims as a prerequisite for the T-test and to test whether the
two classes (experimental and control) are normally distributed or not, SPSS 16.0 is used and the
results for the experimental class in the Shapiro-Wilk normality test are sig. 0.070 > 0.05 and for the
control class 0.440 > 0.05 this shows that the initial ability score of prospective teacher students in
analyzing the process of images formation in the mirror and lens is all normally distributed.
Homogeneity tests were also performed using SPSS 16.0 and the results obtained were sig values.
0.443> 0.05 which means that the student's initial ability data in analyzing images formation in the
mirror and lens between the two classes both the experimental class and the control class both have the
same variant or homogeneous data.

3
1st Bukittinggi International Conference on Education IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1471 (2020) 012061 doi:10.1088/1742-6596/1471/1/012061

Then t-test was performed on the pre-test data and the results showed that the t-value < t-table (0.040
< 2.002) and sig (2-tailed) 0.968 > 0.05 which means that there was no significant difference between
the average pre-test scores in analyzing images formation on the mirror and lens between the
experimental class and the control class.

Table 3. Average post-test Score in the Control Class and Experiment Class

Class Average Significance Value Significance Value Significance Value of

of Normality Test of Homogeneity t-test
Test
Experiment 80,47 Sig. 0,669 > 0,05 sig. 0,743 > 0,05 t-value > t-tabel
Control 71,00 Sig. 0,238 > 0,05 9,660 > 2,002
Sig. (2-tailed)
0,000 < 0,05
significantly different

Based on the results in Table 3 show that the average post-test score of students' ability in analyzing
images formation on mirrors and lenses in the experimental class (80.47) and the control class (71.00).
Next, a t-test was carried out on the post-test value of the student's ability to analyze the formation of
shadows on mirrors and lenses and the results showed that the value of t-value > t-table (9,660> 2,002)
which showed that there was a significant difference between the average post-test scores
experimental class and control class. This indicates that treatment has a significant effect on the
experimental class.
The comparison of pre-test and post-test results and the improvement of student achievement in the
experimental class and the control class can be seen in Figure 1.
100.00
90.00 80.47
80.00 71.00
Average Score

70.00 60.20 60.13

60.00
50.00
pre-test
40.00
30.00 post-test
20.00
10.00
0.00
A C
Class

Figure 1. Comparison score of student ability in analyzing image formation

Table 4. Average post-test Score in the Control Class and Experiment Class

Class Normalized gain Average normalized gain

g < 0,3 0,3 < g < 0,7 g > 0,7
low gain middle gain high gain
Experiment - 30 - 0.51
Control 24 6 - 0.27

4
1st Bukittinggi International Conference on Education IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1471 (2020) 012061 doi:10.1088/1742-6596/1471/1/012061

Based on Figure 1, it can be seen that in each class both class A (experimental) and class C (control)
increase in the ability to analyze the process of images formation in mirrors and lenses. The
experimental class gained higher analytical ability compared to the control class as evidenced by the
results of the t-test where the t-value was greater than t-table with a t-value of 9.660 and t-table of
2.002 at a significant level of 5%. This means that there are differences in the average ability of
prospective teachers in analyzing image formation on mirrors and lenses. In addition, the normalized
Gain test results show that most of the gain values in the experimental class are moderate gain and
higher than the control class which is mostly at low gain. This means that science learning in the
concept of light and optics assisted by the Android Ray Optics application is better in improving the
ability of prospective teacher students in analyzing the process of images formation on mirrors and
lenses.
The difference in students ability in analyzing after being given a treatment in the form of simulation
is in accordance with the results of previous studies in which learning using virtual laboratories and
computer simulations can have a positive influence on students' mastery of concepts [16],[17],[18],
[19],[20].
The ability in analyzing the process of images formation on mirrors and lenses not only requires the
involvement of students' abilities in mastering the concepts of light and optics but also requires
students to process a problem that ultimately students can find their own solutions to the problem and
minimize misconceptions [21]. Simulation-assisted learning is not only able to improve students
'ability to understand concepts but can also help students solve problems and provide learners'
experiences to discover the concepts themselves [22].
Based on the description, the use of the Android Ray Optics application in the process of science
learning in light and optical concept is able to have a positive impact on improving the prospective
teacher's ability in analyzing the process of images formation on mirrors and lenses.

4. Conclusion
Based on this research, it can be concluded that there is a significant difference in the average
prospective teacher ability in analysing the process of images formation in mirrors and lenses. In
addition, the use of the Ray Optics android application in the learning process on Light and Optics
concept, is effective in improving the ability of prospective teacher students in analysing the process
of images formation on mirrors and lenses.

References
[1] H. Budiman, “Peran Teknologi Informasi Dan Komunikasi Dalam Pendidikan,” Al-Tadzkiyyah
J. Pendidik. Islam, vol. 8, no. 1, p. 31, Dec. 2017.
[2] Suprayekti, “INTEGRASI TEKNOLOGI KE DALAM KURIKULUM,” Perspekt. Ilmu
Pendidik., vol. 24, no. 15, pp. 204–209, 2011.
[3] M. B. Arief, “Model pembelajaran ICT Literacy M-Learning untuk meningkatkan hasil belajar
mata pelajaran Pendidikan Agama Islam di MTs. Brawijaya Mojokerto,” Ta’dibia J. Ilm.
Pendidik. Agama Islam, vol. 6, no. 2, p. 113, Apr. 2017.
[4] M. Alqahtani and H. Mohammad, “Mobile Applications’ Impact on Student Performance and
Satisfaction,” TOJET Turkish Online J. Educ. Technol., vol. 14, no. 4, pp. 102–112, 2015.
[5] K. Demuynck and T. Laureys, “A comparison of different approaches to automatic speech
segmentation,” in Proceedings of the 5th International Conference on Text, Speech and
Dialogue, 2002, pp. 277–284.
[6] G. Gunawan, A. Harjono, L. Herayanti, and S. Husein, “Problem-Based Learning Approach
with Supported Interactive Multimedia in Physics Course: Its Effects on Critical Thinking
Disposition,” J. Educ. Gift. Young Sci., vol. 7, no. 4, pp. 1075–1089.
[7] S. Malik, “Ray Optics,” 2017. .
[8] H. F. El-Sofany, S. A. El-Seoud, H. M. Alwadani, and A. E. Alwadani, “Development of
Mobile Educational Services Application to Improve Educational Outcomes using Android
Technology,” Int. J. Interact. Mob. Technol., vol. 8, no. 2, p. 4, Apr. 2014.
[9] K. H. Sugiyarto, J. Ikhsan, and I. R. Lukman, “The use of an android–based-game in the team

5
1st Bukittinggi International Conference on Education IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1471 (2020) 012061 doi:10.1088/1742-6596/1471/1/012061

assisted individualization to improve students’ creativity and cognitive achievement in

chemistry,” J. Phys. Conf. Ser., vol. 1022, p. 012037, May 2018.
[10] M. K. K. Singh and N. A. Samah, “Impact of Smartphone: A Review on Positive and Negative
Effects on Students,” Asian Soc. Sci., vol. 14, no. 11, p. 83, Oct. 2018.
[11] T. D. Cochrane, “Beyond the Yellow Brick Road: mobile Web 2.0 informing a new
institutional e-learning strategy,” ALT-J, vol. 18, no. 3, pp. 221–231, Nov. 2010.
[12] G. Gunawan, A. Harjono, H. Hermansyah, and L. Herayanti, “GUIDED INQUIRY MODEL
THROUGH VIRTUAL LABORATORY TO ENHANCE STUDENTS’SCIENCE PROCESS
SKILLS ON HEAT CONCEPT,” J. Cakrawala Pendidik., vol. 38, no. 2, 2019.
[13] D. Apriana, L. Sutrisno, and Hamdani, “MISKONSEPSI SISWA SEKOLAH DASAR
TENTANG KONSEP-KONSEP CAHAYA,” J. Pendidik. dan Pembelajaran Khatulistiwa,
vol. 6, no. 2, pp. 1–11, 2017.
[14] K. K. Cheng, B. A. Thacker, R. L. Cardenas, and C. Crouch, “Using an online homework
system enhances students’ learning of physics concepts in an introductory physics course,” Am.
J. Phys., vol. 72, no. 11, pp. 1447–1453, Nov. 2004.
[15] R. R. Hake, “Interactive-engagement versus traditional methods: A six-thousand-student
survey of mechanics test data for introductory physics courses,” Am. J. Phys., vol. 66, no. 1,
pp. 64–74, Jan. 1998.
[16] G. Gunawan, N. Nisrina, N. M. Y Suranti, L. Herayanti, and R. Rahmatiah, “Virtual
Laboratory to Improve Students’ Conceptual Understanding in Physics Learning,” J. Phys.
Conf. Ser., vol. 1108, p. 012049, Nov. 2018.
[17] T. Ratu and M. Erfan, “The Effect of Every Circuit Simulator to Enhance Motivation and
Students Ability in Analyzing Electrical Circuits,” in 2nd Asian Education Symposium, 2017,
pp. 399–404.
[18] M. Başer and S. Durmuş, “The effectiveness of computer supported versus real laboratory
inquiry learning environments on the understanding of direct current electricity among pre-
service elementary school teachers,” Eurasia J. Math. Sci. Technol. Educ., vol. 6, pp. 47–61,
2010.
[19] M. R. Farrokhnia and A. Esmailpour, “A study on the impact of real, virtual and
comprehensive experimenting on students’ conceptual understanding of DC electric circuits
and their skills in undergraduate electricity laboratory,” Procedia - Soc. Behav. Sci., vol. 2, pp.
5474–5482, 2010.
[20] T. Jaakkola, S. Nurmi, and K. Veermans, “A comparison of students’ conceptual understanding
of electric circuits in simulation only and simulation-laboratory contexts,” J. Res. Sci. Teach.,
2011.
[21] A. Suhandi, I. Sinaga, E. Kaniawati, and Suhendi, “Efektifitas Penggunaan Media Simulasi
Virtual pada Pendekatan Pembelajaran Konseptual Interaktif dalam Meningkatkan Pemahaman
Konsep dan Mengurangi Miskonsepsi,” J. Pendidik. Fis. FPMIPA UPI, 2009.
[22] B. I. Arianti, H. Sahidu, A. Harjono, and G. Gunawan, “Pengaruh Model Direct Instruction
Berbantuan Simulasi Virtual Terhadap Penguasaan Konsep Siswa,” J. Pendidik. Fis. dan
Teknol., vol. 2, no. 4, p. 159, Apr. 2017.