CRITICAL JOURNAL REVIEW INVESTIGATING STUDENT UNDERSTANDNG OF SIMPLE HARMONIC MOTION BY: NUR AINI 4163322004 LECTURER: MUHAMMAD ASWIN RANGKUTI, S.Pd, M.Pd PHYSICS DEPARTMENT FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN 2018 SUMMARY OF JOURNAL PROBLEM SOLUTION Mengapa konsep KInematika dan dinamika fisika sangat sulit dipahami siswa? In this case, many students experience misconceptions and difficulties in understanding dynamic and Kinematic materials. masih banyak siswa yang gagal memahami konsep kinematika dilihat dari hasil nilai siswa yang sangat rendah. This study aims to determine students 'understanding of the topic of simple harmonic motion (SHM) and then develop teaching materials based on students' difficulties. Therefore a researcher performs a 16-concept conceptual test and a tutorial activity having developed from previous research findings and evaluated by three physicists in teaching mechanics before using in real class. CONDITION Students with misconceptions are meant not to change their way of thinking after traditional instruction but previous research has found that many students experience misconceptions and difficulties in learning materials Simple harmonic motion, most students have difficulty in connecting concepts with graphical representations, connecting harmonic motion physics with mathematical differential equations. Therefore, this study aims to determine students 'understanding of the topic of simple harmonic motion (SHM) and then develop the teaching materials based on students' difficulties. IMPACT PHASE In the journal does not explain the impact of these misconceptions, but seen from the problem we know when students with misunderstandings that are intended not to change their way of thinking after the traditional instruction, but wrongly student responded, then students will be difficult to answer questions given that will lead to low the ability of students and not achievement mastery learning. At this stage, researchers need Participants consisting of 60 students taking courses on vibration and waves and 46 students taking Physics courses 2 and 28 students who take the Fundamental Physics course 2 in the 2nd semester of the academic year 2016. A 16- questions and tutorial activities have been developed from previous research findings and evaluated by three physicists in teaching mechanics before using in real classes. Data collection includes both qualitative and quantitative methods. The item analysis and the overall analysis of the test are determined from the student's response in the conceptual test. RESULT & DISCUSSION Student misconception is a qualitative analysis of their initial written answer in the tutorial sheet. Here are some misconceptions that dominate. a. Periodic motion versus simple harmonic motion. b. Difficulties with restoring force. c. Incorrect intuition relating frequency with amplitude. d. Difficulties with defining an equilibrium position. e. Difficulties with interpreting graphs. In this study, SHM-CS and SHM tutorials were developed and implemented to identify students' conceptual understandings. Misunderstanding of undergraduate students in SHM is identified. The dominant one is "false intuition connecting frequency with amplitude," which was found in previous studies. In addition, most students have difficulty in understanding the strength of the restorer, representing SHM in graphical form and in determining the equilibrium position. The first draft of tutorial activities addressed most of these misconceptions and difficulties. As a result, students do quite well in the SHM-CS post. Students must have at least 2 hours in work with the tutorial to further develop a thorough understanding of the concept of SHM. MATERIAL & TOOLS Tools: Test of Simple Harmonic Motion Conceptual Survey (SHM-CS), stationery Material: Questionnaire or problem analysis DISCUSSON OF JOURNAL Why misconception many students and students experience? Education is a conscious effort and aims to develop human quality. The correct understanding of concepts is the foundation that allows for a correct understanding of other related concepts or more complex concepts, facts, laws, principles and theories in science. Misconception is a conception of someone who is inconsistent with a scientific conception recognized by experts (Suparno,2005). Students experiencing misconceptions will make mistakes in learning physics. This error occurs continuously and shows errors with certain sources. Students who have answered many questions differ in context but contextual base is the same (Berg, 1991). The five things that cause misconceptions are students, teachers, textbooks, context and teaching methods. The causes of misconceptions of students consist of various things, namely: preconception, humanistic thinking, students' associative thinking, incomplete reasoning, false intuition, student cognitive development, student interests, and student ability (Suparno,2005). Students who experience errors in answering a problem do not completely misconception. Students who mistakenly answer questions may not know the concept, or false concept. Even Misconceptions in the course of physics will be fatal because the physics concepts are interrelated with one another, so the mistakes of the concept at the beginning of the learning will affect the continuation of the lesson, this will lead to the low ability of students and not complete learning completeness. Therefore researchers in the journal conducted a test to measure students' understanding of simple harmonic motion materials using SHM-CS and SHM tutorials.