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Jurnal Pendidikan dan Pembelajaran (JPP)

Analisis Pemahaman Mahasiswa Terhadap Konsep Dualisme Gelombang-Partikel

Abdul Halim, T. Subahan, Lilia Halim

Published Jun 29, 2010• 0 citations
OpenAlex

Abstract

Abstract: This research aims to investigate the level of students’ understanding of the concept of particle-wave dualism, and the relationship between concept understanding of classical physics and particle-wave dualism. 31 students of Physics Department of FMIPA Unsyiah who attended Quantum Physics were selected as the sample of the study. The data were collected through 20 items of diag-nostic UDFK multiple choice test. Each item contains 5 options, consisting of 1 correct answer, 1 misconception, and 3 distracters. The students were also given classical physics test using FCI test. The results of analysis using CRI showed that 13.8% students did not understand, 21.5% students less understand, 28.8% students understand, and 35.8% students misunderstand the concept of particle-wave dualism. Data analysis using correlation showed that the students’ understanding of particle-wave dualism was influenced by their understanding of classical physics (r = .17)

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Abstract: This research aims to investigate the level of students’ understanding of the concept of particle-wave dualism, and the relationship between concept understanding of classical physics and particle-wave dualism. 31 students of Physics Department of FMIPA Unsyiah who attended Quantum Physics were selected as the sample of the study. The data were collected through 20 items of diag-nostic UDFK multiple choice test. Each item contains 5 options, consisting of 1 correct answer, 1 misconception, and 3 distracters. The students were also given classical physics test using FCI test. The results of analysis using CRI showed that 13.8% students did not understand, 21.5% students less understand, 28.8% students understand, and 35.8% students misunderstand the concept of particle-wave dualism. Data analysis using correlation showed that the students’ understanding of particle-wave dualism was influenced by their understanding of classical physics (r = .17)
This research proposes to investigate understanding/misunderstanding level of undergraduate students on some fundamental quantum physical concepts namely wave function, Schrödinger’s wave equation and wave‐particle duality by means of conceptual test techniques. The test, developed by the authors, consists of three subsections comprised of various evaluation methods namely multiple choices with explanations and drawings. The data are analyzed on the bases of school type. Suggestions are made under the light of the results to create a better learning environment concerning quantum physics courses.
Wave–particle dualism is a fundamental concept that has shaped physics since the early twentieth century and remains central to modern physics research. This study aims to examine the development of wave–particle dualism through three key phenomena: black-body radiation, the photoelectric effect, and Compton scattering. The method employed is a systematic literature review of 10 peer-reviewed journal articles published between 2018 and 2024, focusing on theoretical perspectives, experimental evidence, and conceptual implications. The results indicate that research on black-body radiation has progressed from the development of high-precision radiation sources toward the control of atomic energy shifts and light polarization. Studies on the photoelectric effect reveal its dual role as both an effective educational tool through simple, low-cost experiments and a platform for advanced investigations of electron momentum distribution. Meanwhile, research on Compton scattering spans practical applications such as radiation detector calibration and theoretical modeling of photon–electron interactions in extreme quantum fields. Overall, this study demonstrates that wave–particle dualism is not merely a historical concept but an evolving framework that continues to inform theoretical development, experimental validation, and technological innovation. The findings have implications for physics education, experimental design, and future research on quantum phenomena by highlighting the interconnected nature of foundational quantum effects.
In the introductory course of microworld physics and subsequently, in the introduction to quantum physics, students become acquainted with new, more abstract and less intuitive ideas about the microworld. As a result of a different view of measurement and the possibility of measuring physical quantities in the microworld, the definition of the state of the physical system changes. It differs from the definition of the state of the classical system. In classical state, it makes sense to ask about the value of any quantity. With this idea, the student enters the introductory course of quantum theory, where such a question may no longer make sense. In a particular quantum state, a quantum system may not have sharply defined values of all quantities. For a student with standard ideas, this fact can cause problems in understanding quantum theory. Correct classical ideas can thus become a source of incorrect ideas in quantum physics - misconceptions. In this paper, we address some such preconceptions arising from classical physics, which may be potential sources of misconceptions in quantum theory. We deal with the issue of wave-corpuscular dualism and superposition of states. In a sample of 56 students from university of technology in Slovakia, we used a test to determine the occurrence of preconceptions concerning the transition from classical physics to the physics of the microworld. The test consisted of 9 closed questions with the possibility of choosing the correct answer, created using a theoretical example of a double slit experiment. Based on the specific answers of students, we identified misconceptions initially rooted in the standard subject of physics. The students showed misconceptions concerning the different view between the classical and quantum wave, the issue of wave-corpuscular dualism and the principle of superposition. The revealing of these misconceptions and their analysis is beneficial in the future teaching process when the emphasis will be placed in those parts of quantum physics in which the given misconceptions occur and arise.
Abstract The transition from classical physics to quantum physics is not merely a shift in content, but also involves a transformation in students’ conceptual understanding and modes of thinking—from deterministic to probabilistic thinking. One of the causes of misconceptions in quantum physics concepts is that students tend to retain deterministic ways of thinking. This study focuses on identifying the types of thinking adopted by 221 students during quantum physics lectures, specifically regarding the concept of wave-particle duality of light. Based on the data collected through a multiple-choice test instrument on the concept of wave-particle duality, it was found that most students demonstrated intermediate thinking, while only a small portion continued to rely on deterministic or probabilistic thinking. The implication of this study is that university lecturers are expected to design quantum physics instruction that can motivate students to shift from deterministic thinking to probabilistic thinking.
Abstract Quantum mechanics (QM) is one of the core subject areas in the undergraduate physics curriculum and many of the advanced level physics courses involve direct or indirect application of the concepts and ideas taught in QM. On the other hand, proper understanding of QM interpretations requires an optimum level of understanding of fundamental concepts in classical physics such as energy, momentum, force and their role in determining motion of the particle. This study is an attempt to explore a group of undergraduate students’ mental models regarding fundamental concepts in classical physics which are actually the stepping stone for understanding and visualisation of QM. The data and analysis presented here elucidate the challenges students face to understand the classical ideas and how that affects their understanding of QM.
Quantum mechanics is often thought to be a difficult subject to understand, not only in the complexity of its mathematics but also in its conceptual foundation. In this paper we emphasize students' depictions of the uncertainty principle and wave-particle duality of quantum events, phenomena that could serve as a foundation in building an understanding of quantum mechanics. A phenomenographic study was carried out to categorize a picture of students' descriptions of these key quantum concepts. Data for this study were obtained from a semistructured in-depth interview conducted with undergraduate physics students (N=25N=25N=25) from Bahir Dar, Ethiopia. The phenomenographic data analysis revealed that it is possible to construct three qualitatively different categories to map students' depictions of the concept wave-particle duality, namely, (1) classical description, (2) mixed classical-quantum description, and (3) quasiquantum description. Similarly, it is proposed that students' depictions of the concept uncertainty can be described with four different categories of description, which are (1) uncertainty as an extrinsic property of measurement, (2) uncertainty principle as measurement error or uncertainty, (3) uncertainty as measurement disturbance, and (4) uncertainty as a quantum mechanics uncertainty principle. Overall, we found students are more likely to prefer a classical picture of interpretations of quantum mechanics. However, few students in the quasiquantum category applied typical wave phenomena such as interference and diffraction that cannot be explained within the framework classical physics for depicting the wavelike properties of quantum entities. Despite inhospitable conceptions of the uncertainty principle and wave- and particlelike properties of quantum entities in our investigation, the findings presented in this paper are highly consistent with those reported in previous studies. New findings and some implications for instruction and the curricula are discussed.