Aids in physics: Design and development

Main Article Content

Norfaridatul Akmar Bt Hasim
Mohd Mustamam Bin Abd Karim
Nurulhuda Binti Abd Rahman


Electricity is found to be a difficult topic to learn due to its abstract concepts. Research showed that games based learning using dioramas can help students to interest and  enhance students’ understanding in learning abstract Physics topics. As a result, PhyKER Games was developed in order to assist students in the learning of the Electricity circuit topic. ADDIE model (analysis, design, development, implementation and evaluation) as instructional design and develope of PhyKER Games. Dioramas were added in PhyKER Games to depict real scenes. The information delivery and the flow of content follow the ADDIE phases theory. It is hoped that the PhyKER Games would be able to assist students in the learning of Electricity circuit terms of concept understanding and motivation level.

Article Details

How to Cite
Hasim, N. A. B., Karim, M. M. B. A., & Rahman, N. B. A. (2020). Aids in physics: Design and development. Momentum: Physics Education Journal, 4(2), 57-63.


Akademi Sains Malaysia. (2015). Penilaian pelaksanaan projek rintis pendidikan sains berasaskan amalan inkuiri (IBSE) di empat buah sekolah rendah di Daerah Hulu Langat. Akademi Sains Malaysia.

Alias, S. N., & Ibrahim, F. (2017). Keberkesanan permainan pendidikan terhadap pembelajaran hukum Newton. Journal of Nusantara Studies (JONUS), 2(1), 71.

Baser, M. (2006). Promoting conceptual change through active learning using open source software for physics simulations. Australasian Journal of Educational Technology, 22(3).

Blamire, R. (2010). Digital games for learning: Conclusions and recommendations from the IMAGINE project. European Schoolnet.

Dewan Bahasa dan Pustaka. (2005). Kamus dewan. Dewan Bahasa dan Pustaka Malaysia.

Halim, L., Yong, T. K., & Meerah, T. S. M. (2014). Overcoming students’ misconceptions on forces in equilibrium: An action research study. Creative Education, 05(11), 1032–1042.

Jaakkola, T., & Nurmi, S. (2008). Fostering elementary school students’ understanding of simple electricity by combining simulation and laboratory activities. Journal of Computer Assisted Learning, 24(4), 271–283.

Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & Education, 55(2), 427–443.

Korganci, N., Miron, C., Dafinei, A., & Antohe, S. (2015). The importance of inquiry-based learning on electric circuit models for conceptual understanding. Procedia - Social and Behavioral Sciences, 191, 2463–2468.

Rossett, A. (1987). Training needs assessment. Educational Technology.

Sudjana, N., & Rivai, A. (2011). Media pengajaran. Sinar Baru Algensindo.

Tan, W. H., Neill, S., & Johnston-Wilder, S. (2012). How do professionals’ attitudes differ between what game-based learning could ideally achieve and what is usually achieved. International Journal of Game-Based Learning, 2(1), 1–15.