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PRE-CLASS TUTORIAL (PCT): LEARNING STRATEGIES TO IMPROVE STUDENTS' UNDERSTANDING OF THE P–V–T DIAGRAM ON THERMODYNAMICS

Journal of Teaching and Learning Physics · Vol. 7 No. 2 (2022) · pp. 107–112

DOI
10.15575/jotalp.v7i2.14775
ISSN
2580-3107, 2528-5505
Published
2022-08-31
Publisher
UIN Sunan Gunung Djati Bandung
Language
eng

Abstract

This research was motivated by students' difficulties drawing and interpreting P-V-T diagrams to describe thermal processes and the ideal gas cycle. The method used in this study is a quasi-experimental method by comparing the results of the students' pre-test and post-test. This research was conducted on 21 students in one of the public schools in Pandeglang, Banten. Based on the study's results, PCT improved students' understanding of drawing and interpreting P-V-T diagrams to describe thermal processes and the ideal gas cycle. Several conceptual difficulties founded during the research. First, the most difficult in P-V, P-T, and V-T diagrams, respectively, is to draw the adiabatic process. Second, the percentage of students who answered the P-V diagram correctly was higher than those who answered the P-T and V-T diagrams. Third, students were more interested in and understood processes with unique characteristics such as isobaric, which means constant pressure; isochoric, which means constant volume and isothermal, which means constant temperature.

Keywords

Collaboration network of the authors

14 authors · 28 co-authorship links · 3 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Indonesia University of Education
  • Atatürk University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Achmad SamsudinIndonesia University of Education2
Lilik HasanahIndonesia University of Education1
Yasiva Dortiana LimaIndonesia University of Education1
Winny LiliawatiIndonesia University of Education1
Ika Mustika SariIndonesia University of Education1
Amsor AmsorIndonesia University of Education1
Nurma GhinatriIndonesia University of Education1
Erma WatiIndonesia University of Education1
Mustafa SözbilirAtatürk University1
Lina AviyantiIndonesia University of Education1
Andhy SetiawanIndonesia University of Education1
Achmad AfandiIndonesia University of Education1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.uinsgd.ac.id/index.php/jtlp/oai, first harvested 7 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="id-ID">PRE-CLASS TUTORIAL (PCT): LEARNING STRATEGIES TO IMPROVE STUDENTS' UNDERSTANDING OF THE P–V–T DIAGRAM ON THERMODYNAMICS</dc:title>
	<dc:creator>yustiandi, Yustiandi</dc:creator>
	<dc:creator>Saepuzaman, Duden</dc:creator>
	<dc:subject xml:lang="id-ID">Pre-Class Tutorial</dc:subject>
	<dc:subject xml:lang="id-ID">Concept Understanding</dc:subject>
	<dc:subject xml:lang="id-ID">Thermodynamic</dc:subject>
	<dc:subject xml:lang="id-ID">Physics Education</dc:subject>
	<dc:description xml:lang="id-ID">This research was motivated by students' difficulties drawing and interpreting P-V-T diagrams to describe thermal processes and the ideal gas cycle. The method used in this study is a quasi-experimental method by comparing the results of the students' pre-test and post-test. This research was conducted on 21 students in one of the public schools in Pandeglang, Banten. Based on the study's results, PCT improved students' understanding of drawing and interpreting P-V-T diagrams to describe thermal processes and the ideal gas cycle. Several conceptual difficulties founded during the research. First, the most difficult in P-V, P-T, and V-T diagrams, respectively, is to draw the adiabatic process. Second, the percentage of students who answered the P-V diagram correctly was higher than those who answered the P-T and V-T diagrams. Third, students were more interested in and understood processes with unique characteristics such as isobaric, which means constant pressure; isochoric, which means constant volume and isothermal, which means constant temperature.</dc:description>
	<dc:publisher xml:lang="en-US">UIN Sunan Gunung Djati Bandung</dc:publisher>
	<dc:date>2022-08-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:identifier>https://journal.uinsgd.ac.id/index.php/jtlp/article/view/14775</dc:identifier>
	<dc:identifier>10.15575/jotalp.v7i2.14775</dc:identifier>
	<dc:source xml:lang="en-US">Journal of Teaching and Learning Physics; Vol. 7 No. 2 (2022): Journal of Teaching and Learning Physics (Agustus 2022); 107-112</dc:source>
	<dc:source>2580-3107</dc:source>
	<dc:source>2528-5505</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.uinsgd.ac.id/index.php/jtlp/article/view/14775/7644</dc:relation>
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