Wulan Anna Pertiwi, Dian Pertiwi Rasmi, Ibnatun Rif'ah, Rosiqoh, Indra Mahdi Jumaing, Nadiyah
This mixed-methods descriptive study explores the conceptual understanding of Newton’s Third Law and the quality of scientific argumentation among novice pre-service physics teachers. By integrating qualitative and quantitative data collection and analysis, the study aims to provide a comprehensive overview of students’ comprehension and reasoning abilities. Quantitative results from 26 participants revealed considerable variation, with an average kinematics score of 45 (SD = 29) and overall correct responses on Newton’s Law items falling below 50%. Further analysis indicated that most students possessed only partial understanding or held specific misconceptions. In evaluating scientific argumentation, findings showed that 29.8% of participants were at level 2b, with the majority scoring below level 3, indicating insufficient depth in reasoning. These results underscore the need for instructional strategies that not only strengthen conceptual mastery of core physics principles but also foster the development of coherent and evidence-based scientific argumentation skills, particularly given the participants’ future roles as educators. © 2026 Author(s)
Elementary Madrasah Teacher Education Study Program, Faculty of Islamic Education and Teacher Training, Muhammad Azim Institute, Jambi, Indonesia; Mathematics and Natural Sciences Education, Faculty of Teacher Training and Education, University of Jambi, Indonesia; State Junior High School 1, Ministry of Religious Affairs, Jambi, Jambi City, Indonesia; Department of Physics, Faculty of Mathematics and Natural Science, Universitas Negeri Malang, Malang, 65145, Indonesia; Islamic Education Management Study Program, Faculty of Islamic Education and Teacher Training, Muhammad Azim Institute, Jambi, Indonesia
