STUDI LITERATUR: EFEK COMPTON DALAM PENDIDIKAN FISIKA: MISKONSEPSI, MODEL MENTAL, DAN STRATEGI PEMBELAJARAN

Desta F. R. Sihombing; Julia S. Dachi; Andini R. V. Sinaga; Renata Pasaribu; Josua A. H. Sinaga; Deo Demonta Panggabean; Ladestam Sitinjak

doi:10.36989/didaktik.v12i4.19434

Desta F. R. Sihombing Universitas Negeri Medan
Julia S. Dachi Universitas Negeri Medan
Andini R. V. Sinaga Universitas Negeri Medan
Renata Pasaribu Universitas Negeri Medan
Josua A. H. Sinaga Universitas Negeri Medan
Deo Demonta Panggabean Universitas Negeri Medan
Ladestam Sitinjak Universitas Negeri Medan

DOI: https://doi.org/10.36989/didaktik.v12i4.19434

Keywords: Compton effect, misconceptions, mental models, modern physics, learning media

Abstract

The Compton effect is one of the main experimental pieces of evidence for the particle nature of light and a compulsory topic in modern physics. However, its abstract nature and its demand for an understanding of relativistic collisions make the topic difficult to learn. This literature review examines eight sources that discuss the Compton effect from a physics education perspective, covering (1) students' mental models and misconceptions, (2) the debate over wave and particle interpretations, and (3) learning media and strategies. The findings show that misconceptions remain high across educational levels and countries, hybrid mental models frequently appear, and visual media such as simulations, virtual laboratories, and GeoGebra have the potential to improve understanding. The identified gap is that few studies with robust designs have tested the effectiveness of learning strategies specific to the Compton effect.

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