Pemahaman Mahasiswa Tentang Multi Representasi Konsep Percepatan

Sutopo Sutopo, Parno Parno, Siprianus L Angin

Abstract


Kesulitan pemahaman konsep terkait percepatan dalam kinematika hingga kini masih dialami mahasiswa. Artikel ini membahas kesulitan umum yang dialami mahasiswa dalam memecahkan masalah konseptual terkait konsep percepatan dalam kinematika. Subyek penelitian terdiri atas 35 mahasiswa tahun pertama program studi pendidikan fisika yang mengikuti perkuliahan Fisika Dasar I tahun akademik 2016/2017. Analisis dilakukan berdasarkan jawaban mahasiswa terhadap soal pilihan ganda beserta alasannya. Penelitian menyimpulkan bahwa konsep percepatan berbagai representasi masih terindikasi miskonsepsi. Disarankan untuk dilakukan penelitian lanjutan untuk mengeksplorasi lebih dalam dan lebih autentik penyebab miskonsepsi tersebut, misalnya memberikan lebih banyak soal-soal latihan dan wawancara mendalam.

 

The difficulties of understanding concept related to acceleration in kinematics until now still experienced by students. This article discusses the general difficulties experienced by students in solving conceptual problems related to the concept of acceleration in kinematics. The subjects of the study consisted of 35 first year students of the physics education program that followed the Basic Physics I academic year 2016/2017. The analysis is based on student answers to multiple choice questions and reasons. The study concluded that the concept of acceleration of various representations is still indicated misconception. It is advisable to do further research to explore deeper and more authentic causes of these misconceptions, for example giving more practice questions and in-depth interviews.

 

Kata kunci: pemahaman konsep, percepatan


Full Text:

PDF

References


D. Hammer, Students resource for learningintroductory physics. American Journal of Physics, Physics EducationResearch Supplement, vol. 68, no. S1, 2000, pp. S52—S59.

J. L. Docktor, & J. P. Mestre, Synthesis of discipline-based education research in physics. Physical Review Special Topic Physics Education Research, vol. 10, no. 2, 2014, pp. 1-58.

A. Pawl, Is it Disadvantageous to Teach Forces First in Mechanics?. American Association of Physics Teachers, vol 1119, no. 10, 2014, pp. 203-206.

D. Hestenes and M. Wells, A mechanics baseline test. Physics Teacher, vol. 30, no. 2, 1992, pp. 159-166.

D. E. Trowbridge & L. E. McDermott, Investigation of student understanding of the concept of velocity in one dimension. Physical Review Special Topic Physics Education Research, vol. 48, no. 12, 1980, pp. 1020-1028.

P. S. Shaffer & L. C. McDermott, A research-based approach to improving student understanding of the vector nature of kinematical concepts. American Journal Physics, vol. 73, no. 10, 2005, pp. 921-931.

V. Mesic, D. Dervic, A. Gazibegovic, Busuladzic, D. Salibasic, & N. Erceg, Comparing the Impact of Dynamic and Static Media on Students’ Learning of One-Dimensional Kinematics. Eurasia Journal of Matematics, Science & Technology Education, vol. 11, no. 5, 2015, pp. 1119-1140.

L. Ivanjek, A. Susac, M. Planinic & A. Andrasevic, Student reasoning about graphs in different contexts. Physical Review Special Topic Physics Education Research, vol. 12, no. 1, 2016, pp. 1-13.

Sutopo, Pembelajaran kinematika berbasis diagram gerak: Cara baru dalam pengajaran kinematika. Prosiding Seminar Nasional Penelitian, Pendidikan dan Penerapan MIPA, Fakultas MIPA, Universitas Negeri Yogyakarta, 2 Juni 2012.

F. Reif & S. Allen, S, Cognition for interpreting scientiï¬c concepts: A study of acceleration. Cognition and Instruction, vol. 9, no. 1, 1992, pp. 1-44.

Sutopo, Liliasari, Waldrib, & D. Rusdiana, Impact of Representrasional Approach on the Improvement of Students’ Understanding of Acceleration. Jurnal Pendidikan Fisika Indonesia, vol. 8, 2012, pp. 161-173.

Sutopo, Improving Students’ Representational Skill and Generic Science Skill Using Representational Approach, Jurnal Ilmu Pendidikan, vol. 19, no. 1, 2012, pp. 1-21.

R. A. Serway, and J. W. Jewett, Physisc for Scientist and Engineers with Modern Physics. 9th Edition, California: Thomson Brooks/Cole, 2014.

A. Lichtenberger, C. Wagner, S. I. Hofer, E. Stern & A. Vaterlaus, Validation and structural analysis of the kinematics concept test. Physical Review Special Topics-Physics Education Research, vol. 13, no. 1, 2017, pp. 1-13.

Sutopo & B. Waldrip, Impact of representational approach on students’ reason and conceptual understanding in learning mechanics. International Journal of Science and Mathematics Education, vol. 12. No. 4, 2013, pp. 741-765.

R. J. Beichner, Testing student interpretation of kinematics graphs, American Journal Physics, vol. 62, no. 8, 1994, pp. 750-762.

L. Bollen, M. D.Cock, & K. Zuza, Generalizing a Categorization of Students’ Interpretations of Linear Kinematics Graphs. Physical Review Physics Education Research, vol. 12, no. 1, 2016, pp. 1-10.

A. A. diSessa & B. L. Sherin, What change in conceptual change?, International Journal of Science Education, vol. 20, no. 10, 1998, pp. 1155-1191.

H. C. Sabo, L. M. Goodhew, & A. D. Robertson, University Student Conceptual Resources for Understanding Energy. Physical Review Physics Education Research, vol. 12. No. 1, 2016, pp. 1-28.

K. Jelicic, M. Plainic, & G. Planinsic, Analysing High School Students’ Reasoning about Electromagnetic Induction. Physical Review Physics Education Research, vol. 13, no. 1, 2017, pp. 1-18.

P. B. Kohl, & N. D. Finkelstein, Effect of Instructional Environment On Physics Students’ Representational Skills. Physical Review Special Topics Physics Education Research, vol. 2, no. 1, 2006, pp. 1-8.

R. D. Knight, Physics for scientis and engineers a strategic approach with modern physics, 3th edition, United States: Addison Wesley Longman, 2013.

D. Hestenes, M. Wells, & G. Swackhammer, Force concept inventory, Physics Teach, vol. 30, no. 1, 1992, pp. 141-158.

R. R. Hake, Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American journal of Physics, vol. 66. No. 1,1998, pp. 64-74.

Sutopo, Liliasari, Waldrib, & D. Rusdiana, Impact of Representrasional Approach on the Improvement of Student’s Understanding of Acceleration. Jurnal Pendidikan Fisika Indonesia, vol. 8, 2012, pp. 161-173.

P. B.Kohl, D. Rosengrant, &N. D. Finkelstein, Strongly and weakly directed approaches to teaching multiple representation use in physics. Physical Review Special Topics-Physics Education Research, vol. 3, no. 1, 2007, pp. 1-10.

David E. Meltzer, Relation between students’ problem solving performance and representation format, American Journal Physiscs., vol. 73, no. 5, 2005, pp. 463-478.

D. Wong, S. P. Poo, N. E. Hock, & W. L. Kang, Learning with multiple representations: an example of a revision lesson in mechanics, vol. 46, no. 2, 2011, pp. 178-186.

M. Planinic, Z. Milin-Sipus, H. Katic, A. Susac, and L. Ivanjek, Comparison of student understanding of

line graph slope in physics and mathematics, International. Journal. Science & Mathematics Education. Vol.10, 2012, pp.1393-1414.

T. Wemyss & P. van Kampen, Categorization of first-year university students’ interpretations of numerical linear distance-time graphs. Physical Review Special Topics Physics Education Research, vol. 9, no. 1, 2013, pp. 1-17.




DOI: http://dx.doi.org/10.12928/jrkpf.v4i2.6551

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Jurnal Riset dan Kajian Pendidikan Fisika


Jurnal Riset dan Kajian Pendidikan Fisika | Journal of Research and Physics Education Studies
Kampus 4 Universitas Ahmad Dahlan
Jl. Kolektor Ring Road Selatan, Tamanan, Banguntapan, Bantul, Daerah Istimewa Yogyakarta
Telp. (0274) 563515, ext. 43514; Fax. (0274) 564604, Hp. +62822 3634 7674
Email: jrkpf@pfis.uad.ac.id


e-ISSN: 2355-620X


This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

Jumlah Kunjungan

Best viewed on Mozilla Firefox at screen resolution 1366 x 768 pixels.

View My Stats