Pemahaman Konsep Mekanika: Menentukan Arah Percepatan Pendulum, Sulitkah?

Diana Eka Saputri, Muhammad Reyza Arief Taqwa, Fitria Nur Aini, Muhammad Ibnu Shodiqin, Lugy Rivaldo

Abstract

This article discusses to reveal students' conceptual understanding in determining the direction of acceleration in two-dimensional movements, with special cases of pendulum motion. To achieve this goal, there are 3 reasoned multiple choice questions which are part of 20 conceptual kinematics questions. The study was conducted on 37 first year physics education master students at Universitas Negeri Malang. This research is quantitative descriptive. Research data shows that students' understanding is still low, only 4 (10.81%) students answer the first question correctly, 3 (8.11%) students answer the second question correctly, and 24 (64%) students answer question correctly. Based on the answer analysis, students are indicated due experience errors, such as (1) the acceleration of the object is always in the direction of motion, (2) at the highest point the object pauses, accelerates zero, and (3) the pendulum had zero acceleration in lowest position because the velocity is maximum.

Keywords

Conceptual Understanding; Mechanics; Acceleration; Pendulum

Full Text:

PDF

References

Afwa, I. L., Sutopo, & Latifah, E. 2016. Deep learning question untuk meningkatkan pemahaman konsep fisika. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(3), 434–447.

Ahmed, S., & Masud, M. M. 2014. Measure Service Quality of a Higher Educational Institute towards Student Satisfaction. American Journal of Educational Research, 2(7), 447–455. https://doi.org/10.12691/education-2-7-3

Arianti, B. I., Sahidu, H., Harjono, A., & Gunawan. 2016. Pengaruh Model Direct Instruction Berbantuan Simulasi Virtual Terhadap Penguasaan Konsep Siswa. Jurnal Pendidikan Fisika Dan Teknologi, II(4), 159–163.

Arifin, Z. 2017. Kriteria Instrumen dalam suatu Penelitian. Jurnal Theorems (the Original Research of Mathematics), 2(1), 28–36.

Artiawati, P. R., Muliyani, R., & Kurniawan, Y. 2016. Identifikasi Kuantitas Siswa Yang Miskonsepsi Menggunakan Three Tier- Test Pada Materi Gerak Lurus Beraturan ( GLB ). Jurnal Ilmu Pendidikan Fisika, 1(1), 13–15.

Aufschnaiter, C., & Rogge, C. 2010. Misconceptions or missing conceptions? Eurasia Journal of Mathematics, Science and Technology Education, 6(1), 3–18. https://doi.org/10.12973/ejmste/75223

Bagiyono. 2017. Analisis Tingkat Kesukaran dan Daya Pembeda Butir Soal Ujian Pelatihan Radiografi Tingkat 1 The Analysis of Difficulty Level and Discrimination Power of Test Items of Radiography Level 1 Examination. Widyanuklida, 16(1), 1–12.

Docktor, J. L., & Mestre, J. P. 2014. A Synthesis of Discipline-Based Education Research in Physics. Physical Review Special Topic - Physics Education Research, 1–148.

Hammer, D. 2000. Student resources for learning introductory physics. American Journal of Physics, 68(S1), S52–S59. https://doi.org/10.1119/1.19520

Hegde, B., & Meera, B. 2012. How do they solve it ? An insight into the learner ’ s approach to the mechanism of physics problem solving. Physics Education Research, 010109, 1–9. https://doi.org/10.1103/PhysRevSTPER.8.010109

Knight, R. d. 2017. Physics For Scientiest and Engineers a Strategic Approach. (J. Zalesky, Ed.) (4th ed.). USA: Pearson.

Liu, G., & Fang, N. 2016. Student Misconceptions about Force and Acceleration in Physics and Engineering Mechanics Education. International Journal of Engineering Education, 32(1), 19–29.

Makhrus, M., Widodo, W., & Agustini, R. 2018. Efektifitas model pembelajaran CCM-CCA untuk memgasilitasi perubahan konsep gaya pada Mahasiswa. Jurnal Pendidikan Fisika Dan Teknologi, 4(2), 253–261.

Matodang, Z. 2009. Validits dan Reliabilitas Suatu Instrumen Penelitian. Jurnal Tabularasa PPS UNIMED, 6(9), 81. https://doi.org/10.1017/CBO9781107415324.004

Mursalin. 2014. Analisis Penguasaan Konsep Mahasiswa pada Topik Kinematika Partikel. Jurnal Inpafi, 2(2).

Nirmayanti, Mansyur, J., & Saehana, S. 2018. Konsepsi Siswa SMA tentang Percepatan. Jurnal Pendidikan Fisika Tadulako (JPFT), 6(4), 7–18.

Nopiani, R., Harjono, A., & Hikmawati. 2017. Pengaruh model pembelajaran advance organizer berbantuan peta konsep terhadap hasil belajar fisika SMA Negeri 1 Lingsar. Jurnal Pendidikan Fisika Dan Teknologi, 3(2), 137–145.

Oktaviani, D. G., Harjono, A., & Gunada, I. W. 2018. Penguasaan Konsep Usaha Dan Energi Peserta Didik Kelas X Dengan Model Pembelajaran Ekspositori Berbantuan Organizers. Jurnal Pendidikan Fisika Dan Teknologi, 4(2), 192. https://doi.org/10.29303/jpft.v4i2.821

Rahayu, T. D., & Purnomo, B. H. 2014. “Analisis Tingkat Kesukaran dan Daya Beda Pada Soal Ujian Tengah Semester Ganjil Bentuk Pilihan Ganda Mata Pelajaran Ekonomi Kelas X di SMA Negeri 5 Jember Tahun Ajaran 2012-2013.” Jurnal Edukasi Unej, 1(1), 39–43.

Raymond A. Serway, & John W. Jewett, J. 2014. Physics for Scientists and Engineers with Modern Physics. (E. Dodd, Ed.) (9th ed.). USA: Brooks/Cole Cengage Learning.

Sahara, L. 2015. Penerapan model concept teaching pendekatan concept attainment untuk meningkatkan pemahaman konsep IPA Fisika siswa kelas VII1 SMP Negeri 5 Kendari pada materi pokok usaha dan energi. Jurnal Pendidikan Fisika Dan Teknologi, I(2), 108–112.

Serway, R. A., Vuille, C., & Hughes, J. 2013. College Physics (10th). USA: Gengage Learning.

Serway, R., & Jewett, J. 2015. Physics for Scientists and Engineers with Modern Physics (eight edit). belmont.

Siswanto. 2008. Validitas sebagai Alat Penentuan Kehandalan Tes Hasil Belajar. Jurnal Pendidikan Akuntansi Indonesia, VI(1), 107–117.

Solichin, M. 2017. Analisis Daya Beda Soal, Taraf Kesukaran, Validitas Butir Tes, Interpretasi Hasil Tes dan Validitas Ramalan dalam Evaluasi Pendidikan. Jurnal Manajemen & Pendidikan Islam, 2(2), 192–213.

Syamsudin. 2012. Pengukuran Daya Pembeda, Taraf Kesukaran, dan Pola Jawaban Tes (Analisis Butir Soal). At-Tajdid : Jurnal Ilmu Tarbiyah, 1(2), 187–198.

Taqwa, M. R. A. 2017. Profil Pemahaman Konsep Mahasiswa dalam Menentukan Arah Resultan Gaya. In Prosiding Seminar Nasional Pendidikan Sains (pp. 79–87).

Taqwa, M. R. A., & Faizah, R. 2016. Perlunya Program Resitasi untuk Meningkatkan Kemampuan Mahasiswa dalam Memahami Konsep Gaya dan Gerak. Pros. Semnas Pend. IPA Pascasarjana UM, 12(1), 365–372.

Taqwa, M. R. A., Hidayat, A., & Supoto. 2017. Konsistensi Pemahaman Konsep Kecepatan dalam Berbagai Representasi. Jurnal Riset & Kajian Pendidikan Fisika, 4(1), 31–39. https://doi.org/http://dx.doi.org/10.12928/jrkpf.v4i1.6469

Taqwa, M. R. A., & Pilendia, D. 2018. Kekeliruan Memahami Konsep Gaya , Apakah Pasti Miskonsepsi ? Jurnal Inovasi Pendidikan Fisika Dan Integrasinya, 01(02), 1–12.

Yulianci, S., Gunawan, & Doyan, A. 2017. Model inkuiri terbimbing berbantuan multimedia interaktif untuk meningkatkan penguasaan konsep fisika peserta didik. Jurnal Pendidikan Fisika Dan Teknologi, 3(2), 146–154.

Refbacks

  • There are currently no refbacks.