Analysis of College Students’ Conceptual Understanding on Work and Energy Topic in Various Representations
DOI:
10.29303/jpft.v9i2.4760Diterbitkan:
2023-12-15Terbitan:
Vol 9 No 2 (2023): July-DecemberKata Kunci:
conceptual understanding, work and energy, various representationArticles
Unduhan
Cara Mengutip
Unduhan
Metrik
Abstrak
The study aims to determine students' conceptual understanding of work and energy in various representations. The research method used in this study is a mixed method with a sequential explanatory design. The data in this study were quantitative data and qualitative data. Quantitative data analysis was performed using descriptive statistics. The research subjects consisted of 45 physics students at Universitas Negeri Malang who had taken the fundamental of physics course I. In this study, 10 multiple choice questions were used on the work and energy topic presented in various representations. The results showed that the understanding of concepts in the work and energy topic in various representations was still relatively low, which was indicated by the average score of students only reaching 42.22. The lowest concept of understanding occurs in the sub-material of work and kinetic energy, which is presented in a mathematical representation. Some of the errors experienced by students in the concept of work include: (1) students assume that gravity is the same as the tensile force on the block, (2) work is an ordinary product of force and displacement, and (3) do not pay attention to the meaning of the multiplication symbol between vector quantities. While in the concept of kinetic energy, the errors experienced include: (1) students use equations in the form of conclusions without starting from the variables raised in the problem and (2) assume that kinetic energy is only influenced by mass, so that they do not consider the speed of the two objects.
Referensi
Afwa, I. laili, Sutopo, & Latifah, E. (2016). Deep Learning Question untuk Meningkatkan Pemahaman Konsep Fisika. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(3), 434–447.
Arifin, Z. (2013). Evaluasi Pembelajaran: Prinsip, Teknik, Prosedur [Learning Evolution: Principles, Techniquues, and Procedure]. Remaja Rosdakarya.
Arikunto, S. (2009). Dasar-dasar Evaluasi Pendidikan (edisi revisi).
Barniol, P., & Zavala, G. (2014). Force, velocity, and work: The effects of different contexts on students’ understanding of vector concepts using isomorphic problems. APS, 10(2). https://doi.org/10.1103/PhysRevSTPER.10.020115 DOI: https://doi.org/10.1103/PhysRevSTPER.10.020115
De Cock, M. (2012). Representation Use and Strategy Choice in Physics Problem Solving. Physical Review Special Topics - Physics Education Research, 8(2), 1–15. https://doi.org/10.1103/PhysRevSTPER.8.020117 DOI: https://doi.org/10.1103/PhysRevSTPER.8.020117
Dega, B. G. (2019). Cognitive Diagnostic Assessment of Students’ Responses: An Example from Energy and Momentum Concepts. European J of Physics Education, 10(1), 1309–7202. http://31.220.4.173/index.php/EJPE/article/view/219
Dienyati, N. H., Werdhiana, I. K., & Wahyono, U. (2020). Analisis Pemahaman Konsep Siswa berdasarkan Multirepresentasi pada Materi Usaha dan Energi Kelas XI SMAN 1 Banawa Tengah. Kreatif ONline, 8(1), 74–84.
Hammer, D. (2000). Student resources for learning introductory physics. American Journal of Physics, 68(S1), S52–S59. https://doi.org/10.1119/1.19520 DOI: https://doi.org/10.1119/1.19520
Haryadi, R. (2016). Korelasi Antara Matematika Dasar Dengan Fisika Dasar. Jurnal Penelitian Dan Pembelajaran Matematika, 9(1). http://jurnal.untirta.ac.id/index.php/JPPM/article/view/988
Kaur, T., Blair, D., Kumar Choudhary, R., -, al, Thahir, A., Diani, R., Permana -, D., Gunawan, G., Nisrina, N., Y Suranti, N. M., Herayanti, L., & Rahmatiah, R. (2018). Virtual laboratory to improve students’ conceptual understanding in physics learning. Iopscience.Iop.Org, 1108, 12049. https://doi.org/10.1088/1742-6596/1108/1/012049 DOI: https://doi.org/10.1088/1742-6596/1108/1/012049
Mandur, K., Sadra, W., & Suparta, I. N. (2016). Kontribusi Kemampuan Koneksi, Kemampuan Representasi, dan Disposisi Matematis terhadap Prestasi Belajar Matematika Siswa SMA Swasta di Kabupaten Manggarai. Jurnal Pendidikan Dan Kebudayaan Missio, 8(1), 65–72. DOI: https://doi.org/10.36928/jpkm.v8i1.84
Mustofa, Z., Sutopo, & Mufti, N. (2016). Pemahaman Konsep Siswa SMA Tentang Usaha dan Energi Mekanik. Pros. Semnas Pend. IPA Pascasarjana UM, October, 520.
Nurlailiyah, A., & Delta, U. A. (2015). Studi Korelasi Antara Kemampuan Matematika dengan Hasil Belajar Fisika di SMA PGRI Sumberrejo Bojonegoro Tahun Ajaran 2014/2015. Journal.Unesa.Ac.Id, 5(2). https://journal.unesa.ac.id/index.php/jpfa/article/view/824 DOI: https://doi.org/10.26740/jpfa.v5n2.p64-69
Rahmatina, D. I., Sutopo, & Wartono. (2017). Pemahaman Konsep dan Kemampuan Multirepresentasi Siswa SMA pada Materi Usaha-Energi. Core.Ac.Uk, 2. https://core.ac.uk/download/pdf/267023992.pdf DOI: https://doi.org/10.21067/mpej.v1i1.2240
Redish, E. F. (2004). Teaching physics with the physics suite. American Association of Physics Teachers. DOI: https://doi.org/10.1119/1.1691552
Rivaldo, L., Taqwa, M. R. A., & Faizah, R. (2019). Identifikasi Pemahaman Konsep Usaha dan Energi Calon Guru Fisika. Jurnal.Unimus.Ac.Id, 7(2). https://jurnal.unimus.ac.id/index.php/JPKIMIA/article/view/4524 DOI: https://doi.org/10.26714/jps.7.2.2019.157-163
Robertson, A. D., Scherr, R. E., Goodhew, L. M., Daane, A. R., Gray, K. E., & Aker, L. B. (2017). Identifying Content Knowledge for Teaching Energy: Examples from High School Physics. Physical Review Physics Eduaction Research, 13(1). https://doi.org/10.1103/PhysRevPhysEducRes.13.010105 DOI: https://doi.org/10.1103/PhysRevPhysEducRes.13.010105
Rusilowati, A. (2006). Profil Kesulitan Belajar Fisika Pokok Bahasan Kelistrikan Siswa SMA di Kota Semarang. Journal.Unnes.Ac.Id, 4(2), 100. https://journal.unnes.ac.id/nju/index.php/JPFI/article/view/163
Serway, R., & Jewett, J. (2018). Physics for scientists and engineers. Physics Program General Physics Course. https://www.google.com/books?hl=id&lr=&id=4g9EDwAAQBAJ&oi=fnd&pg=PP1&dq=serway+physics+for+scientists+and+engineers&ots=cQPc2lnWMF&sig=DtSodq4FdkFiivK4d2XAIz-B1g4
Sholikah, S., Latifah, E., & Sutopo, S. (2020). Peningkatan Kemampuan Pemecahan Masalah Usaha dan Energi Siswa SMA dengan Pembelajaran Inquiry. Jurnal Riset Pendidikan Fisika, 5(1), 53–58. http://journal2.um.ac.id/index.php/jrpf/article/view/15917
Taqwa, M. R.A., Zainuddin, A., & Riantoni, C. (2020). Multi representation approach to increase the students’ conceptual understanding of work and energy. Journal of Physics: Conference Series, 1567(3). https://doi.org/10.1088/1742-6596/1567/3/032090 DOI: https://doi.org/10.1088/1742-6596/1567/3/032090
Taqwa, M R A, Faizah, R., Rivaldo, L., Safitri, D. E., Aini, F. N., & Sodiqin, M. I. (2019). Students’ Problem-Solving Ability in Temperature and Heat Concepts. Iopscience.Iop.Org. https://doi.org/10.1088/1742-6596/1339/1/012132 DOI: https://doi.org/10.1088/1742-6596/1339/1/012132
Taqwa, Muhammad Reyza Arief, Hidayat, A., & Sutopo, S. (2017). Konsistensi Pemahaman Konsep Kecepatan dalam Berbagai Representasi. Jurnal Riset Dan Kajian Pendidikan Fisika, 4(1), 31. https://doi.org/10.12928/jrkpf.v4i1.6469 DOI: https://doi.org/10.12928/jrkpf.v4i1.6469
Taqwa, Muhammad Reyza Arief, & Rivaldo, L. (2018). Kinematics Conceptual Understanding: Interpretation of Position Equations as A Function of Time. Journal.Um.Ac.Id, 6(4), 120–127. http://journal.um.ac.id/index.php/jps/article/view/11274
Viana, R. V., & Subroto. (2016). Pengembangan Sistem Assessment dalam Pembelajaran Materi Usaha dan Energi Berbasis Media Audio Visual di SMA Negeri 1 Prambanan. Jurnal Pendidikan Fisika, 5(5), 311–319.
Biografi Penulis
Danny Firmansyah, State University of Malang
Department of Physics
Reyza, Departemen Fisika, Universitas Negeri Malang
Department of Physics
Amira Setiyani, State University of Malang
Department of Physics
Cahyani Intan Ramadani, State University of Malang
Department of Physics
Lisensi
Hak Cipta (c) 2023 Danny Firmansyah, Muhammad Reyza Arief Taqwa, Amira Setiyani, Cahyani Intan Ramadani
Artikel ini berlisensiCreative Commons Attribution-ShareAlike 4.0 International License.
Penulis yang menerbitkan Jurnal Pendidikan Fisika dan Teknologi (JPFT) setuju dengan ketentuan sebagai berikut:
- Penulis memiliki hak cipta dan memberikan hak jurnal untuk publikasi pertama dengan karya yang dilisensikan secara bersamaan di bawah Lisensi Internasional Creative Commons Attribution-ShareAlike License 4.0 (Lisensi CC-BY-SA). Lisensi ini memungkinkan penulis untuk menggunakan semua artikel, kumpulan data, grafik, dan lampiran dalam aplikasi penambangan data, mesin pencari, situs web, blog, dan platform lain dengan memberikan referensi yang sesuai. Jurnal memungkinkan penulis untuk memegang hak cipta tanpa batasan dan akan mempertahankan hak penerbitan tanpa batasan.
- Penulis dapat membuat pengaturan kontrak tambahan yang terpisah untuk distribusi non-eksklusif dari versi jurnal yang diterbitkan dari karya tersebut (misalnya, mempostingnya ke penyimpanan institusional atau menerbitkannya dalam sebuah buku), dengan pengakuan atas publikasi awalnya di Jurnal Pendidikan Fisika dan Teknologi (JPFT).
- Penulis diizinkan dan didorong untuk memposting karya mereka secara online (misalnya, di repositori institusional atau di situs web mereka) sebelum dan selama proses pengiriman, karena hal itu dapat mengarah pada pertukaran yang produktif, serta kutipan yang lebih awal dan lebih besar dari karya yang diterbitkan (Lihat The Pengaruh Akses Terbuka).
