Identification of student misconception about static fluid

Saputra, Oka; Setiawan, Agus; Rusdiana, Dadi

doi:10.1088/1742-6596/1157/3/032069

Cited by 25 publications

(22 citation statements)

References 4 publications

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“…Male students rational through concepts, logical, and knowledgeable thinking forms are talented to see the reality of consistent data properly, intelligent to achieve investigation through a method, and attraction a decision to offer responses to complications grounded on evidence, concepts, and theory. Although female students have unvarying and detailed forms of thinking, comparable to solve problems increasingly and deliver comprehensive measures assumed through others to discover novel concepts in learning (Saputra et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Developing MeMoRI on Newton’s Laws: For Identifying Students’ Mental Models

Fratiwi¹,

Samsudin²,

Ramalis³

et al. 2020

EUROPEAN J ED RES

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The identification of students' mental models is crucial in understanding their knowledge of scientific concepts. This research aimed to develop a Mental Models Representation Instrument on Newton's Laws (MeMoRI-NL). The ADDIE (Analyzing, Designing, Developing, Implementing and Evaluating) model was used as a research method. The sample consisted of 30 students of 15-16 years-old at one of senior high school in Tatar Pasundan. The data was examined using Rasch analysis on validity, reliability, level of difficulty, and distributions of students' mental models. Students' mental models were classified as Scientific (SC), Synthetic (SY), Synthetic almost Misconception (SYM), and Initial (IN) model. Based on the evaluating stage, students' mental models are mostly in the SYM and IN model. Consequently, it can be concluded that the Mental Models Representation Instrument on Newton's Laws (MeMoRI-NL) can be developed using the ADDIE model and most of the students' mental model has not been following scientific knowledge. Based on this research, teachers or educators should enhance students' mental models, especially for female students.

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Section: Discussionmentioning

confidence: 99%

Developing MeMoRI on Newton’s Laws: For Identifying Students’ Mental Models

Fratiwi¹,

Samsudin²,

Ramalis³

et al. 2020

EUROPEAN J ED RES

View full text Add to dashboard Cite

show abstract

“…Liquid pressure is one of the top subjects that students have difficulty in learning among science subjects at secondary school level. In particular, it is revealed that the students have difficulties in learning the pressure-force relationship (Besson, 2004;Goszewski et al, 2013;Kaya, Bozdağ & Ok, 2018;Moyer, Bazan & Wagner, 2013;Saputra, Setiawan & Rusdiana 2019). The results of these studies show that students have difficulty understanding the concept of liquid pressure.…”

Section: Introductionmentioning

confidence: 98%

Effect of Open Inquiry Based Learning Approach on the Conceptual Understanding of Secondary School Students

Sarıoğlan¹,

Can²

2021

IOJES

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In this study, the effect of open inquiry based learning (OIBL) approach on students' conceptual understanding was investigated. Quasi-experimental research design with pre-test and post-test control groups was used as research design. The research sample consisted of sixty students in 7th grade. Thirty students in the sample were in the experimental group, thirty students were in the control group and the experimental and control groups were randomly assigned. Liquid Pressure Conceptual Understanding Test (LPCUT) was used to determine the students' ideas about liquid pressure. Semi-structured interviews were conducted with nine students in the experimental group before and after the instruction. A rubric consisting of five categories was used in the analysis of LPCUT. According to the results of the study, it was determined that the students in the experimental group who received instruction based on open inquiry gave a higher rate of scientific answers than the students in the control group. Based on the results of the research, it is thought that the use of the instructions revealed in the OIBL environment in science courses may be beneficial for the academic achievement of the students. Moreover, an increase was observed in the scientific response rates of the students in the group taught according to the science program. In the light of the results obtained from this study, it can be suggested to investigate the effects of OIBL on students' ideas in different concepts.

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“…Other challenges are also found in determining the buoyant force of objects with different masses, objects floating in different liquids, and distinguishing sinking and floating objects (Heron et al, 2003;Libarkin et al, 2003;Dewi et al, 2016;Wong et al 2010). These difficulties are because college students only know mathematical equations without understanding the concept, so they often experience confusion and doubt https://jurnal.unimus.ac.id/index.php/JPKIMIA/index in solving problems (Adi et al 2018;Chen et al 2013;Saputra et al 2019), most college students have not been able to find many solutions to problems and have not been able to think logically (Diyana et al 2020;Nooritasari et al 2020), and most college students tend to solve problems intuitively without articulating.…”

Section: Introductionmentioning

confidence: 99%

Exploration of Physics Problem-Solving Ability in Physics Education College Student: The Concept of Buoyancy

Erniwati

Sukariasih

Tahang

et al. 2022

JPS Universitas Muhammadiyah Semarang

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This study explored the ability of college students to solve problems involving buoyant force materials. The method used was descriptive qualitative, with the research subjects of Physics Education college students at Halu Oleo University who have programmed the Basic Physics I course. The instrument used was a description of five questions and interview guidelines to explore quantitative findings. The results of the analysis showed that the overall problem-solving ability of college students was still relatively low, with an average score of 40.6. The low problem-solving ability of college students on the concept of buoyancy in expressing the ratio of the lifting force of objects in different fluids determined the lifting force of an object by applying an equation and selecting the buoyancy experienced by an object in a liquid. The difficulties experienced by a college student generally in understanding problems had an impact on completion due to a lack of mastery of concepts. Thus, they could impact appropriately.

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Identification of student misconception about static fluid

Cited by 25 publications

References 4 publications

Developing MeMoRI on Newton’s Laws: For Identifying Students’ Mental Models

Developing MeMoRI on Newton’s Laws: For Identifying Students’ Mental Models

Effect of Open Inquiry Based Learning Approach on the Conceptual Understanding of Secondary School Students

Exploration of Physics Problem-Solving Ability in Physics Education College Student: The Concept of Buoyancy

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