Improvement of Graph Interpretation Ability Using Hypertext-Assisted Kinematic Learning and Formal Thinking Ability

Manurung, Sondang R.; Mihardi, Satria; Rustaman, Nuryani Y.; Siregar, Nelson

doi:10.15294/jpfi.v14i1.9444

Cited by 7 publications

(5 citation statements)

References 7 publications

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“…Muzzarelli [53] indicated that PBL helps students increase their ability to apply conceptual understanding of forces and Newton's Laws of motion. Previous studies also revealed that physics instruction explicitly focuses on constructivist teaching methods [87], student-centered approach, discussion [32], research-based approach [88], inquiry-based activities [68], peer instruction [33], group work and technology-based approach [56], [67] can improve students' ability to apply conceptual understanding of physics. In this research, these types of instruction were consolidated.…”

Section: Applied Conceptual Understandingmentioning

confidence: 99%

The effectiveness of integrated science, technology, engineering and mathematics project-based learning module

Sulaiman,

Rosales JR.,

Kyung

2024

IJERE

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<p class="IOPKwd"><span lang="EN-US">Physics is a tricky subject to learn, especially when it comes to students applying physics knowledge to the real world and its application. This paper aims to study the effectiveness of the integrated science, technology, engineering, and mathematics project-based learning (iSTEM-PjBL) module in physics on students’ belief-specific categories, i.e., real-world connection, conceptual connection and applied conceptual understanding. This research used the quasi-experimental model, employing a two-group pre-survey-post-survey design. Quantitative data were collected using the Colorado Learning Attitude about Science Survey (CLASS) instrument at two selected schools in Sabah, Malaysia, and Seoul, Korea. The sample size was 88 from Malaysia and 66 from Korea who learned classical mechanics. The students were divided into two groups, respectively, i.e., the experimental group (Malaysia=44, Korea=33) and the control group (Malaysia=44, Korea=33). Participants in the experimental group were intervened with the integrated STEM-PBL physics module, whilst participants in the control group learned physics through a conventional approach for eight weeks. Participants in both groups were then administered a pre-survey before and post-survey after the intervention. This research showed that the integrated STEM-PjBL physics module significantly improved students’ real-world connections, conceptual connections, and applied connections after the intervention. The implications and suggestions were also discussed to extend the research further.</span></p>

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Section: Applied Conceptual Understandingmentioning

confidence: 99%

The effectiveness of integrated science, technology, engineering and mathematics project-based learning module

Sulaiman,

Rosales JR.,

Kyung

2024

IJERE

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“…Therefore, many academics are attempting to research the conceptual understanding issues of students' kinematic knowledge (Jufriadi et al, 2021a;Sundaygara et al, 2021). Manurung & Mihardi (2016) have also researched how to enhance the understanding of kinematic concepts through hypertext learning and formal thinking skills. The application of various learning models to enhance understanding of kinematic concepts (Jufriadi & Andinisari, 2020).…”

Section: Introductionmentioning

confidence: 99%

Practice rehearsal pairs with dynamic video media: Improving students' kinematics graph interpretation skills

Hariroh,

Hidayat,

Sutopo

et al. 2024

Momentum: Physics Education Journal

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This study aims to examine the impact of Practice Rehearsal Pairs (PRPs) with Dynamic Video Media (DVM) on improving students' skills to interpret kinematics graphs in Physics subjects among junior high school students in Malang. This research is descriptive with a quantitative approach. Data collection was conducted through tests, observations with open questionnaires to three classes totaling 77 eighth-grade students in Malang City. Semi-structured interview participant selection was carried out to obtain detailed and in-depth answers from the students' perspectives. The instrument used to explore kinematics graph interpretation abilities consisted of 10 kinematics graph questions taken from The Test of Understanding Graphs in Kinematics (TUG-K). The research results show that eighth-grade junior high school students in Malang have a low ability to interpret kinematics graphs, with an average initial exploration ability score of 54.6. The difficulties experienced by students include reading graphs through slope/gradient, area under the graph, and direct graph reading. The PRPs learning model with DVM can improve the ability to interpret kinematics graphs of junior high school students. In the three experimental classes, there was an increase in initial exploration ability scores and final ability test scores. The non-parametric test results using the Wilcoxon Signed Rank Test show that all three classes have a Sig. (2-tailed) value of 0.000 < 0.05, thus it can be concluded that there is a significant difference between the initial and final abilities of students in the experimental classes before and after the implementation of PRPs and the use of DVM. This indicates that the PRPs learning model with DVM can improve the ability to interpret kinematics graphs of junior high school students.

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“…The ability to construct and interpret kinematics graphs is very important in the development of scientifically literate students (Ergul, 2018;Manurung, Mihardi, Rustaman, & Siregar, 2018;Nixon et al, 2016;Petrova, 2016;Theasy, Wiyanto & Sujarwata, 2018). Kinematics graphs in one dimension have position, velocity, and acceleration as the ordinate and time as the abscissa.…”

Section: Introductionmentioning

confidence: 99%

High School Students' Comprehension of Kinematics Graphs wıth Peer Instruction Approach

Gok

2023

JPFI

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The present study investigated the effects of the peer instruction approach on high school students' kinematics graphs interpretation skills and understanding of kinematics graphs. The study was conducted with 65 high school students from two groups. The first group was the experimental group and the second group was the control group. 32 students of the experimental group were taught using the peer instruction approach while 33 students of the control group were taught using the conventional teaching method. The data of the study were collected with the Test of Understanding Graphs in Kinematics. The results of the study showed that the peer instruction approach had a more positive effect on students' kinematics graphs interpretation skills and understanding of kinematic graphs than the conventional teaching method. In addition, there was a reasonable change in students' understanding of graphs and graphical thinking processes in the experimental group The students' understanding of graphs and graphical thinking processes did not change significantly in the control group. The results of the study revealed that the peer instruction approach can be used with little effort to assess and improve high school students' academic achievement in physics classes.

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Improvement of Graph Interpretation Ability Using Hypertext-Assisted Kinematic Learning and Formal Thinking Ability

Cited by 7 publications

References 7 publications

The effectiveness of integrated science, technology, engineering and mathematics project-based learning module

The effectiveness of integrated science, technology, engineering and mathematics project-based learning module

Practice rehearsal pairs with dynamic video media: Improving students' kinematics graph interpretation skills

High School Students' Comprehension of Kinematics Graphs wıth Peer Instruction Approach

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