Improving students’ understanding of kinematics concepts through multi-representational learning

Sutopo, Sutopo; Hidayah, Nurul; Wisodo, Hari; Haryoto, Dwi

doi:10.1063/5.0004063

Cited by 3 publications

(6 citation statements)

References 29 publications

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“…Students still have difficulties studying multiple representations (especially graphic representation), and their understanding of the concept is still intermittent or knowledge in pieces. However, this present study differs this research from (Sutopo et al, 2020) in question instruments and the number of respondents. This present study takes an isomorphic test while (Sutopo et al, 2020) use 20 items of multiple-choice questions.…”

Section: Resultsmentioning

confidence: 69%

“…However, this present study differs this research from (Sutopo et al, 2020) in question instruments and the number of respondents. This present study takes an isomorphic test while (Sutopo et al, 2020) use 20 items of multiple-choice questions. Additionally, this present study has similarities with (Saputra et al, 2019), which is students cannot solve the physics question in any representation.…”

Section: Resultsmentioning

confidence: 69%

“…Despite former elaborations, those studies above are researched (Saputra et al, 2019;Sutopo et al, 2020). Students still have difficulties studying multiple representations (especially graphic representation), and their understanding of the concept is still intermittent or knowledge in pieces.…”

Section: Resultsmentioning

confidence: 99%

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The Comparison of High School Students’ Understanding of Kinematic Materials: Case of Question Representations

Putri

Wulandari²,

Fitriana

et al. 2020

JIPFAlBiruni

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This present study aimed to compare the understanding on kinematic concepts between public and private high school students in terms of the type of questions representation. Therefore, this quantitative and descriptive study applied survey methods in conducting the research. 190 students of private high school and 199 students of public high school were involved as the research subjects. The main instrument in this study was an isomorphic multiple-choice test which was developed into verbal representations, pictures and graphics. Specifically, this research instrument was adapted from Force Motion Concept Evaluation (FMCE) and High School National Exam which had been validated with a reliability number of 0.74. Another key point, descriptive statistical and inferential independent t-test were used as the data analysis. Consequently, the results showed that there were significant differences in conceptual understanding between private and public high schools’ students. The concept understanding in private high school was lower than in public high school, which was evidenced with the average scores of public high school students by 42,68 and private high school students by 22,93. All in all, high school students are more capable in answering questions over verbal representation instead of understanding the concepts with graphical representations.

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Section: Resultsmentioning

confidence: 69%

Section: Resultsmentioning

confidence: 69%

See 1 more Smart Citation

The Comparison of High School Students’ Understanding of Kinematic Materials: Case of Question Representations

Putri

Wulandari²,

Fitriana

et al. 2020

JIPFAlBiruni

View full text Add to dashboard Cite

show abstract

“…Further research (Jufriadi & Andinisari, 2020) revealed that when studying the concept of kinematics, students experience difficulties, especially in understanding the differences between distance and displacement, velocity and acceleration, as well as the direction of acceleration of a moving object. Research results (Sutopo et al, 2020) revealed that most students needed to determine the instantaneous velocity of two moving objects presented in a motion diagram. Students imagine that two moving objects in the same position must have the same velocity.…”

Section: Introductionmentioning

confidence: 99%

Profile of students' concept understanding in kinematics

Handhika,

Widiyaningrum,

Denata

2023

J. Phys.: Theor. Appl.

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<p class="Abstract">This research aims to profile the understanding of physics concepts in kinematics material. Teachers need information on understanding physics concepts in designing their learning. The profile of understanding the concept of kinematics is revealed by administering a concept understanding test. The total number of tests for understanding the concept of kinematics is 30 items. The concept understanding profile is categorized into five indicators: (1) interpretation, (2) classifying, (3) inference, (4) comparing, and (5) explaining—the test applies to 49 students at SMA and MA in Madiun. Based on the profile description analysis results, it was obtained that students had a good percentage of the concept understanding indicator component (39.54%) and the smallest percentage of the interpretation indicator (17.60%). These results can be used as recommendations for facilitators and researchers in determining the learning model that will be applied and the concept of understanding the research topic that will be carried out.</p>

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“…Someone with good representation skills is distinguished by their capacity to supply others with concrete, efficient, and easily understandable information (Ainsworth, 2006;Schnotz, 2014). Information given through representations can improve the transferability of particular skills to new settings (Prain & Tytler, 2012;Sutopo et al, 2020;.…”

mentioning

confidence: 99%

Representation skills of students with different ability levels when learning using the LCMR model

2023

pegegog

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Improving students’ understanding of kinematics concepts through multi-representational learning

Cited by 3 publications

References 29 publications

The Comparison of High School Students’ Understanding of Kinematic Materials: Case of Question Representations

The Comparison of High School Students’ Understanding of Kinematic Materials: Case of Question Representations

Profile of students' concept understanding in kinematics

Representation skills of students with different ability levels when learning using the LCMR model

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