Multi-representation ability of students on the problem solving physics

Theasy, Yoan; Wiyanto,; Sujarwata,

doi:10.1088/1742-6596/983/1/012005

Cited by 19 publications

(20 citation statements)

References 2 publications

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“…Pemahaman konsep menjadi penentu dari ketercapaian tujuan pembelajaran fisika. Kesalahan dalam pemahaman konsep fisika berpotensi mempengaruhi kemampuan siswa untuk menguasai teknologi karena fisika merupakan cabang dari sains yang mempelajari segala jenis fenomena termasuk teknologi [3].…”

Section: Pendahuluanunclassified

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Analisis Kemampuan Multi Representasi dan Kaitannya dengan Pemahaman Konsep Fisika

Kurniasari

Wasis

2021

J. Pijar MIPA

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Penelitian ini bertujuan untuk menganalisis profil kemampuan multirepresentasi siswa SMA pada materi gerak lurus yang diukur menggunakan instrumen berbasis multi representasi, dan mendeskripsikan hubungan antara kemampuan multi representasi dengan pemahaman konsep siswa pada materi gerak lurus. Penelitian ini dilakukan pada siswa kelas XI IPA sebanyak 22 siswa di SMA Negeri 1 Sambit pada semester genap tahun pelajaran 2020/2021. Penelitian dilakukan dengan dua tahap yaitu pengembangan instrumen tes berbentuk esai dan pengukuran kemampuan multi representasi dan pemahaman konsep siswa. Uji validitas dilakukan untuk menguji kelayakan instrumen dan uji korelasi digunakan untuk menentukan hubungan antara kemampuan multi representasi dan pemahaman konsep siswa yang didasarkan pada data jumlah skor multi representasi dan pemahaman konsep. Hasil penelitian menunjukkan bahwa: 1) instrumen yang dikembangkan dinyatakan valid dari aspek konten dan bahasa dengan indeks Aiken sebesar 0,76 dan berdasarkan aspek konstruk dinyatakan sangat valid dengan indeks Aiken mencapai 0,86; 2) Kemampuan multi representasi siswa pada representasi verbal sebesar 43%, representasi matematik-simbolik 32% dan 25% untuk representasi gambar-simbolik. Kemampuan representasi matematik-simbolik dan verbal dikategorikan dalam kategori kurang dan kemampuan representasi gambar-simbolik siswa dikategorikan sangat kurang; 3) Rata-rata pemahaman konsep siswa pada materi gerak lurus sebesar 26%; 4)Berdasarkan uji korelasi diperoleh koefisien korelasi sebesar 0,726 yang menunjukkan bahwa kemampuan multi representasi dengan pemahaman konsep memiliki hubungan positif dan signifikan dimana jika kemampuan multi representasi siswa tinggi maka pemahaman konsep siswa juga tinggi.

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Section: Pendahuluanunclassified

“…Berdasarkan hal tersebut, penting sekali menekankan pada siswa untuk menguasai konsep fisika, siswa dapat menggambarkan penguasaan konsep yang dimilikinya melalui representasi yang mereka gunakan untuk menyelesaikan suatu permasalahan [3]. Penggunaan representasi akan membantu siswa dalam memecahkan masalah yang berkaitan dengan fisika.…”

Section: Pendahuluanunclassified

Analisis Kemampuan Multi Representasi dan Kaitannya dengan Pemahaman Konsep Fisika

Kurniasari

Wasis

2021

J. Pijar MIPA

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“…By the interaction of different physical quantities, natural phenomena are created. Physics is a part of natural science with some elements [6,7]. Physics often involves modeling real-world physical phenomena using external representations that range from concrete to abstract forms: pictures, diagrams, words, graphs, and equations [3], [8].…”

Section: Introductionmentioning

confidence: 99%

“…Students can see how their knowledge can be conveyed by reflecting on what is used in solving the problem. It will not be difficult for learners who already understand physics's meaning to communicate their understanding in the form of different representations [6]. Martaida et al [9] reported that one of the problems in education, especially in science subjects, was the learning process's weakness.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Improving Students' Physics Conceptual Understanding through Discovery Learning Models Supported by Multi-representation: Measurement Topic

Sahara

Nafarudin

Fayanto³

et al. 2020

Indones. Rev. Phys.

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This study aimed to analyze students' conceptual understanding by using a multi-representation assisted discovery learning model in measurement. This research was conducted in Public High School 1 Kendari. This research is a quasi-experimental study using a one-group pre-post test design. The research method consisted of a conceptual comprehension test using a caliper and a screw micrometer in an essay in the form of a multi-representational test on long measurements. The analysis showed an increase in conceptual understanding between the pre-test and post-test with an average pre-test score of 16.24 (SD = 14) and a post-test of 61.4 (SD = 21). These results indicate an increase in students' understanding of concepts after learning with an average N-gain increase of 0.5 (SD = 0.2) in the medium category. It also obtained the most significant increase in students' understanding of the indicators mentioned parts caliper and micrometer with an N-gain average of 0.6 in the medium category.

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“…This is because the structured description test leads students to the concepts of representation. Research on students' multi-representation abilities was carried out by Thesy et al [8] High and low category students have an accurate use of graphical representation (G) of 83% and 77.78%, and medium category has proper use of image representation (D) equal to 66%. Nopitasari [9] found that students who had high initial mathematical abilities were able to present solutions with verbal, symbolic, and visual representations (graphs).…”

Section: Introductionmentioning

confidence: 99%

Students' Multirepresentation Ability in Completing Physics Evaluation Problems

Hau

Mole

Elizabeth

et al. 2020

J. Ilmu. Pend. Fisika

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This study aims to describe students' multi-representation ability in solving physics evaluation questions carried out by the qualitative description method in class X MIA 1 SMA Katolik St. Gabriel Maumere for the 2019/2020 school year. The data were obtained from the matter of physics evaluation on Newton's law material about the force of gravity. Data analysis is based on student work steps in solving evaluation questions. Data analysis results show that the ability of multi-representation in solving physics problems on Newton's law material about the force of gravity in the high category. The number of mathematical representations of 100%, image representation of 10%, then in the medium type only uses a mathematical description of 100% and in the low category using a mathematical representation of 100% and a verbal representation of 40%.

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Multi-representation ability of students on the problem solving physics

Cited by 19 publications

References 2 publications

Analisis Kemampuan Multi Representasi dan Kaitannya dengan Pemahaman Konsep Fisika

Analisis Kemampuan Multi Representasi dan Kaitannya dengan Pemahaman Konsep Fisika

Analysis of Improving Students' Physics Conceptual Understanding through Discovery Learning Models Supported by Multi-representation: Measurement Topic

Students' Multirepresentation Ability in Completing Physics Evaluation Problems

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