Phenomenon of Buying and Selling as Bridging Analogy of Learning Work and Energy

Abstract

Effective physics learning can be designed by recognizing students' difficulties in understanding physics concepts. Students build the concept through experience gained from the environment, so that they unconsciously have the concept in accordance with the understood. Students still have difficulty distinguishing work and energy definitions in physics and in everyday life. The concept of work and energy can be understood by students if students have good analogy skills. The Brain Based Learning (BBL) model through analogy facilitates learning to improve students' thinking ability analogy. The buying and selling analogy is used to relate concepts that students have understood (source problems) to the concept of work and energy as learning goals (target problems). Quasi-experimental learning is applied to determine the analogy of students. Data were analyzed from the achievement of analogy ability test results before and after learning. The success rate of mastering students' analogy abilities is analyzed from the stages of analogy in solving problems. Achievement of pretest and posttest scores of students 'analogy abilities shows that the BBL model through buying and selling analogy can improve students' analogy skills. The average achievement of students' analogy skills at the stage of generating the analogy includes good criteria, evaluating the analogy relations stage including good criteria, understanding the analogy case stage including good criteria, and at the transfering findings, including not good criteria. The results of the analogy ability show that the BBL model through the analogy of buying and selling gives positive results on the ability of students' analogy.

Strategi Jembatan Konsep Analogi Untuk Meningkatkan PhyHOTS Peserta Didik Pada Pembelajaran Fisika

“…Jembatan konsep analogi (bridging concept analogy) menjadi salah satu strategi yang dapat diterapkan dalam pembelajaran fisika [19]. Konsep yang abstrak dan rumit dapat diajarkan melalui analogi sehinga membantu peserta didik dalam memahami konsep fisika dengan baik, selain itu pembelajaran menggunakan analogi dapat melatih siswa untuk berpikir kreatif dan berpikir tingkat tinggi [20], [21].…”

“…Melalui metode yang tepat, fisika dapat dipelajari dengan relatif mudah dan menyenangkan bagi peserta didik. Konsep jembatan konsep atau dikenal dengan model Teaching With Analogy (TWA) yang dikembangkan oleh Glyn tahun 1995 [9], [10] berupaya menyajikan perbandingan melalui mapping comcept antara konsep rujukan terhadap konsep target [19].…”

“…Dampaknya siswa menjadi kreatif dan berupaya untuk menganalisis, melakukan kajian-kajian melalui serangkaian evaluasi, kemudian memunculkan gagasan baru berupa padanan atau analogi-analogi terhadap materi tersebut. Dampak lain dari penerapan strategi jembatan konsep dapat terlihat pada peningkatan hasil belajar fisika dan retensi pembelajaran fisika sebagaimana sejalan dengan hasil penelitian [19], [26] yang mengemukakan adanya peningkatan retensi dan hasil belajar fisika setelah menerapkan jembatan analogi dalam pembelajaran Usaha dan Energi.…”

The Development of Web Diagnostic Test as a Misconception Tool in Work and Energy

“…In the concept of mechanics, it was found that the discussion of the matter of work and energy experienced a misunderstanding of the most important concepts. The work and energy theorem derived from Newton's second law is often indistinguishable from the energy equation, so students often use the wrong equation to solve problems (Desianna & Nugroho 2019;Chabay et al 2019). Research on students' understanding of energy materials has received wide attention from both high schools and universities.…”

Prospective Physics and Science Teachers' Mental Models about the Concept of Work

“…A literature review reveals that the concept of work is discussed in conjunction with the concepts of power, force, and energy. These studies are grouped under six headings according to their objectives: (a) explaining the correlation between work and energy (Adamczyk & Willson, 1996;Doménech et al, 2015;Gutlerrez, Zuza, & Gulsasola, 2015;Hartmann & Priemer, 2018); (b) determing incorrect comprehension levels of students about work, power, and energy (Bahar, Öztürk, & Ateş, 2002;Erduran-Avcı, Ünlü, & Yağbasan, 2009); (c) identifying alternative concepts in work, power and energy subjects; (Küçük, Çepni, & Gökdere, 2005;Pastırmacı, 2011), (d) evaluating students' perception levels about energy and related concepts (Duit, 1984;Goldring & Osborne 1994;Hırça, 2008;Küçük, Çepni, & Gökdere, 2005;Trumper, 1998;Ünal-Çoban, Aktamış, & Ergin, 2007;Watts, 1983), (e) eliminating alternative conceptions about work and energy (İpek Akbulut, Şahin, & Çepni, 2013); and (f) applying new approaches in teaching work, power and energy subjects; (Büyükdede & Tanel, 2018;Cerit Berber, 2008;Cerit Berber & Sarı, 2009;Desianna, Nugroho, & Ellianawati, 2019;Ergin, 2011;Mustofa & Asmichatin, 2019). There are a limited number of studies focusing specifically on work, for example, misconceptions about the concept (Erduran Avcı, Kara, & Karaca, 2012) or prospective teachers' skills of distinguishing the difference between negative-positive work (Uzunkavak, 2009).…”