Representation and content in student's exam note sheets

Abstract

Various forms of representation are used to understand physics concepts. This study aims to reveal the representations used by students in summarizing their physics teaching materials. The observed representations include mathematical equations, verbal statements and graphs. The participants were students who attended lectures in two academic years, namely 2016 and 2018. Students were permitted to freely write a summary of lecture material that would be used as resources during the exam. The research investigated the types of representations used and their percentages. In addition, the content in the summary was also taken into consideration. The results showed that the representation of mathematical equations or formulas, verbal explanations and graphs were used by 100%, 97% and 40% of the total students, respectively. This finding is also reflected in the percentage of paper area used in the summary; the uses of formulas are 60%, verbal explanations are 32.5% and the remaining 4.2% are graphs. Most note sheets contain almost all of teaching material. This students’ tendency should be considered for teaching strategy.

Differences in high school students' mathematical representation ability in homogeneous classes: Which is better?

“…The processes carried out by students in exploring phenomena can take various forms, one of which is modeling phenomena in the form of mathematical representations (Romansyah & Taqwa, 2023;Santosa, 2022;Srivani & Murugappan, 2023) The use of representation in learning can be used to improve the quality of learning, minimize student learning obstacles (Masrifah & Amiroh, 2023;Wilujeng & Hidayatullah, 2021), increase understanding, and minimize conceptual errors (Soeharto et al, 2019). The type of representation that can be used is strongly influenlasianced by the student's ability to interpret the phenomenon.…”

Physics Workbook using Multimodal Representation on Simple Harmonic Motion Topic

“…Several studies state that students' difficulty in solving problems is a need for understanding related to interpreting various modes of representation such as graphics, mathematical equations, text, and computer simulations (Carli et al, 2020;Wawro et al, 2020;Campos et al, 2020;Burkholder et al, 2020;Ryan & Schermerhorn, 2020). Several other studies have stated explicitly that graphical representations are the most difficult for students to understand compared to other representations, and this has an impact on understanding the wrong concept (Rončević et al, 2019;Skrabankova et al, 2020;Santosa, 2022).…”