Scaffolding for solving problem in static fluid: A case study

Koes-H, Supriyono; Muhardjito,; Wijaya, Charisma Pramuda

doi:10.1063/1.5019519

Cited by 10 publications

(7 citation statements)

References 28 publications

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“…So, to solve these conceptual difficulties is to provide a combination of some appropriate support for scaffolding, namely questions posed with different domains, simulations, and parallel modelling. This approach will resolve the lack of knowledge of students and develop their analytical understanding, as well as help them find solutions by linking issues with their previous knowledge [49]. Then the results of the descriptive analysis in question number 4 of the four classes tested are contained in Figure 7.…”

Section: Resultsmentioning

confidence: 99%

Description of Physics Problem-solving in the Topic of Static Fluid: Case Study of Physics Education in Halu Oleo University

Sukariasih¹,

Tahang²,

Nursalam³

et al. 2020

ujer

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Good physics teaching in secondary schools and colleges emphasize problem-solving. Although students are effective in conventional tests of problem-solving, there is evidence that they have little or no comprehension of basic concepts. There are two (2) reasons that justify the claim that solving plays a broad role in the physics curriculum at most levels of education, namely problem solving can facilitate students learning physics and physics can assist students in developing the skills needed to solve problems in the real world. This study aims to provide a descriptive description of the physics problem-solving ability of Halu Oleo university physics education students on static fluid material. This type of research is a quantitative descriptive study with research subjects in 4 classes of physics education students at Halu Oleo University. The research instrument and data collection made in the form of problem-solving essay test questions given to 120 students from 4 classes. The material of the investigation took one of the topics, namely static fluid. The problem-solving assessment consists of a useful description, physics approach, specific application of physics, mathematical procedures, logical progression adopted from the research of Docktor et al. 2016. The results of the analysis found that in the four classes that were tested on conceptual problem-solving tests, the average of all students were in the useful description category. In other words, students could only translate and organize information from problems into appropriate and useful representations, and summarize the essence of the information provided symbolically, visually and in writing. As for the category of physics approach, specific application of physics, mathematical procedures, logical progression that are in the low category is still weak.

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Section: Resultsmentioning

confidence: 99%

Description of Physics Problem-solving in the Topic of Static Fluid: Case Study of Physics Education in Halu Oleo University

Sukariasih¹,

Tahang²,

Nursalam³

et al. 2020

ujer

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show abstract

“…Siswa juga menganggap bahwa luas permukaan piston berbanding terbalik dengan gaya yang dihasilkan pada bidang (Irwansyah et al, 2018). Terkait dengan hukum Archimedes, siswa kurang menguasai konsep gaya apung (Koes-H et al, 2018;Wagner et al, 2014). Siswa mengalami kesulitan dalam menentukan gaya yang bekerja dan gaya yang dihasilkan benda dalam fluida (Koes-H et al, 2018).…”

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“…Terkait dengan hukum Archimedes, siswa kurang menguasai konsep gaya apung (Koes-H et al, 2018;Wagner et al, 2014). Siswa mengalami kesulitan dalam menentukan gaya yang bekerja dan gaya yang dihasilkan benda dalam fluida (Koes-H et al, 2018).…”

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Effectiveness of E-Formative Assessment to Enhance Conceptual Understanding in Static Fluid

Irma¹

2022

JPN

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Penelitian ini bertujuan untuk menguji efektivitas e-formative assessment dalam meningkatkan penguasaan konsep siswa pada materi fluida statis. Penelitian dengan metode one group pretest-posttest design ini melibatkan 30 siswa. Instrumen pretest dan posttest terdiri atas 10 soal pilihan ganda disertai alasan dengan reliabilitas 0,629 dan level kognitif dari C3-C5. Instrumen tes formatif yang diberikan terdiri atas 10 soal pilihan ganda dengan indikator dan tingkat kesulitan setara dengan pretest dan posstest. Hasil uji Wilcoxon menunjukkan bahwa rata-rata nilai posttest secara signifikan lebih tinggi daripada rata-rata nilai pretest (p=.000). Nilai effect size sebesar 0,88 menunjukkan bahwa e-formative assessment berpengaruh sedang terhadap penguasaan konsep siswa pada materi fluida statis. Salah satu faktor penentu e-formative assessment dapat meningkatkan penguasaan konsep siswa adalah adanya pemberian feedback. Melalui feedback, miskonsepsi yang dialami siswa dapat segera dibenarkan. E-formative assessment yang diberikan melalui web juga semakin efektif dalam memberikan feedback yang cepat dan tepat kepada seluruh siswa dengan beragam respon.

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“…Siswa juga menganggap bahwa luas bidang pada piston berbanding terbalik dengan gaya yang dihasilkan pada bidang (Irwansyah et al, 2018). Terkait dengan hukum Archimedes, siswa mengalami kesulitan mengenai gaya apung (Koes-H, Muhardjito, & Wijaya, 2018;Wagner, Carbone, & Lindow, 2014), menentukan gaya yang bekerja dan gaya yang dihasilkan benda dalam fluida (Koes-H et al, 2018).…”

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Penguasaan Konsep Siswa pada Materi Fluida Statis Dalam Pembelajaran STEM Disertai E-Formative Assessment

Irma

Kusairi

Yuliati

2020

Jur.Pend.Teo.Pen.Peng.

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Abstract: This study aims to explore students’ conceptual understanding of static fluid in STEM with e-formative assessment learning. The study uses embedded experimental design methods. It involved 30 students of XI grade high school in Sidoarjo. The pretest and posttest instruments consisted of 10 reasoning multiple chooise questions with reliability is 0.629. Wilcoxon test results is p = .000 with an average posttest higher than pretest shows that there is significant difference between students' conceptual understanding of before and after learning. The effect size value is 0.88. Students’ conceptual understanding of each indicator is also discussed.Abstrak: Tujuan penelitian ini adalah mengetahui penguasaan konsep siswa pada materi fluida statis dalam pembelajaran STEM disertai e-formative assessment. Penelitian menggunakan mixed method desain embedded experimental. Penelitian melibatkan 30 siswa kelas XI SMA di Sidoarjo. Instrumen pretest dan posttest berupa 10 soal penguasaan konsep pilihan ganda disertai alasan dengan reliabilitas 0,629. Hasil uji Wilcoxon sebesar p=.000 dengan rata-rata posttest lebih tinggi daripada pretest menunjukkan bahwa terdapat perbedaan yang signifikan antara penguasaan konsep siswa sebelum dan sesudah pembelajaran. Nilai effect size sebesar 0,88 menunjukkan bahwa pembelajaran STEM disertai e-formative assessment berpengaruh sedang terhadap penguasaan konsep. Penguasaan konsep siswa setiap indikator juga akan dibahas.

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Scaffolding for solving problem in static fluid: A case study

Cited by 10 publications

References 28 publications

Description of Physics Problem-solving in the Topic of Static Fluid: Case Study of Physics Education in Halu Oleo University

Description of Physics Problem-solving in the Topic of Static Fluid: Case Study of Physics Education in Halu Oleo University

Effectiveness of E-Formative Assessment to Enhance Conceptual Understanding in Static Fluid

Penguasaan Konsep Siswa pada Materi Fluida Statis Dalam Pembelajaran STEM Disertai E-Formative Assessment

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