Student’s understanding profile about work-energy concept based on multirepresentation skills

Kassiavera, Sujiyani; Супармі, A.; Cari, C.; Sukarmin, S.

doi:10.1063/1.5141673

Cited by 9 publications

(7 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, several studies have identified that many students still do not master the concepts of energy and momentum and have difficulty understanding them. The analysis conducted by the prior research Kassiavera et al [5] showed that as many as 61.3% of students did not correctly understand the concept of work energy. While the other findings, Rosa et al [6] also found that some students did not understand the concept of momentum well, and as many as 40.18% of students had misconceptions about the momentum-impulse material.…”

Section: Introductionmentioning

confidence: 98%

Online-Based Assessment of Students’ Conceptual Understanding of Energy and Momentum Using Quizizz

Yana

Koes-H

Taufiq

et al. 2022

J. Phys.: Conf. Ser.

View full text Add to dashboard Cite

Energy and momentum are the two most fundamental topics taught in physics education, for many physical phenomena involve the analysis of these two concepts simultaneously. Therefore, an assessment of the conceptual understanding of the energy-momentum material needs to be carried out to explicitly map the level of conceptual understanding students have of the two materials. Quizizz is one online media that assesses understanding of energy-momentum physics concepts remotely and flexibly. This research was conducted on 66 high school students using five conceptual questions adapted from the Energy Momentum Conceptual Survey (EMCS). The results of the analysis show that the percentage of understanding the concept of energy and momentum of high school students is 54% and is in the intermediate level category.

show abstract

Section: Introductionmentioning

confidence: 98%

Online-Based Assessment of Students’ Conceptual Understanding of Energy and Momentum Using Quizizz

Yana

Koes-H

Taufiq

et al. 2022

J. Phys.: Conf. Ser.

View full text Add to dashboard Cite

show abstract

“…In addition, the results of the Indonesian National Examination in the last four years, from 2015 to 2019, find that energy material has the lowest percentage [8]. It can be interpreted that energy subject one of physics is complex for students; it affects quiet student understanding [9,10]. Apart from that, the results of initial research at schools conducted interviews with students found that energy material was difficult for students.…”

Section: Introductionmentioning

confidence: 99%

Development of E-Book Integrated Augmented Reality Based on STEM Approaches to Improve Critical Thinking and Multiple Representation Skills in Learning Physics

Rahmayani

2024

IJIET

View full text Add to dashboard Cite

This study aims to develop an E-book Augmented Reality (AR) based on STEM approaches on renewable energy material. This E-book AR can be accessed on smartphones to improve students’ critical thinking and multiple representation skills. The development adopted the Analyze, Design, Development, Implementation, and Evaluation (ADDIE) model. The study used pre-test post-test control research design on 93 students of class 10 at one of the junior high schools in Kerinci, Indonesia. The students were divided into three trial classes: X, the experiment class, and classes Y and Z, the control class. Class X learns using E-book AR, class Y uses E-book pdf, and Class Z uses textbooks. The E-book AR and test instruments provided have been validated by six validators. Based on the results of the analysis, it was found that E-book media was suitable for improving students’ critical thinking and multi-representation skills in renewable energy. The result showed that media feasibility assessments by expert lecturers, practitioners, and colleagues scored very well. In addition, the E-book used is also effective in improving critical thinking skills and multi-representation. This is indicated by the acquisition of class X, who learned to use E-book AR and have gained value in the high category compared to the class Y and Z. In addition, the partial eta square value in class X contributed 78.7%, higher than class Y 55.5%, and class Z 53.1%. As well as obtaining the effectiveness of its use in the medium effect for critical thinking category and large effect category for multi-representation skill. Learning using E-book AR is more effective and positively impacts students in learning physics, especially in renewable energy subjects.

show abstract

“…In this topic, students have difficulty in conceptual understanding. Analysis of conceptual understanding of students resulted that students' conceptual understanding is in the low category under 40% (Dienyati et al, 2020;Kassiavera et al, 2019). Students' misconceptions about several sub-topic of work and energy are also still high.…”

Section: Introductionmentioning

confidence: 99%

Effect of Differentiated Approach in Inquiry-based Learning on Senior High School Students’ Conceptual Understanding of Work and Energy Topic

Nur'aini

Liliawati²,

Novia³

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

This study aims to investigate the effect of the differentiated approach on high school students' conceptual understanding of the work and energy topic. The research method used is a quantitative method. Two classes of 10th graders in one of the Senior High Schools in the Tangerang districts were chosen to be research participants with cluster random sampling. Data collection was done with learning style questionnaire and conceptual understanding item with a reliability 0.73. The experimental class applied Inquiry-based Learning with differentiation, while the control class applied Inquiry-based Learning without differentiation. The results of the different tests of students' conceptual understanding after learning showed a significant difference in the understanding of students' concepts in the two classes. The effect size score showed a large effect of a differentiated approach on students' conceptual understanding. The analysis of the level of students' conceptual understanding for each subtopic showed the Law of Conservation of Mechanical Energy having the most students at irresponsiveness level, while the subtopics with the highest number of students at the understanding level was the work subtopic. The percentage of students who studied with a differentiated approach at the highest understanding level is more than students without a differentiated approach in all subtopics. Although the application of the differentiated approach had obstacles in online learning, the differentiated approach applied in Inquiry based Learning has a positive impact in facilitating the diversity of student learning styles.

show abstract

Student’s understanding profile about work-energy concept based on multirepresentation skills

Cited by 9 publications

References 8 publications

Online-Based Assessment of Students’ Conceptual Understanding of Energy and Momentum Using Quizizz

Online-Based Assessment of Students’ Conceptual Understanding of Energy and Momentum Using Quizizz

Development of E-Book Integrated Augmented Reality Based on STEM Approaches to Improve Critical Thinking and Multiple Representation Skills in Learning Physics

Effect of Differentiated Approach in Inquiry-based Learning on Senior High School Students’ Conceptual Understanding of Work and Energy Topic

Contact Info

Product

Resources

About