Students’ understanding of forces: Force diagrams on horizontal and inclined plane

PIMCA: A New Alternatives to Physics Learning Model

“…Thus, the representation and idea mapping stages in the PIMCA model provide optimal contributions to the formation of critical and creative thinking skills. This is clarified by the results of research using cognitive psychology theory and the theory of multimedia learning, showing that the use of Multiple Representations (MR) can provide tremendous benefits to student learning [4][5][6][7][8][9][10]. According to Mayer, the use of multiple sources and multiple representations, from the perspective of The Cognitive Theory of Multimedia Learning (CTML), and by multimedia principles: "students learn better from words and pictures than from words alone", and with CTML, "using multiple representations can foster learning" [11].…”

“…At this conceptualization stage, concepts are planted through experiments (laboratory practices), virtual lab experiments, demonstrations, project assignments, discussions, and others. At this stage intellectual development enactive-iconic-symbolic (Bruner) is applied through three stages, namely: the information stage where learners who are learning obtain much information about the material being studied; then in the transformation stage, the information that has been obtained is analyzed, changed or transformed into an abstract or conceptual form; Finally, at the evaluation stage, the learners themselves assess the extent to which the information that has been transformed can be used to understand the symptoms or problems they are facing [10]. With a process like the one above, learners can find and conclude the right concept which can then be shown in a concept map.…”

Enhancing the Learning of Newton’s Second Law of Motion Using Computer Simulations

“…NSLOM is the central and most important topic taught in classical mechanics (Itza-Ortiz et al, 2004;Mico et al, 2010;Sirait & Mursyid, 2018). Understanding NSLOM is likely the key to understanding mechanics (Sari & Madlazim, 2015).…”

“…On the other hand, Sirait and Mursyid (2018) suggested that what makes Newton's laws and other physics concepts so difficult to grasp because they are tied to other fundamental concepts like velocity and acceleration, which students must first understand before attempting to fathom Newton's Second Law of Motion (NSLOM). Furthermore, Obaidat and Malkawi (2009) found that most students might have alternative and naïve models of basic concepts of kinematics and Newton's laws of motion, which in turn might have led to difficulties in solving physics problems (Camarao & Nava, 2017;Sirait & Mursyid, 2018;Tairab et al, 2020).…”

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“…Irwandani (2014) juga mengungkapkan beberapa alasan penting terkait multirepresentasi dalam pembelajaran fisika, diantaranya membantu peserta didik yang memiliki kecerdasan yang berbeda dan beragam, membantu menggambarkan konsep-konsep fisika sehingga dapat dipahami dengan lebih baik, representasi yang satu juga dapat membantu memperjelas representasi lainnya yang masih abstrak, penalaran kualitatif dapat terbantu dengan adanya representasi yang lebih konkret, serta jawaban kuantitatif dari soal dapat diperoleh dari representasi matematis. Multirepresentasi juga berfungsi memvisualisasikan konsep abstrak dari soal fisika sebagai jembatan atau penghubung untuk menemukan persamaan matematis yang tepat dalam pemecahan masalah (Sirait et al, 2018). Selain itu, Andromeda (2017) juga mengungkapkan bahwa multirepresentasi berfungsi membantu bentuk representasi yang satu dengan representasi lainnya dalam proses menyimpulkan dan memperjelas solusi dari pemecahan masalah, serta membantu menguraikan konsep-konsep yang masih abstrak ke bentuk representasi lain yang memudahkan penyelesaian soal fisika.…”