scholarly journals Kesulitan Mahasiswa Dalam Memahami Konsep Kinematika Gerak 1 Dimensi

2019 ◽  
Vol 4 (1) ◽  
pp. 56
Author(s):  
Abu Zainuddin ◽  
Sentot Kusairi ◽  
Siti Zulaikah
Keyword(s):  
Undergraduate Students ◽  
Physics Education ◽  
Research Method ◽  
Multiple Choice ◽  
Newtonian Mechanics ◽  
Multiple Choice Questions ◽  
Research Subjects ◽  
Class A ◽  
Negative Acceleration

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This study aims to reveal the difficulties of students in understanding the concept of 1 Dimensional motion kinematics. The research subjects were 38 undergraduate students of UNESA Physics Education semester V class A. The research method used a survey using instruments in the form of 20 reasoned multiple choice questions on the topic of Newtonian Mechanics. In this article the discussion is focused on questions number 2 and number 4 because it indicates the difficulties of students in understanding the concept of 1-dimensional kinematics. From the results of the analysis of the reasons for student answers it is known that students experience difficulties, namely, difficulties in distinguishing position, displacement or distance; difficulty interpreting negative acceleration and is always considered a slowdown.</p><p class="Abstract"><strong>Abstrak</strong>: Penelitian ini bertujuan untuk mengungkap kesulitan mahasiswa dalam memahami konsep kinematika gerak 1 Dimensi. Subjek penelitian adalah 38 mahasiswa S1 Pendidikan Fisika UNESA semester V kelas A. Metode penelitian menggunakan survei dengan menggunakan instrumen berupa 20 soal pilihan ganda beralasan pada topik Mekanika Newton. Pada artikel ini pembahasan difokuskan pada soal nomor 2 dan nomor 4 karena mengindikasikan kesulitan mahasiswa dalam memahami konsep kinematika 1 dimensi. Dari hasil analisis alasan jawaban mahasiswa diketahui bahwa mahasiswa mengalami kesulitan yakni, kesulitan dalam membedakan posisi, perpindahan atau jarak; kesulitan memaknai percepatan negatif  dan selalu dianggap sebagai perlambatan.</p></td></tr></tbody></table></div>

scholarly journals MEASURING STUDENTS’ PROBLEM-SOLVING SKILLS ON DIRECT CURRENT CIRCUITS WITH MULTIPLE REPRESENTATIONS

2020 ◽  
Vol 8 (3) ◽  
pp. 725-736
Author(s):  
Maria Dewati ◽  
A. Suparmi ◽  
Widha Sunarno ◽  
Sukarmin ◽  
C. Cari
Keyword(s):  
Problem Solving ◽  
Physics Education ◽  
Multiple Choice ◽  
Multiple Representations ◽  
Assessment Instruments ◽  
Multiple Choice Questions ◽  
Multiple Representation ◽  
Problem Solving Skills ◽  
Electrical Circuits ◽  
Physics Problems

Purpose of study: This study aims to measure the level of students' problem-solving skills, using assessment instruments in the form of multiple-choice tests based on the multiple representation approach on DC electrical circuits. Methodology: This research is a quantitative descriptive involving 46 students of physics education. Students are asked to solve the problem of DC electrical circuits on 12 multiple choice questions with open reasons, involving verbal, mathematical, and picture representations. Data were analyzed by determining means and standard deviations. Main findings: The results of the study showed that there were 3 levels of students' problem-solving skills, namely 7 (15%) students in the high category, 22 (48%) students in the medium category and 17 (37%) students in the low category. Applications of this study: The implication of this research is to continuously develop assessment instruments based on multiple representations in the form of various types of tests, to help students improve their conceptual understanding, so students can solve physics problems correctly. The novelty of this study: Researchers explain the right way to solve physics problems, 1) students are trained to focus on identifying problems, 2) students are accustomed to planning solutions using a clear approach, to build an understanding of concepts, 3) students are directed to solve problems accordingly with understanding the concepts they have built.

scholarly journals Open problem-based instruction impacts understanding of physiological concepts differently in undergraduate students

2015 ◽  
Vol 39 (4) ◽  
pp. 327-334 ◽  
Author(s):  
Brandon M. Franklin ◽  
Lin Xiang ◽  
Jason A. Collett ◽  
Megan K. Rhoads ◽  
Jeffrey L. Osborn
Keyword(s):  
Student Performance ◽  
Undergraduate Students ◽  
Open Problem ◽  
Instructional Methods ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Short Answer ◽  
Upper Level ◽  
Based Instruction ◽  
Multiple Choice Exam

Student populations are diverse such that different types of learners struggle with traditional didactic instruction. Problem-based learning has existed for several decades, but there is still controversy regarding the optimal mode of instruction to ensure success at all levels of students' past achievement. The present study addressed this problem by dividing students into the following three instructional groups for an upper-level course in animal physiology: traditional lecture-style instruction (LI), guided problem-based instruction (GPBI), and open problem-based instruction (OPBI). Student performance was measured by three summative assessments consisting of 50% multiple-choice questions and 50% short-answer questions as well as a final overall course assessment. The present study also examined how students of different academic achievement histories performed under each instructional method. When student achievement levels were not considered, the effects of instructional methods on student outcomes were modest; OPBI students performed moderately better on short-answer exam questions than both LI and GPBI groups. High-achieving students showed no difference in performance for any of the instructional methods on any metric examined. In students with low-achieving academic histories, OPBI students largely outperformed LI students on all metrics (short-answer exam: P < 0.05, d = 1.865; multiple-choice question exam: P < 0.05, d = 1.166; and final score: P < 0.05, d = 1.265). They also outperformed GPBI students on short-answer exam questions ( P < 0.05, d = 1.109) but not multiple-choice exam questions ( P = 0.071, d = 0.716) or final course outcome ( P = 0.328, d = 0.513). These findings strongly suggest that typically low-achieving students perform at a higher level under OPBI as long as the proper support systems (formative assessment and scaffolding) are provided to encourage student success.

scholarly journals Exploration Of Students’ Argumentation Skill Assisted Format Representation In Solving Electrical Concept

2021 ◽  
Vol 9 (1) ◽  
pp. 42
Author(s):  
Rikardus Feribertus Nikat
Keyword(s):  
Experimental Design ◽  
Mixed Method ◽  
Physics Education ◽  
Research Method ◽  
Research Subjects ◽  
Model Research ◽  
Before And After ◽  
Method Model ◽  
Physics Problems

The argumentation skill is one of the supporting abilities in determining the quality of thinking in the era of the 4.0 revolution. The development of argumentation skills is important to be implemented in solving physics problems, especially in exploring how they solve problems and understand concepts so that misconceptions do not occur. This study aims to determine the improvement of students' argumentation skills in solving electrical concept problems before and after the intervention. This type of research uses a mixed method model research method with an embedded experimental design. The research subjects consisted of 32 students of the Department of Physics Education at Musamus University who had or are currently taking the magnetic electricity course. The results showed that students' argumentation skills improved along with the help of worksheets assisted with representation formats during lectures

scholarly journals How to Bring Computational Thinking Approach to The Non-Computer Science Student’s Class???

2019 ◽  
Vol 9 (1) ◽  
pp. 101-112
Author(s):  
Hervin Maulina ◽  
◽  
Abdurrahman Abdurrahman ◽  
Ismu Sukamto ◽  
◽  
...  
Keyword(s):  
Computer Science ◽  
Undergraduate Students ◽  
Mixed Method ◽  
Physics Education ◽  
Research Method ◽  
Computational Thinking ◽  
Mixed Method Research ◽  
Self Evaluation ◽  
Explanatory Sequential Design ◽  
Physics Course

Computational Thinking (CT) skill is the ability to solve problems with computer thinking. In addition, CT can be seen as a structured and systematic approach that can be implemented in learning. This study aims to bring the computational thinking approach to the non-computer science student’s class and involved 35 undergraduate students of physics education in the computational physics course. The research method used was the mixed method sequential explanatory design (Creswell & Plano Clark, 2011), with the following design. Broadly speaking, the flow of the mixed method research method with an explanatory sequential design in this study includes the collection of quantitative data obtained from student self-evaluation instruments related to the understanding of the CT approach stage. The results showed that the Computational Thinking (CT) approach can be applied to non-computer science students in online learning which includes 6 stages of implementation and 6 stages of implementation. Other results indicate that this method can be used in improving student CT skills. Keywords: Computational thinking, physics, problem solving

scholarly journals Analysis of Students’ Difficulties about Rotational Dynamic Topic Based on Resource Theory

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
I. Rahmawati ◽  
S Sutopo ◽  
S. Zulaikah
Keyword(s):  
Undergraduate Students ◽  
Physics Education ◽  
Comparative Method ◽  
Resource Theory ◽  
First Year ◽  
State University ◽  
Multiple Choice Questions ◽  
Correct Knowledge ◽  
Rotational Dynamic ◽  
The Right

<p>Students’ difficulties commonly are analyzed based on misconception theory. This paper aimed to analyze students’ difficulties on the rotational dynamic based on resource theory. The subject of research consisted of 108 first-year undergraduate students of Physics Education, State University of Malang. Firstly, the students were asked to solve 15 multiple-choice questions and gave open explanation. We then implemened a constant comparative method to identify and categorize some resources that students employed in solving several problems that most the students failed to respond correctly. The results indicated that the students had difficulties in solving problems related to the torque and the equilibrium of rigid body. The students’ difficulties were not merely caused by the lack of correct knowledge. Instead, they have the correct knowledge or resources but they activated them on inappropriate context. The students will be successfully used the resources to solve problems if they activated them in the right context.</p>

scholarly journals ANALISIS PEMAHAMAN MAHASISWA PENDIDIKAN FISIKA UNIVERSITAS JEMBER PADA MATERI TEKNOLOGI RADIASI IONIZING DALAM PENGAWETAN BAHAN PANGAN

2021 ◽  
Vol 10 (4) ◽  
pp. 156
Author(s):  
Ahmad Nor Hamidy ◽  
Sudarti Sudarti ◽  
Trapsilo Prihandono
Keyword(s):  
Ionizing Radiation ◽  
Physics Education ◽  
Research Method ◽  
Food Preservation ◽  
Multiple Choice Questions ◽  
Education Students ◽  
Radiation Technology ◽  
Data Collection Technique ◽  
Questionnaire Method ◽  
The University

Most Physics Education students do not know about ionizing radiation technology in food preservation. This study aims to determine and analyze the ability of physics education students at the University of Jember in understanding ionizing radiation technology in food preservation. The research method used is a questionnaire method to 50 physics education students at the University of Jember. The research variable is students' knowledge of ionizing radiation technology as food preservation. The data collection technique used is by giving 10 multiple choice questions to 50 students of Physics Education. The results of student answers will be analyzed and represented in the form of tables and pie charts.

scholarly journals Bagaimana Penguasaan Konsep Siswa pada Materi Fluida Statis?

2019 ◽  
Vol 4 (8) ◽  
pp. 1030
Author(s):  
Atika Isnaining Dyah ◽  
Supriyono Koes H ◽  
Hari Wisodo
Keyword(s):  
Research Method ◽  
Descriptive Analysis ◽  
Inquiry Learning ◽  
Multiple Choice ◽  
Measurement Instrument ◽  
Research Subjects ◽  
Static Fluid

<p class="Abstrak"><strong>Abstract:</strong> The purpose of this study is to determine the increase of mastery concept in static fluid in inquiry learning with theoretical empirical reviews. The research method uses descriptive analysis. The research subjects consisted of 31 students of SMAN 9 Malang. The measurement instrument is a concept of mastery test questions in the form of a multiple choice of 15 items. The calculation of the question reliability is 0.588 with quite high criteria. The results showed that there was an increase in mastery of the concept of static fluid. The results of the N-gain calculation show that 58% of students are in the upper medium category. This finding indicates that IDAET learning can improve mastery of the concept of static fluid.</p><strong>Abstrak:</strong> Tujuan penelitian ini adalah untuk mengetahui peningkatan penguasaan konsep fluida statis dalam pembelajaran <em>inquiry-discovery</em> dengan tinjauan empiris teoritis. Metode penelitian menggunakan analisis deskriptif. Subjek penelitian terdiri atas 31 siswa SMAN 9 Malang. Instrumen pengukuran berupa soal tes penguasaan konsep dalam bentuk pilihan ganda sebanyak 15 butir. Perhitungan reliabilitas soal sebesar 0,588 dengan kriteria cukup tinggi. Hasil penelitian menunjukkan bahwa terjadi peningkatan penguasaan konsep fluida statis. Hasil perhitungan N-gain diperoleh bahwa 58% siswa berada pada kategori medium atas. Temuan ini mengindikasikan bahwa pembelajaran IDAET dapat meningkatkan penguasaan konsep fluida statis

scholarly journals Testing Times: The Impact of Chinese Undergraduate Students' Perceptions of Two Examination Formats on Their Motivation, Study Strategies, and Approaches to Learning

2021 ◽  
Author(s):  
◽  
Carolyn Frances Tait
Keyword(s):  
Undergraduate Students ◽  
Adaptive Learning ◽  
English Language ◽  
Mainland China ◽  
Multiple Choice ◽  
Approaches To Learning ◽  
Study Strategies ◽  
Task Demands ◽  
Multiple Choice Questions ◽  
The Impact

<p>Chinese undergraduate students from mainland China, Hong Kong and Taiwan may have different language backgrounds and previous assessment experiences compared with most students studying in a western university. This mixed methods study examines their perceptions of how two examination formats - multiple-choice and essay questions - impact on their motivation, approaches to learning, and study strategies at a New Zealand university. Quantitative data were gathered using a modified Biggs' two factor study process questionnaire and a modified Patterns of Adaptive Learning Study questionnaire. Survey results were integrated with qualitative interview data gathered and analysed using a constructivist version of grounded theory. The participants reported combining deep and surface approaches to learning for both examination formats, preferring deep approaches. In comparison to study strategies used for multiple-choice examinations, more deep strategies were reported for essay examinations. Participants described combining memorisation with understanding in a sequence of study strategies for both examination formats. Predicting and practising both types of examination questions allowed participants to align their perceptions with possible examination requirements. Participants' confidence in their English language ability impacted on memorisation for essay questions. Analysis of the findings supports a model of the interrelationship of motivation, approaches to learning, calculating to develop perceptions of task demands, and the development of discipline-specific discourse skills in English. Perceptions of examination formats impact on study strategies with deep and surface strategies linked through practising. The implications of these findings for assessment of culturally and linguistically diverse tertiary students support the use of well designed multiple-choice questions in examinations to promote deep learning for these students, combined with formative assessment.</p>

Effects of Cerebral Dominance on College-Level Achievement

1979 ◽  
Vol 49 (2) ◽  
pp. 445-446 ◽  
Author(s):  
B. A. Bracken ◽  
T. L. Ledford ◽  
R. S. McCallum
Keyword(s):  
Undergraduate Students ◽  
Educational Psychology ◽  
Multiple Choice ◽  
Cerebral Dominance ◽  
College Level ◽  
Multiple Choice Questions ◽  
Female Undergraduate ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Introductory Classes

Ability to perform successfully on multiple-choice tests was assessed for students displaying various cognitive styles. Male and female undergraduate students were classified according to right, left, or integrated cerebral functioning as determined by Your Style of Learning and Thinking test. The students participated in introductory classes in educational psychology and completed multiple-choice questions designed to assess content. The effects of cerebral dominance on student's ability to complete multiple-choice questions successfully were determined. Students designated by SOLAT as left dominant correctly completed significantly more multiple-choice questions than did right-dominant students. Implications for education were discussed.

scholarly journals Model Pembelajaran Kooperative Tipe Teams Games Tournament (TGT): Pengaruhnya Terhadap Pemahaman Konsep

2019 ◽  
Vol 2 (1) ◽  
pp. 140-149
Author(s):  
Tara Ulfia ◽  
Irwandani Irwandani
Keyword(s):  
Conceptual Understanding ◽  
Research Method ◽  
Multiple Choice ◽  
Sampling Technique ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Control Group Design ◽  
Group Design ◽  
Quasi Experimental ◽  
Equivalent Control

Abstract: This study aims to determine the effect of the TGT model on the understanding of students' concepts. The research method used was quasi-experimental with a non equivalent control group design. The population in this study amounted to 76 students, with samples VIII C as the experimental class and VIII A as the control class. The sampling technique uses cluster random side. To measure the understanding of concepts students are tested with multiple choice questions amounting to 20. Test hypotheses are used to determine whether or not there is an influence of the TGT model on students' conceptual understanding. The results of the analysis state that there is an influence on understanding the concepts of students. This is evidenced from the acquisition of tcount> t table, which is 4.933> 2.011, which means that, there is the influence of the TGT learning model on students' conceptual understanding.Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh model TGT terhadap pemahaman konsep peserta didik. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain non equivalent control group. Populasi dalam penelitian ini berjumlah 76 peserta didik, dengan sampel VIII C sebagai kelas eksperimen dan VIII A sebagai kelas kontrol. Teknik pengambilan sampel menggunakan cluster random samping. Untuk mengukur pemahaman konsep peserta didik dilakukan tes dengan soal pilihan ganda berjumlah 20. Uji hipotesis digunakan untuk mengetahui ada atau tidaknya pengaruh model TGT terhadap pemahaman konsep peserta didik. Hasil analisismenyatakan bahwa terdapat pengaruh terhadap pemahaman konsep peserta didik. Hal ini dibuktikan dari perolehan nilai thitung > ttabel yaitu 4,933 > 2,011 yang berarti bahwa, terdapat pengaruh model pembelajaran TGT terhadap pemahaman konsep peserta didik.

Sign in / Sign up

Export Citation Format

Share Document