Analisis kemampuan mahasiswa menyelesaikan Tes Kompetensi Representasi Gaya (TKR-Gaya)
DOI:
https://doi.org/10.31571/saintek.v12i2.7260Keywords:
gaya, kompetensi representasi , diagram gaya, persamaan, deksripsiAbstract
Gaya merupakan salah satu konsep dasar dalam fisika yang digunakan untuk menyelidiki gerak sebuah benda. Konsep gaya ini digunakan dalam berbagai materi fisika seperti gerak lurus, gerak melingkar, gerak parabola, gerak rotasi, momentum dan impuls, usaha dan energi, dan bahkan dalam listrik statis. Dengan demikin konsep gaya ini sangat penting untuk dikuasai sehingga diajarkan sejak sekolah dasar hingga perguruan tinggi. Penelitian ini bertujuan untuk menganalisis pemahaman mahasiswa tentang gaya. Jenis penelitian survey dilakukan untuk mengukur kompetensi representasi mahasiswa dengan tiga bentuk representasi yakni diagram gaya, persamaan matematis, dan deskripsi konsep. Sebanyak 92 orang mahasiswa menjawab tes kompetensi representasi gaya yang terdiri dari 30 butir pertanyaan. Pemberian skor untuk jawaban mahasiswa adalah 1 untuk jawaban benar dan 0 untuk jawaban salah kemudian dikonversi ke skor 100. Hasil analisa data menunjukkan bahwa skor rata-rata kompetensi representasi mahasiswa adalah 34,17 dengan kategori pemula. Sebesar 32% mahasiswa mendapat skor pada kategori menengah (intermediate) dan 68% mahasiswa masih berada pada kategori pemula (novice). Skor mahasiswa paling tinggi diperoleh pada situasi balok dalam keadaan diam baik dalam permukaan horijontal dan bidang miring. Sementara skor mahasiswa yang paling rendah adalah situasi balok bergerak dengan kecepatan konstan untuk kedua bidang permukaan. Kompetensi representasi mahasiswa mengubah ke persamaan menjadi yang paling rendah dibandingkan dengan deskripsi dan diagram gaya. Dengan demikian pengajar dapat mencari solusi alternatif dalam pengajaran konsep gaya dan menggunakan tes kompetensi representasi gaya untuk mengukur kekonsistenan konsepsi mahasiswa.
Downloads
References
Alonzo, A. C., & Steedle, J. T. (2009). Developing and assessing a force and motion learning progression. Science Education, 93(3), 389–421.
Aviani, I., Erceg, N., & Mešić, V. (2015). Drawing and using free body diagrams: Why it may be better not to decompose forces. Physical Review Special Topics - Physics Education Research, 11(2), 1–14.
Balta, N., & Asikainen, M. A. (2019). A comparison of Olympians’ and regular students’ approaches and successes in solving counterintuitive dynamics problems. International Journal of Science Education, 41(12), 1644-1666
Bollen, L., Van Kampen, P., Baily, C., Kelly, M., & De Cock, M. (2017). Student difficulties regarding symbolic and graphical representations of vector fields. Physical Review Physics Education Research, 13(2), 1–17.
Burkholder, E. W., Murillo-Gonzalez, G., & Wieman, C. (2021). Importance of math prerequisites for performance in introductory physics. Physical Review Physics Education Research, 17(1), 10108.
Cohen, L., Manion, L., & MOrrison, K. (2018). Research Methods in Education (Eight). Routledge, Taylor & Francis Group.
Creswell, J. W., & Creswell, J. D. (2018). Research Design (Fifth). SAGE Publication .
Etkina, Planinsic, & Van Heuvelen. (2019). A College Physics: Explore and Apply (2nd ed.). Pearson.
Giambattista, A., Richardson, B. M., & Richardson, R. C. (2004). College Physics, Volume One. McGraw-Hill.
Giancoli, D. C. (2014). Physics Principles with Applications Volume 1. Pearson.
Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30(3), 141-158.
Klein, P., Müller, A., & Kuhn, J. (2017). Assessment of representational competence in kinematics. Physical Review Physics Education Research, 13(1), 010132.
Kohnle, A., Ainsworth, S. E., & Passante, G. (2020). Sketching to support visual learning with interactive tutorials. Physical Review Physics Education Research, 16(2), 020139.
Küchemann, S., Malone, S., Edelsbrunner, P., Lichtenberger, A., Stern, E., Schumacher, R., Brünken, R., Vaterlaus, A., & Kuhn, J. (2021). Inventory for the assessment of representational competence of vector fields. Physical Review Physics Education Research, 17(2), 020126.
Lucas, L. L., & Lewis, E. B. (2019). High school students’ use of representations in physics problem solving. School Science and Mathematics, 119(6), 327–339.
Nie, Y., Xiao, Y., Fritchman, J. C., Liu, Q., Han, J., Xiong, J., & Bao, L. (2019). Teaching towards knowledge integration in learning force and motion. International Journal of Science Education, 41(16), 1672905.
Nieminen, P., Savinainen, A., & Viiri, J. (2010). Force concept inventory-based multiple-choice test for investigating students’ representational consistency. Physical Review Special Topics - Physics Education Research, 6(2), 1–12.
Redish, E. F., & Kuo, E. (2015). Language of Physics, Language of Math: Disciplinary Culture and Dynamic Epistemology. Science and Education, 24(5–6), 561–590.
Robertson, A. D., Goodhew, L. M., Scherr, R. E., & Heron, P. R. L. (2021). University student conceptual resources for understanding forces. Physical Review Physics Education Research, 17(1), 010121.
Scheid, J., Müller, A., Hettmannsperger, R., & Schnotz, W. (2019). Improving learners’ representational coherence ability with experiment-related representational activity tasks. Physical Review Physics Education Research, 15(1), 010142.
Sirait, J., Ainley, J., & Barstow, M. (2023). The pattern of physics education students’ diagrams and answers in solving force problems. Jurnal Pendidikan IPA Indonesia, 12(2), 178–186.
Sirait, J., Hamdani, H., & Mursyid, S. (2019). The relationship between students’ views and performance of solving physics problems. Journal of Physics: Conference Series, 1171(1), 012008.
Sirait, Judyanto; (2023). Analisis kemampuan siswa dalam menyelesaikan tes kompetensi representasi gerak lurus beraturan (TKR-GLB). Jurnal Pendidikan Informatika Dan Sains, 12(1), 12–22.
Sirait, Judyanto;, Firdaus, F., Hidayatullah, M. M. S., & Habellia, R. C. (2023). Development and Validation of Force Test to Assess Physics Education Students ’ Representational Competence. Jurnal Pendidikan Sains Indonesia, 11(2), 306–317.
Sirait, Judyanto. (2020). Students’ Use of Representations in Solving Physics Problems: Complete and Incomplete Force Diagrams. University of Leicester.
Sirait, Judyanto. (2021). Multirepresentasi Dalam Penyelesaian Soal Fisika. Fahruna Bahagia.
Thornton, R. K., & Sokoloff, D. R. (1998). Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula. American Journal of Physics, 66(4), 18863.
Tippett, C. D. (2016). What recent research on diagrams suggests about learning with rather than learning from visual representations in science. International Journal of Science Education, 38(5), 725–746.
Tong, D., Liu, J., Sun, Y., Liu, Q., & Zhang, X. (2023). Assessment of student knowledge integration in learning work and mechanical energy. Physical Review Physics Education Research, 19(1), 010127.
Downloads
View: 76
Download: 51
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Judyanto Sirait
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read Jurnal Pendidikan Informatika dan Sains Posting Your Article Policy at http://journal.ikippgriptk.ac.id/index.php/saintek/about/submissions#onlineSubmissions
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
Copyright
Authors who publish with Jurnal Pendidikan Informatika dan Sains agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
