Identifikasi Pemahaman Konsep Usaha dan Energi Calon Guru Fisika

Muhammad Reyza Arief Taqwa(1*)


(1) Universitas Negeri Malang
(*) Corresponding Author

Abstract


This study aims to reveal the students' conceptual understanding on the concept of work and energy. In this study focused on discussing the ability of students to understand the concept of kinetic energy. To achieve this goal, 5 reasoned multiple choice questions were used. The question is a standard test of basic physics lectures at UM. This research is a descriptive research. The study was conducted on 50 students in the "Physics Content and Its Pedagogic I" course. The results showed that only 13 (26%) students correctly answered the relationship of K(x) from the F(x) graph and 10 (20%) students who correctly answered the K ratio of the two objects driven by the same force and displacement. Students' difficulties when solve the questions are more likely to be caused by the habits of students using mathematical equations without understanding their physical meaning, in addition students also have weaknesses in mathematical operations.


Keywords


Conceptual understanding, work and energy, kinetic energy

Full Text:

PDF

References


Afwa, I. L., Sutopo, & Latifah, E. (2016). Deep learning question untuk meningkatkan pemahaman konsep fisika. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(3), 434–447.

Al-idrus, S. Q. M. J. (2017). Aplikasi Android pada Pembelajaran Fisika : Sebuah Solusi Mutakhir Pembelajaran Fisika di Era Global. Prosiding Seminar Nasional Fisika Dan Aplikasinya, 214–221.

Azizah, R., Yuliati, L., & Latifah, E. (2015). Kesulitan Pemecahan Masalah Fisika pada Siswa SMA. Jurnal Penelitian Fisika Dan Aplikasinya (JPFA), 5(2), 44–50. https://doi.org/10.26740/jpfa

Barniol, P., & Zavala, G. (2014). Force, velocity, and work: The effects of different contexts on studentsâ€TM understanding of vector concepts using isomorphic problems. Physical Review Special Topics - Physics Education Research, 10(2). https://doi.org/10.1103/PhysRevSTPER.10.020115

Brad, A. (2011). A Study of the Problem Solving Activity in High School Students: Strategies and Self-Regulated Learning. Acta Didactica Napocensia, 4(1), 21–30. Retrieved from https://search.proquest.com/docview/1697502999?accountid=8144

Dalaklioglu, S., Demirci, N., & Sekercioglu, A. (2015). Eleventh Grade Students’s Difficulties and Misconceptions About Energy and Momentum Concepts. International Journal on New Trends in Education and Their Implications, 6(1), 13–21.

DiSessa, A. A. (2009). Toward an Epistemology of Physics. Cognition and Instruction, 10(2 & 3), 105–225. https://doi.org/10.1207/s1532690xci1002

DiSessa, A. A., & Sherin, B. L. (1998). International Journal of Science What changes in conceptual change ? International Journal of Science Education, 20(10), 1155–1191. https://doi.org/10.1080/0950069980201002

Docktor, J. L., & Mestre, J. P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics - Physics Education Research, 10(2), 1–58. https://doi.org/10.1103/PhysRevSTPER.10.020119

Hammer, D. (1996). More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research. American Journal of Physics, 64(10), 1316–1325. https://doi.org/10.1119/1.18376

Hammer, D. (2000). Student resources for learning introductory physics. American Journal of Physics, 68(S1), S52–S59. https://doi.org/10.1119/1.19520

Hartmann, B., & Priemer, B. (2018). Introducing energy through observations and measurements. Physics Education, 7(53), 0–7. https://doi.org/DOI: 10.1088/1361-6552/aad615

Haryadi, R. (2016). Korelasi Antara Matematika Dasar Dengan Fisika Dasar. Jurnal Penelitian Dan Pembelajaran Matematika, 9(1), 124–127. https://doi.org/10.30870/JPPM.V9I1.988.G789

Jackson, J., Dukerich, L., & Hestenes, D. (2007). Modeling Instruction : An Effective Model for Science Education. Spring; Science Educator, 17(1), 10–17.

Knight, R. d. (2017). Physics For Scientiest and Engineers a Strategic Approach. (J. Zalesky, Ed.) (4th ed.). USA: Pearson.

Mustofa, Z., Sutopo, & Mufti, N. (2016). Pemahaman Konsep Siswa SMA Tentang Usaha dan Energi Mekanik. Pros. Semnas Pend. IPA Pascasarjana UM, 1, 519–528.

Nurjamilah, Nurul Fitriyah, S., & Komariyah, L. (2017). Penggunaan Instrumen Ordered Multiple Choice (OMC) untuk Menilai Pemahaman Konsep Usaha dan Energi dengan Model Pembelajaran Discovery di SMAN 1 Long Kali. Berkala Ilmiah Pendidikan Fisika, 5(3), 241–253.

Nurlailiyah, A. (2015). Studi Korelasi antara Kemampuan Matematika dengan Hasil Belajar Fisika di SMA PGRI Sumberrejo Bojonegoro Tahun Ajaran 2014/2015, 5(2).

Papadouris, N., & Constantinou, C. P. (2016). Investigating middle school students’ ability to develop energy as a framework for analyzing simple physical phenomena. Journal of Research in Science Teaching, 53(1), 119–145. https://doi.org/10.1002/tea.21248

Rahmat, M., Muhardjito, M., & Zulaikah, S. (2014). Kemampuan Pemecahan Masalah Melalui Strategi Pembelajaran Thinking Aloud Pair Problem Solving Siswa Kelas X SMA. Jurnal Fisika Indonesia, 18(54), 108–112. Retrieved from http://pdm-mipa.ugm.ac.id/ojs/index.php/jfi/article/view/898/0

Rahmatina, D. I., Sutopo, & Wartono. (2017). Pemahaman Konsep dan Kemampuan Multirepresentasi Siswa SMA pada. Pros. Seminar Pend. IPA Pascasarjana UM, 2(1), 127–133.

Raymond A. Serway, & John W. Jewett, J. (2014). Serway & Jewett - Physics for Scientists and Engineers with Modern Physics 9ed - Google Drive. (E. Dodd, Ed.) (9th ed.). USA: Brooks/Cole Cengage Learning.

Rivaldo, L., Taqwa, M. R. A., & Taurusi, T. (2018). Resources Siswa SMA tentang Konsep Gaya Archimedes. Jurnal Pendidikan Fisika Universitas Muhammadiyah Makassar, 6(3), 251–258. Retrieved from http://journal.unismuh.ac.id/index.php/jpf/issue/view/114/showToc

Rusilowati, A. (2006). Profil kesulitan belajar fisika pokok bahasan kelistrikan siswa SMA di kota Semarang. Jurnal Pendidikan Fisika Indonesia, 4(2), 100–106. Retrieved from http://journal.unnes.ac.id/nju/index.php/JPFI/article/view/163/168

Taqwa, M. R. A., Hidayat, A., & Supoto. (2017). Konsistensi Pemahaman Konsep Kecepatan dalam Berbagai Representasi. Jurnal Riset & Kajian Pendidikan Fisika, 4(1), 31–39. https://doi.org/http://dx.doi.org/10.12928/jrkpf.v4i1.6469

Taqwa, M. R. A., & Pilendia, D. (2018). Kekeliruan Memahami Konsep Gaya , Apakah Pasti Miskonsepsi ? Jurnal Inovasi Pendidikan Fisika Dan Integrasinya, 01(02), 1–12.

Walker, J., Resnick, R., & Halliday, D. (2013). Fundamentals of Physics Extended, Instructor’s Solutions Manual, 1.

Walsh, L. N., Howard, R. G., & Bowe, B. (2007). Phenomenographic study of students’ problem solving approaches in physics. Physical Review Special Topics - Physics Education Research, 3(2), 1–12. https://doi.org/10.1103/PhysRevSTPER.3.020108


Article Metrics

Abstract view : 4353 times
PDF - 788 times

DOI: https://doi.org/10.26714/jps.7.2.2019.157-163

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 JURNAL PENDIDIKAN SAINS (JPS)

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

EXECUTIVE OFFICE

JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG
DEPARTMENT OF CHEMISTRY EDUCATION
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
MUHAMMADIYAH SEMARANG UNIVERSITY

Jl. Kedungmundu Raya No.18, Semarang, Jawa Tengah, Indonesia
    Telp. (024)76740231, 76740231
    email: jps@unimus.ac.id


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License

Journal Pendidikan Saisn (JPS)
ISSN:2339-0786, e-ISSN:2502-1443
Published by: Chemistry Education, Muhammadiyah Semarang University