THE PRACTICALITY AND EFFECTIVENESS OF STUDENT WORKSHEET BASED MULTIPLE REPRESENTATION TO IMPROVE CONCEPTUAL UNDERSTANDING AND STUDENTS’ PROBLEM-SOLVING ABILITY OF PHYSICS

Yani Suryani; I Wayan Distrik; Agus Suyatna

doi:10.29121/granthaalayah.v6.i4.2018.1639

Authors

Yani Suryani Physics Education Department, University of Lampung, Jl. Prof. Dr. Sumantri Brojonegoro No. 1 35 145 Lampung, Indonesia
I Wayan Distrik Physics Education Department, University of Lampung, Jl. Prof. Dr. Sumantri Brojonegoro No. 1 35 145 Lampung, Indonesia
Agus Suyatna Physics Education Department, University of Lampung, Jl. Prof. Dr. Sumantri Brojonegoro No. 1 35 145 Lampung, Indonesia

DOI:

https://doi.org/10.29121/granthaalayah.v6.i4.2018.1639

Keywords:

Conceptual Understanding, Effectiveness, Practicality, Problem Solving Ability, Worksheet MR

Abstract [English]

This research aims to analyze the practicality and effectiveness student worksheet based on multiple representation to improve conceptual understanding and problem-solving ability, especially in magnetic material. The research method using quasi experiment with pretest-posttest control group design. The sampling technique used purposive sampling technique, class XII student high school in Bandar Lampung. The instruments are feasibility student worksheet of observation sheet, student responses to the student worksheet, student activity sheets, and conceptual understanding test and problem-solving ability test. Data were analyzed using descriptive analysis by percentage, N-gain analysis, and independent t-test. The results showed student worksheet based on multiple representation: 1) practical, which is indicated by a) the average score student worksheet enforceability in any learning activity that is 87.31 with very high criteria and b) the positive response of students (83.75%) against student worksheet. 2) effective, which is indicated by a) the student's activity during the study included in the active category, and b) there are significant differences in conceptual understanding and problem-solving ability between the experiment class and control class. Conceptual understanding and problem-solving ability are taught using student worksheet based on multiple representation the experimental class better than the control class.

Downloads

Download data is not yet available.

References

Mur, J., Zaragoza, M. L., Usón, A., Letosa, J., Samplón, M., & Artal, S. J. (2004). Teaching Electricity and Magnetism in electrical engineering curriculum: applied methods and trends. International Conference on Engineering Education, 50018, 1–11.

Kohl, P. B., & Finkelstein, N. D. (2006). Effects of representation on students solving physics problems: A fine-grained characterization. Physical Review Special Topics-Physics Education Research, 2(1), 1-12. DOI: https://doi.org/10.1103/PhysRevSTPER.2.010106

Ali DELÌCE & EYüp SEVÌMLÌ. (2010). An investigating of the pre-services teachers’ ability of using multiple representation in problem-solving Success: the case of definite integral. Educational Sciences: Theory & Practice, 10 (1), 137-149.

Distrik, I. W. (2016). Model Pembelajaran "REAL" untuk meningkatkan kemampuan metakognisi pemahaman konsep, dan metakognisi listrik dan magnet pada siswa calon guru fisika. Disertasi Universitas Negeri Surabaya.

LaDue, N. D., Libarkin, J. C., & Thomas, S. R. (2015). Visual representations on high school biology, chemistry, earth science, and physics assessments. Journal of science education and technology, 24(6), 818-834. DOI: https://doi.org/10.1007/s10956-015-9566-4

Suyatna, A., Anggraini, D., Agustina, D., & Widyastuti, D. (2017). The role of visual representation in physics learning: dynamic versus static visualization. In Journal of Physics: Conference Series, 909 (1), 012048.

Qasim, S. H., & S. S. Pandey. (2017). Content analysis og diagramatic representation in upper primary science textbooks. International Journal of Research-Granthaalayah,5 (7), 474-479.

Van Heuvelen, A., & Zou, X. (2001). Multiple representations of work–energy processes. American Journal of Physics, 69(2), 184-194. DOI: https://doi.org/10.1119/1.1286662

Waldrip, B., Prain, V., & Carolan, J. (2006). Learning junior secondary science through multi-modal representations. Electronic Journal of Science Education, 11(1), 87-107.

Ainsworth, S. (2008). The Educational Value of Multiple-Representations when Learning Complex Scientific Concepts. Visualization: Theory and Practice in Science Education, 1–15. DOI: https://doi.org/10.1007/978-1-4020-5267-5_9

Suhandi, A., dan F. C. Wibowo. (2012). Pendekatan Multirepresentasi Dalam Pembelajaran Usaha-Energi dan Dampak Terhadap Pemahaman Konsep Mahasiswa. Jurnal Pendidikan Fisika Indonesia. 1(8), 1-7.

Abdurrahman, Liliasari., A Rusli, & B Waldrip. 2011. Implementasi Pembelajaran Berbasis Multirepresentasi untuk Peningkatan Penguasaan Konsep Fisika Kuantum. Cakrawala Pendidikan, jurnal ilmiah pendidikan. 30(1): 30-45.

Hand, B., Gunel, M., & Ulu, C. (2009). Sequencing embedded multimodal representations in a writing to learn approach to the teaching of electricity. Journal of Research in Science Teaching, 46(3), 225-247. DOI: https://doi.org/10.1002/tea.20282

Distrik, W., Budi, J., & Z. A. Imam, S. (2015). The Roles Of Analogy And Representation In Improving Concept Understanding On Electricity And Magnetism. International Conference on Education Research and Innovation. 370-376.

Arikunto, Suharsimi. 2016. Dasar-dasar Evaluasi Pendidikan Edisi 2. Jakarta: Bumi Aksara.

Meltzer, D. E. (2002). The relationship between mathematics preparation and conceptual learning gains in physics: A possible “hidden variable” in diagnostic pretest scores. American journal of physics, 70(12), 1259-1268. DOI: https://doi.org/10.1119/1.1514215

Yılmaz, S., & Eryılmaz, A. (2010). Integrating gender and group differences into bridging strategy. Journal of Science Education and Technology, 19(4), 341-355. DOI: https://doi.org/10.1007/s10956-010-9204-0

Mahardika, I. K., Subiki, & Siti M. (2017). Momentum and impulse learning helped by worksheet based RGM to SMA by using PBL model. International journal advanced research, 5(9), 348-352. DOI: https://doi.org/10.21474/IJAR01/5335

Mayer, R. E. (2003). The promise of multimedia learning: using the same instructional design methods across different media, learning, and instructional. Journal learning and instruction, 13 (1): 125-139.

Prain, V., Tytler, S., Peterson, S. (2009). Multiple Representation in Learning About Evaporation. International Journal of Science Education, 31, 787 – 808. DOI: https://doi.org/10.1080/09500690701824249

Jaber, L. Z., & Saomauma, B. (2012). A macro-micro-symbolic teaching to promote relational understanding chemical reactions. International Journal of Science Education, 34 (7), 973-998. DOI: https://doi.org/10.1080/09500693.2011.569959

Güler, G. (2011). The visual representation usage levels of mathematics teachers and students in solving verbal problems. International Journal of Humanities and Social Science, 1(11), 145–154.

Madden, P. S., Loretta, L. J., & Jrène, R. (2011). The role of multiple representation in the understanding of ideal gas problems. Chemistry Education Research and Practice, 12, 283-293. DOI: https://doi.org/10.1039/C1RP90035H

Distrik, W. (2011). Understanding Concepts and Problem Solving Ability Student of Physical Education, University of Lampung, Indonesia. Proceding seminar Nasional Pendidikan 27 Februari 2011, ISBN 978-979-8510-11-3.