Analysis of Improving Students' Physics Conceptual Understanding through Discovery Learning Models Supported by Multi-representation: Measurement Topic

Authors

  • La Sahara Halu Oleo University
  • Nafarudin Nafarudin Public High School 1 Kendari
  • Suritno Fayanto Private High School Tahfidzul Qur’an Mu’adz Bin Jabal Kendari
  • Babajanova Asal Tairjanovna Tashkent University of Information Technologies

DOI:

https://doi.org/10.12928/irip.v3i2.3064

Keywords:

Conceptual understanding, Discovery learning, Multi-representation

Abstract

This study aimed to analyze students' conceptual understanding by using a multi-representation assisted discovery learning model in measurement. This research was conducted in Public High School 1 Kendari. This research is a quasi-experimental study using a one-group pre-post test design. The research method consisted of a conceptual comprehension test using a caliper and a screw micrometer in an essay in the form of a multi-representational test on long measurements. The analysis showed an increase in conceptual understanding between the pre-test and post-test with an average pre-test score of 16.24 (SD = 14) and a post-test of 61.4 (SD = 21). These results indicate an increase in students' understanding of concepts after learning with an average N-gain increase of 0.5 (SD = 0.2) in the medium category. It also obtained the most significant increase in students' understanding of the indicators mentioned parts caliper and micrometer with an N-gain average of 0.6 in the medium category.

Author Biographies

La Sahara, Halu Oleo University

Department of Physics Education

Nafarudin Nafarudin, Public High School 1 Kendari

Physics Teacher

Suritno Fayanto, Private High School Tahfidzul Qur’an Mu’adz Bin Jabal Kendari

Physics Teacher

Babajanova Asal Tairjanovna, Tashkent University of Information Technologies

Deparment of Information Technology

References

[1] W. Roth, M. K. McGinn, and G. M. Bowen, "How Prepared are Preservice Teachers to Teach Scientific Inquiry?," Journal of Science Teacher Education, vol. 9. pp. 25–48, 1998.
[2] P. Sothayapetch, J. Lavonen, and K. Juuti, "An Analysis of Science Textbooks for Grade 6: The Electric Circuit Lesson," EURASIA J. Math. Sci. Technol. Educ., vol. 9, no. 1, Jan. 2013.
[3] J. Yeo and J. K. Gilbert, "The Role of Representations in Students' Explanations of Four Phenomena in Physics: Dynamics, Thermal Physics, Electromagnetic Induction and Superposition," in Multiple Representations in Physics Education, D. Treagust, R. Duit, and H. Fischer, Eds. Springer, 2017, pp. 255–287.
[4] S. Nulhaq and A. Setiawan, "Influences of Multiple Representations in Physics Learning to Students in Understanding Physics Material and Scientific Consistency," Int. Conf. Innov. Eng. Vocat. Educ., no. Icieve, 2015, pp. 235–238, 2016.
[5] Ulvarina, “Penggunaan Multirepresentasi pada Pembelajaran Konsep Gerak untuk Meningkatkan Kemampuan Memahami dan Memperkecil Kuantitas Miskonsepsi Siswa SMP,” Universitas Pendidikan Indonesia, 2010.
[6] Y. Theasy, Wiyanto, and Sujarwata, "Multi-representation Ability of Students on the Problem-solving Physics," J. Phys. Conf. Ser., vol. 983, no. 1, pp. 1–7, 2018.
[7] Y. Theasy, Wiyanto, and Sujarwata, “Identifikasi Kesulitan Belajar Fisika Berdasarkan Kemampuan Multi Representasi,” Phys. Commun., vol. 1, no. 2, pp. 1–5, 2017.
[8] D. Wong, S. P. Poo, N. E. Hock, and W. L. Kang, "Learning with Multiple Representations: An Example of a Revision Lesson in Mechanics," Phys. Educ., vol. 46, no. 2, pp. 178–186, 2011.
[9] T. Martaida, N. Bukit, and E. M. Ginting, "The Effect of Discovery Learning Model on Student's Critical Thinking and Cognitive Ability in Junior High School," IOSR J. Res. Method Educ., vol. 7, no. 6, pp. 1–8, 2017.
[10] D. Desyandri, M. Muhammadi, M. Mansurdin, and R. Fahmi, "Development of Integrated Thematic Teaching Material used Discovery Learning Model in Grade V Elementary School," J. Konseling dan Pendidik., vol. 7, no. 1, p. 16, 2019.
[11] A. Nurahman, W. Widodo, I. Ishafit, and B. O. Saulon, "The Development of the Worksheet Based on Guided Discovery Learning Method Helped by PhET Simulations Interactive Media in Newton's Laws of Motion to Improve Learning Outcomes and Interest of Vocational Education 10th-Grade Students," Indones. Rev. Phys., vol. 1, no. 2, p. 37, 2019.
[12] M. Y. R. T. Kawuri and Suritno Fayanto, “Penerapan Model Discovery Learning terhadap Keaktifan dan Hasil Belajar Siswa Kelas X MIPA SMAN 1 Piyungan Yogyakarta Maria Yosephien,” J. Penelit. Pendidik. Fis., vol. 5, no. 1, pp. 1–8, 2020.
[13] E. Nurcahyo, L. Agung S, and D. Djono, "The Implementation of Discovery Learning Model with Scientific Learning Approach to Improve Students' Critical Thinking in Learning History," Int. J. Multicult. Multireligious Underst., vol. 5, no. 3, p. 106, 2018.
[14] Z. Ansori, Wartono, and Sutopo, “Pembelajaran Multi Representasi dengan Pendekatan Empiris, Teoritis dan Animasi untuk Meningkatkan Pemahaman Konsep Siswa,” Pros. Semin. Pend. IPA Pascasarj. UM, vol. 2, pp. 345–348, 2017.
[15] F. Fatmawati, L. Sukariasih, S. Fayanto, and H. Retnawati, "Investigating the Effectiveness of Inquiry Learning and Direct Learning Models Toward Physics Learning," Adv. Soc. Sci. Educ. Humanit. Res., vol. 317, no. IConProCS, pp. 260–265, 2019.
[16] E. Erniwati et al., "Analysis of Difficulty of Science Learning-Based Multi-Representation," J. Pendidik. Fis., vol. 8, no. 3, pp. 263–278, 2020.
[17] I. Khairunnisa and Suritno Fayanto, "Physics Teaching: Development of Lectora Inspire with A Multiple-Representation Approach to Reduce of Misconception," J. Dedik. Pendidik., vol. 8848, no. 2, pp. 159–170, 2020.
[18] T. A. Setyandaru, S. Wahyuni, and D. Pramudya, “Pengembangan Modul Pembelajaran Berbasis Multirepresentasi pada Pembelajaran Fisika di SMA/MA,” J. Pembelajaran Fis., vol. 6, no. 3, pp. 218–224, 2017.
[19] S. Sunyono and A. Meristin, "The Effect of Multiple Representation-Based Learning (MRL) to Increase Students' Understanding of Chemical Bonding Concepts," J. Pendidik. IPA Indones., vol. 7, no. 4, pp. 399–406, 2018.
[20] M. Altan Kurnaz and C. Eksi, "An Analysis of High School Students' Mental Models of Solid Friction in Physics," Kuram ve Uygulamada Egit. Bilim., vol. 15, no. 3, pp. 787–795, 2015.
[21] V. Puspitasari, Wiyanto, and Masturi, “Implementasi Model Guided Discovery Learning Disertai LKS Multirepresentasi Berbasis Pemecahan Masalah untuk Meningkatkan Pemahaman Konsep Siswa,” Unnes Phys. Educ. J., vol. 7, no. 3, pp. 19–27, 2018.
[22] M. A. M. Ummi Kalsum, Saefuddin, “Penerapan Model Discovery Learning Berbasis Multirepresentasi untuk Meningkatkan Keterampilan Berpikir Kritis dan Penguasaan Konsep Ikatan Kimia,” J. Pendidik. Kim. Univ. Halu Oleo, vol. 4, no. 2, pp. 117–182, 2019.
[23] R. Berns and P. Erickson, "Contextual Teaching and Learning: Preparing Students for the New Economy," Highlight Zo. Res., no. 5, pp. 1–8, 2001, [Online]. Available: http://citeseerx.ist.psu.edu/viewdoc/ download?doi=10.1.1.453.3887&rep=rep1&type=pdf.
[24] M. Amien, Buku Pedoman Laboratorium dan Petunjuk Praktikum Pendidikan IPA Umum. Jakarta: Departemen Pendidikan dan Kebudayaan, 1988.
[25] J. C. Anyafulude, "Effects of Problem-Based and Discovery-Based Instructional Strategies on Students' Academic Achievement in Chemistry," J. Educ. Soc. Res., vol. 3, no. 6, pp. 105–112, 2013.
[26] C. T. Anni and A. Rifa’i, Psikologi Pendidikan. Semarang: Uness Press, 2011.
[27] T. De Jong and W. R. Van Joolingen, "Scientific Discovery Learning with Computer Simulations of Conceptual Domains," Rev. Educ. Res., vol. 68, no. 2, pp. 179–201, 1998.
[28] S. Ainsworth, "The Educational Value of Multiple-Representations," Vis. Theory Pract. Sci. Educ., pp. 191–208, 2008.
[29] R. R. Hake, "Analyzing Change/Gain Scores. Dept. of Physics Indiana University," 1999.
[30] Suwanto, Pengembangan Bahan Ajar Tematik (Tinjauan Teoritis dan Praktis). Jakarta: Kencana Publisher, 2014.
[31] B. Waldrip, V. Prain, and J. Carolan, "Using Multi-modal Representations to Improve Learning in Junior Secondary Science," Res. Sci. Educ., vol. 40, no. 1, pp. 65–80, 2010.
[32] V. Prain and B. Waldrip, "An Exploratory Study of Teachers' and Students' Use of Multi‐Modal Representations of Concepts in Primary Science," Int. J. Sci. Educ., vol. 28, no. 15, pp. 1843–1866, 2006.
[33] Mizayanti, A. Halim, R. Safitri, and E. Nurfadilla, "The Development of Multi Representation Practicum Modules with PhET in Hooke's Law Concept," J. Phys. Conf. Ser., vol. 1460, no. 4, p. 012124, Feb. 2020.
[34] Nizarudin, "Role of Multiple Representations in Mathematical Problem Solving," Int. Conf. Math. Sci. Educ. 2014, vol. 2014, no. Icmse, pp. 163–168, 2014.
[35] A. Suhandi and F. C. Wibowo, “Pendekatan Multirepresentasi dalam Pembelajaran Usaha-Energi dan Dampak Terhadap Pemahaman Konsep Mahasiswa,” J. Pendidik. Fis. Indones., vol. 8, no. 1, pp. 1–7, 2012.
[36] L. S. Utami, N. Wayan, and S. Darmayanti, “Pemahaman Konsep Mahasiswa Fisika Materi Gelombang dan Optik Tahun Akademik 2018/2019,” Orbita. J. Has. Kajian, Inovasi, dan Apl. Pendidik. Fis., vol. 5, no. 1, pp. 53–58, 2019.
[37] Hasbullah, A. Halim, and Y. Yusrizal, “Penerapan Pendekatan Multi Representasi terhadap Pemahaman Konsep Gerak Lurus,” J. IPA Pembelajaran IPA, vol. 2, no. 2, pp. 69–74, 2019.
[38] L. Widianingtiyas, S. Siswoyo, and F. Bakri, “Pengaruh Pendekatan Multi Representasi dalam Pembelajaran Fisika Terhadap Kemampuan Kognitif Siswa SMA,” J. Penelit. Pengemb. Pendidik. Fis., vol. 01, no. 1, pp. 31–38, 2015.

Downloads

Additional Files

Published

2020-12-31

Issue

Vol. 3 No. 2 (2020)

Section

Articles

License

Authors who publish in IRiP agree to the following terms: Authors retain copyright and grant the IRiP 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 (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgment of the work's authorship and initial publication in IRiP. 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 IRiP. 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 (See The Effect of Open Access).