Pemahaman Konsep Fisika Calon Guru Biologi Pada Topik Kinematika
DOI:
https://doi.org/10.31629/ph.v4i2.2569Keywords:
physics conceptual understanding, biology teacher candidates, kinematicsAbstract
Physics is closely related to problem solving. To be able to solve the problem appropriately, it takes a good conceptual understanding to analyze the concepts underlying the problem and to determine the correct problem-solving procedure based on the condition of the problem. Poor conceptual understanding causes the inability of students to solve various physics problems. Kinematics is a fundamental concept in physics that is needed to understand other physics concepts. As a biology teacher candidate, a biology education student is required to master other science fields such as physics. Therefore, the authors tested the physics conceptual understanding of biology teacher candidates on the topic of kinematics. The purpose of this study was to determine the physics conceptual understanding possessed by biology teacher candidates on the topic of kinematics. This research was a descriptive study with data collection techniques using questionnaires in the form of essay questions to test students' conceptual understanding regarding distance and displacement, velocity and acceleration. The results showed that there were still problems for biology teacher candidates in understanding the concepts of distance, displacement, velocity and acceleration. Therefore, a lecture method is needed that can improve the physics conceptual understanding of biology teacher candidates through general physics courses.
References
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Bollen, L., De Cock, M., Zuza, K., Guisasola, J., & Van Kampen, P. (2016). Generalizing a categorization of students’ interpretations of linear kinematics graphs. Physical Review Physics Education Research, 12(1), 1–10. https://doi.org/10.1103/PhysRevPhysEducRes.12.010108
Bowden, J., Dall’Alba, G., Martin, E., Laurillard, D., Marton, F., Masters, G., Ramsden, P., Stephanou, A., & Walsh, E. (1992). Displacement, velocity, and frames of reference: Phenomenographic studies of students’ understanding and some implications for teaching and assessment. American Journal of Physics, 60(3), 262–269. https://doi.org/10.1119/1.16907
Christensen, W. M., & Thompson, J. R. (2012). Investigating graphical representations of slope and derivative without a physics context. Physical Review Special Topics - Physics Education Research, 8(2), 1–5. https://doi.org/10.1103/PhysRevSTPER.8.023101
Ding, L., Reay, N., Lee, A., & Bao, L. (2011). Exploring the role of conceptual scaffolding in solving synthesis problems. 020109, 1–11. https://doi.org/10.1103/PhysRevSTPER.7.020109
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
Docktor, J. L., Strand, N. E., Mestre, J. P., & Ross, B. H. (2015). Conceptual problem solving in high school physics. Physical Review Special Topics - Physics Education Research, 11(2), 1–13. https://doi.org/10.1103/PhysRevSTPER.11.020106
Greenler, R. (2015). Solving a problem by using what you know: A physicist looks at a problem in ecology. Physics Education, 50(5), 529–537. https://doi.org/10.1088/0031-9120/50/5/529
Haris, V. (2016). Identifikasi Miskonsepsi Materi Mekanika Dengan Menggunakan Cri (Certainty of Response Index). Ta’dib, 16(1). https://doi.org/10.31958/jt.v16i1.240
Hegde, B., & Meera, B. N. (2012). How do they solve it? An insight into the learner’s approach to the mechanism of physics problem solving. Physical Review Special Topics - Physics Education Research, 8(1), 1–9. https://doi.org/10.1103/PhysRevSTPER.8.010109
Hung, W., & Jonassen, D. H. (2006). Conceptual understanding of causal reasoning in physics. International Journal of Science Education, 28(13), 1601–1621. https://doi.org/10.1080/09500690600560902
Ibrahim, B., & Rebello, N. S. (2012). Representational task formats and problem solving strategies in kinematics and work. Physical Review Special Topics - Physics Education Research, 8(1), 1–19. https://doi.org/10.1103/PhysRevSTPER.8.010126
Ivanjek, L., Susac, A., Planinic, M., Andrasevic, A., & Milin-Sipus, Z. (2016). Student reasoning about graphs in different contexts. Physical Review Physics Education Research, 12(1), 1–13. https://doi.org/10.1103/PhysRevPhysEducRes.12.010106
Laverty, J., & Kortemeyer, G. (2012). Function plot response: A scalable system for teaching kinematics graphs. American Journal of Physics, 80(8), 724–733. https://doi.org/10.1119/1.4719112
Lin, S. Y., & Singh, C. (2013). Using an isomorphic problem pair to learn introductory physics: Transferring from a two-step problem to a three-step problem. Physical Review Special Topics - Physics Education Research, 9(2), 11–19. https://doi.org/10.1103/PhysRevSTPER.9.020114
McDermott, L. C., Rosenquist, M. L., & van Zee, E. H. (1987). Student difficulties in connecting graphs and physics: Examples from kinematics. American Journal of Physics, 55(6), 503–513. https://doi.org/10.1119/1.15104
Meli, K., Zacharos, K., & Koliopoulos, D. (2016). The Integration of Mathematics in Physics Problem Solving: A Case Study of Greek Upper Secondary School Students. Canadian Journal of Science, Mathematics and Technology Education, 16(1), 48–63. https://doi.org/10.1080/14926156.2015.1119335
Morphew, J. W., Mestre, J. P., Ross, B. H., & Strand, N. E. (2015). Do experts and novices direct attention differently in examining physics diagrams? A study of change detection using the flicker technique. Physical Review Special Topics - Physics Education Research, 11(2), 1–6. https://doi.org/10.1103/PhysRevSTPER.11.020104
Nguyen, D. H., & Rebello, N. S. (2011). Students’ understanding and application of the area under the curve concept in physics problems. Physical Review Special Topics - Physics Education Research, 7(1), 1–17. https://doi.org/10.1103/PhysRevSTPER.7.010112
Nichols, K., & Gillies, R. (2015). Argumentation-Based Collaborative Inquiry in Impact on Primary Students ’ Representational Students ’ Representational Fluency. August. https://doi.org/10.1007/s11165-014-9456-4
Nukhba, R., Yana, A. U., Suyudi, A., & Setyo, D. P. (2017). Analisis Penguasaan Konsep Kelajuan dalam Gerak Lurus Siswa SMA. 2(2), 74–81.
Pujianto, A. (2013). Analisis Konsepsi Siswa Pada Konsep Kinematika Gerak Lurus. JPFT (Jurnal Pendidikan Fisika Tadulako Online), 1(1), 16–21. https://doi.org/10.22487/j25805924.2013.v1.i1.2370
Reif, F., Heller, J. I., Reif, F., & Heller, J. I. (2009). Knowledge structure and problem solving in physics Knowledge Structure and Problem Solving in Physics. April 2013, 37–41.
Rosenblatt, R., & Heckler, A. F. (2011). Systematic study of student understanding of the relationships between the directions of force, velocity, and acceleration in one dimension. Physical Review Special Topics - Physics Education Research, 7(2), 1–20. https://doi.org/10.1103/PhysRevSTPER.7.020112
Shaffer, P. S., & McDermott, L. C. (2005). A research-based approach to improving student understanding of the vector nature of kinematical concepts. American Journal of Physics, 73(10), 921–931. https://doi.org/10.1119/1.2000976
Sockalingam, N., & Schmidt, H. G. (2013). Does the extent of problem familiarity influence students ’. 921–932. https://doi.org/10.1007/s11251-012-9260-3
Subali, B., Rusdiana, D., Firman, H., & Kaniawati, I. (2015). Analisis Kemampuan Interpretasi Grafik Kinematika pada Mahasiswa Calon Guru Fisika. Prosiding Simposium Nasional Inovasi Dan Pembelajaran Sains 2015 (SNIPS 2015), 2015(Snips), 269–272.
Sutopo, Liliasari, Waldrip, B., & Rusdiana, D. (2012). Impact of Representational Approach on the Improvement of Studentsâ€TM Understanding of Acceleration. Jurnal Pendidikan Fisika Indonesia, 8(2), 161–173. https://doi.org/10.15294/jpfi.v8i2.2156
Sutopo, S., Parno, P., & Angin, S. L. (2017). Pemahaman Mahasiswa Tentang Multi Representasi Konsep Percepatan. Jurnal Riset Dan Kajian Pendidikan Fisika, 4(2), 48. https://doi.org/10.12928/jrkpf.v4i2.6551
Sutrisno, A. D. (2019). Survey Pemahaman Konsep dan Identifikasi Miskonsepsi Siswa SMA pada Materi Kinematika Gerak. WaPFi (Wahana Pendidikan Fisika), 4(1), 106. https://doi.org/10.17509/wapfi.v4i1.15796
Taqwa, M. R. A., Hidayat, A., & Sutopo, S. (2017). Konsistensi Pemahaman Konsep Kecepatan dalam Berbagai Representasi. Jurnal Riset Dan Kajian Pendidikan Fisika, 4(1), 31. https://doi.org/10.12928/jrkpf.v4i1.6469
Trowbridge, D. E., & McDermott, L. C. (1980). Investigation of student understanding of the concept of velocity in one dimension. American Journal of Physics, 48(12), 1020–1028. https://doi.org/10.1119/1.12298
Trowbridge, D. E., & McDermott, L. C. (1981). Investigation of student understanding of the concept of acceleration in one dimension. American Journal of Physics, 49(3), 242–253. https://doi.org/10.1119/1.12525
Yildiz, A. (2016). A discussion on velocity-speed and their instruction. Journal of Physics: Conference Series, 707(1). https://doi.org/10.1088/1742-6596/707/1/012040
Zainuddin, A., Kusairi, S., & Zulaikah, S. (2019). Kesulitan Mahasiswa Dalam Memahami Konsep Kinematika Gerak 1 Dimensi. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 4(1), 56–60.
Beichner, R. J. (1994). Testing student interpretation of kinematics graphs. American Journal of Physics, 62(8), 750–762. https://doi.org/10.1119/1.17449
Bollen, L., De Cock, M., Zuza, K., Guisasola, J., & Van Kampen, P. (2016). Generalizing a categorization of students’ interpretations of linear kinematics graphs. Physical Review Physics Education Research, 12(1), 1–10. https://doi.org/10.1103/PhysRevPhysEducRes.12.010108
Bowden, J., Dall’Alba, G., Martin, E., Laurillard, D., Marton, F., Masters, G., Ramsden, P., Stephanou, A., & Walsh, E. (1992). Displacement, velocity, and frames of reference: Phenomenographic studies of students’ understanding and some implications for teaching and assessment. American Journal of Physics, 60(3), 262–269. https://doi.org/10.1119/1.16907
Christensen, W. M., & Thompson, J. R. (2012). Investigating graphical representations of slope and derivative without a physics context. Physical Review Special Topics - Physics Education Research, 8(2), 1–5. https://doi.org/10.1103/PhysRevSTPER.8.023101
Ding, L., Reay, N., Lee, A., & Bao, L. (2011). Exploring the role of conceptual scaffolding in solving synthesis problems. 020109, 1–11. https://doi.org/10.1103/PhysRevSTPER.7.020109
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
Docktor, J. L., Strand, N. E., Mestre, J. P., & Ross, B. H. (2015). Conceptual problem solving in high school physics. Physical Review Special Topics - Physics Education Research, 11(2), 1–13. https://doi.org/10.1103/PhysRevSTPER.11.020106
Greenler, R. (2015). Solving a problem by using what you know: A physicist looks at a problem in ecology. Physics Education, 50(5), 529–537. https://doi.org/10.1088/0031-9120/50/5/529
Haris, V. (2016). Identifikasi Miskonsepsi Materi Mekanika Dengan Menggunakan Cri (Certainty of Response Index). Ta’dib, 16(1). https://doi.org/10.31958/jt.v16i1.240
Hegde, B., & Meera, B. N. (2012). How do they solve it? An insight into the learner’s approach to the mechanism of physics problem solving. Physical Review Special Topics - Physics Education Research, 8(1), 1–9. https://doi.org/10.1103/PhysRevSTPER.8.010109
Hung, W., & Jonassen, D. H. (2006). Conceptual understanding of causal reasoning in physics. International Journal of Science Education, 28(13), 1601–1621. https://doi.org/10.1080/09500690600560902
Ibrahim, B., & Rebello, N. S. (2012). Representational task formats and problem solving strategies in kinematics and work. Physical Review Special Topics - Physics Education Research, 8(1), 1–19. https://doi.org/10.1103/PhysRevSTPER.8.010126
Ivanjek, L., Susac, A., Planinic, M., Andrasevic, A., & Milin-Sipus, Z. (2016). Student reasoning about graphs in different contexts. Physical Review Physics Education Research, 12(1), 1–13. https://doi.org/10.1103/PhysRevPhysEducRes.12.010106
Laverty, J., & Kortemeyer, G. (2012). Function plot response: A scalable system for teaching kinematics graphs. American Journal of Physics, 80(8), 724–733. https://doi.org/10.1119/1.4719112
Lin, S. Y., & Singh, C. (2013). Using an isomorphic problem pair to learn introductory physics: Transferring from a two-step problem to a three-step problem. Physical Review Special Topics - Physics Education Research, 9(2), 11–19. https://doi.org/10.1103/PhysRevSTPER.9.020114
McDermott, L. C., Rosenquist, M. L., & van Zee, E. H. (1987). Student difficulties in connecting graphs and physics: Examples from kinematics. American Journal of Physics, 55(6), 503–513. https://doi.org/10.1119/1.15104
Meli, K., Zacharos, K., & Koliopoulos, D. (2016). The Integration of Mathematics in Physics Problem Solving: A Case Study of Greek Upper Secondary School Students. Canadian Journal of Science, Mathematics and Technology Education, 16(1), 48–63. https://doi.org/10.1080/14926156.2015.1119335
Morphew, J. W., Mestre, J. P., Ross, B. H., & Strand, N. E. (2015). Do experts and novices direct attention differently in examining physics diagrams? A study of change detection using the flicker technique. Physical Review Special Topics - Physics Education Research, 11(2), 1–6. https://doi.org/10.1103/PhysRevSTPER.11.020104
Nguyen, D. H., & Rebello, N. S. (2011). Students’ understanding and application of the area under the curve concept in physics problems. Physical Review Special Topics - Physics Education Research, 7(1), 1–17. https://doi.org/10.1103/PhysRevSTPER.7.010112
Nichols, K., & Gillies, R. (2015). Argumentation-Based Collaborative Inquiry in Impact on Primary Students ’ Representational Students ’ Representational Fluency. August. https://doi.org/10.1007/s11165-014-9456-4
Nukhba, R., Yana, A. U., Suyudi, A., & Setyo, D. P. (2017). Analisis Penguasaan Konsep Kelajuan dalam Gerak Lurus Siswa SMA. 2(2), 74–81.
Pujianto, A. (2013). Analisis Konsepsi Siswa Pada Konsep Kinematika Gerak Lurus. JPFT (Jurnal Pendidikan Fisika Tadulako Online), 1(1), 16–21. https://doi.org/10.22487/j25805924.2013.v1.i1.2370
Reif, F., Heller, J. I., Reif, F., & Heller, J. I. (2009). Knowledge structure and problem solving in physics Knowledge Structure and Problem Solving in Physics. April 2013, 37–41.
Rosenblatt, R., & Heckler, A. F. (2011). Systematic study of student understanding of the relationships between the directions of force, velocity, and acceleration in one dimension. Physical Review Special Topics - Physics Education Research, 7(2), 1–20. https://doi.org/10.1103/PhysRevSTPER.7.020112
Shaffer, P. S., & McDermott, L. C. (2005). A research-based approach to improving student understanding of the vector nature of kinematical concepts. American Journal of Physics, 73(10), 921–931. https://doi.org/10.1119/1.2000976
Sockalingam, N., & Schmidt, H. G. (2013). Does the extent of problem familiarity influence students ’. 921–932. https://doi.org/10.1007/s11251-012-9260-3
Subali, B., Rusdiana, D., Firman, H., & Kaniawati, I. (2015). Analisis Kemampuan Interpretasi Grafik Kinematika pada Mahasiswa Calon Guru Fisika. Prosiding Simposium Nasional Inovasi Dan Pembelajaran Sains 2015 (SNIPS 2015), 2015(Snips), 269–272.
Sutopo, Liliasari, Waldrip, B., & Rusdiana, D. (2012). Impact of Representational Approach on the Improvement of Studentsâ€TM Understanding of Acceleration. Jurnal Pendidikan Fisika Indonesia, 8(2), 161–173. https://doi.org/10.15294/jpfi.v8i2.2156
Sutopo, S., Parno, P., & Angin, S. L. (2017). Pemahaman Mahasiswa Tentang Multi Representasi Konsep Percepatan. Jurnal Riset Dan Kajian Pendidikan Fisika, 4(2), 48. https://doi.org/10.12928/jrkpf.v4i2.6551
Sutrisno, A. D. (2019). Survey Pemahaman Konsep dan Identifikasi Miskonsepsi Siswa SMA pada Materi Kinematika Gerak. WaPFi (Wahana Pendidikan Fisika), 4(1), 106. https://doi.org/10.17509/wapfi.v4i1.15796
Taqwa, M. R. A., Hidayat, A., & Sutopo, S. (2017). Konsistensi Pemahaman Konsep Kecepatan dalam Berbagai Representasi. Jurnal Riset Dan Kajian Pendidikan Fisika, 4(1), 31. https://doi.org/10.12928/jrkpf.v4i1.6469
Trowbridge, D. E., & McDermott, L. C. (1980). Investigation of student understanding of the concept of velocity in one dimension. American Journal of Physics, 48(12), 1020–1028. https://doi.org/10.1119/1.12298
Trowbridge, D. E., & McDermott, L. C. (1981). Investigation of student understanding of the concept of acceleration in one dimension. American Journal of Physics, 49(3), 242–253. https://doi.org/10.1119/1.12525
Yildiz, A. (2016). A discussion on velocity-speed and their instruction. Journal of Physics: Conference Series, 707(1). https://doi.org/10.1088/1742-6596/707/1/012040
Zainuddin, A., Kusairi, S., & Zulaikah, S. (2019). Kesulitan Mahasiswa Dalam Memahami Konsep Kinematika Gerak 1 Dimensi. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 4(1), 56–60.
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2021-07-17
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