Exploring Students’ Misconception in the Frame of Graphic and Figural Representation on Projectile Motion Regarding to the COVID-19 Constraints

Wahyu Hidayatulloh; Heru Kuswanto; Purwoko Haryadi Santoso; Eko Susilowati; Zul Hidayatullah

doi:10.26737/jipf.v6i3.2157

Exploring Students’ Misconception in the Frame of Graphic and Figural Representation on Projectile Motion Regarding to the COVID-19 Constraints

Wahyu Hidayatulloh, Heru Kuswanto, Purwoko Haryadi Santoso, Eko Susilowati, Zul Hidayatullah

Abstract

Remote learning has reformed the normal tradition of physics instruction in the existence of COVID-19 pandemic. The previous documentation of student’s misconception is mostly discovered in the normal condition of physics instruction. Regarding to the pandemic outbreak is necessary since distance learning routines have absolutely influence the physics education outcomes all over the world. To explore the issues, this quantitative study has descriptively identified students' misconception on projectile motion in the frame of graphic and figural representations. The six items of Busyairi and Zuhdi’s three tier test were administered to the 76 students in a Javanese public high school, Indonesia. Overall, the Arslan, Cigdemolu, & Moseley’s categorical framework classified that the whole participants still congregate in the misconception’s groups on projectile motion. The lack of students’ representation on projectile motion might be magnified by the pandemic restrictions in providing appropriate visualization on projectile concept. Finally, the author suggested that the alternative of online learning during the outbreak have not yet been effectively engaged to promote the physics representation on projectile motion.

Keywords

Misconception; Graphic and Figural Representation; Projectile Motion, COVID-19

Full Text:

PDF (English)

References

McAleer, M. (2020). Prevention Is Better Than the Cure: Risk Management of COVID-19. Journal of Risk and Financial Management, 13(3): 1-5.

Herliandry, L. D., Nurhasanah, N., Suban, M. E., & Kuswanto, H. (2020). Pembelajaran pada masa pandemi covid-19. JTP-Jurnal Teknologi Pendidikan, 22(1): 65-70.

Gunawan, G., Suranti, N. M. Y., & Fathoroni, F. (2020). Variations of models and learning platforms for prospective teachers during the COVID-19 pandemic period. Indonesian Journal of Teacher Education, 1(2): 61-70.

Wulandari, N. N. (2018). Penerapan Game Angry Bird untuk Materi Gerak Parabola pada Pembelajaran fisika. Jurnal Pendidikan: Riset dan Konseptual, 2(4): 399-408.

Lila, K. (2017). Pengembangan Tes Diagnostik Fisika Materi Gerak Parabola untuk Siswa Kelas XI di Kota Pontianak. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 6(9).

Kaniawati, I., Fratiwi, N. J., Danawan, A., Suyana, I., Samsudin, A., & Suhendi, E. (2019). Analyzing students’ misconceptions about Newton’s laws through four-tier Newtonian test (FTNT). Journal of Turkish Science Education, 16(1): 110-122.

Ismail, I. I., Samsudin, A., Suhendi, E., & Kaniawati, I. (2015). Diagnostik miskonsepsi melalui listrik dinamis four tier test. Prosiding Simposium Nasional Inovasi dan Pembelajaran Sains, 3(1): 381-384.

Wahyuni, A. S. A., Rustaman, N., Rusdiana, D., & Muslim, M. (2019, April). Paper Conceptions and Misconceptions of Pre-Service Teacher about Light. In 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018) (pp. 56-61). Atlantis Press.

Lestari, P. A. S., Rahayu, S., & Hikmawati, H. (2017). Profil Miskonsepsi Siswa Kelas X Smkn 4 Mataram pada Materi Pokok Suhu, Kalor, dan Perpindahan Kalor. Jurnal Pendidikan Fisika dan Teknologi, 1(3): 146-153.

Yolanda, Y. (2017). Remediasi miskonsepsi kinematika gerak lurus dengan pendekatan STAD. SPEJ (Science and Physic Education Journal), 1(1): 39-48.

Busyairi, A., & Zuhdi, M. (2020). Profil Miskonsepsi Mahasiswa Calon Guru Fisika Ditinjau Dari Berbagai Representasi Pada Materi Gerak Lurus Dan Gerak Parabola. Jurnal Pendidikan Fisika dan Teknologi, 6(1): 90-98.

Khoiruddin, M. (2015). Remediasi Miskonsepsi Siswa Menggunakan Strategi Metakognitif Berbantuan Refutation Text Pada Materi Gerak Parabola. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 6(5).

Mardatila, A., Novia, H., & Sinaga, P. (2019). Penerapan Pembelajaran Fisika Menggunakan Multi Representasi untuk Meningkatkan Kemampuan Kognitif dan Pemecahan Masalah Siswa SMA pada Pokok Bahasan Gerak Parabola. Omega: Jurnal Fisika dan Pendidikan Fisika, 5(2): 33-39.

Paudi, Z. I. Peningkatan Hasil Belajar Fisika Siswa Kelas XI IPA 2 Pada Pokok Bahasan Gerak Parabola di SMA Negeri 1 Palu Melalui Penerapan Model Pembelajaran Kooperatif Tipe Two Stay Two Stray. JPFT (Jurnal Pendidikan Fisika Tadulako Online), 7(2).

Saepuzaman, D., & Karim, S. (2016). Desain Pembelajaran Student’s Conceptual Construction Guider Berdasarkan Kesulitan Mahasiswa Calon Guru Fisika pada Konsep Gerak Parabola. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 2(2): 79-86.

Waldrip, B., Prain, V., & Carolan, J. (2010). Using multi-modal representations to improve learning in junior secondary science. Research in science education, 40(1): 65-80.

Kurnaz, M. A., & Arslan, A. S. (2014). Effectiveness of multiple representations for learning energy concepts: Case of Turkey. Procedia-Social and Behavioral Sciences, 116: 627-632.

Ainsworth, S. (1999). The functions of multiple representations. Computers & education, 33(2-3): 131-152.

Bunawan, W., Setiawan, A., & Rusli, A. (2015). Penilaian pemahaman representasi grafik materi optika geometri menggunakan tes diagnostik. Jurnal Cakrawala Pendidikan, 34(2).

Uzun, M. S., Sezen, N., & Bulbul, A. (2012). Investigating student's abilities related to graphing skill. Procedia-Social and Behavioral Sciences, 46: 2942-2946.

Selamet, S., Mahardika, I. K., & Supriadi, B. (2018). Analisis Kemampuan Representasi Verbal, Matematika, Gambar Dan Grafik (R-Vmgg) Siswa Sman Pasirian Pada Materi Termodinamika. FKIP e-Proceeding, 3(1): 144-148.

Setyono, A., Nugroho, S. E., & Yulianti, I. (2016). Analisis kesulitan siswa dalam memecahkan masalah fisika berbentuk grafik. UPEJ Unnes Physics Education Journal, 5(3): 32-39.

Hidayatullah, Z., Jumadi, J., Nadhiroh, N., Kartika, E., Nuha, A. A., & Erlangga, S. Y. (2020). Identifikasi Miskonsepsi dan Konflik Kognitif Fisika: Kasus Terkait Perubahan Konseptual. Edusains, 12(1): 64-71.

Sheftyawan, W. B., Prihandono, T., & Lesmono, A. D. (2018). Identifikasi miskonsepsi siswa menggunakan four-tier diagnostic test pada materi optik geometri. Jurnal Pembelajaran Fisika, 7(2): 147-153.

Taqwa, M. R. A., & Pilendia, D. (2018). Kekeliruan Memahami Konsep Gaya, Apakah Pasti Miskonsepsi?. Jurnal Inovasi Pendidikan Fisika dan Integrasinya, 1(2): 1-12

DOI: http://dx.doi.org/10.26737/jipf.v6i3.2157