Pemahaman Konsep Mahasiswa IPA pada materi Hukum Newton
Abstract
Pemahaman konsep merupakan suatu cara untuk memahami dan mengemukakan suatu ide yang diperoleh secara sistematis. Tujuan penelitian ini adalah untuk mengetahui pemahaman konsep mahasiswa IPA pada materi hukum Newton. Metode penelitian yang digunakan adalah deskriptif Kualitatif. Data dikumpulkan berdasarkan observasi, tes, dan wawancara. Sampel yang digunakan adalah mahasiswa semester I Pendidikan IPA STKIP Modern Ngawi sebanyak 28 mahasiswa. Instrumen tes yang digunakan adalah soal Force Concept Inventory (FCI). Berdasarkan hasil penelitian diperoleh informasi bahwa sebagian besar mahasiswa mengalami kesalahan konsep pada materi hukum I, II. dan III Newton. Sebanyak 36% mahasiswa memiliki jawaban benar pada persoalan Hukum I Newton. Sebanyak 40% mahasiswa memiliki jawaban benar pada persoalan hukum II Newton. Kemudian sebanyak 47% mahasiswa memiliki jawaban benar pada persoalan Hukum III Newrton. Hasil analisis menunjukkan bahwa sebagian besar kesalahan konsep mahasiswa adalah intuisi.
Kata kunci : Pemahaman Konsep, Hukum Newton
ABSTRACT
Understanding the concept is a way to understand and express an idea obtained systematically. This study aimed to determine the understanding of the concept of science students in Newton's law material. The research method used is descriptive qualitative. Data collected based on observation, tests, and interviews. The sample used is the first semester students of STKIP Modern Ngawi Science Education, as many as 28 students. The test instrument used was the Force Concept Inventory (FCI) question. Based on the study results, it was found that most of the students had misconceptions in legal material I, II., and III Newton. As many as 36% of students have the correct answer to Newton's First Law problems. As many as 40% of students have the right solution to Newton's second law problem. Then as many as 47% of students have the correct answer to Newton's Third Law problem. The results of the analysis showed that most of the students' misconceptions were intuition
Keywords: Conceptual Understaning, Newton’s Law
Keywords
Full Text:
PDFReferences
Arslan, A., S., & Devecioglu., Y. (2010). Student teachers’ levels of understanding and model of understanding about Newton's laws of motion. Journal Asia-Facifik Forum on Science Learning and Teaching, 1(1), 1.
Azita Seyed, Fadaei. Cesar, Mora. (2015). An Investigation About Misconception in Force and Motion in High School. US-china education review, 5(1), 38—45.
Chee, T. C. (2010). Common Misconceptions in Frictional Force among University Physics Students. Journal on Teaching and Learning, 16(2), 107—116.
Dimas, A, Suparmi, Sarwanto, & Nugraha, D. A. (2018). Analysis multiple representation skills of high school students on simple harmonic motion. AIP Conference Proceedings. 2014(9), https://doi.org/ 10.1063/1.5054535
Handhika, J., Cari, Suparmi & Sunarno, W. (2015b). Student Conception and Perception of Newton’s Law. Proceedings of International Seminar on Mathematics, Science, and Computer Science Education. AIP Conference Proceeding.
Hestenes, D., Wells, M., dan Swackhamer, G. 1992. Force Concept Inventory. The Physics Teacher. 30. 141-158
Lee, G (2007). Why do students have difficulties in learning physics? Toward a structural analysis of student difficulty via a framework of knowledge and belief, New physics (The Journal of Korean Physical Society).
Lona, Y. D., Kamaluddin, K., & Fihrin, F.(2013).Analisis Hirarki Pemahaman Siswa Kelas XA SMA Negeri 5 Palu Pada Materi Hukum Newton. Jurnal Pendidikan Fisika Tadulako (JPFT), 1(1).
Nursefriani, P. M., & Kamaluddin, H.(2016). Analisis Pemahaman Konsep Siswa SMA Lab-School Palu pada Materi Hukum Newton. Jurnal Pendidikan Fisika Tadulako (JPFT), 4(2)
DOI: https://doi.org/10.24114/jiaf.v6i4.21293
Article Metrics
Abstract view : 954 timesPDF - 1110 times
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
This work is licensed under a Creative Commons Attribution 4.0 International License.
P-ISSN : 2461-1247 | E-ISSN : 2477-5142