The Correlation of Isomorphic, Open-Ended, and Conventional Score on the Ability to Solve Kinematics Graph Questions
isomorphic and conventional to open-ended can reflect students' learning difficulties on kinematic's graphs. This study used a quantitative descriptive form of survey research. The respondents were twenty-nine senior high school students from Semarang. The instruments were adopted from the Test of Understanding Graphs-Kinematic (TUG-K) by Robert J.Beichner (1994). There were nine questions used from the TUG-K with open-ended questions that have been validated. The results show that students have difficulties learning about kinematic's graphs, and there is no relation between open-ended scores and the other two scores. Nonetheless, judging from the correlation coefficient, the correlation between open-ended and conventional tasks is 0.075, which means low correlation, while for isomorphic score and open-ended score in the amount of 0.109 is higher than the correlation of traditional and open-ended. This correlation is insignificant. However, the closest correlation direction to the open-ended test is isomorphic compared to the conventional one. Therefore, it is concluded that isomorphic assessment is more useful than traditional review in kinematic graphics.
Adadan, E, & Savasci, F 2012, ‘An analysis of 16–17-year-old students’ understanding of solution chemistry concepts using a two-tier diagnostic instrument’, Int. J. Sci. Educ., vol. 34, pp. 513-44.
Attali, Y, Laitusis, C, & Stone, E 2016, ‘Differences in Reaction to Immediate Feedback and Opportunity to Revise Answers for Multiple-Choice and Open-Ended Questions’, Educ. Psychol. Meas., vol. 76, pp. 787-802.
Bednárová, R, Válek, J, & Sládek, P 2012, ‘Graphs and Dynamic Modeling as a Motivating Tool in Teaching Physics’, Procedia - Soc. Behav. Sci., vol. 69, pp. 1827-835.
Beichner, RJ 1994, ‘Testing student interpretation of kinematics graphs’, Am. J. Phys., vol. 62, pp. 750-62.
Bektasli, B, & White, AL 2012, ‘The Relationships Between Logical Thinking, Gender, and Kinematics Graph Interpretation Skills’, Eurasian Journal of Educational Research, vol. 48. Pp. 1-20.
Crisp, V, & Ward, C 2008, ‘The development of a formative scenario-based computer assisted assessment tool in psychology for teachers: The PePCAA project’, Comput. Educ., vol. 50, pp. 1509-526.
Cunha, RFF, & Sasaki, DGG 2020, ‘Validação da nova versão do Test of Understanding Graphs in Kinematics (TUG-K) com estudantes de ensino médio’, Rev. Bras. Ensino Física, vol. 42, pp. e20190149.
Diyanahesa, NEH, Kusairi, S, & Latifah, E 2017, ‘Development of Misconception Diagnostic Test in Momentum and Impulse Using Isomorphic Problem’, J. Phys. Theor. Appl., vol. 1, p. 145.
Eshach, H 2014, ‘The use of intuitive rules in interpreting students’ difficulties in reading and creating kinematic graphs. Can. J. Phys, vol. 92, pp. 1–8.
Gurel, DK, Eryilmaz, A, & McDermott, LC 2015, ‘A Review and Comparison of Diagnostic Instruments to Identify Students’ Misconceptions in Science’, EURASIA J. Math. Sci. Technol. Educ., vol.11, no.5.
Gurmu, AL 2016, ‘Early Chemistry Misconceptions: Status and Implication on Quality of Primary Education in Ethiopia’, International Journal of Advanced Research in Chemical Science (IJARCS), vol. 3, no. 10, pp. 36-43.
Haqiqi, AK, & Sa’adah, L 2018, ‘Deskripsi Kesulitan Belajar Materi Fisika pada Siswa Sekolah Menengah Pertama (SMP) Di Kota Semarang’, THABIEA J. Nat. Sci. Teach, vol. 1, p. 39.
Kali, HD 2005, ‘First-year university biology students' difficulties with graphing skills’, Doctoral dissertation.
Kallesta, KS, & Erfan, M 2018, ‘Analisis Faktor Penyebab Kesulitan Belajar IPA Fisika pada Materi Bunyi (preprint)’, INA-Rxiv.
Kilic, D, Sezen, N, & Sari, M 2012, ‘A Study of Pre-Service Science Teacher’s Graphing Skills’, Procedia - Soc. Behav. Sci, vol. 46, pp. 2937-941.
Kola, A 2017, ‘Investigating the Conceptual Understanding of Physics through an Interactive Lecture- Engagement’, Cumhur. Int. J. Educ.-CIJE, vol. 6, pp. 82-96.
Kusairi, S 2012, ‘Analisis asesmen formatif fisika sma berbantuan komputer’, J. Penelit. dan Eval. Pendidik, vol. 16, pp. 68-87.
Kusairi, S, Hidayat, A, & Hidayat, N 2017, ‘Web-based diagnostic test: Introducing isomorphic items to assess students’ misconceptions and error patterns’, Chemistry, vol. 26, pp. 526-39.
Mastuti, E, & Suminar, DR 2018, ‘Test Anxiety, Computer Self Efficacy, And Perceived Ease Of Use During Computer-Based Test On First-Year Students’, Proceeding of the 4 th International Conference on Education, vol. 4, pp. 104-111.
Merriam-Webster. (n.d.). Live. In Merriam-Webster.com dictionary. Retrieved November 28, 2019, from https://www.merriam-webster.com/dictionary/live.
Mitnik, R, Recabarren, M, Nussbaum, M, & Soto, A 2009, ‘Collaborative robotic instruction: A graph teaching experience’, Comput. Educ, vol. 53, pp. 330–342.
Muliyati, D, Septiningrum, AD, Ambarwulan, D, & Astra, IM 2020, The Development of Guided Inquiry Student Worksheet using Tracker Video Analysis for Kinematics Motion Topics, J. Phys.: Conf. Ser. vol.1491 p. 012062.
Nadhiif, M, Diantoro, M, & Sutopo, S, 2015, ‘Tes Isomorfik Berbasis Komputer untuk Diagnostik Miskonsepsi Diri pada Materi Gaya dan Hukum Newton’ J. Pendidik Sains, vol. 3, pp. 58-67.
Oyediran OB 2010, ‘Teaching Of Difficult Concepts In Physics At Tertiary Education Level’, Conference: Capacity Building Workshop for Mathematical Sciences Lecturers, pp. 164-171.
Phage, IB, Lemmer, M, & Hitge, M 2017, ‘Probing Factors Influencing Students’ Graph Comprehension Regarding Four Operations in Kinematics Graphs’, Afr. J. Res. Math. Sci. Technol. Educ, vol. 21, pp. 200-10.
Rahmawati, DU, Jumadi, Kuswanto, H, & Oktaba, IA 2020, ‘Identification of students’ misconception with isomorphic multiple choices test on the force and newton’s law material’, J. Phys. Conf. Ser, vol. 1440, p. 012052.
States, J, Detrich, R, & Keyworth, R 2018, ‘Overview of Summative Assessment’, Oakland, CA: The Wing Institute.
Sychev O, Anikin A, & Prokudin A 2020, ‘Methods of Determining Errors in Open-Ended Text Questions’Biologically Inspired Cognitive Architectures 2019, vol 948, pp. 521-26.
Zavala, G, Tejeda, S, Barniol, P, & Beichner, RJ 2017, ‘Modifying the test of understanding graphs in kinematics’, Phys. Rev. Phys. Educ. Res, vol. 13, p. 020111.
Copyright (c) 2020 Tomy Suganda, Sentot Kusairi, Nur Azizah, Parno Parno
This work is licensed under a Creative Commons Attribution 4.0 International License.