The Impact of Modeling Instruction Based on System Toward Work-Energy Concept Understanding
DOI:
https://doi.org/10.21009/1.05209Keywords:
modeling instruction, system model, work-energy conceptsAbstract
This study aimed to explore the effectiveness of modeling instruction based on a system for improving student’s understanding of energy concepts on high school students. This Research was a mixed-method design with an embedded experimental model. The subject of this study was the 62 students of 11th grade, at Senior High School in Nganjuk, Indonesia. Modeling instruction based on system learning could significantly improve students' understanding of concepts better than conventional learning. Based on the calculation of the effectiveness of learning using N-gain obtained for 0.33 (medium or low medium category) for the treatment class and 0.18 (low category) for the control class. It concluded that improved students' conceptual understanding of the treatment class was better than the control class. This research also was identified student’s difficulties especially in differentiating forces and work. Students propensity to use p-prime in solving problems rather than using energy theorems.
References
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Ding, L., & Beichner, R. 2009. Approaches to data analysis of multiple-choice questions. Physical Review Special Topics - Physics Education Research, 5(2). https://doi.org/10.1103/PhysRevSTPER.5.020103
Docktor, J. L., & Mestre, J. P. 2014. Synthesis of discipline-based education research in physics. Physical Review Special Topics - Physics Education Research, 10(2). https://doi.org/10.1103/PhysRevSTPER.10.020119
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Millar, R. 2014. Teaching about energy: from everyday to scientific understandings. School Science Review, 96(354), 45–50.
Morgan, G. A. (Ed.). 2004. SPSS for introductory statistics: use and interpretation (2nd ed). Mahwah, NJ: Lawrence Erlbaum.
Mustofa, Z., & Asmichatin, A. (2018). Modeling Instruction to Promote Student's Understanding of System and Model of System of Mechanical Energy. Abjadia: International Journal of Education, 17-29.
Mustofa, Z., Sutopo, & Mufti, N. (2016). Pemahaman Konsep Siswa SMA Tentang Usaha dan Energi Mekanik. Seminar Pendidikan IPA (pp. 519-528). Malang: Pascasarjana UM.
NRC. 2012. A framework for K-12 science education: practices, crosscutting concepts, and core ideas. Washington, D.C: The National Academies Press.
Papadouris, N., Constantinou, C. P., & Kyratsi, T. 2008. Students’ use of the energy model to account for changes in physical systems. Journal of Research in Science Teaching, 45(4), 444–469. https://doi.org/10.1002/tea.20235
Redish, E. F. 2003. Teaching physics: with the physics suite. Hoboken, NJ: John Wiley & Sons.
Sakschewski, M., Eggert, S., Schneider, S., & Bögeholz, S. 2014. Students’ Socioscientific Reasoning and Decision-making on Energy-related Issues—Development of a measurement instrument. International Journal of Science Education, 36(14), 2291–2313. https://doi.org/10.1080/09500693.2014.920550
Scherr, R. E., Close, H. G., Close, E. W., Flood, V. J., McKagan, S. B., Robertson, A. D., … Vokos, S. 2013. Negotiating energy dynamics through embodied action in a materially structured environment. Physical Review Special Topics - Physics Education Research, 9(2). https://doi.org/10.1103/PhysRevSTPER.9.020105
Singh, C., & Rosengrant, D. 2003. Multiple-choice test of energy and momentum concepts. American Journal of Physics, 71(6), 607–617. https://doi.org/10.1119/1.1571832
Singh, C., & Schunn, C. D. 2009. Connecting three pivotal concepts in K-12 science state standards and maps of conceptual growth to research in physics education. J. Phys. Tchr. Educ. Online, 5(2), 16–42.
Suhandi, A., & Wibowo, F. C. 2012. Pendekatan Multirepresentasi dalam Pembelajaran Usaha-Energi dan Dampak Terhadap Pemahaman Konsep Mahasiswa. Jurnal Pendidikan Fisika Indonesia, 8, 1–7.
Sujarwanto, E., Hidayat, A., & Wartono. 2014. Kemampuan Pemecahan Masalah Fisika Pada Modeling Instruction Pada Siswa SMA Kelas XI. Jurnal Pendidikan IPA Indonesia, 3(1), 65–78.
Sutopo, & Waldrip, B. 2014. Impact of Representational Approach on Students Reasoning and Conceptual Understanding in Learning Mechanics. International Journal of Science and Mathematics Education, 12(4), 741–765. https://doi.org/10.1007/s10763-013-9431-y
Van Heuvelen, A., & Zou, X. 2001. Multiple representations of work–energy processes. American Journal of Physics, 69(2), 184–194. https://doi.org/10.1119/1.1286662
Wells, M., Hestenes, D., & Swackhamer, G. 1995. A modeling method for high school physics instruction. American Journal of Physics, 63(7), 606–619. https://doi.org/10.1119/1.17849.
Beynon, J. 1990. Some myths surrounding energy. Physics Education, 25(6), 314–316. https://doi.org/10.1088/0031-9120/25/6/305
Brewe, E., Kramer, L., & O’Brien, G. 2009. Modeling instruction: Positive attitudinal shifts in introductory physics measured with CLASS. Physical Review Special Topics - Physics Education Research, 5(1). https://doi.org/10.1103/PhysRevSTPER.5.013102
Bryce, T. G. K., & MacMillan, K. 2009. Momentum and kinetic energy: Confusable concepts in secondary school physics. Journal of Research in Science Teaching, 46(7), 739–761. https://doi.org/10.1002/tea.20274
Creswell, J. W., & Plano Clark, V. L. 2011. Designing and conducting mixed methods research (2nd ed). Los Angeles: SAGE Publications.
Dalaklioglu, S., Demirci, N., & Sekercioglu, A. 2015. Eleventh Grade Students’ Difficulties and Misconceptions About Energy and Momentum Concepts. International Journal on New Trends in Education and Their Implications, 6(1), 13–21.
Ding, L., & Beichner, R. 2009. Approaches to data analysis of multiple-choice questions. Physical Review Special Topics - Physics Education Research, 5(2). https://doi.org/10.1103/PhysRevSTPER.5.020103
Docktor, J. L., & Mestre, J. P. 2014. Synthesis of discipline-based education research in physics. Physical Review Special Topics - Physics Education Research, 10(2). https://doi.org/10.1103/PhysRevSTPER.10.020119
Duit, R. 2014. Teaching and learning of energy in K-12 education. (R. F. Chen, Ed.). Cham: Springer.
Etkina, E., Warren, A., & Gentile, M. 2006. The Role of Models in Physics Instruction. The Physics Teacher, 44(1), 34–39. https://doi.org/10.1119/1.2150757
Fotou, N., & Abrahams, I. 2016. Students’ analogical reasoning in novel situations: theory-like misconceptions or p-prims? Physics Education, 51(4), 044003. https://doi.org/10.1088/0031-9120/51/4/044003
Hake, R. R. 1998. Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Halloun, I. A., & Hestenes, D. 1987. Modeling instruction in mechanics. American Journal of Physics, 55(5), 455–462. https://doi.org/10.1119/1.15130
Hammer, D. 1996. Misconceptions or P-Prims: How May Alternative Perspectives of Cognitive Structure Influence Instructional Perceptions and Intentions. Journal of the Learning Sciences, 5(2), 97–127. https://doi.org/10.1207/s15327809jls0502_1
Hermawan, D. W., Sutikno, & Masturi. (2015). Modeling Instruction pada Materi Fisika Modern. Jurnal Penelitian & Pengembangan Pendidikan Fisika 1 (1), 97 - 104. https://doi.org/10.21009/1.01114.
Hestenes, D. 1987. Toward a modeling theory of physics instruction. American Journal of Physics, 55(5), 440–454. https://doi.org/10.1119/1.15129
Hestenes, D., & Wells, M. 1992. A mechanics baseline test. The Physics Teacher, 30(3), 159–166. https://doi.org/10.1119/1.2343498
Hicks, N. 1983. Energy is the capacity to do work‐or is it? The Physics Teacher, 21(8), 529–530. https://doi.org/10.1119/1.2341393
Jackson, J., Dukerich, L., & Hestenes, D. 2008. Modeling Instruction: An Effective Model for Science Education. Science Educator, 17(1), 10–17.
Keeports, D. 2017. Locating gravitational potential energy. Physics Education, 52(1), 013007. https://doi.org/10.1088/1361-6552/52/1/013007
Kohl, P. B., & Finkelstein, N. D. 2008. Patterns of multiple representation use by experts and novices during physics problem solving. Physical Review Special Topics - Physics Education Research, 4(1). https://doi.org/10.1103/PhysRevSTPER.4.010111
Kucuk, M., Cepni, S., & Gokdere, M. 2005. Turkish primary school students’ alternative conceptions about work, power, and energy. J. Phys. Tchr. Educ. Online, 3(2), 22–28.
Lancor, R. A. 2014. Using Student-Generated Analogies to Investigate Conceptions of Energy: A multidisciplinary study. International Journal of Science Education, 36(1), 1–23. https://doi.org/10.1080/09500693.2012.714512
Lawson, R. A., & McDermott, L. C. 1987. Student understanding of the work‐energy and impulse‐momentum theorems. American Journal of Physics, 55(9), 811–817. https://doi.org/10.1119/1.14994
McClelland, J. A. G. 2016. Newton’s laws and kinetic energy. Physics Education, 51(1), 015002. https://doi.org/10.1088/0031-9120/51/1/015002
Millar, R. 2014. Teaching about energy: from everyday to scientific understandings. School Science Review, 96(354), 45–50.
Morgan, G. A. (Ed.). 2004. SPSS for introductory statistics: use and interpretation (2nd ed). Mahwah, NJ: Lawrence Erlbaum.
Mustofa, Z., & Asmichatin, A. (2018). Modeling Instruction to Promote Student's Understanding of System and Model of System of Mechanical Energy. Abjadia: International Journal of Education, 17-29.
Mustofa, Z., Sutopo, & Mufti, N. (2016). Pemahaman Konsep Siswa SMA Tentang Usaha dan Energi Mekanik. Seminar Pendidikan IPA (pp. 519-528). Malang: Pascasarjana UM.
NRC. 2012. A framework for K-12 science education: practices, crosscutting concepts, and core ideas. Washington, D.C: The National Academies Press.
Papadouris, N., Constantinou, C. P., & Kyratsi, T. 2008. Students’ use of the energy model to account for changes in physical systems. Journal of Research in Science Teaching, 45(4), 444–469. https://doi.org/10.1002/tea.20235
Redish, E. F. 2003. Teaching physics: with the physics suite. Hoboken, NJ: John Wiley & Sons.
Sakschewski, M., Eggert, S., Schneider, S., & Bögeholz, S. 2014. Students’ Socioscientific Reasoning and Decision-making on Energy-related Issues—Development of a measurement instrument. International Journal of Science Education, 36(14), 2291–2313. https://doi.org/10.1080/09500693.2014.920550
Scherr, R. E., Close, H. G., Close, E. W., Flood, V. J., McKagan, S. B., Robertson, A. D., … Vokos, S. 2013. Negotiating energy dynamics through embodied action in a materially structured environment. Physical Review Special Topics - Physics Education Research, 9(2). https://doi.org/10.1103/PhysRevSTPER.9.020105
Singh, C., & Rosengrant, D. 2003. Multiple-choice test of energy and momentum concepts. American Journal of Physics, 71(6), 607–617. https://doi.org/10.1119/1.1571832
Singh, C., & Schunn, C. D. 2009. Connecting three pivotal concepts in K-12 science state standards and maps of conceptual growth to research in physics education. J. Phys. Tchr. Educ. Online, 5(2), 16–42.
Suhandi, A., & Wibowo, F. C. 2012. Pendekatan Multirepresentasi dalam Pembelajaran Usaha-Energi dan Dampak Terhadap Pemahaman Konsep Mahasiswa. Jurnal Pendidikan Fisika Indonesia, 8, 1–7.
Sujarwanto, E., Hidayat, A., & Wartono. 2014. Kemampuan Pemecahan Masalah Fisika Pada Modeling Instruction Pada Siswa SMA Kelas XI. Jurnal Pendidikan IPA Indonesia, 3(1), 65–78.
Sutopo, & Waldrip, B. 2014. Impact of Representational Approach on Students Reasoning and Conceptual Understanding in Learning Mechanics. International Journal of Science and Mathematics Education, 12(4), 741–765. https://doi.org/10.1007/s10763-013-9431-y
Van Heuvelen, A., & Zou, X. 2001. Multiple representations of work–energy processes. American Journal of Physics, 69(2), 184–194. https://doi.org/10.1119/1.1286662
Wells, M., Hestenes, D., & Swackhamer, G. 1995. A modeling method for high school physics instruction. American Journal of Physics, 63(7), 606–619. https://doi.org/10.1119/1.17849.
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Published
2019-11-08
How to Cite
Mustofa, Z., Sutopo, S., Mufti, N., & Asmichatin, A. (2019). The Impact of Modeling Instruction Based on System Toward Work-Energy Concept Understanding. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 5(2), 145–154. https://doi.org/10.21009/1.05209
