The Correlation of Isomorphic, Open-Ended, and Conventional Score on the Ability to Solve Kinematics Graph Questions
DOI:
https://doi.org/10.21009/1.06204Keywords:
learning difficulties, isomorphic, kinematic’s graphsAbstract
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.
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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.
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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.
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Published
2020-12-31
How to Cite
Suganda, T., Kusairi, S., Azizah, N., & Parno, P. (2020). The Correlation of Isomorphic, Open-Ended, and Conventional Score on the Ability to Solve Kinematics Graph Questions. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 6(2), 173–180. https://doi.org/10.21009/1.06204
