The Correlation of Isomorphic, Open-Ended, and Conventional Score on the Ability to Solve Kinematics Graph Questions

Tomy Suganda; Sentot Kusairi; Nur Azizah; Parno Parno

doi:10.21009/1.06204

Tomy Suganda Physics Education Program Studies, Universitas Negeri Malang, Malang, Indonesia
Sentot Kusairi Physics Education Program Studies, Universitas Negeri Malang, Malang, Indonesia
Nur Azizah Physics Education Program Studies, Universitas Negeri Malang, Malang, Indonesia
Parno Parno Physics Education Program Studies, Universitas Negeri Malang, Malang, Indonesia

Keywords: learning difficulties, isomorphic, kinematic’s graphs

Abstract

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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