Development and Validation of the Force Diagrams Representation Test
DOI:
https://doi.org/10.21009/1.09201Keywords:
force diagrams, representations, Rasch analysisAbstract
Experts and students frequently use force diagrams as a physics representation to understand the force concept. This study aims to develop and validate a force diagram representation test that physics teachers in senior high schools can use. Research and development is implemented in this study by following some steps: analyze, define, design, implement, and evaluate. The 225 senior high school students in Pontianak are involved in this study, from the pilot study to the testing on a large scale. Data analysis includes measuring content validity, reliability index, and parameters of the test using the Rasch model. The test consists of 25 items in a multiple-choice format that cover three contexts: horizontal plane, inclined plane, and hanging object, and covers three situations, including the object being at rest, moving with constant velocity, and moving with constant acceleration. The results show that the content validity test obtained a score of 0.95 for the very good category, and the readability index results obtained a score of 7.42, which means it is easily understood by high school students. Rasch analysis shows that a unidimensional percentage is 30.5%, which means the test is able to measure one ability, and item reliability is 0.98. All items fit the Rasch model and had varying item difficulties. This study indicates that the force diagram representation test (FDRT) can be used by teachers as one of the instruments to measure students’ understanding of force.
References
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Sumintono, B & Widhiarso, W 2015, ’Aplikasi Pemodelan Rasch pada Assessment Pendidikan’, Penerbit Trim Komunikata, Cimahi.
Susac, A, Planinic, M, Klemencic, D & Milin Sipus, Z 2018, ‘Using the Rasch model to analyze the test of understanding of vectors’, Physical Review Physics Education Research, vol. 14, no. 2, pp. 1-6.
Vignal, M & Wilcox, BR 2022, ‘Investigating unprompted and prompted diagrams generated by physics majors during problem solving’, Physical Review Physics Education Research, vol. 18, no. 1, pp. 1-19.
Adom, D, Mensah, JA & Dake, DA 2020, ‘Test, measurement, and evaluation: Understanding and use of the concepts in education’, International Journal of Evaluation and Research in Education, vol. 9, no. 1, pp. 109-119.
Amanati, AY, Wasis & Ibrahim, M 2020, ‘The Effectiveness of Learning Instrument of Multiple Representations-Based Inquiry Model to Train Critical Thinking Skills in Physics Lesson’, JPPS (Jurnal Penelitian Pendidikan Sains), vol. 9, no. 1, p. 1772.
Amelia, RN 2021, ‘Identifikasi Item Fit dan Person Fit dalam Pengukuran Hasil Belajar Kimia’, Jurnal Ilmiah WUNY, vol. 3, no. 1, pp. 13-26.
Aviani, I, Erceg, N & Mešić, V 2015, ‘Drawing and using free body diagrams: Why it may be better not to decompose forces’, Physical Review Special Topics - Physics Education Research, vol. 11, no. 2, pp. 1-14.
Bollen, L, Van Kampen, P, Baily, C, Kelly, M & De Cock, M 2017, ‘Student difficulties regarding symbolic and graphical representations of vector fields’, Physical Review Physics Education Research, vol. 13, no. 2, pp. 1-17.
Bond, T, Yan, Z & Heene, M 2021, ‘Applying The Rasch Model: Fundamental Measurement in the Human Sciences 4th edn’, Routledge: Taylor & Francis, New York.
Branch, RM 2009, ‘Instructional Design: The ADDIE Approach’, Springer, United States of America.
Darmana, A, Sutiani, A, Nasution, HA, Ismanisa, I & Nurhaswinda, N 2021, ‘Analysis of Rasch Model for the Validation of Chemistry National Exam Instruments’, Jurnal Pendidikan Sains Indonesia, vol. 9, no. 3, pp. 329-345.
Febriana, R 2019, ’Evaluasi Pembelajaran’, Bumi Aksara, Jakarta.
Garcia-Lladó, À & López, V 2020, ‘Beyond Recurring Free-Body Force Diagrams: Educational Pros and Cons of Alternative Means of Representing Forces and Interactions’, The Physics Teacher, vol. 58, no. 7, pp. 504-508.
Hamdani, H, Mursyid, S & Sirait, J 2019, ‘Using physics representation worksheet to enchance students’ understanding and performance about force’, Journal of Physics: Conference Series, vol. 1157, no. 3. pp. 1-6.
Hamidah, N & Istiyono, E 2022, ‘The quality of test on National Examination of Natural science in the level of elementary school’, International Journal of Evaluation and Research in Education, vol. 11, no. 2, pp. 604-616.
Klein, P, Müller, A & Kuhn, J 2017, ‘Assessment of representational competence in kinematics’, Physical Review Physics Education Research, vol. 13, no. 1, pp. 1-18.
Linuwih, S, Asih, P & Ellianawati 2020, ‘The Different Ability of Free Body Diagram (FBD) Representation in Newton’s Law Topic Based on Students’ Thinking Style’, Journal of Physics: Conference Series, vol. 1567, no. 2, pp. 1-6.
Mahmuda, D 2011, ‘Secondary Analysis Tentang Tes Skripsi-Skripsi Mahasiswa Pendidikan Fisika FKIP UNTAN Tahun 2007-2009 pada Materi Mekanika’, Skripsi, FKIP : Untan, Pontianak.
Mardapi, D 2017, ‘Pengukuran, Penilaian, dan Evaluasi Pendidikan 2nd edn’, Parama Publishing, Yogyakarta.
Maries, A & Singh, C 2018, ‘Case of two electrostatics problems: Can providing a diagram adversely impact introductory physics students’ problem solving performance?’, Physical Review Physics Education Research, vol. 14, no. 1, pp. 1-14.
Matejak Cvenic, K, Planinic, M, Susac, A, Ivanjek, L, Jelicic, K & Hopf, M 2022, ‘Development and validation of the Conceptual Survey on Wave Optics’, Physical Review Physics Education Research, vol. 18, no. 1, pp. 1-11.
Mulyana, KM, Abdurrahman & Rosidin, U 2018, ‘Implementasi Pendekatan Science, Technology, Engineering, and Mathematics (STEM) untuk Menumbuhkan Skill Multirepresentasi Siswa SMA pada Materi Hukum Newton Tentang Gerak’, Jurnal Pendidikan Fisika, vol. 7, no. 2, pp. 69-75.
Opfermann, M, Schmeck, A & Fischer, HE 2017, ‘Multiple Representations in Physics and Science Education - Why Should We Use Them?’, Springer, pp. 1-22.
Oyzon, VQ, B. Corrales, J & M. Estardo, JW 2015, ‘Validation Study of Waray Text Readability Instrument’, International Journal of Evaluation and Research in Education (IJERE), vol. 4, no. 2, pp. 45-53.
Planinic, M, Boone, WJ, Susac, A & Ivanjek, L 2019, ‘Rasch analysis in physics education research: Why measurement matters’, Physical Review Physics Education Research, vol. 15, no. 2, pp. 1-14.
Rosengrant, D, Van Heuvelen, A & Etkina, E 2009, ‘Do students use and understand free-body diagrams?’, Physical Review Special Topics - Physics Education Research, vol. 5, no. 1, pp. 1-13.
Scheid, J, Müller, A, Hettmannsperger, R & Schnotz, W 2019, ‘Improving learners’ representational coherence ability with experiment-related representational activity tasks’, Physical Review Physics Education Research, vol. 15, no. 1, pp. 1-23.
Sirait, J & Silitonga, HTM 2016, ‘Representations Based Physics Instruction to Enhance Students’ Problem Solving’, American Journal of Educational Research, vol. 4, no. 1, pp. 1-4.
Sirait, J 2021, ‘Multirepresentasi dalam Penyelesaian Soal Fisika’, Fahruna Bahagia Press, Pontianak.
Sirait, J 2023, ‘Development and Validation of Physics Learning Motivation Survey (PLMS) using Rasch Analysis’, Jurnal Penelitian Pendidikan IPA, vol. 9, no. 5, pp. 4063-4069.
Sirait, J, Firdaus, F, Hidayatullah, MMS & Habellia, RC 2023, ‘Development and Validation of Force Test to Assess Physics Education Students’ Representational Competence’, Jurnal Pendidikan Sains Indonesia, vol. 11, no. 2, pp. 306-317
Smith, EA 1961, ‘Devereux Readability Index’, Journal of Educational Research, vol. 54, no. 8, pp. 298-303.
Sudijono, A 2016, ’Pengantar Evaluasi Pendidikan’, Rajawali Pers, Jakarta.
Sumintono, B & Widhiarso, W 2015, ’Aplikasi Pemodelan Rasch pada Assessment Pendidikan’, Penerbit Trim Komunikata, Cimahi.
Susac, A, Planinic, M, Klemencic, D & Milin Sipus, Z 2018, ‘Using the Rasch model to analyze the test of understanding of vectors’, Physical Review Physics Education Research, vol. 14, no. 2, pp. 1-6.
Vignal, M & Wilcox, BR 2022, ‘Investigating unprompted and prompted diagrams generated by physics majors during problem solving’, Physical Review Physics Education Research, vol. 18, no. 1, pp. 1-19.
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Published
2023-12-31
How to Cite
Sirait, J., Ricky, P., & Hamdani, H. (2023). Development and Validation of the Force Diagrams Representation Test. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 9(2), 183–196. https://doi.org/10.21009/1.09201
