Research has been conducted relating to the concept of forces in physics learning. The purpose of this study is to identify student’s misconception and difficulties in determining the weight and normal from tail of vector, the weight and the normal direction of vector and Newton third law. The study was conducted in two groups of students. The first group was microteaching class and the second group was students who had studied mechanics. The research method is carried out with two approaches namely qualitative and quantitative. The quantitative method is done by using a test instrument given to participants through the pre-test and post-test stages. While the qualitative method of conducting interviews with participants after the post-test session. The results of the study showed that 55% of students were unable to determine the exact gravity capture point, and 93% of students were unable to describe the exact position of the normal force, and 95% of students answered incorrectly about the concept of action forces similar to the reaction forces. From the interviews, it was revealed that students were still confused by the representation of the vector of force representations and not sure about the drawing vector they made. Physics will be well understood if style concept learning is given on the basis of the philosophy of science correctly. Research recommendations are very important that students understand the concept of forces correctly which is based on the application of appropriate vector concepts.
The use of semiotic resources in developing abilities and skills in physics problems is very important. PIMCA learning model (Presentation, Idea Mapping, Conceptualization and Formative Assessment) introduced and developed by Cosmas Poluakan is the focus of this research. The purpose of this study was to analyze student difficulties on learning the refraction using the PIMCA model based on multi-representation (MR). The type of research used experimental research with one group pretest-posttest design. The research was conducted in the Department of Physics, Manado State University, with 23 students as respondents. The test instrument used for this research has been validated. After processing and analyzing the data, the pretest average score was 15.9 and the posttest average score was 60.2. These results indicate that even though there is an increase in the average proportion of mastery of the refraction of light concept, generally students still have difficulty drawing the angle of incidence, direction of refraction and the position of refraction for the arrangement of 2 mediums. The results of this research recommend that in order to understand the concept of refraction, the use of the PIMCA model needs to provide more practice questions.
It has been widely reported in various research journals about the difficulties of students in studying vectors and their application in physics. For this reason, research has been conducted which aims to identify misconceptions about vectors and application in physics concepts and the use of graph lines in the teaching of physics. Therefore research has been carried out based on the use of representation. The research method uses MOMBI which emphasizes the treatment of class formative assessment models. The study was conducted on 39 pre-service teacher students who had studied Mathematical Physics and Mechanics. By comparing the pre-test and post-test scores, the results of the study are that the decrease in score is incorrect in terms of the concept of drawing tail-tips or head-magnitude vectors from 89.7% to 38.4%, and the decrease in score is not correct in terms of implementation in determining the vector of the center of gravity from 92.3% to 35.8% and then the decrease in score is incorrect in terms of the concept of determining position vector from 97.4% to 45%. In conclusion, the use of graph lines in the teaching of vectors has positively increased students’ comprehension abilities related to vector concepts and their application in physics concepts. The recommendations of the research results, namely the importance of teaching materials and university physics reference books, include graph lines in the picture of concepts that use vectors, such as vectors of force, momentum, torque and so on.
Research on the physics learning of electric charge has been carried out using MR-SR (Multiple Representation and Semiotic Resources). The research aims to find out the outcomes of student learning using the PIMCA learning model (Presentation, Idea Mapping, Conceptualization, and Assessment formative) introduced and developed by Cosmas Poluakan. The research was conducted at the Department of Physics, Manado State University, with 22 pre-service teacher students as respondents using the One Group Pre-test-Post-test Design. The instruments used in the form of pre-test and post-test which have been tested and validated. The research implementation stage starts from the pre-test, and then the implementation of physics learning follows the 4 steps of the PIMCA model. The results of data processing and analysis obtained an average pre-test score is 18,88 and an average post-test score is 75,16. There was an increase in concept mastery. In the idea mapping stage only 2 concepts are correct to drafting concept mapping, 6 are correct from 10 concepts that were used as references. PIMCA MR-SR learning model is very effective in helping students find and understand the correct concepts of physics. The use of the PIMCA MR-SR as a new model in the teaching and learning process is very effective in learning physics, mathematics and science or in the STEM area.
An important factor for the effectiveness of learning is an assessment factor for both the process and learning outcomes. Research has been carried out related to the use of multiple-choice assessment in the MR-SR based PIMCA (Presentation, Idea Mapping, Conceptualization, Assessment) learning model introduced and developed by Cosmas Poluakan. This study aims to determine the level of understanding of the physics concept of the Doppler effect with the PIMCA model. The research method uses concurrent mixed methods. The research stage began with a pre-test, followed by a PIMCA model treatment which was interspersed with interviews and ended with a post-test. The research was conducted at the Faculty of Mathematics and Natural Sciences, UNIMA, with 24 student teacher candidates as respondents. The research instrument used a multiple-choice model (MMC) with a written test technique. The results of data analysis obtained a pre-test score of 1.25 and a post-test score of 7.13. The results showed that using the PIMCA model using multiple-choice assessment can improve understanding of the concept of the Doppler effect physics material.
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