An Analysis of Epistemological Learning Barriers on Newton’s Law Material in Engineering Class

Abstract

Physics learning barriers have been studied quite a lot, one of which is epistemological learning barriers. This study aims to determine the epistemological learning barriers and what the percentage of epistemological learning barriers on Newton’s law material about motion in one of the engineering class at one of the vocational high school in Indonesia. Therefore, the researchers reported the results of research related to epistemological learning barriers. This research was qualitative descriptive research. The subjects of this research were 65 students with an age range of 14-15 years. The data was collected using tests and interviews, then analyzed using data reduction, data presentation, and conclusions. The data validity was determined using technical triangulation. The results of this research indicated that high epistemological barriers were found in two indicators, namely the incorrect calculation and the difficulty to determine the right calculation units on the Newton’s First, Second, and Third Laws with the percentages of 88.75%, 6.87%, and 98.45% respectively. The average percentage epistemological learning barriers on the Newton’s First Law was 61.7% within the moderate category and the average percentages of epistemological learning barriers on Newton’s Second and Third Laws were 70.61% and 76.50% within the high categories. Based on these results, it can be concluded that students had difficulty calculating and determining Newton’s Laws’ unit of calculation. It indicated that the students experience epistemological learning barriers with a high category.

Designing Physics Learning Based on Local Potential During New Normal Era

“…The learning situation during pandemic had teacher to elaborate their learning barrier. It is in line with previous study on chapter Newton's law material (Saregar et al, 2020). Thus, learning media has a very important role, therefore the media in learning has a function as a tool in the teaching and learning process to engage students to be active in learning in pandemic era using internet connection (Ningsih & Jha, 2021).…”

Apprentissage Et Enseignement en Sciences Physiques / Learning and Teaching in Physical Sciences

“…Depuis des décennies, de nombreuses organisations et institutions internationales soulignent l'importance de l'apprentissage et de l'enseignement des sciences et en distinguent les enjeux (Commission Européenne/EACEA/Eurydice, 2018 ; Committee on Conceptual Framework for the New K-12 Science Education Standards, 2012 ;National Research Council, 2011, 2012NGSS Lead States, 2013). Un domaine commun important des réflexions théoriques et de recherche empirique en pédagogie, didactique, psychologie et épistémologie est la manière dont un individu construit ses connaissances et plus spécifiquement comment un individu (enfant, adolescent ou adulte) en développement s'approprie un savoir concret (Arun, 2017(Arun, , 2018Saregar et al, 2020 ;Sotirova, 2017). Il est apparent que traiter l'apprentissage comme l'appropriation d'un savoir défini, délimité dans le temps, ne s'identifie pas à l'étude des acquisitions successives des connaissances dans le développement de l'individu.…”

l'APPROCHE Des Concepts À l'ENSEIGNEMENT Et l'APPRENTISSAGE Des Sciences / the Concepts Approach to Teaching and Learning Physical Sciences

“…Mais quelles sont les théories qui peuvent être utiles à l'école et dans l'éducation des enfants ? Cette question est complexe et est certainement liée à la gamme d'âge et à la nature générale ou spécifique des institutions scolaires (Fratiwi et al, 2020;Raouf et al, 2016;Saregar et al, 2020;Wancham, Tangdhanakanond, & Kanjanawasee, 2023). C'est pourquoi une analyse épistémologique a priori des théories que nous adoptons pour l'enseignement est d'une grande importance.…”