Analisis Pemahaman Konsep Mahasiswa Pendidikan Fisika Universitas Sriwijaya pada Materi Gravitasi Newton dengan Menggunakan NGCI Dan CRI Termodifikasi

Rahayu, Anita Yuza; Syuhendri, Syuhendri; Sriyanti, Ida

doi:10.24036/jep/vol3-iss1/322

Cited by 4 publications

(3 citation statements)

References 7 publications

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“…Konsep gravitasi mempelajari gerakan benda baik di atas permukaan bumi maupun di luar angkasa, dan bagaimana benda langit bisa bergerak (Rahayu et al, 2019) Gaya gravitasi yang pertama kali ditemukan oleh Newton pada tahun 1987 adalah interaksi antara dua buah benda (Siregar & Tamimah, 2022). Dibandingkan dengan interaksi dasar lain yang terjadi dalam partikel-partikel elementer, gaya gravitasi merupakan interaksi yang paling lemah.…”

Section: Pendahuluanunclassified

Variasi Ketinggian MDPL terhadap Nilai Percepatan Gravitasi Bumi pada Konsep Gerak Jatuh Bebas (GJB) untuk Pendekatan Pembelajaran

Subhan¹,

Rahmawati²,

Suswati³

et al. 2022

jpm

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Penelitian ini menjelaskan konsep fisika terhadap nilai percepatan gravitasi bumi pada gerak jatuh bebas. Percepatan gravitasi bumi yang dialami oleh suatu objek yang berada di permukaan laut khatulistiwa besarnya adalah 9,832 m/s2. Tujuan penelitian ini adalah untuk melihat pengaruh ketinggian MDPL terhadap nilai percepatan gravitasi bumi. Metode dalam penelitian ini adalah eksperimen yang dilakukan pada tempat dan ketinggian (MDPL) yang berbeda-beda. Setiap tempat dilakukan pengambilan data berulang sebanyak mungkin. Data dianalisis menggunakan persamaan matematis fisika percepatan gravitasi untuk gerak jatuh bebas, kemudian dilihat margin error. Hasil penelitian menunjukkan nilai percepatan gravitasi dari enam tempat yang berbeda diantaranya 15 MDPL = 8,52 ± 2,3; 50 MDPL = 9,67 ± 2,9 sampai 237 MDPL = 10,23 ± 2,6 dan rata-rata tingkat kesalahan 27 %. Data dilakukan fitting dengan menggunakan persamaan linier y = ax + b dalam bentuk grafik korelasi dengan R2 = 0.65 dengan kategori cukup.

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Section: Pendahuluanunclassified

Variasi Ketinggian MDPL terhadap Nilai Percepatan Gravitasi Bumi pada Konsep Gerak Jatuh Bebas (GJB) untuk Pendekatan Pembelajaran

Subhan¹,

Rahmawati²,

Suswati³

et al. 2022

jpm

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“…Physics learning is a branch of natural science that includes facts, concepts, principles, laws, and everyday life (Deta et al, 2021;Fayanto et al, 2019;Sugiarti & Ratnanigdyah, 2021). In this physics lesson, students must be more active in seeking, investigating, and developing to gain more meaningful and indepth mastery of concepts (Astra et al, 2020;Rahayu et al, 2019;Widyaningsih et al, 2020). In learning physics, you do not only remember what you have learned, but you also have to have the right concept (Dewi et al, 2021;Didik & Aulia, 2019;Lin, 2016;Meilani, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Relationship of Critical Thinking Skills and Misconceptions on Science Learning

Yolviansyah

Siregar

Maison

2022

TSCJ

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One of the abilities needed in learning is critical thinking skills. Critical thinking skills are skills that can analyze and evaluate information. Critical thinking skills can relate to the occurrence of misconceptions. This relationship can be positive or negative for students. The research objective is to analyze the relationship between critical thinking skills and misconceptions using a five-tier instrument. The method used in this research is correlational. The sampling technique used simple random sampling, taking 25% of the population of 80 students. The data collection instrument used a questionnaire on critical thinking skills and a misconception test sheet. The descriptive results of misconceptions are 6.00, meaning that misconceptions are categorized as moderate. The descriptive results of critical thinking skills show that the mean of critical thinking skills is 68.50, meaning that critical thinking skills are considered good. Then from the correlation results, there is a significant relationship between the two variables. It means that there is a relationship between critical thinking skills and misconceptions. When misconceptions are high, students' critical thinking skills will be low. Conversely, if the misconceptions experienced by students are low, the critical thinking skills possessed by students are high.

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“…The ability of students to relate natural phenomena to physics concepts is 50%, because students don't directly observe the facts of natural phenomena, so students haven't been able to properly relate natural phenomena to physics concepts [5]. Therefore, learning physics requires a self-discovery process by students so the learning obtained by students is stored as more meaningful knowledge [6].…”

Section: Introductionmentioning

confidence: 99%

Instrument of Understanding Level Test of Newton’s Law Concept: Case Study Flying Fox Ride in Bukik Chinangkiek Edupark, West Sumatera, Indonesia

Putri Lisa,

Rifai,

Lestari

et al. 2021

EJSMT

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Misconception is a misinterpretation of a concept that incompatible with scientists conception. Misconception can be caused by experiences when interacting with natural environment. One of physics concept that is often encountered in everyday life and still a misconception for students is Newton's law concept. Natural learning can help students understand scientific concepts. Using surrounding environment in learning is to make it a learning resource or known as educational park. Physics e-book of Bukik Chinangkiek Edupark, describes the application of Newton's law concept on flying fox rides very well. But, this book only contains an evaluation of student’s knowledge, not accompanied by an evaluation to find out the understanding level of student’s concept. The evaluation of student’s concept understanding is necessary to detect and distinguish the understanding level of student’s concepts, between understand the concept, understand the concept but not sure, misconceptions, and not understand the concepts. Teacher will more easily determine the countermeasures for each student by knowing the understanding level of student’s concepts. Edupark-based test instruments are required to determine the understanding level of student’s concepts in Newton's law based on flying fox ride in Bukik Chinangkiek Edupark. This is Research and Development (R&D) type of research using Plomp model that consist of three stages; 1) preliminary research; 2) prototyping phase; 3) assessment phase. This research was conducted until prototyping phase. This instrument developed in multiple choice test form with open reasoning accompanied by modified Certainty of Response Index (CRI). This research data were processed by descriptive and statistical analysis. The test instrument has been tested for the validity of content and empirically produces 14 valid items. The instrument is declared reliable with an index 0.79. The results of understanding level of student’s Newton's law concepts analysis showed 17.83% of students are in understand the concept category, 3.33% of students are in understand the concept but not sure category, 45.33% of stundents are in misconceptions category, and 33.50% of students are in not understand the concept category.

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Analisis Pemahaman Konsep Mahasiswa Pendidikan Fisika Universitas Sriwijaya pada Materi Gravitasi Newton dengan Menggunakan NGCI Dan CRI Termodifikasi

Cited by 4 publications

References 7 publications

Variasi Ketinggian MDPL terhadap Nilai Percepatan Gravitasi Bumi pada Konsep Gerak Jatuh Bebas (GJB) untuk Pendekatan Pembelajaran

Variasi Ketinggian MDPL terhadap Nilai Percepatan Gravitasi Bumi pada Konsep Gerak Jatuh Bebas (GJB) untuk Pendekatan Pembelajaran

The Relationship of Critical Thinking Skills and Misconceptions on Science Learning

Instrument of Understanding Level Test of Newton’s Law Concept: Case Study Flying Fox Ride in Bukik Chinangkiek Edupark, West Sumatera, Indonesia

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