JITT with assessment for learning: Investigation and improvement of students understanding of kinematics concept

Abstract

This study aims to investigate and explore students' understanding of the concept of Kinematics, particularly in the concepts of acceleration, velocity, distance and displacement. This research used a mixed-method approach with an embedded experimental design. The research was conducted by involving 21 students consisting of 7 men and 14 women. This research used reasoned multiple-choice questions and short interviews to determine the students' initial and final understanding. The results showed that, before the intervention was carried out, as much as 42.86% of students did not understand the concept of distance and displacement correctly, as much as 26.99% of students did not understand the concepts of instantaneous velocity and average speed, as much as 45.6% did not understand the concepts of position, velocity and acceleration and as much as 87.31% did not understand about the direction of velocity and acceleration. In addition, the results showed that the application of JITT with assessment for learning could significantly improve students' understanding of concepts, with N-gain = 0.56 and effect size = 2.38. This study explains the difficulties and general understanding of students on the concepts of distance and displacement, and the direction of object acceleration. In addition, the integration of assessment for learning to JITT is an option in the learning process to improve understanding of Kinematics concepts.

High impact on students’ understanding of atomics radius on crystals geometry concept through implementation of JITT with 3D animation

“…In general, students have believed that all crystals with various structures have the same atomic radius length, namely a/2. The findings about students' initial understanding at the warming up stage are in accordance with the findings of other researchers, namely the warming up at JITT can provide information about stu- dents' initial understanding and abilities (Ayu et al, 2019;Barikhlana et al, 2019;Jufriadi & Andinisari, 2020).…”

“…Therefore, in general, the application of JITT with 3D animation has a high impact on increasing students' understanding of the crystal geometry concept. This is in accordance with other research which shows that JITT is able to have a positive effect on concept mastery and achievement (Jufriadi & Andinisari, 2020). However, the use of JITT with 3D animation for other physics concepts still needs to be researched and studied, especially for basic concepts that do not require analogies.…”

“…Similar to the concept of crystal geometry about atomic radius, the number of atoms per unit cell and atomic packing fraction are abstract concepts and are at micro size, so that many students have difficulty understanding these concepts correctly. In fact, this understanding will affect students' understanding of the crystal concept as a whole because it will affect the understanding of other related concepts (Jufriadi & Andinisari, 2020). Students' initial understanding that has been formed tends to influence students to understand related concepts or new concepts being learned.…”

“…One of the hybrid learning models is Just In Time Teaching (JITT), which is a learning model that emphasizes the preparation of active learning outside the classroom based on information technology (Huan & Chen, 2016;Mangum et al, 2017). Previous research has shown that JITT can improve students' mastery of concepts better when compared to traditional models (Ayu et al, 2019;Barikhlana et al, 2019;Jufriadi & Andinisari, 2020).…”

FLM-based AFL improves physics engagement and conceptual understanding

“…Furthermore, it assists teachers in effectively managing the learning process and enhancing student learning outcomes. Although many students find physics challenging, its principles must be applied daily [42]. Students with a robust conceptual understanding can more effectively comprehend physics theories, principles, and laws [49].…”