Vector in a graph line, is it important to teach physics?

Abstract

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.

Assessing the Knowledge of Teachers in Objective Test Construction Procedure in the Teacher Education Programs

“…Several specialists have used Bloom's taxonomy to quantify Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) based on the Cognitive Process component (Poluakan, et al, 2019). Educators are advocating for enhancing higher-order thinking skills based on these levels of cognitive skills (Qasrawi, et al, 2020).…”