Konsistensi Pemahaman Konsep Kecepatan dalam Berbagai Representasi

• Main Authors: Muhammad Reyza Arief Taqwa (Author), Arif Hidayat (Author), Sutopo Sutopo (Author)
• Format: Book
• Published: Universitas Ahmad Dahlan, 2017-04-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.

Summary

<p class="4Intisari">Penelitian ini bertujuan untuk melihat pemahaman konsep dan konsistensi mahasiswa dalam menggunakan konsep saat menyelesaikan soal fisika pada topik kecepatan dalam berbagai format representasi. Dalam penelitian ini digunakan 4 soal pilihan ganda beralasan dalam format representasi berbeda. Penelitian dilakukan pada 26 mahasiswa S1 pendidikan fisika dan 22 mahasiswa S1 fisika tahun pertama di Universitas Negeri Malang. Hasil penelitian menunjukkan pemahaman konsep kecepatan masih tergolong rendah yang ditandai dengan rata-rata skor mahasiswa hanya mencapai 43,49. Selain itu, alasan yang diberikan mahasiswa menunjukkan bahwa mahasiswa tidak konsisten dalam mendefinisikan kecepatan karena pemahaman yang belum utuh. Beberapa kekeliruan mahasiswa diantaranya: (1) kecepatan adalah posisi per satuan waktu tempuh, (2)<img title="\overrightarrow{v}_{rata-rata}=\frac{\overrightarrow{v}_{2}-\overrightarrow{v}_{1}}{\Delta t}" src="http://latex.codecogs.com/gif.latex?\overrightarrow{v}_{rata-rata}=\frac{\overrightarrow{v}_{2}-\overrightarrow{v}_{1}}{\Delta&space;t}" alt="" width="91" height="22" />, (3)<img title="\overrightarrow{v}_{rata-rata}=\frac{\overrightarrow{v}_{1}+\overrightarrow{v}_{2}}{\Delta t}" src="http://latex.codecogs.com/gif.latex?\overrightarrow{v}_{rata-rata}=\frac{\overrightarrow{v}_{1}+\overrightarrow{v}_{2}}{\Delta&space;t}" alt="" width="100" height="24" /> tanpa memahami bahwa persamaan tersebut hanya benar jika percepatan konstan, (4)<img title="\overrightarrow{v}_{rata-rata}=\frac{\overrightarrow{v}(0)+\overrightarrow{v}(1)+\overrightarrow{v}(2)}{3}" src="http://latex.codecogs.com/gif.latex?\overrightarrow{v}_{rata-rata}=\frac{\overrightarrow{v}(0)+\overrightarrow{v}(1)+\overrightarrow{v}(2)}{3}" alt="" width="114" height="18" />, dan (5) tidak memperhatikan tanda (+/-) pada kecepatan.</p><p class="4Intisari"> </p><p class="4Intisari"><em>This study aims to look at the student's conceptual understanding and the students' consistency in used concept when them solved the physics problems in velocity with variety of representation formats. There are 4 MCQs reasoned in a different format representations to achieve these goals. The study was conducted on 26 S1 physical education students and 22 S1 physics students in first year. The results showed that the students' conceptual understanding is still relatively low which is characterized by an average score of students reached only 43.49. Moreover, the reason given students showed that students are still not consistent in defining velocity due to knowledge in pieces. Some students' mistakes are: (1) Velocity is the position per unit of time, (2)<img title="\overrightarrow{v}_{avg}=\frac{\overrightarrow{v}_{2}-\overrightarrow{v}_{1}}{\Delta t}" src="http://latex.codecogs.com/gif.latex?\overrightarrow{v}_{avg}=\frac{\overrightarrow{v}_{2}-\overrightarrow{v}_{1}}{\Delta&space;t}" alt="" width="74" height="23" />, (3)<img title="\overrightarrow{v}_{avg}=\frac{\overrightarrow{v}_{1}+\overrightarrow{v}_{2}}{\Delta t}" src="http://latex.codecogs.com/gif.latex?\overrightarrow{v}_{avg}=\frac{\overrightarrow{v}_{1}+\overrightarrow{v}_{2}}{\Delta&space;t}" alt="" width="71" height="22" /> without understanding that this equation is only true if the acceleration is constant, (4)<img title="\overrightarrow{v}_{rata-rata}=\frac{\overrightarrow{v}(0)+\overrightarrow{v}(1)+\overrightarrow{v}(2)}{3}" src="http://latex.codecogs.com/gif.latex?\overrightarrow{v}_{rata-rata}=\frac{\overrightarrow{v}(0)+\overrightarrow{v}(1)+\overrightarrow{v}(2)}{3}" alt="" width="120" height="19" />, and (5) do not pay attention to the sign (+/-) on velocity.</em></p>

Item Description

2355-620X
10.12928/jrkpf.v4i1.6469