Physics Concept Understanding Training Based on Multirepresentation and Inclusion for Students of SMP Negeri 81 Central Maluku

Authors

Jamaludin , John Rafafy Batlolona

DOI:

10.29303/ujcs.v5i4.766

Published:

2024-12-18

Issue:

Vol. 5 No. 4 (2024): December: In Progress

Keywords:

Conceptual understanding, Multirepresentation, Inclusion, Physics learning

Articles

Downloads

How to Cite

Jamaludin, J., & Batlolona, J. R. (2024). Physics Concept Understanding Training Based on Multirepresentation and Inclusion for Students of SMP Negeri 81 Central Maluku. Unram Journal of Community Service, 5(4), 497–503. https://doi.org/10.29303/ujcs.v5i4.766

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Science learning is a subject at the Junior High School level whose material is an integration of biology, chemistry and physics. However, there are still many teachers who do not have a science education background. This can be seen in the Eastern Indonesia region, where science teachers come from a certain discipline background, namely Biology, Physics and Chemistry. This is very disruptive in improving students' conceptualization. For example, biology teachers must teach physics concepts or vice versa. This situation makes it impossible to improve the quality of students, especially in physics learning. This is a concern and a separate note from the Government. Therefore, one of the activities carried out to improve students' conceptualization in physics is throughCommunity service activities (PKM). This activity is in the form of training with the aim of improving students' conceptualization in learning physics, especially Newton's law which is still a mistake and debate among students. This activity was carried out face-to-face for 84 students and accompanied by the principal and science teachers. The result of this activity is that students' conceptualization of Newton's Law increased, where students were able to answer several questions in the form of several physics cases from lecturers as activity speakers. In addition, there were many critical and unique questions given by students related to the phenomena they encountered in their environment related to Newton's Law.

References

Abdul Halim Roslan, & Nur Jahan Ahmad. (2022). Gravi-Stem Module’S Validity and Reliability. Asian People Journal (APJ), 5(2), 29–40. https://doi.org/10.37231/apj.2022.5.2.367

Akinyode, B. F. (2016). Students’ Learning Style among Planning Students in Nigeria using Kolb’s Learning Style Inventory. Indian Journal of Science and Technology, 9(1), 1–13. https://doi.org/10.17485/ijst/2016/v9i47/107129

Bahar, M., & Aksüt, P. (2020). Investigation on the effects of activity-based science teaching practices in the acquisition of problem solving skills for 5-6 year old pre-school children. Journal of Turkish Science Education, 17(1), 22–39. https://doi.org/10.36681/tused.2020.11

Bajracharya, R. R., Sealey, V. L., & Thompson, J. R. (2023). Student Understanding of the Sign of Negative Definite Integrals in Mathematics and Physics. International Journal of Research in Undergraduate Mathematics Education, 9(1), 62–91. https://doi.org/10.1007/s40753-022-00202-y

Banda, H. J., & Nzabahimana, J. (2021). Effect of integrating physics education technology simulations on students’ conceptual understanding in physics: A review of literature. Physical Review Physics Education Research, 17(2), 23108. https://doi.org/10.1103/PhysRevPhysEducRes.17.023108

Baran, M., Maskan, A., & Baran, M. (2015). Physics, Chemistry and Biology Teachers’ Reasons for Choosing the Profession of Teaching and Their Levels of Job Satisfaction with Respect to Certain Variables. Journal of Education and Training Studies, 3(3). https://doi.org/10.11114/jets.v3i3.691

Batlolona, J., Laurens, T., Leasa, M., Batlolona, M., Kempa, R., & Enriquez, J. J. (2019). Comparison of Problem Based Learning and Realistic Mathematics Education to Improve Students Academic Performance. Jurnal Pendidikan Progresif, 9(2), 185–197. https://doi.org/10.23960/jpp.v9.i2.201921

Batlolona, J. R., Diantoro, M., Wartono, & Latifah, E. (2019). Creative thinking skills students in physics on solid material elasticity. Journal of Turkish Science Education, 16(1), 48–61. https://doi.org/10.12973/tused.10265a

Chiu, M. H. (2016). Science education research and practice in Asia: Challenges and opportunities. In Science Education Research and Practice in Asia: Challenges and Opportunities. https://doi.org/10.1007/978-981-10-0847-4

Çildir, S. (2016). Physics teacher candidates’ opinions on fiber optics and new technologies in this field. Eurasia Journal of Mathematics, Science and Technology Education, 12(3), 539–547. https://doi.org/10.12973/iser.2016.2002a

Doyan, A., Susilawati, S., Bahri, S., Muhlis, M., & Artayasa, I. P. (2019). Pelatihan Pemantapan Konsep Materi Fisika dan Pengukuran Bagi Guru IPA di SMPN 9 Mataram. Jurnal Pengabdian Magister Pendidikan IPA, 2(2), 0–3. https://doi.org/10.29303/jpmpi.v2i1.333

Dufresne, R. J., Gerace, W. J., & Leonard, W. J. (1997). Solving physics problems with multiple representations. The Physics Teacher, 35(5), 270–275. https://doi.org/10.1119/1.2344681

Duit, R. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671–688. https://doi.org/10.1080/0950069032000076652

Guisasola, J., Almudí, J. M., Ceberio, M., & Zubimendi, J. L. (2002). A teaching strategy for enhancement of physics learning in the first year of industrial engineering. International Journal of Phytoremediation, 27(4), 379–391. https://doi.org/10.1080/03043790210166675

Imanova, G. (2022). History of Physics. Journal of Physics & Optics Sciences, 4(4), 1–11. https://doi.org/10.47363/jpsos/2022(4)169

Jamaludin, J., & Batlolona, J. R. (2021). Analysis of Students’ Conceptual Understanding of Physics on the Topic of Static Fluids. Jurnal Penelitian Pendidikan IPA, 7, 6–13. https://doi.org/10.29303/jppipa.v7ispecialissue.845

Khan, W. A., & Rauf, A. (2024). Relationship among Secondary School Students’ Physics Academic Achievement Scores, Conceptual Knowledge and Problem-Solving Skills. Futurity of Social Sciences, 2, 56–71. https://doi.org/10.57125/fs.2024.03.20.03

Khan, W. A., Saeed, M., & Scholar, P. D. (2021). Relationship between Secondary School Students’ Physics Academic Achievement Scores and their Conceptual Knowledge. Bulletin of Education and Research, 43(2), 1–16.

Kulgemeyer, C., & Wittwer, J. (2023). Misconceptions in Physics Explainer Videos and the Illusion of Understanding: an Experimental Study. International Journal of Science and Mathematics Education, 21(2), 417–437. https://doi.org/10.1007/s10763-022-10265-7

Leasa, M., Nuniary, S., Batlolona, J. R., & Suyanti, M. V. (2023). Pendampingan Kurikulum Merdeka bagi Guru SD dan SMP di Negeri Sanahu, Kabupaten Seram Bagian Barat. AJAD : Jurnal Pengabdian Kepada Masyarakat, 3(3), 278–290. https://doi.org/10.59431/ajad.v3i3.211

Oon, P. T., & Subramaniam, R. (2010). Views of physics teachers on how to address the declining enrolment in physics at the university level. Research in Science and Technological Education, 28(3), 277–289. https://doi.org/10.1080/02635143.2010.501749

Phanphech, P., Tanitteerapan, T., & Murphy, E. (2019). Explaining and enacting for conceptual understanding in secondary school physics. Issues in Educational Research, 29(1), 180–204.

Ramma, Y., Bholoa, A., Watts, M., & Nadal, P. S. (2018). Teaching and learning physics using technology: Making a case for the affective domain. Education Inquiry, 9(2), 210–236. https://doi.org/10.1080/20004508.2017.1343606

Saleh, S. (2011). The Level of B . Sc . Ed Students ’ Conceptual Understanding of Newtonian Physics. International Journal of Academic Research in Business and Social Sciences, 1(3), 249–256.

Souisa, C. A., Batlolona, J. R., & Malawau, S. (2024). Student Misconceptions about Heat Transfer Mechanisms : An Island Ethnophysics Study. KnE Life Sciences, 2024, 162–179. https://doi.org/10.18502/kss.v9i31.17567

Tamir, P. (1988). Gender Differences in High School Science in Israel. British Educational Research Journal, 14(2), 127–140. https://doi.org/10.1080/0141192880140202

Trumper, R. (2006). Factors affecting junior high school students’ interest in physics. Journal of Science Education and Technology, 15(1), 47–58. https://doi.org/10.1007/s10956-006-0355-6

Uwamahoro, J., Ndihokubwayo, K., Ralph, M., & Ndayambaje, I. (2021). Physics Students’ Conceptual Understanding of Geometric Optics: Revisited Analysis. Journal of Science Education and Technology, 30(5), 706–718. https://doi.org/10.1007/s10956-021-09913-4

Wattimena, H. S., & Batlolona, J. R. (2024). A Stone Can Bounce on the Surface of Water : A Conceptual Physics Analysis Study of Students. Journal of Science and Science Education, 5(2), 80–87. https://doi.org/10.29303/jossed.v5i1.9564

Author Biographies

Jamaludin, Pattimura University

John Rafafy Batlolona, Pattimura University

License

Copyright (c) 2024 Jamaludin, John Rafafy Batlolona

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

You are free to:

  • Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
  • Adapt — remix, transform, and build upon the material for any purpose, even commercially.

The licensor cannot revoke these freedoms as long as you follow the license terms.

Under the following terms:

  • Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
  • No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.

Notices:

You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.

No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.