Student Resource on Newton’s Law Concepts Reviewing from Gender: Identification Using Open-Ended Questions

Meiliani Meiliani, Tanti Tanti, Fauzan Sulman

Abstract


This article aims to find out the resources activated by students in solving Newton’s laws in terms of gender. This research is a quantitative descriptive study with two open test instruments. This research was conducted on 10th-grade students at SMK N 1 Muaro Jambi with 11 female students and 11 male students. The facts obtained in this study indicate that students’ thinking about Newton’s law is still lacking during the learning process. Based on the analysis results of the level of understanding of student concepts, female students understand better than male students. Overall, students fail to summon relevant knowledge when facing problems in the form of phenomena. In addition, they failed to use the knowledge they gained to answer questions. Students’ abilities are activated when they understand a phenomenon influenced by students’ original ideas from their personal experiences.

Keywords


Newton’s law, open-ended, resource

Full Text:

PDF

References


M. D. Angelo et al., “Frontiers of Fundamental Physics and Physics Education Research,” vol. 145, pp. 589–593, 2014, doi: 10.1007/978-3-319-00297-2.

F. Sulman, “Application of Cooperative Problem Posing and Prior Motivation Towards Students Learning Outcomes,” Indones. J. Educ. Res., vol. 4, no. 2, pp. 93–96, 2019, doi: 10.30631/ijer.v4i2.126.

M. Dresow, “History and philosophy of science after the practice-turn: From inherent tension to local integration,” Stud. Hist. Philos. Sci. Part A, vol. 82, no. January, pp. 57–65, 2020, doi: 10.1016/j.shpsa.2020.01.001.

M. C. Sutarja, Sutopo, and E. Latifa, “Resources Siswa Sma Tentang Konsep Gaya Apung Melalui Closed-Ended Beralasan,” vol. 2, pp. 1315–1320, 2017.

M. R. A. Taqwa, L. Rivaldo, and T. Taurusi, “Resources Siswa SMA tentang Konsep Gaya Archimedes,” J. Pendidik. Fis., vol. 6, no. 3, pp. 251–258, 2018, doi: 10.26618/jpf.v6i3.1438.

M. I. J. Putra, M. Junaid, and F. Sulman, “The Ability of the Question and Answer (Q&A) Method with the Help of Learning Videos against Student Learning Outcomes amid the Covid-19 Pandemic,” EDUKATIF J. Ilmu Pendidik., vol. 3, no. 5, pp. 2160–2169, 2021, doi: https://doi.org/10.31004/edukatif.v3i5.768.

F. Sulman, T. Tanti, M. Habibi, and A. Zb, “Pengaruh Media Animasi Berkarakter Islami Terhadap Hasil Belajar Pengetahuan Bumi dan Antariksa,” Edumaspul J. Pendidik., vol. 5, no. 1, pp. 135–146, 2021, doi: 10.33487/edumaspul.v5i1.1044.

S. Z. Dewi and H. T. Ibrahim, “Pentingnya Pemahaman Konsep Untuk Mengatasi Miskonsepsi Dalam Materi Belajar IPA di Sekolah Dasar,” vol. 13, pp. 130–136, 2019.

R. K. Thornton and D. R. Sokoloff, “Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula,” Am. J. Phys., vol. 66, no. 4, pp. 338–352, 1998, doi: 10.1119/1.18863.

T. F. Scott and D. Schumayer, “Conceptual coherence of non-Newtonian worldviews in Force Concept Inventory data,” Phys. Rev. Phys. Educ. Res., vol. 13, no. 1, pp. 1–12, 2017, doi: 10.1103/PhysRevPhysEducRes.13.010126.

S. Ozkazanc and U. D. Yuksel, “Evaluation of Disaster Awareness and Sensitivity Level of Higher Education Students,” Procedia - Soc. Behav. Sci., vol. 197, no. February, pp. 745–753, 2015, doi: 10.1016/j.sbspro.2015.07.168.

A. L. M. O. C. Torres, “Understanding and intervening in E-learning in higher education institution,” Procedia - Soc. Behav. Sci., vol. 15, pp. 756–760, 2011, doi: 10.1016/j.sbspro.2011.03.178.

M. Fidan and M. Tuncel, Integrating augmented reality into problem based learning: The effects on learning achievement and attitude in physics education, vol. 142. Elsevier Ltd, 2019.

F. Sulman, M. R. A. Taqwa, A. Z. Aminah Zb, R. Rafzan, and A. Fikri, “The Effect of Mathematical Connections on the Mastery of Probability Material,” Edumatika J. Ris. Pendidik. Mat., vol. 3, no. 2, pp. 147–157, 2020, doi: 10.32939/ejrpm.v3i2.645.

Y. Lehavi and B.-S. Eylon, Integrating Science Education Research and History and Philosophy of Science in Developing an Energy Curriculum. 2018.

J. Wells, R. Henderson, J. Stewart, G. Stewart, J. Yang, and A. Traxler, “Exploring the structure of misconceptions in the Force Concept Inventory with modified module analysis,” Phys. Rev. Phys. Educ. Res., vol. 15, no. 2, p. 20122, 2019, doi: 10.1103/PhysRevPhysEducRes.15.020122.

D. K. Reed, E. Martin, E. Hazeltine, and B. McMurray, “Students’ Perceptions of a Gamified Reading Assessment,” J. Spec. Educ. Technol., vol. 35, no. 4, pp. 191–203, 2020, doi: 10.1177/0162643419856272.

J. Wells, R. Henderson, A. Traxler, P. Miller, and J. Stewart, “Exploring the structure of misconceptions in the force and motion conceptual evaluation with modified module analysis,” Phys. Rev. Phys. Educ. Res., vol. 16, no. 1, 2020, doi: 10.1103/PHYSREVPHYSEDUCRES.16.010121.

A. T. Reyza, S. Muhammad, I. Muhammad, and A. Zainuddin, “Kesulitan Mahasiswa Dalam Memahami Konsep Gaya Dan Gerak,” LENSA (Lentera Sains) J. Pendidik. IPA, vol. 10, no. 1, pp. 25–39, 2020, doi: 10.24929/lensa.v10i1.86.

A. Zb, M. E. Setiawan, and F. Sulman, “Pengaruh E-Learning Berbasis Schoology Berbantuan WhatsApp Group terhadap Hasil Belajar Ditengah Pandemi Covid-19,” Al-Khidmah, vol. 3, no. 2, pp. 55–60, 2020, doi: 10.29406/al-khidmah.v3i2.2282.

E. Rozal, R. Ananda, A. Zb, and M. Fauziddin, “The Effect of Project-Based Learning through YouTube Presentations on English Learning Outcomes in Physics,” AL-ISHLAH J. Pendidik., vol. 13, no. 3, pp. 1924–1933, 2021, doi: 10.35445/alishlah.v13i3.1241.

F. X. Berek, Sutopo, and Munzil, “Pentingnya pengintegrasian hukum newton dalam pembelajaran gaya apung di smp,” no. 2008, pp. 570–578, 2016.

A. Zb, D. Novalian, E. Rozal, F. Sulman, and M. Habibi, “STEM Approach in Online Lectures: How Does it Contribute to Cognitive Aspects?,” Indones. J. Sci. Educ., vol. 5, no. 2, pp. 88–97, 2021, doi: 10.31002/ijose.v5i2.4365.

A. Zb, M. E. Setiawan, E. Rozal, and F. Sulman, “Investigating Hybrid Learning Strategies: Does it Affect Creativity?,” J. Kependidikan J. Has. Penelit. dan Kaji. Kepustakaan di Bid. Pendidikan, Pengajaran dan Pembelajaran, vol. 7, no. 4, pp. 868–875, 2021, doi: 10.33394/jk.v7i4.4063.

M. . S. D. & V. K. Lodico, Methods in Educational Research: From Theory to Practice, 2nd Edition, no. 3. 2010.

C. N. Creswell, John W ; Poth, A Book Review: Qualitative Inquiry & Research Design: Choosing Among Five Approaches, vol. 3, no. 1. 2017.

J. W. Creswell, Planning, Conducting, and Evaluating Quantitative and Qualitative Research. 2012.

R. A. Punter, M. R. M. Meelissen, and C. A. W. Glas, “Gender differences in computer and information literacy: An exploration of the performances of girls and boys in ICILS 2013,” Eur. Educ. Res. J., vol. 16, no. 6, pp. 762–780, 2017, doi: 10.1177/1474904116672468.

B. S. Steel, R. L. Warner, and D. Lach, “Gender differences in support for scientific involvement in U.S. environmental policy,” Sci. Technol. Hum. Values, vol. 35, no. 2, pp. 147–173, 2010, doi: 10.1177/0162243909340259.

S. Bayraktar, “Misconceptions of Turkish pre-service teachers about force and motion,” Int. J. Sci. Math. Educ., vol. 7, no. 2, pp. 273–291, 2009, doi: 10.1007/s10763-007-9120-9.

L. M. Goodhew, A. D. Robertson, P. R. L. Heron, and R. E. Scherr, “Student conceptual resources for understanding mechanical wave propagation,” Phys. Rev. Phys. Educ. Res., vol. 15, no. 2, p. 20127, 2019, doi: 10.1103/PhysRevPhysEducRes.15.020127.

H. Mulyastuti, S. Sutopo, and A. Taufiq, “Identifikasi Resource Siswa Materi Kesetimbangan dan Titik Pusat Massa,” J. Pendidik. Teor. Penelitian, dan Pengemb., vol. 3, no. 5, pp. 598–602, 2018.




DOI: http://dx.doi.org/10.24042/ijsme.v4i3.10177

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2021 Unit Riset dan Publikasi Ilmiah FTK UIN Raden Intan Lampung

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

Creative Commons License

Indonesian Journal of Science and Mathematics Education is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.