Conceptual Understanding and Representation Quality through Multi-representation Learning on Newton Law Content

Suci Furwati, Sutopo Sutopo, Siti Zubaidah

Abstract


Abstract: Students who have good conceptual acquisition will be able to represent the concept by using multi representation. This study aims to determine the improvement of students' understanding of the concept of Newton's Law material, and the quality of representation used in solving problems on Newton's Law material. The results showed that the concept acquisition of students increased from the average of 35.32 to 78.97 with an effect size of 2.66 (strong) and N-gain of 0.68 (medium). The quality of each type of student representation also increased from level 1 and level 2 up to level 3.

Key Wordsconcept aquisition, represetation quality, multi representation learning, Newton’s Law


Abstrak: Siswa yang memiliki penguasaan konsep yang baik akan mampu merepresentasikan konsep dengan menggunakan multi representasi. Penelitian ini bertujuan untuk mengetahui peningkatan pemahaman konsep siswa SMP pada materi Hukum Newton, dan kualitas representasi yang digunakan dalam menyelesaikan masalah pada materi Hukum Newton. Hasil penelitian menunjukkan bahwa penguasaan konsep siswa meningkat dari rata-rata 35,32 menjadi 78,97 dengan effect size sebesar 2,66 (kuat) dan N-gain sebesar 0,68 (sedang). Kualitas tiap jenis representasi siswa juga mengalami peningkatan dari level 1 dan level 2 naik menjadi level 3.

Kata kunci: hukum Newton, kualitas representasi, pemahaman konsep, pembelajaran multi representasi


Keywords


concept aquisition; represetation quality; multi representation learning; Newton’s Law



DOI: http://dx.doi.org/10.17977/jps.v5i3.9035

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


Jurnal Pendidikan Sains

Journal of Science, Mathematics, and Vocational Education

Graduate School Of Universitas Negeri Malang

Lisensi Creative Commons

JPS is licensed under Creative Commons Attribution-ShareAlike 4.0 International License