Eksplorasi Pemahaman Konsep Siswa pada Fluida Statis Berdasarkan Authentic Learning Berbasis Fenomena

Mohammad Zaky Tatsar, Lia Yuliati, Hari Wisodo


Abstract: This study aims to explore the understanding of students' concepts based on the experience of authentic phenomenom-based learning in static fluid material. The method in this study using a mix method approach with embedded experimental model research design. The data were obtained based on the isomorphic multiple choice test and interview support. Through data analysis, the results of the calculation of N-Gain values were obtained which showed there was an increase in students' understanding of concepts in the medium category and the effect size in the low category. Qualitatively, after experiencing authentic learning based on the phenomenon of understanding concepts students experience changes that lead to understanding the correct concepts in each isomorphic.

Abstrak: Penelitian ini bertujuan untuk mengeksplorasi pemahaman konsep siswa berdasarkan pengalaman authentic learning berbasis fenomena pada materi fluida statis. Metode dalam penelitian ini menggunakan pendekatan mix method dengan desain penelitian embedded experimental model. Data diperoleh berdasarkan tes pilihan ganda berbentuk isomorfik dan dukungan wawancara. Melalui analisis data, diperoleh hasil perhitungan nilai N-Gain yang menunjukkan terdapat peningkatan pemahaman konsep siswa pada kategori sedang serta effect size pada kategori rendah. Secara kualitatif, setelah mengalami authentic learning berbasis fenomena pemahaman konsep, siswa mengalami perubahan menuju pemahaman konsep yang benar pada setiap isomorfik.


concept understanding; static fluid; authentic learning; pemahaman konsep; fluida statis; authentic learning

Full Text:



Anwari, I., Yamada, S., Unno, M., & Saito, T. (2015). Implementation of Authentic Learning and Assessment Through STEM Education Approach to Improve Students ’ Metacognitive Skills. K-12 STEM Education, 1(3), 123–124.

Berek, F. X., Sutopo, S., & Munzil, M. (2016). Concept Enhancement of Junior High School Students in Hydrostatic Pressure and Archimedes Law by Predict-Observe-Explain Strategy. Jurnal Pendidikan IPA Indonesia, 5(2), 230–238. https://doi.org/10.15294/jpii.v5i2.6038

Brookes, D., & Etkina, E. (2010). Physical Phenomena in Real Time. Science, 330(6004), 605–606. https://doi.org/10.1126/science.1186992

Buteler, L., & Coleoni, E. (2016). Solving problems to learn concepts, how does it happen? A case for buoyancy. Physical Review Physics Education Research, 12(2), 1–12. https://doi.org/10.1103/PhysRevPhysEducRes.12.020144

Čančula, M. P., Planinšič, G., & Etkina, E. (2015). Analyzing Patterns in Experts’ Approaches to Solving Experimental Problems. American Journal of Physics, 83(4), 366–374. https://doi.org/10.1119/1.4913528

Docktor, J. L., & Mestre, J. P. (2014). Synthesis of Discipline-Based Education Research in Physics. Physical Review Physics Education Research, 20119, 1–58. https://doi.org/10.1103/PhysRevSTPER.10.020119

Docktor, J. L., Strand, N. E., Mestre, J. P., & Ross, B. H. (2015). Conceptual Problem Solving in High School Physics. Physical Review Special Topics - Physics Education Research, 11(2), 1–13. https://doi.org/10.1103/PhysRevSTPER.11.020106

Donovan, M. S., & Pellegrino, J. W. (2014). How People Learn : Bridging Research and Practice. Washington DC: National Academy Press.

Eraikhuemen, L., Ogumogu, A. E., Studies, C., & State, E. (2014). An Assessment of Secondary School Physics Teachers Conceptual Understanding of Force and Motion in Edo. SAVAP International, 5(1), 253–262.

Ergin, S. (2016). The Effect of Group Work on Misconceptions of 9th Grade Students about Newton’s Laws. Journal of Education and Training Studies, 4(6), 127–136. https://doi.org/10.11114/jets.v4i6.1390

Goszewski, M., Moyer, A., Bazan, Z., & Wagner, D. J. (2013). Exploring Student Difficulties with Pressure in a Fluid. AIP Conference Proceedings, 157(may 2012), 154–157. https://doi.org/10.1063/1.4789675

Hadzibegovic, Z., & Klokic, M. (2016). Optical phenomena in the atmosphere: Questionnaire results of high school students’ knowledge and understanding. AIP Conference Proceedings, 310003, 310003. https://doi.org/10.1063/1.4944313

Halim, L., Yong, T. K., Subahan, T., & Meerah, M. (2014). Overcoming Students ’ Misconceptions on Forces in Equilibrium : An Action Research Study, (June), 1032–1042.

Heron, P. R. L., Loverude, M. E., Shaffer, P. S., & McDermott, L. C. (2003). Helping Students Develop an Understanding of Archimedes’ Principle. II. Development of Research-Based Instructional Materials. American Journal of Physics, 71(11), 1188–1195. https://doi.org/10.1119/1.1607337

Herrington, A., & Herrington, J. (2005). Authentic Learning Environments in Higher Education. (J. Neidig, Ed.). United States of America.

Hill, M., Sharma, M. D., & Johnston, H. (2015). How Online Learning Modules Can Improve the Representational Fluency and Conceptual Understanding of University Physics Students. European Journal of Physics, 36(4), 45019. https://doi.org/10.1088/0143-0807/36/4/045019

Hubber, P., Tytler, R., & Haslam, F. (2010). Teaching and Learning about Force with a Representational Focus : Pedagogy and Teacher Change, 5–28. https://doi.org/10.1007/s11165-009-9154-9

Hung, W., & Jonassen, D. H. (2006). Conceptual Understanding of Causal Reasoning in Physics. International Journal of Science Education, 28(13), 1601–1621. https://doi.org/10.1080/09500690600560902

Kaur, G. (2017). Seeing Light. Contemporary Education Dialogue, 14(1), 22–48. https://doi.org/10.1177/0973184916678697

Kautz, C. H., Heron, P. R. L., Shaffer, P. S., Mcdermott, L. C., Kautz, C. H., Heron, P. R. L., … Mcdermott, L. C. (2013). Student understanding of the ideal gas law , Part II : A Microscopic Perspective Student understanding of the Ideal Gas law , Part II : A microscopic perspective, 1064(2005). https://doi.org/10.1119/1.2060715

Leit�o, U. A., Dos Anjos Pinheiro Da Silva, A., Do Nascimento, N. C. T., & Da Cruz Gerv�sio, L. M. B. (2017). A bullet fired in dry water: An Investigative Activity to Learn Hydrodynamics Concepts. Physics Education, 52(1). https://doi.org/10.1088/1361-6552/52/1/015024

Loverude, M. E., Heron, P. R. L., & Kautz, C. H. (2010). Identifying and Addressing Student Difficulties with Hydrostatic Pressure. American Journal of Physics, 78(2010), 75. https://doi.org/10.1119/1.3192767

Maina, F. (2015). Authentic Learning : Perspectives from Contemporary Educators. Journal of Authentic Learning, 1(1), 1–5.

Mims, C. (2003). Authentic Learning : A Practical Introduction & Guide for Implementation. Meridian A Middle School Computer Technologies Journal, 6(1), 1–12.

Moodley, T. (2016). Authentic Learning for Teaching Reading : Foundation Phase Pre-Service Student Teachers’ Learning Experiences of Creating and Using Digital Stories in Real Classrooms. Journal of the Reading Association of South Africa, 7(1), 1–10.

Muganga, L. (2015). Authentic Learning in African Post-Secondary Education and the Creative Economy. Journal of University of Alberta, 7(2), 27–54.

Nurita, T., Hastuti, P. W., & Sari, D. A. P. (2017). Problem-Solving Ability of Science Students in Optical Wave Courses. Jurnal Pendidikan IPA Indonesia, 6(2), 341–345. https://doi.org/10.15294/jpii.v6i2.8184

Prain, V., Tytler, R., & Peterson, S. (n.d.). About Evaporation Multiple Representation in Learning, (November 2014), 37–41. https://doi.org/10.1080/09500690701824249

Riantoni, C., Yuliati, L., Mufti, N., & Nehru, N. (2017). Problem Solving Approach in Electrical Energy and Power on Students as Physics Teacher Candidates. Jurnal Pendidikan IPA Indonesia, 6(1), 55–62. https://doi.org/10.15294/jpii.v6i1.8293

Robertson, A. D., Shaffer, P. S., Robertson, A. D., & Shaffer, P. S. (2016). Pressure of an ideal gas University student reasoning about the basic tenets of kinetic-molecular theory , Part II : Pressure of an ideal gas. https://doi.org/10.1119/1.4960215

Rochmawati, Y., & Wahyuni, S. (2017). Authentic Assessment in Physics Learning Using Physics Chess Game for Senior High School. International Journal of Learning and Teaching, 3(1), 15–18. https://doi.org/10.18178/ijlt.3.1.15-18

Rule, A. C. (2006). Editorial : The Components of Authentic Learning. Journal of Authentic Learning, 3(1), 1–10.

Sambeka, Y., & Sriyati, S. (2017). Implementation of Authentic Assessment in The Project Based Learning to Improve Student’ s Concept Mastering. AIP Conference Proceedings, 1–6. https://doi.org/10.1063/1.4983980

Sencar, S., & Eryilmaz, A. (2004). Factors Mediating the Effect of Gender on Ninth-Grade Turkish Students ’ Misconceptions Concerning Electric Circuits, 41(6), 603–616. https://doi.org/10.1002/tea.20016

Serway, R. A., & Vuille, C. (2014). Serway-Vuille College Physics (tenth). United States of America: Cengage Learning.

Stylos, G., Evangelakis, G. A., & Kotsis, K. T. (2008). Misconceptions on Classical Mechanics by Freshman University Students: A Case Study in a Physics Department in Greece, 1(2), 157–177.

Teiermayer, A. (2016). Problems Based on Phenomena and Experiments in Secondary School Involving a Digital Camera. Physics Education, 51(6), 63002. https://doi.org/10.1088/0031-9120/51/6/063002

Wagner, D. J., Carbone, E., & Lindow, A. (2013). Exploring Student Difficulties with Buoyancy. In American Association of Physics Teachers (pp. 357–360). https://doi.org/10.1119/perc.2013.pr.077

Wagner, D. J., Cohen, S., & Moyer, A. (2009). Addressing Student Difficulties with Buoyancy. AIP Conference Proceedings, 1179, 289–292. https://doi.org/10.1063/1.3266739

Widowati, A., Nurohman, S., & Anjarsari, P. (2017). Developing Science Learning Material with Authentic Inquiry Learning Approach to Improve Problem Solving and Scientific Attitude. Jurnal Pendidikan IPA Indonesia, 6(1), 32–40. https://doi.org/10.15294/jpii.v6i1.4851

Wijaya, C. P., Koes, S., & Muhardjito. (2016). The Diagnosis of Senior High School Class X MIA B Students Misconceptions about Hydrostatic Pressure Concept Using Three-Tier. Jurnal Pendidikan IPA Indonesia, 5(1), 14–21. https://doi.org/10.15294/jpii.v5i1.5784

Yalcin, M., Altun, S., Turgut, U., & Aggu, F. (2009). First Year Turkish Science Undergraduates' Understandings and Misconceptions of Light, 1083–1093. https://doi.org/10.1007/s11191-008-9157-3

Young, D. E., & Meredith, D. C. (2017). Using the resources framework to Design, Assess, and Refine Interventions on Pressure in Fluids. Physical Review Physics Education Research, 13(1), 1–16. https://doi.org/10.1103/PhysRevPhysEducRes.13.010125

DOI: http://dx.doi.org/10.17977/jptpp.v5i1.13150


  • There are currently no refbacks.

Copyright (c) 2020 Mohammad Zaky Tatsar, Lia Yuliati, Hari Wisodo

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

JPtpp is accredited “Rank 2” as a scientific journal under the decree of the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education, dated October 24, 2018, No: 30/E/KPT/2018, effective for five years from Volume 3 Issue 1, 2018 until Volume 7 Issue 8, 2022.

Jurnal Pendidikan: Teori, Penelitian, & Pengembangan

Journal Of Education

Graduate School Of Universitas Negeri Malang

Lisensi Creative Commons

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