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CRITICAL JOURNAL REVIEW
INVESTIGATING STUDENT UNDERSTANDNG OF SIMPLE
HARMONIC MOTION
BY:
NUR AINI
4163322004
LECTURER:
MUHAMMAD ASWIN RANGKUTI, S.Pd, M.Pd
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
2018
SUMMARY OF JOURNAL
PROBLEM
SOLUTION
Mengapa konsep KInematika dan dinamika fisika sangat sulit
dipahami siswa? In this case, many students experience
misconceptions and difficulties in understanding dynamic and
Kinematic materials. masih banyak siswa yang gagal memahami konsep
kinematika dilihat dari hasil nilai siswa yang sangat rendah.
This study aims to determine students 'understanding of
the topic of simple harmonic motion (SHM) and then develop
teaching materials based on students' difficulties. Therefore a
researcher performs a 16-concept conceptual test and a
tutorial activity having developed from previous research
findings and evaluated by three physicists in teaching
mechanics before using in real class.
CONDITION
Students with misconceptions are meant
not to change their way of thinking after
traditional instruction but previous
research has found that many students
experience
misconceptions
and
difficulties in learning materials Simple
harmonic motion, most students have
difficulty in connecting concepts with
graphical representations, connecting
harmonic
motion
physics
with
mathematical differential equations.
Therefore, this study aims to determine
students 'understanding of the topic of
simple harmonic motion (SHM) and then
develop the teaching materials based on
students' difficulties.
IMPACT
PHASE
In the journal does not explain the
impact of these misconceptions, but
seen from the problem we know
when
students
with
misunderstandings that are intended
not to change their way of thinking
after the traditional instruction, but
wrongly student responded, then
students will be difficult to answer
questions given that will lead to low
the ability of students and not
achievement mastery learning.
At this stage, researchers need Participants consisting of 60
students taking courses on vibration and waves and 46 students
taking Physics courses 2 and 28 students who take the
Fundamental Physics course 2 in the 2nd semester of the academic
year 2016. A 16- questions and tutorial activities have been
developed from previous research findings and evaluated by three
physicists in teaching mechanics before using in real classes. Data
collection includes both qualitative and quantitative methods. The
item analysis and the overall analysis of the test are determined
from the student's response in the conceptual test.
RESULT & DISCUSSION
Student misconception is a qualitative analysis of their initial
written answer in the tutorial sheet. Here are some misconceptions that
dominate.
a. Periodic motion versus simple harmonic motion.
b. Difficulties with restoring force.
c. Incorrect intuition relating frequency with amplitude.
d. Difficulties with defining an equilibrium position.
e. Difficulties with interpreting graphs.
In this study, SHM-CS and SHM tutorials were developed and
implemented to identify students' conceptual understandings.
Misunderstanding of undergraduate students in SHM is identified. The
dominant one is "false intuition connecting frequency with amplitude,"
which was found in previous studies. In addition, most students have
difficulty in understanding the strength of the restorer, representing
SHM in graphical form and in determining the equilibrium position.
The first draft of tutorial activities addressed most of these
misconceptions and difficulties. As a result, students do quite well in
the SHM-CS post. Students must have at least 2 hours in work with the
tutorial to further develop a thorough understanding of the concept of
SHM.
MATERIAL & TOOLS
 Tools: Test of Simple Harmonic Motion Conceptual
Survey (SHM-CS), stationery
 Material: Questionnaire or problem analysis
DISCUSSON OF JOURNAL
Why misconception many students and students experience?
Education is a conscious effort and aims to develop human quality. The correct
understanding of concepts is the foundation that allows for a correct understanding of other
related concepts or more complex concepts, facts, laws, principles and theories in science.
Misconception is a conception of someone who is inconsistent with a scientific conception
recognized by experts (Suparno,2005).
Students experiencing misconceptions will make mistakes in learning physics. This
error occurs continuously and shows errors with certain sources. Students who have answered
many questions differ in context but contextual base is the same (Berg, 1991). The five things
that cause misconceptions are students, teachers, textbooks, context and teaching methods.
The causes of misconceptions of students consist of various things, namely:
preconception, humanistic thinking, students' associative thinking, incomplete reasoning,
false intuition, student cognitive development, student interests, and student ability
(Suparno,2005). Students who experience errors in answering a problem do not completely
misconception. Students who mistakenly answer questions may not know the concept, or
false concept.
Even Misconceptions in the course of physics will be fatal because the physics
concepts are interrelated with one another, so the mistakes of the concept at the beginning of
the learning will affect the continuation of the lesson, this will lead to the low ability of
students and not complete learning completeness. Therefore researchers in the journal
conducted a test to measure students' understanding of simple harmonic motion materials
using SHM-CS and SHM tutorials.
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