Identifikasi kesulitan siswa SMA pada materi usaha-energi
DOI:
https://doi.org/10.21067/mpej.v1i1.2240Keywords:
identification, students' difficulties, work-energy, identifikasi, kesulitan siswa, usaha-energiAbstract
Abstract: This study identified student’s difficulty on doing test about work and energy. This study was conducted on 68 high school students at 11th grade who had took work and energy material. Type of this research was descriptive with survey method. Technique of collecting data was test with 15 items two tier's instruments which have been validated by expert. The student’s reasons in answering were used to identify possible causes of errors. Test result showed that the average student's test score is 50.65 with a scale of 100. Common difficulties for students were applying multiplication of the dot product force acting on objects and the movement objects when the movement of objects is presented through graphs, applying work-kinetic energy theorems, misinterpreting relations of gravity and height of objects on the incline, and determine the graph relation of energy with height object as a description of the movement of objects with parabolic paths and influenced by the external forces of the system. This finding can be used as a reference to overcome student difficulties through appropriate learning strategies. Abstrak: Penelitian ini bertujuan untuk mengidentifikasi kesulitan siswa SMA dalam mengerjakan soal-soal usaha energi. Penelitian dilakukan pada 68 siswa SMA kelas XI yang telah menempuh materi usaha-energi. Jenis penelitian ini adalah deskriptif dengan metode survei. Teknik pengumpulan data yang digunakan yaitu tes dengan instrumen berupa soal pilihan ganda beralasan berjumlah 15 butir yang telah divalidasi oleh ahli. Alasan siswa dalam menjawab digunakan untuk mengidentifikasi kemungkinan penyebab kesalahan. Hasil tes menunjukkan bahwa skor tes rata-rata siswa adalah 50,65 dengan skala 100. Kesulitan yang umum terjadi pada siswa yaitu menerapkan perkalian dot product gaya yang bekerja pada benda serta perpindahan benda jika pergerakan benda disajikan melalui grafik, menerapkan teorema usaha energi kinetik, salah memaknai hubungan usaha oleh gaya gravitasi dengan ketinggian benda pada bidang miring, serta menentukan grafik hubungan energi dan ketinggian yang benar sebagai deskripsi pergerakan benda dengan lintasan parabola dan dipengaruhi gaya eksternal sistem. Temuan ini dapat digunakan sebagai referensi untuk mengatasi kesulitan-kesulitan siswa melalui strategi pembelajaran yang tepat.Downloads
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References
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Chen, R. F., Eisenkraft, A., Fortus, D., Krajcik, J., Neumann, K., Nordine, J., & Scheff, A. (2014). Teaching and learning of energy in K-12 education. Teaching and Learning of Energy in K-12 Education. https://doi.org/10.1007/978-3-319-05017-1.
Herrmann-abell, C. F., & Deboer, G. E. (2011). Investigating Students’ Understanding of Energy Transformation, Energy Transfer, and Conservation of Energy Using Standards-Based Assessment Items. Narst, 1–13.
Hestenes, D., & Wells, M. (1992). A Mechanics Baseline Test. The Physics Teacher, 30 (3),159-166.
Lancor, R. A. (2014). Using Student-Generated Analogies to Investigate Conceptions of Energy: A multidisciplinary study. International Journal of Science Education, 36(1), 1–23. https://doi.org/10.1080/09500693.2012.714512.
Lee, H. S., & Liu, O. L. (2010). Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective. Science Education, 94(4), 665–688. https://doi.org/10.1002/sce.20382.
Mcbride, D. L., Zollman, D., & Rebello, N. S. (2010). Method for analyzing students’ utilization of prior physics learning in new contexts. Physical Review Special Topics - Physics Education Research, 6(2), 1–10. https://doi.org/10.1103/PhysRevSTPER.6.020101.
Neumann, K., Viering, T., Boone, W. J., & Fischer, H. E. (2013). Towards a learning progression of energy. Journal of Research in Science Teaching, 50(2), 162–188. https://doi.org/10.1002/tea.21061.
Nixon, R. S., Godfrey, T. J., Mayhew, N. T., & Wiegert, C. C. (2016). Undergraduate student construction and interpretation of graphs in physics lab activities. Physical Review Physics Education Research, 12(1), 1–19. https://doi.org/10.1103/PhysRevPhysEducRes.12.010104
Nordine, J., Krajcik, J., & Fortus, D. (2010). Transforming energy instruction in middle school to support integrated understanding and future learning. Science Education, 95(4), 670–699. https://doi.org/10.1002/sce.20423.
Opitz, S. T., Harms, U., Neumann, K., Kowalzik, K., & Frank, A. (2015). Students’ Energy Concepts at the Transition Between Primary and Secondary School. Research in Science Education, 45(5), 691–715. https://doi.org/10.1007/s11165-014-9444-8.
Rohwati, M. (2012). Penggunaan Education Game untuk Meningkatkan Hasil Belajar IPA Biologi Konsep Klasifikasi Makhluk Hidup. Jurnal Pendidikan IPA Indonesia, 1(1), 75–81. https://doi.org/10.15294/jpii.v1i1.2017.
Sabo, H. C., Goodhew, L. M., & Robertson, A. D. (2016). University student conceptual resources for understanding energy. Physical Review Physics Education Research, 12(1). https://doi.org/10.1103/PhysRevPhysEducRes.12.010126.
Singh, C., & Rosengrant, D. (2003). Multiple-choice Test of Energy and Momentum Concepts. American Journal of Physics, 71(6), 607-617.
Solbes, J., Guisasola, J., & TarÃÂn, F. (2009). Teaching energy conservation as a unifying principle in physics. Journal of Science Education and Technology, 18(3), 265–274. https://doi.org/10.1007/s10956-009-9149-3.
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Published
2018-03-13
How to Cite
Rahmatina, D. I., Sutopo, S., & Wartono, W. (2018). Identifikasi kesulitan siswa SMA pada materi usaha-energi. Momentum: Physics Education Journal, 2(1), 8–14. https://doi.org/10.21067/mpej.v1i1.2240
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