Kesalahan siswa SMA dalam memecahkan masalah pada materi Hukum Newton
Abstract
Abstract: This study described students mistake on solving newton’s law problems. The subjects were 60 students of high school in 11th grade. This study used survey method with data collection technique was test. Test consisted of 10 items about the description of Newton's law (cronbach alpha 0.638). The results showed that many students mistake on solving problems about 1st Newton’s Law, 2nd Newton’s law, 3rd Newton’s law and concept of friction. Students just rememberred the mathematical equations of Newton's law without understanding the physical meaning. It was advisable to conduct further research as an effort to reduce students' mistakes, one of them is through learning that involves students participating on problem solving and given assistance so that students can do problem solving independently.
Abstrak: Penelitian ini mendeskripsikan kesalahan siswa dalam memecahkan masalah hukum newton. Subyek penelitian siswa kelas XI SMA berjumlah 60. Penelitian menggunakan meteode survey dengan teknik pengumpulan data yaitu tes. Tes terdiri atas 10 butir soal uraian materi hukum Newton (cronbach alpha 0,638). Hasil penelitian menunjukkan bahwa siswa banyak mengalami kesalahan dalam memecahkan masalah hukum I Newton, hukum II Newton, hukum III Newton dan konsep gaya gesek. Faktor penyebab kesalahan tersebut adalah karena siswa kurang memahami hukum I Newton, hukum II Newton, hukum III Newton dan konsep gaya gesek. Siswa hanya hanya menghafal persamaan matematis hukum Newton tanpa memahami makna fisis. Disarankan untuk melakukan penelitian lebih lanjut sebagai upaya mengurangi kesalahan siswa, salah satunya melaui pembelajaran yang melibatkan siswa ikut serta dalam pemecahan masalah dan diberi bantuan agar siswa dapat melakukan pemecahan masalah secara mandiri.
Abstrak: Penelitian ini mendeskripsikan kesalahan siswa dalam memecahkan masalah hukum newton. Subyek penelitian siswa kelas XI SMA berjumlah 60. Penelitian menggunakan meteode survey dengan teknik pengumpulan data yaitu tes. Tes terdiri atas 10 butir soal uraian materi hukum Newton (cronbach alpha 0,638). Hasil penelitian menunjukkan bahwa siswa banyak mengalami kesalahan dalam memecahkan masalah hukum I Newton, hukum II Newton, hukum III Newton dan konsep gaya gesek. Faktor penyebab kesalahan tersebut adalah karena siswa kurang memahami hukum I Newton, hukum II Newton, hukum III Newton dan konsep gaya gesek. Siswa hanya hanya menghafal persamaan matematis hukum Newton tanpa memahami makna fisis. Disarankan untuk melakukan penelitian lebih lanjut sebagai upaya mengurangi kesalahan siswa, salah satunya melaui pembelajaran yang melibatkan siswa ikut serta dalam pemecahan masalah dan diberi bantuan agar siswa dapat melakukan pemecahan masalah secara mandiri.
References
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Serway, R.A. and Jewett, J.W. (2010). Physisc for Scientist and Engineers with Modern Physics. 8th Edition. California: Thomson Brooks/Cole.
Shiha, S. N. (2014). Pengembangan Alat Peraga Percepatan Benda Untuk Menunjang Pembelajaran Fisika Pada Materi Hukum Newton Tentang Gerak. Inovasi Pendidikan Fisika, 3(2).
Sriati, A. (1994). Kesulitan Belajar Matematika pada Siswa SMA (Pengkajian Diagnosa). Jurnal Kependidikan Jogjakarta.
SUSIANA, N. (2017). Analisis Kemampuan Pemecahan Masalah Siswa SMA Kelas X melalui Model Interactive Demonstration dengan Thinking Maps pada materi Hukum Newton. DISERTASI dan TESIS Program Pascasarjana UM.
Zewdie, Z. M. (2014). An investigation of students’ approaches to problem solving in physics courses. International Journal of Chemical and Natural Science, 2(1), 77-89.
Care, E., Scoular, C., & Griffin, P. (2016). Assessment of Collaborative Problem Solving in Education Environments. Applied Measurement in Education, 29(4), 250–264. https://doi.org/10.1080/08957347.2016.1209204
Ding, L., Reay, N., Lee, A., & Bao, L. (2011). Exploring the role of conceptual scaffolding in solving synthesis problems. Physical Review Special Topics - Physics Education Research, 7(2). https://doi.org/10.1103/PhysRevSTPER.7.020109
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). https://doi.org/10.1103/PhysRevSTPER.11.020106
Hu, D., & Sanjay Rebello, N. (2013). Characterizing student use of differential resources in physics integration problems. In AIP Conference Proceedings(Vol. 1513, pp. 186–189). American Institute of Physics Inc. https://doi.org/10.1063/1.4789683
Ibrahim, B., & Rebello, N. S. (2012). Representational task formats and problem solving strategies in kinematics and work. Physical Review Special Topics - Physics Education Research, 8(1). https://doi.org/10.1103/PhysRevSTPER.8.010126
Kim, E., & Pak, S.-J. (2002). Students do not overcome conceptual difficulties after solving 1000 traditional problems. American Journal of Physics, 70(7), 759–765. https://doi.org/10.1119/1.1484151
Kim, E., & Pak, S.-J. (2002). Students do not overcome conceptual difficulties after solving 1000 traditional problems. American Journal of Physics, 70(7), 759–765. https://doi.org/10.1119/1.1484151
Knight, R. D., & Knight, R. (2004). Physics for Scientists and Engineers: A Strategic Approach with Modern Physics with Mastering Physics. Benjamin Cummings.
Kuo, E., Hull, M. M., Gupta, A., & Elby, A. (2013). How students blend conceptual and formal mathematical reasoning in solving physics problems. Science Education, 97(1), 32–57. https://doi.org/10.1002/sce.21043
Lin, P. C., Hou, H. T., Wu, S. Y., & Chang, K. E. (2014). Exploring college students’ cognitive processing patterns during a collaborative problem-solving teaching activity integrating Facebook discussion and simulation tools. Internet and Higher Education, 22, 51–56. https://doi.org/10.1016/j.iheduc.2014.05.001
Lin, T. J., Duh, H. B. L., Li, N., Wang, H. Y., & Tsai, C. C. (2013). An investigation of learners’ collaborative knowledge construction performances and behavior patterns in an augmented reality simulation system. Computers and Education, 68, 314–321. https://doi.org/10.1016/j.compedu.2013.05.011
Malichatin, H. (2013). Pengembangan materi subjek bagi mahasiswa calon guru fisika. Journal of Innovative Science Education, 2(1).
Maries, A., & Singh, C. (2013). To use or not to use diagrams: The effect of drawing a diagram in solving introductory physics problems. In AIP Conference Proceedings(Vol. 1513, pp. 282–285). American Institute of Physics Inc. https://doi.org/10.1063/1.4789707
Nurcahyo, A. W. (2017). Analisis Kemampuan Pemecahan Masalah Hukum Newton Tentang Gerak Pada Mahasiswa Pendidikan Fisika Universitas Jember Melalui Pembelajaran Cooperative Problem Solving. DISERTASI dan TESIS Program Pascasarjana UM.
Planinic, M., Boone, W. J., Krsnik, R., & Beilfuss, M. L. (2006). Exploring alternative conceptions from newtonian dynamics and simple DC circuits: Links between item difficulty and item confidence. Journal of Research in Science Teaching, 43(2), 150–171. https://doi.org/10.1002/tea.20101
Radovanović, J., & Sliško, J. (2013). Applying a predict-observe-explain sequence in teaching of buoyant force. Physics Education, 48(1), 28–34. https://doi.org/10.1088/0031-9120/48/1/28
Serway, R.A. and Jewett, J.W. (2010). Physisc for Scientist and Engineers with Modern Physics. 8th Edition. California: Thomson Brooks/Cole.
Shiha, S. N. (2014). Pengembangan Alat Peraga Percepatan Benda Untuk Menunjang Pembelajaran Fisika Pada Materi Hukum Newton Tentang Gerak. Inovasi Pendidikan Fisika, 3(2).
Sriati, A. (1994). Kesulitan Belajar Matematika pada Siswa SMA (Pengkajian Diagnosa). Jurnal Kependidikan Jogjakarta.
SUSIANA, N. (2017). Analisis Kemampuan Pemecahan Masalah Siswa SMA Kelas X melalui Model Interactive Demonstration dengan Thinking Maps pada materi Hukum Newton. DISERTASI dan TESIS Program Pascasarjana UM.
Zewdie, Z. M. (2014). An investigation of students’ approaches to problem solving in physics courses. International Journal of Chemical and Natural Science, 2(1), 77-89.
Authors
Januarifin, D., Parno, P., & Hidayat, A. (2018). Kesalahan siswa SMA dalam memecahkan masalah pada materi Hukum Newton. Momentum: Physics Education Journal, 2(2). https://doi.org/10.21067/mpej.v1i1.2292
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