The analysis of student’ difficulties in mastering static fluid concept
Abstract
This study aimed to analyze the difficulties experienced by students in mastering Static Fluid concept. This study used descriptive quantitative method with 48 students of Physics Education Department. The instrument of this research was 13 reasoned-multiple choice questions. According to the results, although there was an improvement, most students were difficult to understand certain concepts. This research revelaed some difficulties experienced by students on static fluid concept. Among others are students failed to portray the forces that worked on certain object in fluid, then as a result, they failed to determine the ratio of pressure. In addition, the students were difficult to determine the changing of water pressure on the closed vessel based on the main law of hydrostatics and Pascal’s Law.
References
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Thiam, M. (2017). Diving into buoyancy: Exploring the Archimedes principle through engineering. Science Scope, 40(5), 42–49.
Thompson, J. R., Christensen, W. M., & Wittmann, M. C. (2011). Preparing future teachers to anticipate student difficulties in physics in a graduate-level course in physics, pedagogy, and education research. Physical Review Special Topics - Physics Education Research, 010108, 1–11. https://doi.org/10.1103/PhysRevSTPER.7.010108
Wagner, D. J., Carbone, E., & Lindow, A. (2014). Exploring student difficulties with buoyancy. 2013 Physics Education Research Conference Proceedings, 357–360. https://doi.org/10.1119/perc.2013.pr.077
Wambugu, P. W., & Changeiywo, J. M. (2008). Effects of mastery learning approach on secondary school students’ physics achievement. Eurasia Journal of Mathematics, Science & Technology Education, 4(3), 293–302.
Yulianci, S., Gunawan, G., & Doyan, A. (2017). The effect of guided inquiry model with interactive multimedia towards student’s generic science skill based on learning styles: 2nd Asian Education Symposium, 193–198. https://doi.org/10.5220/0007301001930198
Yulita, I. (2018). Analisis prekonsepsi siswa terhadap kemampuan menghubungkan konteks air laut dengan konten hakikat ilmu kimia kelas X SMA. Jurnal Pendidikan Sains (JPS), 06(01), 64–72.
Bouchard, M., & Denoncourt, I. (2005). Influence of achievement goals and self-efficacy on students’ self-regulation and performance. International Journal of Psychology, 40(6), 373–384. https://doi.org/10.1080/00207590444000302
Çepni, S., & Şahin, Ç. (2012). Effect of different teaching methods and techniques embedded in the 5e instructional model on students’ learning about buoyancy force. Eurasian J. Phys. & Chem. Educ., 4(2), 97–127.
Diyana, T. N., Haryoto, D., & Sutopo. (2020). Implementation of conceptual problem solving (CPS) in the 5E learning cycle to improve students’ understanding of archimedes principle. AIP Conference Proceedings, 2215, 050002. https://doi.org/10.1063/5.0000738
Diyana, T. N., Supriana, E., & Kusairi, S. (2020). Pengembangan multimedia interaktif topik prinsip Archimedes untuk mengoptimalkan student centered learning. Jurnal Inovasi Teknologi Pendidikan, 6(2), 171–182. https://doi.org/10.21831/jitp.v6i2.27672
Docktor, J. L., Strand, N. E., Mestre, J. P., & Ross, B. H. (2015a). Conceptual problem solving in high school physics. Physical Review Special Topics - Physics Education Research, 11(020106), 1–13. https://doi.org/10.1103/PhysRevSTPER.11.020106
Docktor, J. L., Strand, N. E., Mestre, J. P., & Ross, B. H. (2015b). Conceptual problem solving in high school physics. Physical Review Special Topics - Physics Education Research, 11(2), 020106. https://doi.org/10.1103/PhysRevSTPER.11.020106
Fakcharoenphol, W., Potter, E., & Stelzer, T. (2011). What students learn when studying physics practice exam problems. Physical Review Special Topics - Physics Education Research, 7(1), 010107. https://doi.org/10.1103/PhysRevSTPER.7.010107
Goszewski, M., Moyer, A., Bazan, Z., & Wagner, D. J. (2013). Exploring student difficulties with pressure in a fluid. 154–157. https://doi.org/10.1063/1.4789675
Koenig, K. M., Endorf, R. J., & Braun, G. A. (2007). Effectiveness of different tutorial recitation teaching methods and its implications for TA training. Physical Review Special Topics - Physics Education Research, 3(1), 010104. https://doi.org/10.1103/PhysRevSTPER.3.010104
Kusairi, S., Rosyidah, N. D., Diyana, T. N., & Nisa, I. K. (2020). Conceptual understanding and difficulties of high school students in urban and rural areas: Case of archimedes’ principles. AIP Conference Proceedings, 2215, 050010. https://doi.org/10.1063/5.0000752
Kustusch, M. B. (2016). Assessing the impact of representational and contextual problem features on student use of right-hand rules. Physical Review Physics Education Research, 12(1), 010102. https://doi.org/10.1103/PhysRevPhysEducRes.12.010102
Lin, S.-Y., & Singh, C. (2011). Using isomorphic problems to learn introductory physics. Physical Review Special Topics - Physics Education Research, 7(2), 020104. https://doi.org/10.1103/PhysRevSTPER.7.020104
Linuwih, S., & Sukwati, N. O. E. (2014). Efektifitas model pembelajaran audiotory intellectually repetition (air) terhadap pemahaman siswa pada konsep ebergi dalam. Jurnal Pendidikan Fisika Indonesia, 10(2), 158–162. https://doi.org/10.15294/jpfi.v10i2.3352
Loverude, M. E., Kautz, C. H., & Heron, P. R. L. (2003). Helping students develop an understanding of Archimedes’ principle. I. Research on student understanding. American Journal of Physics, 71(11), 1178–1187. https://doi.org/10.1119/1.1607335
Nieminen, P., Savinainen, A., & Viiri, J. (2010). Force concept inventory-based multiple-choice test for investigating students’ representational consistency. Physical Review Special Topics - Physics Education Research, 6(020109), 1–12. https://doi.org/10.1103/PhysRevSTPER.6.020109
NRC. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
Pebriana, I. N., Diantoro, M., & Sutopo, S. (2018). Dampak program resitasi terhadap pemahaman konsep mahasiswa pada topik fluida dinamis. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 3(8), 1110–1114.
Prastiwi, V. D., Parno, P., & Wisodo, H. (2018). Identifikasi pemahaman konsep dan penalaran ilmiah siswa SMA pada materi fluida statis. Momentum: Physics Education Journal, 2(2). https://doi.org/10.21067/mpej.v1i1.2216
Rahmawati, I. D., Suparmi, & Sunarno, W. (2018). Students concept understanding of fluid static based on the types of teaching. Journal of Physics: Conference Series, 983, 012029. https://doi.org/10.1088/1742-6596/983/1/012029
Ramadhan, M. D., & Winaryati, E. (2016). Korelasi metode pembelajaran terhadap mindset siswa pada pelajaran kimia. Jurnal Pendidikan Sains (JPS), 04(01), 37–42.
Resbiantoro, G., & Nugraha, W. A. (2017). Miskonsepsi mahasiswa pada konsep dasar gaya dan gerak untuk sekolah dasar. Jurnal Pendidikan Sains (JPS), 5(2), 80–87.
Saifullah, A. M., Sutopo, S., & Wisodo, H. (2017). Senior high school students’ difficulties in solving impulse and momentum problems. Jurnal Pendidikan IPA Indonesia, 6(1), 1–10. https://doi.org/10.15294/jpii.v6i1.9593
Senko, C., & Harackiewicz, J. M. (2005). Achievement goals, task performance, and interest: why perceived goal difficulty matters. Personality and Social Physhology Bulletin, 31(12), 1739–1753. https://doi.org/10.1177/0146167205281128
Shishigu, A., Hailu, A., & Anibo, Z. (2018). Problem-based learning and conceptual understanding of college female students in physics. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 145–154. https://doi.org/10.12973/ejmste/78035
Thiam, M. (2017). Diving into buoyancy: Exploring the Archimedes principle through engineering. Science Scope, 40(5), 42–49.
Thompson, J. R., Christensen, W. M., & Wittmann, M. C. (2011). Preparing future teachers to anticipate student difficulties in physics in a graduate-level course in physics, pedagogy, and education research. Physical Review Special Topics - Physics Education Research, 010108, 1–11. https://doi.org/10.1103/PhysRevSTPER.7.010108
Wagner, D. J., Carbone, E., & Lindow, A. (2014). Exploring student difficulties with buoyancy. 2013 Physics Education Research Conference Proceedings, 357–360. https://doi.org/10.1119/perc.2013.pr.077
Wambugu, P. W., & Changeiywo, J. M. (2008). Effects of mastery learning approach on secondary school students’ physics achievement. Eurasia Journal of Mathematics, Science & Technology Education, 4(3), 293–302.
Yulianci, S., Gunawan, G., & Doyan, A. (2017). The effect of guided inquiry model with interactive multimedia towards student’s generic science skill based on learning styles: 2nd Asian Education Symposium, 193–198. https://doi.org/10.5220/0007301001930198
Yulita, I. (2018). Analisis prekonsepsi siswa terhadap kemampuan menghubungkan konteks air laut dengan konten hakikat ilmu kimia kelas X SMA. Jurnal Pendidikan Sains (JPS), 06(01), 64–72.
Authors
Diyana, T. N., Sutopo, S., & Sunaryono, S. (2020). The analysis of student’ difficulties in mastering static fluid concept. Momentum: Physics Education Journal, 4(1), 11–18. https://doi.org/10.21067/mpej.v4i1.4113
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