JITT with assessment for learning: Investigation and improvement of students understanding of kinematics concept

Main Article Content

Akhmad Jufriadi
Ratri Andinisari

Abstract

This study aims to investigate and explore students' understanding of the concept of Kinematics, particularly in the concepts of acceleration, velocity, distance and displacement. This research used a mixed-method approach with an embedded experimental design. The research was conducted by involving 21 students consisting of 7 men and 14 women. This research used reasoned multiple-choice questions and short interviews to determine the students' initial and final understanding. The results showed that, before the intervention was carried out, as much as 42.86% of students did not understand the concept of distance and displacement correctly, as much as 26.99% of students did not understand the concepts of instantaneous velocity and average speed, as much as 45.6% did not understand the concepts of position, velocity and acceleration and as much as 87.31% did not understand about the direction of velocity and acceleration. In addition, the results showed that the application of JITT with assessment for learning could significantly improve students' understanding of concepts, with N-gain = 0.56 and effect size = 2.38. This study explains the difficulties and general understanding of students on the concepts of distance and displacement, and the direction of object acceleration. In addition, the integration of assessment for learning to JITT is an option in the learning process to improve understanding of Kinematics concepts.

Article Details

How to Cite
Jufriadi, A., & Andinisari, R. (2020). JITT with assessment for learning: Investigation and improvement of students understanding of kinematics concept. Momentum: Physics Education Journal, 4(2), 94-101. https://doi.org/10.21067/mpej.v4i2.4669
Section
Articles

References

Ayu, H. D., Syagita, U., & Jufriadi, A. (2019). The effect of just in time teaching (JITT) learning model on the concept mastery of students learning motivation. Jurnal Pengajaran MIPA, 24(1). https://doi.org/10.18269/jpmipa.v24i1.17052

Bao, L. (2006). Theoretical comparisons of average normalized gain calculations. American Journal of Physics, 74(10), 917–922. https://doi.org/10.1119/1.2213632

Barniol, P., & Zavala, G. (2014). Force, velocity, and work: The effects of different contexts on students’ understanding of vector concepts using isomorphic problems. Physical Review Special Topics - Physics Education Research, 10(2), 020115. https://doi.org/10.1103/PhysRevSTPER.10.020115

Beichner, R. J. (1994). Testing student interpretation of kinematics graphs. American Journal of Physics, 62(8), 750–762. https://doi.org/10.1119/1.17449

Bollen, L., De Cock, M., Zuza, K., Guisasola, J., & van Kampen, P. (2016). Generalizing a categorization of students’ interpretations of linear kinematics graphs. Physical Review Physics Education Research, 12(1), 010108. https://doi.org/10.1103/PhysRevPhysEducRes.12.010108

Clement, J. (1982). Students’ preconceptions in introductory mechanics. American Journal of Physics, 50(1), 66–71. https://doi.org/10.1119/1.12989

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge.

Docktor, J. L., & Mestre, J. P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics - Physics Education Research, 10(2), 020119. https://doi.org/10.1103/PhysRevSTPER.10.020119

Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 3. https://doi.org/10.1186/s41239-017-0087-5

Ellis, P. D. (2010). The essential guide to effect sizes: statistical power, meta-analysis, and the interpretation of research results. Cambridge University Press.

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809

Handhika, J., Cari, C., Suparmi, A., Sunarno, W., & Purwandari, P. (2018). Development of diagnostic test instruments to reveal level student conception in kinematic and dynamics. Journal of Physics: Conference Series, 983(1), 012025. https://doi.org/10.1088/1742-6596/983/1/012025

Handhika, J., Istiantara, D. T., & Astuti, S. W. (2019). Using graphical presentation to reveals the student’s conception of kinematics. Journal of Physics: Conference Series, 1321, 032064. https://doi.org/10.1088/1742-6596/1321/3/032064

Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30(3), 141–158. https://doi.org/10.1119/1.2343497

Irwandani, I. (2014). Model pembelajaran just in time teaching (JITT) berbantuan website pada topik listrik arus bolak-balik untuk meningkatkan keterampilan berpikir kreatif siswa SMA. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 3(2). https://doi.org/10.24042/jpifalbiruni.v3i2.72

Kurniawati, I. D. (2019). Development of problem-based kinematics teaching material to improve students’ critical thinking skills. JIPF (Jurnal Ilmu Pendidikan Fisika), 4(1), 21. https://doi.org/10.26737/jipf.v4i1.910

Kusairi, S., Noviandari, L., Parno, P., & Pratiwi, H. Y. (2019). Analysis of students’ understanding of motion in straight line concepts: Modeling instruction with formative e-assessment. International Journal of Instruction, 12(4), 353–364. https://doi.org/10.29333/iji.2019.12423a

Lichtenberger, A., Wagner, C., Hofer, S. I., Stern, E., & Vaterlaus, A. (2017). Validation and structural analysis of the kinematics concept test. Physical Review Physics Education Research, 13(1), 010115. https://doi.org/10.1103/PhysRevPhysEducRes.13.010115

Maries, A., & Singh, C. (2013). Exploring one aspect of pedagogical content knowledge of teaching assistants using the test of understanding graphs in kinematics. Physical Review Special Topics - Physics Education Research, 9(2), 020120. https://doi.org/10.1103/PhysRevSTPER.9.020120

Morgan, G. A., Leech, N. L., Gloeckner, G. W., & Barret, K. C. (2004). SPSS for introductory statistics: Use and interpretation. Lawrence Erlbaum Associates, Inc.

Muliyati, D., Septiningrum, A. D., Ambarwulan, D., & Astra, I. M. (2020). The development of guided inquiry student worksheet using tracker video analysis for kinematics motion topics. Journal of Physics: Conference Series, 1491(1), 012062. https://doi.org/10.1088/1742-6596/1491/1/012062

Planinic, M., Milin-Sipus, Z., Katic, H., Susac, A., & Ivanjek, L. (2012). Comparison of student understanding of line graph slope in physics and mathematics. International Journal of Science and Mathematics Education, 10(6), 1393–1414. https://doi.org/10.1007/s10763-012-9344-1

Planinic, M., Susac, A., Ivanjek, L., & Milin Šipuš, Ž. (2019). Comparing student understanding of graphs in physics and mathematics. In Mathematics in Physics Education (pp. 233–246). Springer International Publishing. https://doi.org/10.1007/978-3-030-04627-9_10

Pulgar, J., Spina, A., Ríos, C., & Harlow, D. B. (2020). Contextual details, cognitive demand and kinematic concepts: exploring concepts and characteristics of student-generated problems in a university physics course. 2019 Physics Education Research Conference Proceedings, January. https://doi.org/10.1119/perc.2019.pr.Pulgar

Reif, F., & Allen, S. (1992). Cognition for interpreting scientific concepts: A study of acceleration. Cognition and Instruction, 9(1), 1–44. https://doi.org/10.1207/s1532690xci0901

Rosenblatt, R., & Heckler, A. F. (2011). Systematic study of student understanding of the relationships between the directions of force, velocity, and acceleration in one dimension. Physical Review Special Topics - Physics Education Research, 7(2), 020112. https://doi.org/10.1103/PhysRevSTPER.7.020112

Rosenblatt, R., Sayre, E. C., Heckler, A. F., Henderson, C., Sabella, M., & Hsu, L. (2008). Toward a comprehensive picture of student understanding of force, velocity, and acceleration. AIP Conference Proceedings, 1064(C), 183–186. https://doi.org/10.1063/1.3021249

Sari, R. R., Abdurrahman, & Herlina, K. (2020). Development and validation of students’ worksheet based on guided-inquiry to improve students’ scientific literacy skills of junior high school on straight motion concept. Journal of Physics: Conference Series, 1467(1), 012073. https://doi.org/10.1088/1742-6596/1467/1/012073

Serway, R. A., & Jewett, J. W. (2018). Physics for scientists and engineers with modern physics. Cengage learning.

Setiawan, R., Mardapi, D., Pratama, A., & Ramadan, S. (2019). Efektivitas blended learning dalam inovasi pendidikan era industri 4.0 pada mata kuliah teori tes klasik. Jurnal Inovasi Teknologi Pendidikan. https://doi.org/10.21831/jitp.v6i2.27259

Shaffer, P. S., & McDermott, L. C. (2005). A research-based approach to improving student understanding of the vector nature of kinematical concepts. American Journal of Physics, 73(10), 921–931. https://doi.org/10.1119/1.2000976

Sudarma, T. F. (2015). Pengaruh metode just-in time teaching terhadap hasil belajar fisika. Jurnal Ikatan Alumni Fisika, 1(1), 38. https://doi.org/10.24114/jiaf.v1i1.2688

Sutopo, Liliasari, Waldrib, B., & Rusdiana, D. (2012). Impact of representational approach on the improvement of students’ understanding of acceleration. Jurnal Pendidikan Fisika Indonesia, 8(2), 161–173. https://doi.org/10.15294/jpfi.v8i2.2156

Sutopo, S., & Waldrip, B. (2014). Impact of a representational approach on students’ reasoning and conceptual understanding in learning mechanics. International Journal of Science and Mathematics Education, 12(4), 741–765. https://doi.org/10.1007/s10763-013-9431-y

Trowbridge, D. E., & McDermott, L. C. (1981). Investigation of student understanding of the concept of acceleration in one dimension. American Journal of Physics, 49(3), 242–253. https://doi.org/10.1119/1.12525

Wati, I. K., Maridi Maridi, & Ramli, M. (2017). Pengembangan model pembelajaran just in time teaching (JITT) berbasis pendekatan saintifik pada materi jamur untuk meningkatkan kemampuan berpikir analitis siswa kelas X SMA. Jurnal Inkuiri, 6(1), 121–140. https://doi.org/10.20961/inkuiri.v6i1.17276