Pre-Class Tutorial (PCT) untuk Meningkatkan Pemahaman Konsep Calon Guru Fisika pada Perkuliahan Fisika Dasar Materi Usaha dan Energi

Duden Saepuzaman, Saeful Karim, Selly Feranie, Ika Mustika Sari

Abstract


ABSTRAK

 

Penelitian ini dilatarbelakangi temuan terkait pemahaman konsep fisika dasar mahasiswa calon guru Fisika yang menunjukkan adanya kesulitan-kesulitan konseptual perkuliahan Fisika Dasar I pada usaha dan energi. Adanya temuan ini jadi dasar dalam penentuan rencana alternatif solusi yang mendukung pencapaian hasil belajar yang lebih optimal salah satunya pengembangan Pre-Class Tutorial (PCT). Metode yang digunakan adalah metode eksperimen semu. Sebanyak tiga angkatan mahasiswa (tahun akademik 2015/2016 , 2016/2017 dan 2017/2018 masing-masing 82 mahasiswa) yang mengambil perkuliahan Fisika Dasar I pada Program Studi Pendidikan Fisika dilibatkan untuk mengumpulkan data penelitian.  Instrumen penelitian yang digunakan berupa PCT untuk mendapatkan deskripsi proses pemikiran mahasiswa terhadap konsep Fisika dan Tes penguasaan konsep Materi Usaha dan energi untuk mengetahui  pemahaman konsep. Hasil penelitian menunjukkan adanya PCT membantu mahasiswa mengkonstruk konsep Fisika  dan dapat meningkatkan penguasaan konsep materi sistem usaha dan energi.   

 

 

ABSTRACT

 

This research is motivated by findings related to the understanding of the basic physics concepts of pre-service physics teacher that shows the conceptual difficulties of  Basic Physics concept in work and energy concept. This finding is the fact in determining alternative solution to support the achievement of more optimal learning outcomes, one of which is the development of Pre-Class Tutorial (PCT). The method used is a quasi-experimental method. A total of three grade student (2015/2016, 2016/2017 and 2017/2018 in academic year, respectively 82 students) who took the Basic Physics I course in the Physics Education Study Program were involved to collect research data. The research instrument used in the form of PCT to get a description of students' thought processes on the concepts of Physics and the comprehension test of the concept of system of particle and Momentum to determine the understanding of Basic Physics concepts. The results showed that the using of PCT helped students construct concepts of physics and  improve Understanding of Prospective Physics Teacher in work and emergy Concepts.

 

 

Kata kunci : Calon guru fisika, Materi Usaha dan Energi, Pemahaman Konsep, Pre-Class Tutorial (PCT)


References


McDermott, L. C., Shaffer, P. S. (1992). Research as a guide for curriculum development: An example from introductory electricity. Part I: Investigation of student understanding. Am. J. Phys.60 (11), pp. 994–1003.

Kim, E., Pak, S. (2002).Students do not overcome conceptual difficulties after solving 1000 traditional problems. Am. J. Phys. 70 (7). pp. 759-765.

Johnson, M. (2001).Facilitating high quality student practice in introductory physics.Am. J. Phys. 69 (7).pp. S2-S1112. Coletta, V. P. dan Phillips, J. A. (2005). Interpreting FCI scores: Normalized gain, preinstruction scores, and scientific reasoning ability. Am. J. Phys.73(12). pp. 1172-1182.

McDermott. L. C., Redish, E. F. (1999). Resource Letter: PER-1: Physics Education Research. Am. J. Phys. 67 (9). pp. 755-767.

Hsu, L., Brewe, E., Foster, T.M., Harper, K.A. (2004). Resource Letter RPS-1: Research in problem solving. Am. J. Phys. 72 (9). pp. 1147-115614. Heiner, C.E., Banet, A.I., Wieman, C. (2014). Preparing students for class: How to get 80% students reading the textbook before class.Am. J. Phys.82(10). pp. 989-996.

Sriyansyah, S. P., Suhandi, A., Saepuzaman, D. (2015a). Analisis konsistensi representasi dan konsistensi ilmiah mahasiswa pada konsep gaya menggunakan tes R-FCI. Jurnal Pendidikan IPA Indonesia.4. pp.75-82.

Karim, S., Saepuzaman, D. and Sriyansyah, S.P., 2015. Diagnosis Kesulitan Belajar Mahasiswa Dalam Memahami Konsep Momentum. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 1(1), pp.85-90.

Van Heuvelen, A. (1991a). Learning to think like a physicist: A review of research-based instructional strategies.Am. J. Phys.59(10). pp. 891-897.

Van Heuvelen, A. (1991b). Overview, Case Study Physics. Am. J. Phys. 59(10). pp. 898-907.

Meltzer, D. E. (2002). The relationship between mathematics preparation and conceptual learning gains in physics: A possible “hidden variable” in diagnostic pretest scores. Am. J. Phys.70(12). pp. 1259-1268.

Ambrose, B.S. (2004). Investigating student understanding in intermediate mechanics: Identifying the need for a tutorial approach to instruction. Am. J. Phys.72(4). pp. 453–459.

McDermott. L. C. (2001). Oersted Medal Lecture 2001: “Physics Education Research — The key to student learning”. Am. J. Phys. 69 (11). pp. 1127-113717. Lindsey, B.A. Liu, A.Y. (2013). Combining two reform curricula: An example from a course with wellprepared students.Am. J. Phys.81(7). pp. 545-553.

Heller, P., Keith, R., Anderson, S. (1992a). Teaching Problem Solving Through Cooperative Grouping.Part 1. Group Versus Individual Problem Solving. Am. J. Phys. 60(7).pp. 627-636

Podolefsky, N., Finkelstein, N. (2006). The perceived value of college physics textbooks: Students and instructors may not see eye to eye. Phys. Teach. 44(6). pp. 338–342.

Karim, S., Saepuzaman, D. Sriyansyah, S.P.(2015).Diagnosis kesulitan mahasiswa dalam memahami konsep momentum. Jurnal Penelitian dan Pengembangan Pendidikan Fisika1(1). pp. 85-90.

Close, H. G., & Heron, P. R. (2010). Research as a guide for improving student learning: An example from momentum conservation. American Journal of Physics, 78(9), 961-969.

Graham, T., & Berry, J. (1996). A hierarchical model of the development of student understanding of momentum. International Journal of Science Education, 18(1), 75-89.

Stelzer, T., Gladding, G., Mestre, J. P. , Brookes, D. T. (2009). Comparing the efficacy of multimedia modules with traditional textbooks for learning introductory physics content.Am. J. Phys. 77(2). pp. 184–190.

Finch, J.D., Hand, L.N. (1998).Using an E-mail tutorial and student seminars to improve an intermediate-level undergraduate physics course.Am. J. Phys.66(10). pp. 914 – 919.

Zollman, D. (2016). Oersted Lecture 2014: Physics education research and teaching modern Modern Physics. Am. J. Phys.84(8). pp. 573 – 580.

Kohnle, A., Bozhinova, I., Browne, D., Everitt, M., Fomins, A., Kok, P., Kulaitis, G., Prokopas, M., Raine, D., Swinbank, E., et al. (2014). A new introductory quantum mechanics curriculum Eur. J. Phys. 35. pp. 1-9.

Gautreau, R. dan Novemsky, L. (1997). Concepts first — A small group approach to physics learning. Am. J. Phys.65(5). pp. 418 – 428

Crouch, C.H., Mazur, E. (2001). Peer Instruction: Ten years of experience and results. Am. J. Phys. 69, 970-977

McDermott, L.C. (2014). Melba Newell Phillips Medal Lecture 2013: Discipline-Based Education Research—A View From Physics. Am. J. Phys.82(8). pp. 729-741.

Kryjevskaia, M., Boudreaux, A., Heins, D.(2014). Assessing the flexibility of research-based instructional strategies: Implementing tutorials in introductory physics in the lecture environment.Am. J. Phys.82(3). pp. 238 – 250.

Cruz, E., O’shea, B., Schaffenberger, W., Wolf, S., Kortemeyer, G., (2010). Tutorials in Introductory Physics: The Pain and the Gain. Phys. Teach.48. pp. 453-457.

Ackermann, E. (2001). Piaget’s constructivism, Papert’s constructionism: What’s the difference. Future of learning group publication, 5(3), 438.

Prosiding Seminar/konferensi

Karim, S., Saepuzaman, D. (2016).AnalisisKesulitanMahasiswaCalon Guru FisikaDalamMemahamiKonsepGerak Parabola. Prosiding Seminar Nasional Fisika (Universitas Negeri Jakarta, Jakarta, Indonesia).

Cummings, K., French, T. Cooney, P.J. (2002). Student textbook use in introductory physics.PERC Proceedings (Boise, ID, August 7–8, 2002), edited by S. Franklin, K. Cummings, and J. Marx (AAPT, 2002).

Subali, B., Rusdiana, D., Firman, H., Kaniawati, I. (2015).Analisis kemampuan interpretasi grafik kinematik a pada mahasiswa calon guru Fisika. Prosiding SimposiumNasional Inovasi dan Pembelajaran Sains(InstitutTeknologi Bandung, Bandung, Indonesia).

Francis, G.E. (1997). Effectiveness of tutorials in introductory physics.The Changing Role of Physics Departments in Modern Universities: Proceedings of ICUPE, edited by E. F. Redish and J. S. Rigden. CP399. pp. 567-573.

Steinberg, R.N., Wittmann, M.C., Redish, E.F. (1997). Mathematical tutorials in introductory physics.The Changing Role of Physics Departments in Modern Universities: Proceedings of ICUPE, edited by E. F. Redish and J. S. Rigden. CP399. pp. 1075-1092.

Sadaghiani, H.R. (2010). Online multimedia prelab tutorials in conservation laws.PERC Proceedings CP1289 edited by C. Singh, M. Sabella, and S. Rebello (AAPT, 2010).

Sriyansyah, S. P., Karim, S., Saepuzaman, D., Suhandi, A. (2015b). Investigation of students’ scientific consistency and learning difficulties in the first law of thermodynamics.Proceeding on International Conference on Mathematics, Science and Education (Semarang State University, Central Java, Indonesia).




DOI: https://doi.org/10.17509/wapfi.v5i1.23421

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Duden Saepuzaman, Saeful Karim, Selly Feranie, Ika Mustika Sari

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

The Journal Wahana Pendidikan Fisika http://ejournal.upi.edu/index.php/WapFi/ is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

The Journal WaPFi (Wahana Pendidikan Fisika).

All rights reserverd. pISSN 2338-1027 eISSN 2685-4414

Copyright © Faculty of Mathematics and Science Education (FPMIPA) Universitas Pendidikan Indonesia (UPI)