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B. Waldrip
Indonesia University of Education, Indonesia
Education Physics

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IMPACT OF REPRESENTATIONAL APPROACH ON THE IMPROVEMENT OF STUDENTS’ UNDERSTANDING OF ACCELERATION -, Sutopo; -, Liliasari; Waldrip, B.; Rusdiana, D.
Jurnal Pendidikan Fisika Indonesia Vol 8, No 2 (2012)
Publisher : Jurusan Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang

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Abstract

Penelitian ini mengkaji dampak pendekatan representasi pada peningkatan pemahaman siswa tentang konsep percepatan. Subjek penelitian terdiri atas 24 mahasiswa pendidikan fisika Universitas Negeri Malang yang mengambil matakuliah Kapita Selekta Fisika Sekolah pada semester gasal tahun akademik 2011/2012. Dengan menggunakan desain penelitian mixed-method, disimpulkan beberapa dampak sebagai berikut: (1) Skor penguasaan konsep mahasiswa meningkat secara signifikan dari rata-rata 50,8% menjadi 85,0%, dengan efect size yang sangat tinggi (1,67) dan gain ternormalisasi yang juga tinggi (0,71). (2) Mahasiswa mampu menggunakan definisi operasional percepatan   untuk menganalisis diagram gerak yang berupa multi-flash; (3) Mahasiswa bisa memperbaiki sejumlah miskonsepsinya tentang percepatan; (4) Namun, sebagian kecil mahasiswa masih terpaku dengan miskonsepsinya bahwa percepatan benda yang ditembakkan ke atas berkurang seiring dengan ketinggiannya, dan tegangan tali pada ayunan selalu sama dengan berat pendulum.This research examined the impact of representational approach on the improvement of students’ understanding of acceleration. Subject consisted of 24 prospective physics teacher students of State University of Malang, enrolling Selected Topic of School Physics course in Semester I of 2011/2012 academic year. Using mixed-methods design, this study concluded that (1) students’ mean score of conceptual test increased significantly from 50.8% to 85.0% with very large d-effect size (1.67) and high normalized-gain (0.71), (2) students became able to use operational definition of acceleration   to analyze multi-flash motion diagram, and (3) students remediated their misconceptions of acceleration. However, few students stuck in their misconception that acceleration of a shot-up object is decreasing with its elevation, and the tension in the rope of a swinging pendulum is equal to the weight of its bob.
STUDENTS ARGUMENTATION IN SCIENCE LESSONS: A STORY OF TWO RESEARCH PROJECTS Widodo, A.; Waldrip, B.; Herawati, D.
Jurnal Pendidikan IPA Indonesia Vol 5, No 2 (2016): October 2016
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v5i2.5949

Abstract

The study analysed profiles of students’ argumentation and how lessons may develop students’ argumentation skills. The study was conducted at two Indonesian progressive private schools and a school located in Australian low socio-economic community. This study explored possibilities to draw together results from two different research approaches typical to each country. The Indonesian research project used paper and pencil tests and interviews to investigate students’ argumentation skills, while the Australian research project analysed videos of the lessons. The Indonesian study finds that there is no significant different between two types of schools and gender. The Australian classroom showed shifts in creative dispositions that include the argumentation processes but not a consistent pattern between classes. The Australian teachers actively required students to make claims, explore the robustness of these claims, transferred these claims to new settings and to think of alternative explanations that encouraged students to construct more coherent arguments. This study finds that interpreting and re-interpreting two different research approaches can produce insights that benefit both sides as it can account for the context and needs of each country. In addition, combining of two different methodologies provided perspectives often not collected through single methodologies.
STUDENTS ARGUMENTATION IN SCIENCE LESSONS: A STORY OF TWO RESEARCH PROJECTS Widodo, A.; Waldrip, B.; Herawati, D.
Jurnal Pendidikan IPA Indonesia Vol 5, No 2 (2016): October 2016
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v5i2.5949

Abstract

The study analysed profiles of students’ argumentation and how lessons may develop students’ argumentation skills. The study was conducted at two Indonesian progressive private schools and a school located in Australian low socio-economic community. This study explored possibilities to draw together results from two different research approaches typical to each country. The Indonesian research project used paper and pencil tests and interviews to investigate students’ argumentation skills, while the Australian research project analysed videos of the lessons. The Indonesian study finds that there is no significant different between two types of schools and gender. The Australian classroom showed shifts in creative dispositions that include the argumentation processes but not a consistent pattern between classes. The Australian teachers actively required students to make claims, explore the robustness of these claims, transferred these claims to new settings and to think of alternative explanations that encouraged students to construct more coherent arguments. This study finds that interpreting and re-interpreting two different research approaches can produce insights that benefit both sides as it can account for the context and needs of each country. In addition, combining of two different methodologies provided perspectives often not collected through single methodologies.
Co-Authors A. Widodo D. Herawati, D. D. Rusdiana Damayanti, Elok Liliasari ,