Building conceptual understanding of students on laws of newton through argument-driven inquiry
Newton's law plays an important role in learning mechanics and explaining real-life phenomena, but students find it difficult to understand. This study aimed to build students' conceptual understanding and to describe students' difficulties with Newton's law after the Argument-Dr...
| Main Authors: | , , , |
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| Format: | Conference or Workshop Item |
| Language: | English |
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2021
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| Online Access: | http://eprints.utm.my/96050/1/MarlinaAli2021_BuildingConceptualUnderstanding.pdf |
| _version_ | 1796866144519323648 |
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| author | Parno, P. Mufidah, J. Diantoro, M. Ali, M. |
| author_facet | Parno, P. Mufidah, J. Diantoro, M. Ali, M. |
| author_sort | Parno, P. |
| collection | ePrints |
| description | Newton's law plays an important role in learning mechanics and explaining real-life phenomena, but students find it difficult to understand. This study aimed to build students' conceptual understanding and to describe students' difficulties with Newton's law after the Argument-Driven Inquiry (ADI) model learning process is implemented. This study used a quasi-experiment (pre-and post-test) design Pre- and Post-test design with the research subject of 50 tenth grade students in public high schools in Pamekasan, Indonesia. Students are distributed into the experimental class (ADI learning) and the control class (conventional learning). The instrument of this study was Newton's law understanding test in the form of reasoned multiple-choice questions with a reliability of 0.82. The research data were analyzed by the Mann-Whitney U test, ANCOVA, N-gain, d-effect, and a description of the reasons for students' answers. The results showed that conceptual understanding was not influenced by the initial state, but rather influenced by the ADI model. Improved conceptual understanding in the experimental class (medium category) is higher one level compared to the control class (low category). After the learning process, both classes students still have difficulty in the concept of a=F/m and its application, and objects in an inertial frame. However, the difficulties of the conventional class students are compounded by the friction, and Newton's I, II, and III laws concepts. |
| first_indexed | 2024-03-05T21:07:47Z |
| format | Conference or Workshop Item |
| id | utm.eprints-96050 |
| institution | Universiti Teknologi Malaysia - ePrints |
| language | English |
| last_indexed | 2024-03-05T21:07:47Z |
| publishDate | 2021 |
| record_format | dspace |
| spelling | utm.eprints-960502022-07-03T04:49:25Z http://eprints.utm.my/96050/ Building conceptual understanding of students on laws of newton through argument-driven inquiry Parno, P. Mufidah, J. Diantoro, M. Ali, M. LB2300 Higher Education Newton's law plays an important role in learning mechanics and explaining real-life phenomena, but students find it difficult to understand. This study aimed to build students' conceptual understanding and to describe students' difficulties with Newton's law after the Argument-Driven Inquiry (ADI) model learning process is implemented. This study used a quasi-experiment (pre-and post-test) design Pre- and Post-test design with the research subject of 50 tenth grade students in public high schools in Pamekasan, Indonesia. Students are distributed into the experimental class (ADI learning) and the control class (conventional learning). The instrument of this study was Newton's law understanding test in the form of reasoned multiple-choice questions with a reliability of 0.82. The research data were analyzed by the Mann-Whitney U test, ANCOVA, N-gain, d-effect, and a description of the reasons for students' answers. The results showed that conceptual understanding was not influenced by the initial state, but rather influenced by the ADI model. Improved conceptual understanding in the experimental class (medium category) is higher one level compared to the control class (low category). After the learning process, both classes students still have difficulty in the concept of a=F/m and its application, and objects in an inertial frame. However, the difficulties of the conventional class students are compounded by the friction, and Newton's I, II, and III laws concepts. 2021 Conference or Workshop Item PeerReviewed application/pdf en http://eprints.utm.my/96050/1/MarlinaAli2021_BuildingConceptualUnderstanding.pdf Parno, P. and Mufidah, J. and Diantoro, M. and Ali, M. (2021) Building conceptual understanding of students on laws of newton through argument-driven inquiry. In: 4th International Conference on Mathematics and Science Education: Innovative Research in Science and Mathematics Education in the Disruptive Era, ICoMSE 2020, 25 August 2020 - 26 August 2020, Malang, Indonesia. http://dx.doi.org/10.1063/5.0043127 |
| spellingShingle | LB2300 Higher Education Parno, P. Mufidah, J. Diantoro, M. Ali, M. Building conceptual understanding of students on laws of newton through argument-driven inquiry |
| title | Building conceptual understanding of students on laws of newton through argument-driven inquiry |
| title_full | Building conceptual understanding of students on laws of newton through argument-driven inquiry |
| title_fullStr | Building conceptual understanding of students on laws of newton through argument-driven inquiry |
| title_full_unstemmed | Building conceptual understanding of students on laws of newton through argument-driven inquiry |
| title_short | Building conceptual understanding of students on laws of newton through argument-driven inquiry |
| title_sort | building conceptual understanding of students on laws of newton through argument driven inquiry |
| topic | LB2300 Higher Education |
| url | http://eprints.utm.my/96050/1/MarlinaAli2021_BuildingConceptualUnderstanding.pdf |
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