Analysis of Correlation Between Students Free-Body Diagrams Quality and Conceptual Understanding in Dynamics
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Published:
Jun 19, 2024
Keywords:
force, free-body digram, conceptual understanding, correlation, dynamics
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Abstract
The goal of learning physics is not to memorize the formulas or equations, but to increase conceptual understanding. For increase conceptual understanding about motion, force analysis skill is the most fundamental skills needed by students. Free-body diagram will help students to analyze force. So this study aims to determine and analyze the correlation between quality of free-body diagrams and mastery of dynamics concepts. The research was conducted at SMAN 2 Sungai Penuh. The population is students of XI MIA. Using whole population sampling, 50 students. The learning process and tests on dynamics were to gather the data about quality of free-body diagram and concept understanding. Both data was normally distributed and linearly related with a positive correlation shown by a scatterplot. The Pearson correlation test conducted to show the relationship between variables. There was high correlation between the quality of free-body diagrams and conceptual understanding as indicated by the Pearson correlation coefficient . The correlation was highly positive, which means that students who draw high quality free-body diagram tend to have high conceptual understanding.
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“Analysis of Correlation Between Students Free-Body Diagrams Quality and Conceptual Understanding in Dynamics”. Jurnal Ilmu Fisika dan Pembelajarannya (JIFP) 8, no. 1 (June 19, 2024): 26–37. Accessed April 24, 2025. https://jurnal.radenfatah.ac.id/index.php/jifp/article/view/16611.
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How to Cite
“Analysis of Correlation Between Students Free-Body Diagrams Quality and Conceptual Understanding in Dynamics”. Jurnal Ilmu Fisika dan Pembelajarannya (JIFP) 8, no. 1 (June 19, 2024): 26–37. Accessed April 24, 2025. https://jurnal.radenfatah.ac.id/index.php/jifp/article/view/16611.
References
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Aviani, I., Erceg, N., & Mešić, V. (2015). Drawing and using free body diagrams: Why it may be better not to decompose forces. Physical Review Special Topics - Physics Education Research, 11(2), 1–14. https://doi.org/10.1103/PhysRevSTPER.11.020137
Ayesh, A., Qamhieh, N., Tit, N., & Abdelfattah, F. (2010). The effect of student use of the Free-body diagram representation on their performance. Educational Research, 1(10), 505–511. http://repository.ksu.edu.sa/jspui/handle/123456789/14478
Berge, M., & Weilenmann, A. (2014). Learning about friction: group dynamics in engineering students’ work with free body diagrams. European Journal of Engineering Education, 39(6), 601–616. https://doi.org/10.1080/03043797.2014.895708
Etkina, E., & Planinšič, G. (2015). Defining and Developing “ Critical Thinking ” Through Devising and Testing Multiple Explanations of the Same Phenomenon. The Phy, 53(October), 432–437. https://doi.org/10.1119/1.4931014
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Heafner, J. (2015). The language of the arrows. The Physics Teacher, 53(7), 445–446. https://doi.org/10.1119/1.4931020
Lin, S. Y., & Singh, C. (2015). Effect of scaffolding on helping introductory physics students solve quantitative problems involving strong alternative conceptions. Physical Review Special Topics - Physics Education Research, 11(2), 1–19. https://doi.org/10.1103/PhysRevSTPER.11.020105
Pranata, O. D., & Lorita, E. (2023). Analisis Korelasi Kemampuan Berbahasa Panah Dengan Kualitas Free-body diagram Siswa Pada Materi Dinamika. Jurnal Pendidikan Fisika Dan Sains, 6(1), 22–31. https://doi.org/https://doi.org/10.52188/jpfs.v6i1.394
Pranata, O. D., Yuliati, L., & Wartono. (2017). Concept Acquisition of Rotational Dynamics by Interactive Demonstration and Free-body diagram. Journal of Education and Learning (EduLearn), 11(3), 291–298. https://doi.org/10.11591/edulearn.v11i3.6410
Rosengrant, D., Van Heuvelen, A., & Etkina, E. (2005). Free-body diagrams: Necessary or sufficient? AIP Conference Proceedings, 790, 177–180. https://doi.org/10.1063/1.2084730
Rosengrant, D., Van Heuvelen, A., & Etkina, E. (2009). Do students use and understand Free-body diagrams? Physical Review Special Topics - Physics Education Research, 5(1), 1–13. https://doi.org/10.1103/PhysRevSTPER.5.010108
Savinainen, A., Mäkynen, A., Nieminen, P., & Viiri, J. (2013). Does using a visual-representation tool foster students’ ability to identify forces and construct Free-body diagrams? Physical Review Special Topics - Physics Education Research, 9(1), 1–11. https://doi.org/10.1103/PhysRevSTPER.9.010104
Steinberg, R. N., Cormier, S., & Fernandez, A. (2009). Probing student understanding of scientific thinking in the context of introductory astrophysics. Physical Review Special Topics - Physics Education Research, 5(2), 1–10. https://doi.org/10.1103/PhysRevSTPER.5.020104
Ünsal, Y. (2011). A simple piece of apparatus to aid the understanding of the relationship between angular velocity and linear velocity. Physics Education, 46(3), 265–269. https://doi.org/10.1088/0031-9120/46/3/002
Wendel, P. (2011). Adding Value to Force Diagrams: Representing Relative Force Magnitudes. The Physics Teacher, 49(5), 308–311. https://doi.org/10.1119/1.3578430
Aviani, I., Erceg, N., & Mešić, V. (2015). Drawing and using free body diagrams: Why it may be better not to decompose forces. Physical Review Special Topics - Physics Education Research, 11(2), 1–14. https://doi.org/10.1103/PhysRevSTPER.11.020137
Ayesh, A., Qamhieh, N., Tit, N., & Abdelfattah, F. (2010). The effect of student use of the Free-body diagram representation on their performance. Educational Research, 1(10), 505–511. http://repository.ksu.edu.sa/jspui/handle/123456789/14478
Berge, M., & Weilenmann, A. (2014). Learning about friction: group dynamics in engineering students’ work with free body diagrams. European Journal of Engineering Education, 39(6), 601–616. https://doi.org/10.1080/03043797.2014.895708
Etkina, E., & Planinšič, G. (2015). Defining and Developing “ Critical Thinking ” Through Devising and Testing Multiple Explanations of the Same Phenomenon. The Phy, 53(October), 432–437. https://doi.org/10.1119/1.4931014
Etkina, E., Van Heuvelen, A., White-Brahmia, S., Brookes, D. T., Gentile, M., Murthy, S., Rosengrant, D., & Warren, A. (2006). Scientific abilities and their assessment. Physical Review Special Topics - Physics Education Research, 2(2), 1–15. https://doi.org/10.1103/PhysRevSTPER.2.020103
Heafner, J. (2015). The language of the arrows. The Physics Teacher, 53(7), 445–446. https://doi.org/10.1119/1.4931020
Lin, S. Y., & Singh, C. (2015). Effect of scaffolding on helping introductory physics students solve quantitative problems involving strong alternative conceptions. Physical Review Special Topics - Physics Education Research, 11(2), 1–19. https://doi.org/10.1103/PhysRevSTPER.11.020105
Pranata, O. D., & Lorita, E. (2023). Analisis Korelasi Kemampuan Berbahasa Panah Dengan Kualitas Free-body diagram Siswa Pada Materi Dinamika. Jurnal Pendidikan Fisika Dan Sains, 6(1), 22–31. https://doi.org/https://doi.org/10.52188/jpfs.v6i1.394
Pranata, O. D., Yuliati, L., & Wartono. (2017). Concept Acquisition of Rotational Dynamics by Interactive Demonstration and Free-body diagram. Journal of Education and Learning (EduLearn), 11(3), 291–298. https://doi.org/10.11591/edulearn.v11i3.6410
Rosengrant, D., Van Heuvelen, A., & Etkina, E. (2005). Free-body diagrams: Necessary or sufficient? AIP Conference Proceedings, 790, 177–180. https://doi.org/10.1063/1.2084730
Rosengrant, D., Van Heuvelen, A., & Etkina, E. (2009). Do students use and understand Free-body diagrams? Physical Review Special Topics - Physics Education Research, 5(1), 1–13. https://doi.org/10.1103/PhysRevSTPER.5.010108
Savinainen, A., Mäkynen, A., Nieminen, P., & Viiri, J. (2013). Does using a visual-representation tool foster students’ ability to identify forces and construct Free-body diagrams? Physical Review Special Topics - Physics Education Research, 9(1), 1–11. https://doi.org/10.1103/PhysRevSTPER.9.010104
Steinberg, R. N., Cormier, S., & Fernandez, A. (2009). Probing student understanding of scientific thinking in the context of introductory astrophysics. Physical Review Special Topics - Physics Education Research, 5(2), 1–10. https://doi.org/10.1103/PhysRevSTPER.5.020104
Ünsal, Y. (2011). A simple piece of apparatus to aid the understanding of the relationship between angular velocity and linear velocity. Physics Education, 46(3), 265–269. https://doi.org/10.1088/0031-9120/46/3/002
Wendel, P. (2011). Adding Value to Force Diagrams: Representing Relative Force Magnitudes. The Physics Teacher, 49(5), 308–311. https://doi.org/10.1119/1.3578430