Level of Understanding's Analysis on Work and Energy Concept Through Implementation’s Interactive Conceptual Instruction Using Multi-representation
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Published:
Jul 17, 2019
Keywords:
Level of Understanding, Work and Energy Concept, Conceptual Interactive Learning with Multirepresentation
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Abstract
This study aims to get an overview of the analysis of the level of understanding of students' concepts through the application of interactive conceptual learning with a multi-representation approach to work and energy concept. The research method used in this study was pre-experiment with the research design used was one-group pretest-posttest. The subjects in this study were 35 students of class X MIA 1 at one of the Sumedang Senior High Schools. This study uses a concept understanding test instrument. The results showed an increase in the level of understanding of students after getting the application of learning. The highest percentage at the MSU level of the work and energy concept in the catapult game increased by 61% while the lowest percentage increase at the MSU level was the work and energy concept in the pole jump sports application which was 51%. In general results, almost all students give positive responses to the application of interactive conceptual learning with multi-representation approaches. It can be concluded that, the application of interactive conceptual learning with a multi-representation approach can increase the level of conceptual understanding of work and energy concept.
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“Level of Understanding’s Analysis on Work and Energy Concept Through Implementation’s Interactive Conceptual Instruction Using Multi-Representation”. Jurnal Ilmu Fisika dan Pembelajarannya (JIFP) 3, no. 1 (July 17, 2019): 34–41. Accessed April 19, 2025. https://jurnal.radenfatah.ac.id/index.php/jifp/article/view/3227.
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How to Cite
“Level of Understanding’s Analysis on Work and Energy Concept Through Implementation’s Interactive Conceptual Instruction Using Multi-Representation”. Jurnal Ilmu Fisika dan Pembelajarannya (JIFP) 3, no. 1 (July 17, 2019): 34–41. Accessed April 19, 2025. https://jurnal.radenfatah.ac.id/index.php/jifp/article/view/3227.
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A. Van Heuvelen. (2001). Milikan lecture 1999 : The Workplace, Student Minds, and Physics Learning system. Am. J. Phys. 69 (11). pp 1139-1146
D. E. Meltzer, Am. (2005). J. Phys. 73 (5), 463-478
D. Rusdiana, Y. R. Tayubi. (2003). ”Peningkatan Pemahaman Konsep Fisika melalui Pendekatan Pembelajaran Konseptual Interaktif”.
Jurusan Pendidikan Fisika UPI, Laporan penelitian.
J R. Fraenkel, et.al. (2007). How To Design and Evaluate Research In Education. United States : Mc Graw Hill.
J. W. Creswell. (2014). Research Design (Pendekatan Kualitatif, Kuantitatif, dan Mixed). Jakarta : Pustaka Belajar
Muslim and Suparwoto. (2002). Pola Induk Pengembangan Silabus Berbasis Kemampuan Dasar Sekolah Menengah Umum : Pedoman Khusus Model 3 Fisika
(Dikmenum Ditjen Dikdasmen Depdiknas : Jakarta)
R. A. Lawson and L. C. McDermott. (1987). ‘‘Student understanding of the work-energy and impulse-momentum theorems,’’ Am. J. Phys. 55, 811–817
Saglam, A. Ausegul, Daveciouglu, and Yasemin. (2010). Asia Pasific Forum of Science Learning and Teaching, 11(1).
S P. Sriyansyah. (2015) (Tesis, Universitas Pendidikan Indonesia), ”Penerapan Pembelajaran Konseptual Interaktif dengan Pendekatan Multirepresentasi Untuk
Meningkatkan Konsistensi Ilmiah dan Menurunkan Kuantitas Mahasiswa yang Miskonsepsi Pada Materi Termodinamika” Pascasarjana.
T Y. D. Hugh and F. Roger. (2002). Bulletin of the Chemical Society of Japan, 42, 702-709
Y. Kurniawati. (2016). Pengaruh Penerapan Model Interactive Lecture Demonstration (ILDS) Berbantuan Ragam Media Visual Terhadap Level dan Model Pemahaman
Materi Ajar Siswa SMA.