Abstract
Physics learning barriers have been studied quite a lot, one of which is epistemological learning barriers. This study aims to determine the epistemological learning barriers and what the percentage of epistemological learning barriers on Newton’s law material about motion in one of the engineering class at one of the vocational high school in Indonesia. Therefore, the researchers reported the results of research related to epistemological learning barriers. This research was qualitative descriptive research. The subjects of this research were 65 students with an age range of 14-15 years. The data was collected using tests and interviews, then analyzed using data reduction, data presentation, and conclusions. The data validity was determined using technical triangulation. The results of this research indicated that high epistemological barriers were found in two indicators, namely the incorrect calculation and the difficulty to determine the right calculation units on the Newton’s First, Second, and Third Laws with the percentages of 88.75%, 6.87%, and 98.45% respectively. The average percentage epistemological learning barriers on the Newton’s First Law was 61.7% within the moderate category and the average percentages of epistemological learning barriers on Newton’s Second and Third Laws were 70.61% and 76.50% within the high categories. Based on these results, it can be concluded that students had difficulty calculating and determining Newton’s Laws’ unit of calculation. It indicated that the students experience epistemological learning barriers with a high category.
Highlights
Many elements influence the efforts in mastering the concepts of physics material in schools
In reality, the students’ physics problem solving has not run well because they are identified as having learning disabilities (Jhahro et al, 2018; Komariyah et al, 2018; Putri et al, 2018)
During the pre-research, it was found that 26.18% of students experienced ontogeny learning barriers, 24% of students experienced didactic learning barriers, and 49.8% of students experienced epistemological learning barriers
Summary
Many elements influence the efforts in mastering the concepts of physics material in schools. The inability to identify, explain, determine, and correlate the relationship between physics learning materials might cause epistemological barriers (Brousseau, 2002; Budiarti et al, 2018; Lestari et al, 2017; Maghfirah et al, 2017; Pebriyanti et al, 2017). The researchers have previously conducted several forms of identification of epistemological learning barriers, including identifying epistemological learning barriers in momentum and impulse material, static fluid, pressure on the liquid, the Bernoulli’s principle, energy and its changes, the study of students’ learning difficulties in mathematical proof in terms of epistemological aspects on the transformation geometry subject, and students’ epistemological barriers in determining the domain and range of quadratic functions in high school (Budiarti et al, 2018; Lestari et al, 2017; Maghfirah et al, 2017; Pebriyanti et al, 2017; Rasmania et al, 2018; Sundawan et al, 2018). Based on the causes and consequences of the epistemological learning barriers, the researchers need to identify the epistemological learning barriers on Newton’s Law material
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