Development of Analogy-Based Material Physics Module to Provide Analogy Ability of Physics Teachers Candidates

F A Yanti,H Habibi,H Kuswanto,A Kinasih

doi:10.15294/jpfi.v16i1.9122

Abstract

It is known that the 'electronic structure of atoms' in material physics is microscopic. This atomic structure has an abstract and complicated concept, therefore good analogy skills are needed to study comprehensively. This research develops a free analogy-based material physics module to supply analogy skills to prospective physics teacher students. Module development uses the 4D model namely Define, Design, Development and Disseminate. The feasibility aspects are required based on the presentation, content, and grammar. Data obtained from expert assessment and trials using questionnaires, interviews, and tests. Increased student analogy skills were analyzed using normalized N-gain. The results obtained are: (1) the characteristics of the module that has learning steps such as teaching with analogy models, namely: introducing the concept of targets, reviewing the concept of analogies, identifying the relevant nature of targets and analogies, mapping analogies with targets, identifying analogies that are not relevant to targets, and make conclusions, (2) module quality on atomic electronic structure material developed is categorized as feasible, (3) modules are proven to increase mastery of the concept of atomic electronic structure (N-gain = 54%) and analytical skills prospective teachers physics (N-gain = 56%). The development of physics modules based on free analogies can be applied to other learning, such as biology, chemistry, and mathematics to explain abstract material.

Highlights

Learning in physics education is a learning situation that is engineered by the department to facilitate the prospective physics teacher in storing information provided by lecturers
Based on the results of the analysis from previous studies, prospective physics teachers still have difficulty in understanding the material of electronic atomic structures (Linsey, Laux, & Clauss et al, 2007). This is in line with the results of this define stage study which shows that prospective physics teachers need an appropriate method to convey the concept of the electronic structure of atoms to their students
The results showed that the material physics module based on a free analogy consisted of: cover page, francis page, preface, table of contents, module position map, glossary, introduction, learning, evaluation, bibliography and answer key

Summary

Introduction

Learning in physics education is a learning situation that is engineered by the department to facilitate the prospective physics teacher in storing information provided by lecturers. Physics learning can function as a product, process and attitude. Physics as a product is the result of research by scientists. Physics as a process is the steps used to organize knowledge through observing, classifying, hypothesizing, and concluding activities. Physics as an attitude is a result that arises regarding the scientific activities of students such as honesty, respect for the opinions of others, and curiosity. The concept of physics, especially in advanced physics, discusses many abstract concepts. Effective and efficient learning methods or strategies are needed so that abstract physics concepts can be under-

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