Development of multiple representation based mechanics lectures using dependent and independent field (MR-FD & FI)

Abstract

This study aims to develop mechanics lectures based on multiple representations using field dependent and field independent cognitive styles (MR-FD & FI), in understanding the mastery of the concept of mechanics. In the context of physics learning based on multiple representations is to combine two or more representations as a form of learning development that is used to understand and convey physics concepts. Cognitive style can be divided into two, namely: dependent field cognitive style (FD) and independent field cognitive style (FI). The third semester student research subjects numbered 21 students from a university in Jakarta Indonesia. The first instrument used consisted of modules containing MR-based content consisting of 4 mechanical contents namely; gravity and central force (GGS), particle system dynamics (DSP), rigid body rotation (RBT) and rigid body rotation in three dimensions (RBT3D) that must be filled. The second instrument is a student worksheet (LKM) in which there are questions in accordance with the indicators and objectives of MR-based lectures undertaken by students. Descriptive quantitative and qualitative research methods were carried out to get a clear picture of the implementation of MR using the cognitive styles of FD and FI. The results showed that most students have a field dependent thinking style (FD) seen in the post-test results on GGS material 61.90%, RBT 61.90%, DSP 57.14% and RBT3D 57.14%. For independent field thinking (FI), the results of post-test results were 42.86% DSP, RBT 38.10%, RBT3D 38.10% and GGS 33.33%. It is concluded that students’ thinking styles can change from thinking styles that were initially field dependent (FD) can change to field independent (FI). This can occur due to various factors, including; 1) Health conditions, classrooms and students focus; 2) The level of difficulty and ease of conceptualization of the material being studied; 3) Basic math and physical abilities. Limitations in this study involve only subjects from small classes from one university, so the results are not strong enough to represent the overall situation, this could be a way to conduct further research with more students and various subjects. This study is the first to map the understanding of the concept of mechanics based on multiple representations using the cognitive style of FD and FI, the results of the study find new discoveries, where all students have a cognitive style of either FD or FI.