Improvement of Graph Interpretation Ability Using Hypertext-Assisted Kinematic Learning and Formal Thinking Ability

S R Manurung,N Siregar,S Mihardi,N Y Rustaman

doi:10.15294/jpfi.v14i1.9444

S R Manurung, N Siregar + Show 2 more

Open Access

https://doi.org/10.15294/jpfi.v14i1.9444

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Abstract

The effectiveness of hypertext media in improving graph interpretation ability is investigated in this paper. In addition, joint ability of the formal thinking to improve the graph ability of prospective students is considered. The research design used is the one-group pretest-posttest experimental design is carried out in the research by taking 36 students on from Physics Education Program in one institute for teacher education in Medan. The test consists of graph interpretation ability test in the topic of kinematics and Test of Logical Thinking (TOLT or formal thinking) before learning and graph interpretation ability test after learning. The data are then analysed by using SPSS based two ways Analisys of Variance (ANOVA) method. The results show that the ability to interpretate graph is significantly improved by using hypertext media assisted kinematic learning.

Highlights

The topic of kinematics is firstly introduced in the most of Basic Physics classes
Many teachers consider that the use of graphs in a laboratory setting is very important in strengthening the graph interpretation ability and developing an understanding to many topics in Physics, especially in motion
There is a difference in the graph interpretation ability before and after the hypertext media assisted learning of kinematics is implemented

Summary

Introduction

The topic of kinematics is firstly introduced in the most of Basic Physics classes. Without solid understanding of the concepts of kinematics, students will experience a shortage of the necessary foundation to successfully understand advanced and more abstract physics concepts as stated by Beichner (1994). Kinematics graphs are often used since they offer some important verbal and algebra description and can be alternatives for students to manipulate the development of the concept (Kekule, 2014 and Beichner, 1994). Many teachers consider that the use of graphs in a laboratory setting is very important in strengthening the graph interpretation ability and developing an understanding to many topics in Physics, especially in motion. This opinion is supported by Vekiri (in Bektasli, 2006), who noted that the use of a graphical display is better than the use of text because the graphical display eases to search and to find the related information

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