JITT with assessment for learning: Investigation and improvement of students understanding of kinematics concept

Akhmad Jufriadi,Ratri Andinisari

doi:10.21067/mpej.v4i2.4669

Abstract

This study aims to investigate and explore students' understanding of the concept of Kinematics, particularly in the concepts of acceleration, velocity, distance and displacement. This research used a mixed-method approach with an embedded experimental design. The research was conducted by involving 21 students consisting of 7 men and 14 women. This research used reasoned multiple-choice questions and short interviews to determine the students' initial and final understanding. The results showed that, before the intervention was carried out, as much as 42.86% of students did not understand the concept of distance and displacement correctly, as much as 26.99% of students did not understand the concepts of instantaneous velocity and average speed, as much as 45.6% did not understand the concepts of position, velocity and acceleration and as much as 87.31% did not understand about the direction of velocity and acceleration. In addition, the results showed that the application of JITT with assessment for learning could significantly improve students' understanding of concepts, with N-gain = 0.56 and effect size = 2.38. This study explains the difficulties and general understanding of students on the concepts of distance and displacement, and the direction of object acceleration. In addition, the integration of assessment for learning to JITT is an option in the learning process to improve understanding of Kinematics concepts.

Highlights

Understanding the concept in Physics is not easy, for novice students
Physics education researchers have conducted studies, research and investigations on initial understanding and challenges experienced by the students (Lichtenberger et al, 2017; Planinic et al, 2019; Sutopo & Waldrip, 2014), which could be used to compile a curriculum to support students understand the concepts of Physics, in particular kinematics
This shows that the intervention carried out, Just In Time Teaching (JITT) with assessment for learning, has a strong and effective effect of changing and improving students’ conceptual mastery on the topic of kinematics

Summary

Introduction

Understanding the concept in Physics is not easy, for novice students. One of the most fundamental concepts in physics is the principle of kinematics, such as distance, displacement, velocity, and acceleration (Clement, 1982; Handhika et al, 2018; Pulgar et al, 2020). This concept is a core principle that needs to be acquired in order to understand Physics concepts, such as dynamics. Physics education researchers have conducted studies, research and investigations on initial understanding and challenges experienced by the students (Lichtenberger et al, 2017; Planinic et al, 2019; Sutopo & Waldrip, 2014), which could be used to compile a curriculum to support students understand the concepts of Physics, in particular kinematics.

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Discussion

Conclusion