Abstract
Abstract Physics concepts can be represented in multiple ways such as verbal, diagrams, graphs, mathematical equations etc. Most previous research focused on drawing and utilizing representations to help students learn physics concepts. This study aims to investigate students’ views toward physics representations while solving physics problems by involving preservice physics teachers of two universities in Kalimantan Barat. A physics representation survey was developed to measure students’ perception about physics representations. The results show that the majority of the students (above 75%) agree that representations are beneficial for them to understand physics problems and physics concepts and also to find out the best solution of a problem. Some of the students say that they remain provide representations while solving a problem even though there is no extra credit given by instructors. Some of the students feel that they face impediment to grasp representations provided in some physcis text book.Keywords: physics representations, views
Highlights
Konsep fisika dapat divisualkan dalam berbagai bentuk seperti verbal, gambar atau sketsa, diagram gerak, gaya dan energi, grafik, persamaan matematis dan lai-lain yang disebut dengan representasi (McPadden & Brewe, 2017)
This study aims to investigate students’ views toward physics representations while solving physics problems by involving preservice physics teachers of two universities in Kalimantan Barat
The results show that the majority of the students (above 75%) agree that representations are beneficial for them to understand physics problems and physics concepts and also to find out the best solution of a problem
Summary
Konsep fisika dapat divisualkan dalam berbagai bentuk seperti verbal, gambar atau sketsa, diagram gerak, gaya dan energi, grafik, persamaan matematis dan lai-lain yang disebut dengan representasi (McPadden & Brewe, 2017). Bollen et al (2017) menyatakan bahwa menggunakan representasi dapat meningkatkan kemampuan pemahaman matematis dan konsep fisika mahasiswa. Mahasiswa yang konsisten menggunakan representasi akan memperoleh hasil yang lebih baik pada saat menyelesaikan soal. Berdasarkan Tippett (2016) menunjukkan bahwa kemampuan membuat dan menginterpretasi representasi dapat membantu peserta didik memahami konsep sains. Penggunaan representasi khususnya diagram gaya tidak selalu meningkatkan kemampuan mahasiswa ketika menyelesaikan soal. Hasil penelitian menunjukkan bahwa mahasiswa yang diminta untuk menggambar gaya pada saat mengerjakan soal memperoleh skor yang lebih rendah dibandingkan dengan mahasiswa yang tidak diminta. Tidak ada perbedaan kemampuan mahasiswa yang signifikan dalam menyelesaikan soal
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