The Correlation of Isomorphic, Open-Ended, and Conventional Score on the Ability to Solve Kinematics Graph Questions

Tomy Suganda,Sentot Kusairi,Nur Azizah,Parno Parno

doi:10.21009/1.06204

Tomy Suganda, Sentot Kusairi + Show 2 more

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https://doi.org/10.21009/1.06204

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Abstract

isomorphic and conventional to open-ended can reflect students' learning difficulties on kinematic's graphs. This study used a quantitative descriptive form of survey research. The respondents were twenty-nine senior high school students from Semarang. The instruments were adopted from the Test of Understanding Graphs-Kinematic (TUG-K) by Robert J.Beichner (1994). There were nine questions used from the TUG-K with open-ended questions that have been validated. The results show that students have difficulties learning about kinematic's graphs, and there is no relation between open-ended scores and the other two scores. Nonetheless, judging from the correlation coefficient, the correlation between open-ended and conventional tasks is 0.075, which means low correlation, while for isomorphic score and open-ended score in the amount of 0.109 is higher than the correlation of traditional and open-ended. This correlation is insignificant. However, the closest correlation direction to the open-ended test is isomorphic compared to the conventional one. Therefore, it is concluded that isomorphic assessment is more useful than traditional review in kinematic graphics.

Highlights

Information about student learning outcomes and difficulties is needed as a reference for learning improvement (States et al 2018)
This study offers a further isomorphic assessment analysis in determining students' on problems kinematics graph concept
Isomorphic is a form of test that presents various shapes and structures of questions but with different material (Merriam-Webster, 2019) This average difference occurs because an isomorphic assessment is done by giving students a score by considering each item's answers

Summary

Introduction

Information about student learning outcomes and difficulties is needed as a reference for learning improvement (States et al 2018). Information about learning difficulties, in this case, is needed to identify which students have learning difficulties to be of more concern by teachers to solve the questions they face (Haqiqi and Sa'adah 2018). Information on learning difficulties provides an overview of students' abilities on the learning topics being discussed (Kola 2017). It does not always use verbal language and calculations in formulas. It can be explained through graphs (Kilic et al 2012).

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