The Effectiveness of Web-Based Assessment on Student’s Understanding of Concepts on Equilibrium and Rotation Dynamics

Neng Dyah Surya Pratama

doi:10.21009/1.06211

Abstract

This study aims to determine the effectiveness of using a web-based assessment on students’ conceptual understanding of equilibrium and rotation dynamics. The method of collecting data using a quasi-experimental design with an experimental procedure is One-Group-Pretest-Posttest Design. The data analysis technique used descriptive statistical calculations in pretest, posttest, and N-gain scores. Besides, using different test paired sample t-test, effect size, and g-factor. The results other the pair results ed-sample t test showed-test the use of web-based assessment had a very large effect on students’ mastery of concepts as indicated by the difference in the pretest and posttest scores. With the g-factor, there is the effectiveness of learning using a web-based assessment, and there is an increase in scores due to treatment, and students’ initial ability does not influence it. With a correlation test for pretest and N-gain scores and a correlation test for pretest and posttest scores, web-based assessment effectively facilitates all students.

Highlights

Physics is a natural science branch that aims to develop students’ analytical skills, understanding, and knowledge of the surrounding environment (Azizah, Yuliati, & Latifah 2015)
Web-based assessment is critical to use in learning when it refers to essential points of material and difficulties experienced by students
In some universities in the United States, this kind of assessment is used as additional subjects that have been done after regular r lectures hours

Summary

Introduction

Physics is a natural science branch that aims to develop students’ analytical skills, understanding, and knowledge of the surrounding environment (Azizah, Yuliati, & Latifah 2015). Understanding the idea in question is still contrary to students who only memorize concepts and do not know how to use them when facing a problem. This causes students to feel demanding when solving a physics problem. It is proven that Indonesian students’ ability to solve physics problems is in a low category, which is on the 50th order out of a total of 57 countries or at level three of the six existing levels This situation is preceded by reasons that significantly affect the ability of students

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Methods

Results

Conclusion