The Impact of Modeling Instruction Based on System Toward Work-Energy Concept Understanding

Zainul Mustofa,Nandang Mufti,Sutopo Sutopo,Anik Asmichatin

doi:10.21009/1.05209

Zainul Mustofa, Nandang Mufti + Show 2 more

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https://doi.org/10.21009/1.05209

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Abstract

This study aimed to explore the effectiveness of modeling instruction based on a system for improving student’s understanding of energy concepts on high school students. This Research was a mixed-method design with an embedded experimental model. The subject of this study was the 62 students of 11th grade, at Senior High School in Nganjuk, Indonesia. Modeling instruction based on system learning could significantly improve students' understanding of concepts better than conventional learning. Based on the calculation of the effectiveness of learning using N-gain obtained for 0.33 (medium or low medium category) for the treatment class and 0.18 (low category) for the control class. It concluded that improved students' conceptual understanding of the treatment class was better than the control class. This research also was identified student’s difficulties especially in differentiating forces and work. Students propensity to use p-prime in solving problems rather than using energy theorems.

Highlights

Research on students' understanding of energy has received widespread attention from physics educators from both secondary schools and universities
It was seen that the median value (Q2) in both the treatment class and the control class had increased
While the results of the analysis of the increase in understanding of the concept of students on average use N-gain for the treatment class of 0.33. This value was in the medium category (Hake, 1998) or low medium (Sutopo & Waldrip, 2014)

Summary

Introduction

Research on students' understanding of energy has received widespread attention from physics educators from both secondary schools and universities. It because the energy material is a crosscutting concept as well as core ideas in science that need to be mastered by students (Lancor, 2014; NRC, 2012). Several other studies have tried to investigate the difficulties experienced by students related to energy (Dalaklioglu et al, 2015; Kucuk et al, 2005; Singh & Schunn, 2009). Dalaklioglu et al (2015) reported that only 35% (N = 284) were able to correctly answer the concept of work-energy, where most students had difficulty applying the concept of energy conservation law. Another report by Singh & Schunn (2009) states that most students' confusion determines the energy of a system that involves several objects and distinguishes several types of energy

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