ANALYSIS OF UNDERSTANDING CONCEPTS AND OBSTACLES UNDERSTANDING CONCEPTS OF TEMPERATURE AND HEAT MATERIALS IN PHYSICS LESSONS

EMMI PUTRI SIMANJUNTAK

Abstract


This research aims to describe the deepening of students' concepts and determine the difficulties experienced by students in the material Temperature and Heat. This survey research was conducted in classes Xll IPA 1 and Xll IPA 2 at Imelda Private High School, Medan. The research carried out used descriptive analysis. Data was obtained through a concept deepening test in the form of multiple choice questions accompanied by reasons. From the survey conducted, it was found that only 37.64% of students were able to answer correctly all the questions given, for the most difficult concept to understand, namely the concept of specific heat with a percentage of 26.5%.


Full Text:

PDF

References


Alwan, A. A. (2011). Misconception of Heat and Temperature Among Physics Students. Procedia - Social and Behavioral Sciences, 12, 600–614. https://doi.org/10.1016/j.sbspro.2011.02.074 Baser, M. (2006).

Fostering Conceptual Change by Cognitive Conflict Based Instruction on Students’ Understanding of Heat and Temperature Concepts. Eurasia Journal of Mathematics, Science and Technomorlogy Education, 2(2), 96–114.

Bayrak, B. K. (2013). Using Two-Tier Test to Identify Primary Students’ Conceptual Understanding and Alternative Conceptions in Acid Base. Mevlana International Journal of Education, 19–26. https://doi.org/10.13054/mije.13.21.3.2

Budiarti, I. S., Suparmi., Sarwanto., & Harjana. (2017a). Students’ Conceptual Understanding Consistency of Heat and Temperature. Journal of Physics: Conference Series, 795, 012051. https://doi.org/10.1088/1742-6596/795/1/012051

Cock, M. D. (2012). Representation Use and Strategy Choice in Physics Problem Solving. Physical Review Special Topics Physics Education Research, 1–15.

de Berg, K. C. (2008). The Concepts of Heat and Temperature: The Problem of Determining the Content for the Construction of an Historical Case Study which is Sensitive to Nature of Science Issues and Teaching–Learning Issues. Science & Education, 17(1), 75–114. https://doi.org/10.1007/s11191-006-9040-z

Sugiyono ,(2015). Metode Penelitian Pendiikan ( pendekatan kuantitatif, kualitatif). Bandung. alfabeta

Docktor, J. L., & Mestre, J. P. (2014). Synthesis of Discipline-based Education Research in Physics. Physical Review Special Topics - Physics Education Research, 10(2). https://doi.org/10.1103/PhysRevSTPER.10.020119

Eraikhuemen, L., & Ogumogu, A. E. (2014). An Assessment of Secondary School Physics Teachers Conceptual Understanding of Force and Motion in Edo South Senatorial District, 5(1), 10.

Ergin, S. (2016). The Effect of Group Work on Misconceptions of 9th Grade Students about Newton’s Laws. Journal of Education and Training Studies, 4(6). https://doi.org/10.11114/jets.v4i6.1390

Ergin, S., & Atasoy, Ş. (2013). Comparative Analysis of the Effectiveness of 4MAT Teaching Method in Removing Pupils’ Physics Misconceptions of Electricity (Vol. 12)

Fitzallen, N., Wright, S., Watson, J., & Duncan, B. (2016). Year 3 Students’ Conceptions of Heat Transfer, 13.

Foroushani, S. (2018). Misconceptions in Engineering Thermodynamics: A Review. International Journal of Mechanical Engineering Education, 030641901875439. https://doi.org/10.1177/0306419018754396

Gönen, S., & Kokaya, S. (2010). A Cross-age Study on The Understanding of Heat and Temperature. Eurasian Journal of Physics and Chemistry Education (EJPCE), 1(2), 1–15.

https://jurnal.unej.ac.id/index.php/JPF/article/view/3084/2482




DOI: https://doi.org/10.30743/pascal.v8i2.8353

Refbacks

  • There are currently no refbacks.


INDEXING:


         





Publisher:
Program Studi Pendidikan Fisika, Fakultas Keguruan dan Ilmu Pendidikan,
Universitas Islam Sumatera Utara
Jl. Sisingamangaraja XII Teladan, Medan, Sumatera Utara, Indonesia
E-mail: pascal@fkip.uisu.ac.id

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License .