How is students’ mental model in the post-pandemic era? Work and Energy Concept Analysis using the Wright Map

Authors

Fanny Herliyana Dewi , Achmad Samsudin , Didi Teguh Chandra , Adam Hadiana Aminudin , Jajang Kunaedi , Itsna Rona Wahyu Astuti , Fini Alfionita Umar , Shobrina Nurul Mufida

DOI:

10.29303/jppipa.v9i3.2773

Published:

2023-03-31

Issue:

Vol. 9 No. 3 (2023): March

Keywords:

Mental Model, Post-pandemic Covid-19 era, Work and Energy, Wright Map

Research Articles

Downloads

How to Cite

Dewi, F. H. ., Samsudin , A. ., Chandra , D. T. ., Aminudin, A. H. ., Kunaedi, J. ., Astuti, I. R. W. ., … Mufida, S. N. . (2023). How is students’ mental model in the post-pandemic era? Work and Energy Concept Analysis using the Wright Map . Jurnal Penelitian Pendidikan IPA, 9(3), 1260–1268. https://doi.org/10.29303/jppipa.v9i3.2773

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Students' mental models are important to be analyzed properly. Mental models are able to be described for students’ knowledge and diagnosed students’ learning difficulties. This study aims to analyze students' mental models on work and energy concept in the post-pandemic covid-19 era. Students' mental models were measured by four-tier test instrument and analyzed using the wright map. The research study utilizes descriptive-quantitative research method. The participant of this study are 31 K-10 students (13 boys and 18 girls) at high school in the West Java, Indonesia. The data analysis shows that the most student had category of in (51.52%), Sy-D (18.52%), furthermore caterogy Sy-C (13.52%), Sy-B (11.29%), and only less students that had category of Sy-A (2.95%) and Sc (2.2%). It could be concluded that physics learning in forming students' mental models needs to be improvised immediately.

References

Batlolona, J. R., Diantoro, M., Wartono, & Leasa, M. (2020). Students’ mental models of solid elasticity: Mixed method study. Journal of Turkish Science Education, 17(2), 200–210. https://doi.org/10.36681/tused.2020.21

Demircioğlu, S., & Selçuk, G. S. (2016). The effect of the case-based learning method on high school physics students’ conceptual understanding of the unit on energy. Asia-Pacific Forum on Science Learning and Teaching, 17(2), 1–25. Retrieved from https://www.eduhk.hk/apfslt/download/v17_issue2_files/selcuk.pdf

Dewi, F. H., Samsudin, A., & Chandra, D. T. (2021). Developing FD-MT to investigate students’ mental model on fluid dynamic concept: a Rasch model analysis. Journal of Physics: Conference Series, 2098(1). https://doi.org/10.1088/1742-6596/2098/1/012020

Dewi, F. H., Samsudin, A., & Nugraha, M. G. (2019). An investigation of students’ conceptual understanding levels on fluid dynamics using four-tier test. MSCEIS 2018, Journal of Physics: Conference SeriesJournal of Physics: Conference Series, 1280(5), 1–8. https://doi.org/10.1088/1742-6596/1280/5/052037

Eshach, H., Lin, T. C., & Tsai, C. C. (2018). Misconception of sound and conceptual change: A cross-sectional study on students’ materialistic thinking of sound. Journal of Research in Science Teaching, 55(5), 664–684. https://doi.org/10.1002/tea.21435

Gay, G. H. E., & Betts, K. (2020). From discussion forums to emeetings: Integrating high touch strategies to increase student engagement, academic performance, and retention in large online courses. Online Learning Journal, 24(1), 92–117. https://doi.org/10.24059/olj.v24i1.1984

Graaf, V.D. J. (2020). Inquiry-Based Learning and Conceptual Change in Balance Beam Understanding. Frontiers in Psychology, 11(July), 1–16. https://doi.org/10.3389/fpsyg.2020.01621

Hermita, N. et al. (2017). The Effectiveness of Using Virtual Simulation and Analogy in the Conceptual Change Oriented-Physics Learning on Direct Current Circuits. Turkish Online Journal of Educational Technology, October, 1012–1022.

Hikmah, F. N., Sukarelawan, M. I., Nurjannah, T., & Djumati, J. (2021). Elaboration of High School Student’s Metacognition Awareness on Heat and Temperature Material: Wright Map in Rasch Model. Indonesian Journal of Science and Mathematics Education, 4(2), 172–182. https://doi.org/10.24042/ijsme.v4i2.9488

Holtrop, J. S., Scherer, L. D., Matlock, D. D., Glasgow, R. E., & Green, L. A. (2021). The Importance of Mental Models in Implementation Science. Frontiers in Public Health, 9. https://doi.org/10.3389/fpubh.2021.680316

Indira, D., & Sakshi, M. (2017). Online learning. International Education & Research Journal [IERJ], 3(8), 32–34. https://doi.org/10.1002/9781119815068.ch3

Jiang, T., Wang, S., Wang, J., & Ma, Y. (2018). Effect of different instructional methods on students’ conceptual change regarding electrical resistance as viewed from a synthesized theoretical framework. Eurasia Journal of Mathematics, Science and Technology Education, 14(7), 2771–2786. https://doi.org/10.29333/ejmste/90592

Kurnaz, A. M., & Eksi, C. (2015). An analysis of high school students’ mental models of solid friction in physics. Educational Sciences: Theory & Practice, 15(3), 787–795. https://doi.org/10.12738/estp.2015.3.2526

McNeil, S. (2015). Visualizing mental models: understanding cognitive change to support teaching and learning of multimedia design and development. Educational Technology Research and Development, 63(1), 73–96. https://doi.org/10.1007/s11423-014-9354-5

Nersessian, N. J. (1992). How do scientists think? Capturing the dynamics of conceptual change in science. Cognitive models of science, 15, 3–45. Retrieved from http://www.cc.gatech.edu/aimosaic/faculty/nersessian/papers/how-do-scientists-think.pdf

Pramesti, Y. S., Mahmudi, H., & Setyowidodo, I. (2020). Analyzing Students’ Understanding of Work-Energy Concept. Journal of Physics: Conference Series, 1521(2). https://doi.org/10.1088/1742-6596/1521/2/022016

Samsudin, A., Afif, N. F., Nugraha, M. G., Suhandi, A., Fratiwi, N. J., Aminudin, A. H., Adimayuda, R., Linuwih, S., & Costu, B. (2021). Reconstructing Students’ Misconceptions on Work and Energy through the PDEODE*E Tasks with Think-Pair-Share. Journal of Turkish Science Education, 18(1), 118–144. https://doi.org/10.36681/tused.2021.56

Samsudin, A., Cahyani, P. B., Purwanto, Rusdiana, D., Efendi, R., Aminudin, A. H., & Coştu, B. (2021). Development of a multitier open-ended work and energy instrument (MOWEI) using Rasch analysis to identify students’ misconceptions. Cypriot Journal of Educational Sciences, 16(1), 16–31. https://doi.org/10.18844/cjes.v16i1.5504

Sari, I. M., Malik, A., Saepuzaman, D., Rusdiana, D., & Ramalis, T. R. (2019). Pre-service physics teachers’ mental models of heat conduction: A case study of the process-analogy of heat conduction. Journal of Physics: Conference Series, 1157(3). https://doi.org/10.1088/1742-6596/1157/3/032073

Singh, C., & Rosengrant, D. (2003). Multiple-choice test of energy and momentum concepts. American Journal of Physics, 71(6), 607–617. https://doi.org/10.1119/1.1571832

Stefanidou, C., Kyriakou, K., Mandrikas, A., Stavrou, I., & Skordoulis, C. (2022). Students’ Views on Physics Teaching at a Distance in the Context of COVID-19 Pandemic. European Journal of Science and Mathematics Education, 10(3), 284–297. https://doi.org/10.30935/scimath/11880

Syuhendri, S. (2017). A Learning Process Based on Conceptual Change Approach To Foster Conceptual Change in. Journal Of Baltic Science Education, 16(2), 228–240. http://dx.doi.org/10.33225/jbse/17.16.228

Utami, I. S. (2018). The Effectiveness of Blended Learning as an Instructional Model in Vocational High School. Journal of Educational Science and Technology (EST), 4(1), 74. https://doi.org/10.26858/est.v4i1.4977

Author Biographies

Achmad Samsudin , Department of Physics Education, Universitas Pendidikan Indonesia, Bandung

Didi Teguh Chandra , Department of Physics Education, Universitas Pendidikan Indonesia, Bandung

Adam Hadiana Aminudin, Department of Physics Education, Universitas Pendidikan Indonesia, Bandung

Jajang Kunaedi, Universitas Pendidikan Indonesia

Itsna Rona Wahyu Astuti, Universitas Pendidikan Indonesia

Fini Alfionita Umar, Universitas Pendidikan Indonesia

Shobrina Nurul Mufida, Universitas Pendidikan Indonesia

License

Copyright (c) 2023 Fanny Herliyana Dewi, Achmad Samsudin , Didi Teguh Chandra , Adam Hadiana Aminudin

Creative Commons License

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

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).