Characteristics Of Physics Module About Mechanics-BasedOn Multi representation To Improve Students Of Senior High School Reasoning Ability

Available online at http://www.pancaranpendidikan.or.id Pancaran Pendidikan FKIP Universitas Jember Vol. 6, No. 3, Page 11-19, August, 2017

PancaranPendidikan DOI:10.25037/pancaran.v6i3.33

ISSN 0852-601X e-ISSN 2549-838X

Characteristics Of Physics Module About Mechanics-BasedOn Multi representation To Improve Students Of Senior High School Reasoning Ability DimasFawahidTamimi Anwar.1, I Ketut Mahardika2, Supeno2 1

Student of Magister Sains of Education, Jember University 2

Sains Education Departmen, Jember University Email :[email protected]

ARTICLE INFO

ABSTRACT

Article History: Received Date: 15th April 2017 Received in Revised Form Date: 30th April 2017 Accepted Date: 15th May 2017 Published online Date: 01st August 2017

This study is about the characteristics of Physics Module to improve students of Senior High School reasoning ability-based on Multi-representation. The problem of the study is how characteristics of Physics Modules Based on Multi-representation to improve students ability to reason? This problem is described in two study questions. First, is the Physics Module based on Multirepresentation contains examples of the application context of the image phenomenon of physics? Second, how is the writing pattern of Physics Module? This study is about Physics module development based on Multi-representation, using the mix method model of investigation that collecting qualitative data, then construct the draft Module Physics, so the Module Physics ready to be validated. Subjects in this study is a Physics module which can improve the reasoning ability of students in Senior High School. While respondents were Senior High School students majoring in science at the students in Senior High School. Data collection techniques are observations, questionnaires, and documents. Data described in qualitative research. The results showed that the physics module based on Multi-representation contains examples of application of the principle of material in the context of the image physical phenomenon ; and has a certain writing pattern, which has a chapter title sequence, sub-chapter title, instructions for use, a description of the material, sample questions, questions test capabilities, and bibliography.

Key Words: physics module, Multi representation, reasoning ability of senior high school students.

Copyright © Dimaset al, 2017, this is an open access article distributed under the terms of the PancaranPendidikan Journal license, which permits unrestricted use, distribution and reproduction in any medium, provided the original work is properly cited

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INTRODUCTION Education is defined as penggulawentah which means to cultivate, so cultivating the psychic is to finalize the feelings, thoughts, willingness, and character of the child (Drajat in Alfandi, 2011). Education is the status of learning in learning activities, the use of teaching materials in the learning process has an important role. The role according to Belawati (2003). The teaching materials in the study of physics are the materials that the lessons are developed in the systematic way that teachers and teachers use. (Depdiknas, 2009). In addition, according to Mahardika (2012) teaching materials is a set of materials that compiled a systematic system that aims to create a supportive atmosphere for students. One way to continue to maintain and increase the interest of physics student learning is to develop an innovative, effective, enjoyable and able to connect the knowledge possessed in the context of self, family, school, community and surrounding environment, nation, country, and Regional and international level (PermenDikbud, 2016). The role of teaching materials in the educational process occupies a strategic position and also determine the achievement of educational goals, Biological in (Mahardika, 2011). One of the teaching materials that can be developed according to the characteristics of the subject of physics and the shift of 21st century education is a learning module (Ramadhani, 2015). Program for International Student Assessment (PISA) states, for math, language, and science, less than 2% have reasoning ability above level 3, and none reach level 6. Science and mathematics is a science study that requires reasoning ability the good one. Reasoning and problem solving are a very important part of learning, because mathematics is formed and evolved through reasoning and problem-solving processes (Roosilawti, 2013) .The reasoning ability is important not only to be intelligent in solving problems but is expected to be clever in communicating the outcomes of problem solving Obtained. The concepts of physics in multiple representations, which combine the concept of verbal, mathematical concepts, concept drawings and graphic concepts, is needed by high school students to apply in the learning of physics that they do. Meanwhile, multi representation skills of high school students are expected to increase, because by having sufficient multirepresentasi capability, the high school students have actually understood the concept of physics and reasoning ability is quite comprehensive meaning they can represent the concept of physics is quite verbal, mathematical, and can describe and Graphically grasping the physics concept or vice versa can explain images and graphs of physical events. If multirepresentasi ability of students nice, then by itself the ability to reason will increase, and this also means they will be able to convey the concept of physics to others better. Because it is necessary to have a multirepresentation-based Physics Module that can improve students' reasoning abilities. Thus it is deemed necessary to conduct an adequate study of the existing physics books, so that "Development of Multirepresentation-based Physics Module to Improve the Ability of Reasoning of High School Students" is necessary. Associated with the above view, the research is the main purpose is to examine the characteristics of Multirepresentation-based Physics Module to improve the reasoning ability of high

Dimas: Characteristics Of Physics Module About Mechanics-Based... ___________13

school students. Characteristics of teaching materials in the form of modules that can improve the ability of verbal, mathematical representation, drawings and graphics are teaching materials that have a writing pattern based on the procedure of writing the teaching materials are: 1) analysis, 2) design, 3) development, 4) evaluation, and 5) Revision (Belawati, 2006). In addition to writing based on the procedure of writing the teaching materials, the author of the teaching materials should also pay attention to the division of each chapter, for example in each chapter is divided into 3 (three) parts namely the introduction, presentation and closing. Specifically for the characteristics of a multi represeptation-based physics module that can improve reasoning abilities, at the end of each chapter needs to be given examples of problems with discussions related to verbal, mathematical representations, drawings and graphics, and examples of practice questions. Then in the presentation, the concepts of physics are described verbal concepts, mathematical concepts, concept images, and graphic concepts, all of which are aimed at improving students' reasoning through multi representation. Representation is one of the good and growing methods to instill an understanding of physics concepts in students. Because Representation can also be used to analyze a learning model which is a component of evaluation, which contains ways to make measurements about achievement of learning achievement, and representation can also show objects and behavior naturally. So the difficulty caused by the many involvement of mental picture can be overcome. Because the process of physics events can be demonstrated, representations such as demonstration methods can help overcome the difficulties in physics learning that demand much involvement in the form of physical knowledge and mathematical logic (Dahar 1989; Van den Berg, 1991). Related to this Lei Bao, Edward F. Redish, (2006) suggests that model analysis to apply qualitative research in building a quantitative representation framework, can be obtained from the test of the concept of Style and Style movement. Likewise the motivation in learning, that the motivation of studying physics is low, can be activated by physics learning through representation (Bruce W., et al., 2006). METHODS This research leads to survey research, with emphasis on the study of: 1) initial reference sources; 2) description of subjects; 3) and the results of prior research related to representation, reasoning ability, and related to module development. Based on research activities conducted in the study, the study data is descriptive qualitative data. The data obtained by observation techniques, questionnaires, documents and literature studies on various sources, such as: books, scientific journals, articles, research reports and so on as secondary data. To obtain the results and conclusions of the study, the data obtained were analyzed by descriptive analysis. Subjects in this study is a high school physics module based multi-representation mechanics study aimed at improving the ability of high school students reasoning. RESULTS AND DISCUSSION A. The Results of The Theory a. Study Associated with Multirepresentasi Physics The results of previous studies in several countries relating to multi


representations obtained from scientific journals, articles, and research reports show that representations can impact student performance, can improve student representation skills. Several research results are shown in Table 1. 1 2006

2006 2006

1 2007

2007 2007 2007 1 2010 1 2011

Table 1: The research results about physics representation Products and Researchers 2 The learning environment plays a role in developing the modern physical representation. The use of different representations & from the representation of choices appears to encourage student representation skills. Patrick B. Kohl & Noah D.F. The representation of graphic sources can explain the shapes that rise from the conceptual changes of modern physics. Michael C.W. Model analysis for applying qualitative research to construct a quantitative representation framework, derived from the results of the concept test of Style and Style movement. Lei Bao, Edward F. Redish. 2 The use of video provides a basis for reconciling teacher education classes and assisting them in linking science theory & practice. C. Paul Newhouse, Jenny Lane, and Claire Brown. various approaches (varied) must always exist in physics learning, such as multirepresentation approach. Angell, C., O. Guttersrud, and EK. Henriksen Learning using multirepresentation can be accepted as the key of physics learning. Kohl, P.B., D. Rosengrant and ND. Finkelstein Multirepresentation (double representation) should be the main strategy in physics learning. Rosengrant, D., E. Etkina and AV. Heuvelen. 2 Problem solving using Multirepresentation is a skill that must be possessed by physicist and technician in the future. Nguyen, D.H., E. Gire, and N.S. Rebello. 2 Difficulties caused by the number of mental actions can be overcome through

b. Study Related to Module Development Previous research results relating to module development, informed that module studies that emphasize module development that lead to improved reasoning ability have not been performed. From the results of the study, it was found that research emphasis on module development is presented in Table 2.

1 1993

Table 2: The research results about modules devlopment Products and Researchers 2 Textbooks must meet four things: 1) science as the subject of knowledge, 2)


science as an investigation, 3) science as a way of thinking, and 4) there is an interaction between science, technology and society. Symansky, Kyle, and Alport. 2005

1 2006

1 2008

1 2009

1 2013 1 2014 1 2015

Physics teaching materials with the task of photo analysis of physics events in physics PBM in high school can accommodate student’s mental achievement on the top level of the concept that tends to high category. Sutarto. 2 The module is an independent learning package that includes a series of learning experiences that are planned and systematically designed to help students achieve the learning objectives of mastering the competencies that have been established. Budiono, danSusanto. 2 Module is a tool or means of learning that contains materials, methods, limitations, and how to evaluate systematically designed and interesting to achieve the expected competence in accordance with the level of complexity. Dharma, S. 2 Basic physics textbooks for biology teacher applicant contain the physics principles required by the student; The level of legibility of basic physics textbooks for biology teacher candidates is categorized as high; The use of basic physics textbooks for prospective biology teacher students, can improve the mastery of the concept of physics. Toto. 2 The quality of the module can be seen from several aspects, including: the content feasibility aspects, language, presentation, and graphics, Fitri, dkk. 2 Module is a medium of learning that have characteristic individual Sari, dkk. 2 Product quality in the form of physics module can help learners in independent learning process.Sukiminiandari, dkk.

B. Survey Results, Documentation, and FieldObservation The results of the study of syllabus analysis, and the relationship between the concepts of physics with multirepresentation, from the initial teaching materials used as the main reference can be shown in table 3.


Table 3: The relationship between the concepts of physics with multi representation Concept Representation Verb Math Pict Graf 1 2 3 4 5 Positions and Movement √ √ √ Velocity

√

√

-

-

GLB

√

√

√

GLBB

√ √ √

√ √ √

√ √ √

√ -

Multiplication of vector and scalar Buckshot move

√

√

√

-

√

√

√

Relativity of velocity Force concept

√ √

√ √

√

√ -

Vector and scalar Analysis vector

-

Newton Law

-

Friction force

-

Harmony element

-

Models of Harmony

-

GMB

-

GMBB

-

Indolence Moment Revolve

-

Activity and Force

-

Activity and Energy

-

Immortality of mechanics energy

-

Impuls and momentum Immortality momentum

-

Impact

-

Table 3 shows that not all physics concepts represent graphs. Especially if the review is refined by displaying sub concepts, it will be more sub physics concepts that do not represent the graph, as well as the image representation of the physical event. Therefore it is necessary to design the character of physics module that can improve the ability of reasoning through multirepresentasi appropriate student based on analysis and deep study so that ready to be used by high school students. Physical modules based on multi representation that can improve the reasoning ability have characteristics that are: have a chapter title sequence; Sub chapter titles;


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Characteristics Of Physics Module About Mechanics-BasedOn Multi representation To Improve Students Of Senior High School Reasoning Ability

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