Analysis of Students' Mastery of Concepts in Newton's Second Law Material Through the Rasch Model

Boby Syefrinando, Fauzan Sulman

Abstract


The research aims to see students' conceptual understanding of Newton's second law material through the Rasch model. This research was conducted on physics education students at the Sulthan Thaha Saifuddin Jambi State Islamic University, totalling 29 active students in August 2023. The research method used was a qualitative descriptive research method regarding the procedures for organizing and carrying out observations, where the researcher did not carry out special treatment. to make changes to students, but looking at the real conditions that students have in modern conditions. The instrument consists of 45 items related to force and motion. Selection of questions to obtain appropriate questions using the Winsteps 3.65.0 program. The results of the analysis using the Rasch Model showed 23 fit items. The results of the analysis show that concept ability is very low, students' concept mastery is low where in percentage terms 97% have low concept mastery, and only 3% have moderate concept mastery ability, especially in Law II material.


Keywords


Conceptual Understanding, Instrument Test Fit, Rasch Model.

Full Text:

PDF

References


Adha, A. F., Rera, A., & Farisi, S. Al. (2023). Analysis of the TGT Cooperative Learning Model in Physics Learning : in terms of the Implementation of Procedures and Principles. International Journal of Education and Teaching Zone, 2(1), 1–2. https://doi.org/https://10.57092/ijetz.v2i1.70

Aldalur, I., & Perez, A. (2023). Gamification and discovery learning: Motivating and involving students in the learning process. Heliyon, 9(1), e13135. https://doi.org/10.1016/j.heliyon.2023.e13135

Bao, L., & Fritchman, J. C. (2021). Knowledge integration in student learning of Newton’s third law: Addressing the action-reaction language and the implied causality. Physical Review Physics Education Research, 17(2), 20116. https://doi.org/10.1103/PhysRevPhysEducRes.17.020116

Couló, A. C. (2020). Encyclopedia of Educational Philosophy and Theory. Encyclopedia of Educational Philosophy and Theory, 1–6. https://doi.org/10.1007/978-981-287-532-7

Creswell, J. W. (2012). Planning, Conducting, and Evaluating Quantitative and Qualitative Research.

Halloun, I. A. (2007). Evaluation of the Impact of the New Physics Curriculum on the Conceptual Profiles of Secondary Students. 1–25. http://www.halloun.net/index.php?option=com_content&task=view&id=4&Itemid=6

Hidayati, R. A., Reyza, M., & Taqwa, A. (2023). Computer Based Recitation Program Development With Feed Back i n Newton ’ s Law Topic. International Journal of Education and Teaching Zone, 2(1), 1–2. https://doi.org/10.57092/ijetz.v2i1.49

Kusumawati, M., & Wahyuni, P. (2022). Investigating the Use of Phet Simulation as a Substitute for Practical Tools in Understanding the Concept of Static Electricity. International Journal of Educationa and Teaching Zone, 1(1), 20–25.

Liao, L., Du, M., Wang, B., & Yu, Y. (2019). The Impact of Educational Investment on Sustainable Economic Growth in Guangdong , China : A Cointegration and Causality Analysis. Sustainability, 11(766). https://doi.org/10.3390/su11030766

Lin, T. J., Liang, J. C., & Tsai, C. C. (2015). Identifying Taiwanese University students’ physics learning profiles and their role in physics learning self-efficacy. Research in Science Education, 45(4), 605–624. https://doi.org/10.1007/s11165-014-9440-z

Lindsey K. Le. (2013). Teacher-Efficacy for using HOTS Pedagogy in the Classroom Teacher-Efficacy for using HOTS Pedagogy in the Classroom. Master’s Theses: University of Connecticut, 1–65.

Masalesi, A. K. (2022). Resource Identification and Level of Understanding of Particle Dynamics Concepts. International Journal of Education and Teaching Zone, 1(2), 8–10. https://doi.org/https://doi.org/10.57092/ijetz.v1i2.48

Meiliani, M., Tanti, T., & Sulman, F. (2021). Student Resources On Newton’s Lawa Concepts Reviewing From Gender: Identification Using Open-Ended Question. Indonesia Journal of Science and Mathematics Education, 04(November), 324–332. https://doi.org/10.24042/ijsme.v4i3.10177

Meltzer, D. E. (2005). Relation between students’ problem-solving performance and representational format. American Journal of Physics, 73(5), 463. https://doi.org/10.1119/1.1862636

Misbah, M., Trisnowati, E., Rahim, A., & Zb, A. (2022). Investigating Problem Solving and Mathematical Connections in Solving the Fermi-Dirac Equation. International Journal of Education and Teaching Zone, 1(2), 8–10. https://doi.org/https://doi.org/10.57092/ijetz.v1i2.36

Nehru, N., Ananda, R., Zb, A., & Novaliyyan, D. (2022). The Analysis of Mathematical Critical Thinking Ability and Mathematical Creativity : Judging from the Process of Deriving the Fermi-Dirac Formula. International Journal of Education and Teaching Zone, 1(2), 8–10. https://doi.org/https://doi.org/10.57092/ijetz.v1i2.33

Njie, B., & Asimiran, S. (2014). Case Study as a Choice in Qualitative Methodology. IOSR Journal of Research & Method in Education (IOSRJRME), 4(3), 35–40. https://doi.org/10.9790/7388-04313540

O’Neil, J. M., Newton, R. J., Bone, E. K., Birney, L. B., Green, A. E., Merrick, B., Goodwin-Segal, T., Moore, G., & Fraioli, A. (2020). Using urban harbors for experiential, environmental literacy: Case studies of New York and Chesapeake Bay. Regional Studies in Marine Science, 33, 100886. https://doi.org/10.1016/j.rsma.2019.100886

Ponkilainen, V. T., Miettinen, M., Sandelin, H., Lindahl, J., Häkkinen, A. H., Toom, A., Tillgren, T., Ilves, O., Latvala, A. O., Ahonen, K., Sirola, T., Sampo, M., Väistö, O., & Repo, J. P. (2021). Structural validity of the Finnish Manchester-Oxford Foot Questionnaire (MOXFQ) using the Rasch model. Foot and Ankle Surgery, 27(1), 93–100. https://doi.org/10.1016/j.fas.2020.02.012

Putra, M. I. J., Junaid, M., & Sulman, F. (2021). The Ability of the Question and Answer (Q&A) Method with the Help of Learning Videos against Student Learning Outcomes amid the Covid-19 Pandemic. EDUKATIF: Jurnal Ilmu Pendidikan, 3(5), 2160–2169. https://doi.org/https://doi.org/10.31004/edukatif.v3i5.768

Rahim, A., & Nadira, N. (2022). Application of Model Group Investigation based on Experiments Against Student Academic Skills. International Journal of Education and Teaching Zone, 1(2), 8–10. https://doi.org/https://doi.org/10.57092/ijetz.v1i2.35

Reyza, M., Taqwa, A., Suyudi, A., & Sulman, F. (2023). Kinematics students ’ conceptual understanding in mathematical and visual representations : Is it different ? Kinematics Students ’ Conceptual Understanding in Mathematical and Visual Representations : Is It Different ? 050005(January).

Rozal, E., Ananda, R., Zb, A., Fauziddin, M., & Sulman, F. (2021). The Effect of Project-Based Learning through YouTube Presentations on English Learning Outcomes in Physics. AL-ISHLAH: Jurnal Pendidikan, 13(3), 1924–1933. https://doi.org/10.35445/alishlah.v13i3.1241

San Martín, E., & Rolin, J. M. (2013). Identification of parametric Rasch-type models. Journal of Statistical Planning and Inference, 143(1), 116–130. https://doi.org/10.1016/j.jspi.2012.06.014

Scott, T. F., & Schumayer, D. (2017). Conceptual coherence of non-Newtonian worldviews in Force Concept Inventory data. Physical Review Physics Education Research, 13(1), 1–12. https://doi.org/10.1103/PhysRevPhysEducRes.13.010126

Scott, T. F., & Schumayer, D. (2018). Central distractors in Force Concept Inventory data. Physical Review Physics Education Research, 14(1), 10106. https://doi.org/10.1103/PhysRevPhysEducRes.14.010106

Shea, T., Cooper, B. K., de Cieri, H., & Sheehan, C. (2012). Evaluation of a perceived organisational performance scale using Rasch model analysis. Australian Journal of Management, 37(3), 507–522. https://doi.org/10.1177/0312896212443921

Sofna, A., Sakinah, Y., & Pentang, J. T. (2023). Analysis of Student Learning Interest In Physics Subject In Force Material. International Journal of Education and Teaching Zone, 2(1), 1–2.

Stoen, S. M., McDaniel, M. A., Frey, R. F., Hynes, K. M., & Cahill, M. J. (2020). Force concept inventory: More than just conceptual understanding. Physical Review Physics Education Research, 16(1), 10105. https://doi.org/10.1103/PhysRevPhysEducRes.16.010105

Sulman, F. (2019). Application of Cooperative Problem Posing and Prior Motivation Towards Students Learning Outcomes. Indonesian Journal of Educational Research (IJER), 4(2), 93–96. https://doi.org/10.30631/ijer.v4i2.126

Sulman, F., Sutopo, S., & Kusairi, S. (2021). FMCE-PHQ-9 Assessment with Rasch Model in Detecting Concept Understanding , Cheating , and Depression amid the Covid-19 Pandemic. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 6(2), 297–309. https://doi.org/10.24042/tadris.v6i2.9273

Sulman, F., Tanti, T., Habibi, M., & Zb, A. (2021). Pengaruh Media Animasi Berkarakter Islami Terhadap Hasil Belajar Pengetahuan Bumi dan Antariksa. Edumaspul: Jurnal Pendidikan, 5(1), 135–146. https://doi.org/10.33487/edumaspul.v5i1.1044

Sulman, F., Taqwa, M. R. A., Aminah Zb, A. Z., Rafzan, R., & Fikri, A. (2020). The Effect of Mathematical Connections on the Mastery of Probability Material. Edumatika : Jurnal Riset Pendidikan Matematika, 3(2), 147–157. https://doi.org/10.32939/ejrpm.v3i2.645

Sulman, F., Yuliatai, L., Kusairi, S., Hidayat, A., Pentang, J., & Mensah, B. (2023). Investigating concept mastery of physics students during online lectures through Rasch models on force and motion materials. 9(1), 95–106.

Sulman, F., Yuliati, L., Kusairi, S., & Hidayat, A. (2022). Hybrid Learning Model : Its Impact on Mastery of Concepts and Self- Regulation in Newton ’ s Second Law Material. Kasuari: Physics Education Journal, 5(1), 65–74. https://doi.org/https://doi.org/10.37891/kpej.v5i1.273

Sulman, F., Yuliati, L., Purnama, B. Y., & Arief, M. R. (2022a). Creativity in Deriving The Fermi-Dirac Equation Through STEAM Approaches. Berkala Ilmiah Pendidikan Fisika, 10(3), 240–254. https://doi.org/10.20527/bipf.v10i3.13182

Sulman, F., Yuliati, L., Purnama, B. Y., & Arief, M. R. (2022b). Creativity In Deriving The Fermi-Dirac Equation Through STEAM Approaches. 10(3). https://doi.org/10.20527/bipf.v10i3.13182

Tao, H. feng, Paszke, W., Rogers, E., Gałkowski, K., & Yang, H. zhong. (2018). Modified Newton method based iterative learning control design for discrete nonlinear systems with constraints. Systems and Control Letters, 118, 35–43. https://doi.org/10.1016/j.sysconle.2018.05.007

Thornton, R. K., & Sokoloff, D. R. (1998). Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula. American Journal of Physics, 66(4), 338–352. https://doi.org/10.1119/1.18863

Uzunboylu, H., & Aşıksoy, G. (2014). Research in Physics Education: A Study of Content Analysis. Procedia - Social and Behavioral Sciences, 136, 425–437. https://doi.org/10.1016/j.sbspro.2014.05.353

Villalonga-Olives, E., Kawachi, I., & Rodríguez, A. M. (2021). Rasch model of the bridging social capital questionnaire. SSM - Population Health, 14, 100791. https://doi.org/10.1016/j.ssmph.2021.100791

Watts, E. H., O’Brian, M., & Wojcik, B. W. (2003). Four Models of Assistive Technology Consideration: How Do They Compare to Recommended Educational Assessment Practices? Journal of Special Education Technology, 19(1), 43–56. https://doi.org/10.1177/016264340401900104

Wei, X., Saab, N., & Admiraal, W. (2021). Assessment of cognitive, behavioral, and affective learning outcomes in massive open online courses: A systematic literature review. Computers and Education, 163(December 2020), 104097. https://doi.org/10.1016/j.compedu.2020.104097

Wells, J., Henderson, R., Stewart, J., Stewart, G., Yang, J., & Traxler, A. (2019). Exploring the structure of misconceptions in the Force Concept Inventory with modified module analysis. Physical Review Physics Education Research, 15(2), 20122. https://doi.org/10.1103/PhysRevPhysEducRes.15.020122

Wells, J., Henderson, R., Traxler, A., Miller, P., & Stewart, J. (2020). Exploring the structure of misconceptions in the force and motion conceptual evaluation with modified module analysis. Physical Review Physics Education Research, 16(1). https://doi.org/10.1103/Physrevphyseducres.16.010121

Yusuf, I., Zb, A., & Rozal, E. (2022). The Understanding Mathematical Communication Concepts and Skills : Analysis of the Ability of Prospective Physics Teachers ? International Journal of Education and Teaching Zone, 1(2), 8–10. https://doi.org/https://doi.org/10.57092/ijetz.v1i2.34

Zakwandi, R., Wulansari, P., Maula, A. R., & Hasan, S. (2022). Learning Reflection During Covid-19 Pandemic : Teacher Perception Toward Google Form Based Test. International Journal of Education and Teaching Zone, 1(2), 8–10. https://doi.org/https://doi.org/10.57092/ijetz.v1i2.42

Zb, A., Ananda, R., & Mensah, B. (2022). The Effect of the STAD Type Cooperative Learning Model With The Help of Crossword Worksheet on Biology Learning Outcomes , Especially The Cognitive Domain. International Journal of Education and Teaching Zone, 1(2), 8–10. https://doi.org/https://doi.org/10.57092/ijetz.v1i2.31

Zb, A., Novalian, D., Ananda, R., Habibi, M., & Sulman, F. (2021). Distance Learning With STEAM Approaches: Is Effect On The Cognitive Domain? 6(2), 129–140.

Zb, A., Novalian, D., Rozal, E., Sulman, F., & Habibi, M. (2021). STEM Approach in Online Lectures: How Does it Contribute to Cognitive Aspects? Indonesian Journal of Science and Education, 5(2), 88–97. https://doi.org/10.31002/ijose.v5i2.4365

Zb, A., Setiawan, M. E., Rozal, E., & Sulman, F. (2021). Investigating Hybrid Learning Strategies: Does it Affect Creativity? Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 7(4), 868–875. https://doi.org/10.33394/jk.v7i4.4063

Zehirlioglu, L., & Mert, H. (2020). Validity and reliability of the Heart Disease Fact Questionnaire (HDFQ): a Rasch measurement model approach. Primary Care Diabetes, 14(2), 154–160. https://doi.org/10.1016/j.pcd.2019.06.006




DOI: https://doi.org/10.31004/edukatif.v5i6.6169

Article Metrics

Abstract view : 42 times
PDF - 11 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Boby Syefrinando, Fauzan Sulman

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