Three Basic Skills of Rectilinear Motion Chart Interpretation; What Do Students Already Have and How Should They Be? Tiga Keterampilan Dasar Interpretasi Grafik Gerak Lurus; Apa yang Sudah Siswa Miliki dan Bagaimana Seharusnya?
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Published:
May 31, 2024
Keywords:
Student Skills, Graph Interpretation, Linear Motion Kinematics
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Abstract
This study focuses on identifying high school students' skills in interpreting kinematics graphs of linear motion. The research was implemented by quantitative method to 70 students. The data collection technique was carried out by giving a direct test of 26 multiple choice questions adopted from TUG-K. The students' skills identification was reviewed based on three basic graphing skills, the results showed that 39% of students were skilled in reading graphs directly, 47% of students were skilled in interpreting the slope/gradient of the line and 37% of students were skilled in interpreting the area under the curve. This study found that students did not have full graphing skills. In the case of transforming one graph to another that requires a combination of two or more basic skills, the percentage success score decreased, 37% in the combination of basic skills 1-2 and 31% in the combination of 1-3. The combination of basic skills that requires a more complex thinking process is the main reason for students' failure to answer the questions correctly. The results of this study can be the basis of information for further research in improving students' skills in linear motion graphs.
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Copyright (c) 2024 Rizqy Nur Ayu Putri, Sutopo Sutopo
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References
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Binali, T., Chang, C.-H., Chang, Y.-J., & Chang, H.-Y. (2022). High School and College Students’ Graph-Interpretation Competence in Scientific and Daily Contexts of Data Visualization. Science & Education. https://doi.org/10.1007/s11191-022-00406-3
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Bragdon, D., Pandiscio, E., & Speer, N. (2019). University students’ graph interpretation and comprehension abilities. Investigations in Mathematics Learning, 11(4), 275–290. https://doi.org/10.1080/19477503.2018.1480862
Bursal, M., & Polat, F. (2020). Middle School Students’ Line Graph Skills and Affective States about Common Graph Types Used in Science Courses. International Journal of Education in Mathematics, Science and Technology, 8(4), 290. https://doi.org/10.46328/ijemst.v8i4.1026
Ceuppens, S., Bollen, L., Deprez, J., Dehaene, W., & De Cock, M. (2019). 9th grade students’ understanding and strategies when solving x (t) problems in 1D kinematics and y ( x ) problems in mathematics. Physical Review Physics Education Research, 15(1), 010101. https://doi.org/10.1103/PhysRevPhysEducRes.15.010101
Chen, C.-C. (2021). Effects of Flipped Classroom on Learning Outcomes and Satisfaction: An Experiential Learning Perspective. Sustainability, 13(16), 9298. https://doi.org/10.3390/su13169298
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Elby, A. (2000). What students’ learning of representations tells us about constructivism. The Journal of Mathematical Behavior, 19(4), 481–502. https://doi.org/10.1016/S0732-3123(01)00054-2
Friel, S. N., Curcio, F. R., & Bright, G. W. (2001). Making Sense of Graphs: Critical Factors Influencing Comprehension and Instructional Implications. Journal for Research in Mathematics Education, 32(2), 124. https://doi.org/10.2307/749671
Hidayah, N., Sutopo, S., & Wisodo, H. (2019a). Meningkatkan Kemampuan Bekerja dengan Grafik melalui Pembelajaran Kinematika. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 4(3), Article 3. https://doi.org/10.17977/jptpp.v4i3.12067
Hidayah, N., Sutopo, S., & Wisodo, H. (2019b). Meningkatkan Kemampuan Bekerja dengan Grafik melalui Pembelajaran Kinematika. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 4(3), Article 3. https://doi.org/10.17977/jptpp.v4i3.12067
Klein, P., Becker, S., Küchemann, S., & Kuhn, J. (2021). Test of understanding graphs in kinematics: Item objectives confirmed by clustering eye movement transitions. Physical Review Physics Education Research, 17(1), 013102. https://doi.org/10.1103/PhysRevPhysEducRes.17.013102
Kusairi, S., Noviandari, L., Universitas Negeri Malang, Indonesia, lelitanovi@gmail.com, Parno, P., Universitas Negeri Malang, Indonesia, parno.fmipa@um.ac.id, Pratiwi, H. Y., & Universitas Kanjuruhan Malang, Indonesia, hesti@unikama.ac.id. (2019). Analysis of Students’ Understanding of Motion in Straight Line Concepts: Modeling Instruction with Formative E-Assessment. International Journal of Instruction, 12(4), 353–364. https://doi.org/10.29333/iji.2019.12423a
McDermott, L. C., Rosenquist, M. L., & Van Zee, E. H. (1987). Student difficulties in connecting graphs and physics: Examples from kinematics. American Journal of Physics, 55(6), 503–513. https://doi.org/10.1119/1.15104
Patahuddin, S. M., & Lowrie, T. (2019). Examining Teachers’ Knowledge of Line Graph Task: A Case of Travel Task. International Journal of Science and Mathematics Education, 17(4), 781–800. https://doi.org/10.1007/s10763-018-9893-z
Planinic, M., Ivanjek, L., Susac, A., & Milin-Sipus, Z. (2013). Comparison of university students’ understanding of graphs in different contexts. Physical Review Special Topics - Physics Education Research, 9(2), 020103. https://doi.org/10.1103/PhysRevSTPER.9.020103
Rodriguez, J.-M. G., Bain, K., & Towns, M. H. (2020). Graphical Forms: The Adaptation of Sherin’s Symbolic Forms for the Analysis of Graphical Reasoning Across Disciplines. International Journal of Science and Mathematics Education, 18(8), 1547–1563. https://doi.org/10.1007/s10763-019-10025-0
Skrabankova, J., Popelka, S., & Beitlova, M. (2020). Students’ Ability to Work with Graphs in Physics Studies Related to Three Typical Student Groups. Journal of Baltic Science Education, 19(2), 298–316. https://doi.org/10.33225/jbse/20.19.298
Susac, A., Bubic, A., Kazotti, E., Planinic, M., & Palmovic, M. (2018). Student understanding of graph slope and area under a graph: A comparison of physics and nonphysics students. Physical Review Physics Education Research, 14(2), 020109. https://doi.org/10.1103/PhysRevPhysEducRes.14.020109
Sutopo, & Waldrip, B. (2014a). Impact of A Representational Approach on Students’ Reasoning and Conceptual Understanding in Learning Mechanics. International Journal of Science and Mathematics Education, 12(4), 741–765. https://doi.org/10.1007/s10763-013-9431-y
Sutopo, & Waldrip, B. (2014b). Impact of A Representational Approach on Students’ Reasoning and Conceptual Understanding in Learning Mechanics. International Journal of Science and Mathematics Education, 12(4), 741–765. https://doi.org/10.1007/s10763-013-9431-y
Taqwa, M. R. A., & Rivaldo, L. (2018). Kinematics Conceptual Understanding: Interpretation of Position Equations as A Function of Time. Jurnal Pendidikan Sains, 6(4), 120–127.
Zavala, G., Tejeda, S., Barniol, P., & Beichner, R. J. (2017). Modifying the test of understanding graphs in kinematics. Physical Review Physics Education Research, 13(2), 020111. https://doi.org/10.1103/PhysRevPhysEducRes.13.020111
Ayop, S. K., & Ismail, A. T. (2019). Students’ Understanding in Kinematics: Assessments, Conceptual Difficulties and Teaching Strategies. International Journal of Academic Research in Business and Social Sciences, 9(2).
Bajracharya, R. R., Sealey, V. L., & Thompson, J. R. (2023). Student Understanding of the Sign of Negative Definite Integrals in Mathematics and Physics. International Journal of Research in Undergraduate Mathematics Education, 9(1), 62–91. https://doi.org/10.1007/s40753-022-00202-y
Beichner, R. J. (1994). Testing student interpretation of kinematics graphs. American Journal of Physics, 62(8), 750–762. https://doi.org/10.1119/1.17449
Binali, T., Chang, C.-H., Chang, Y.-J., & Chang, H.-Y. (2022). High School and College Students’ Graph-Interpretation Competence in Scientific and Daily Contexts of Data Visualization. Science & Education. https://doi.org/10.1007/s11191-022-00406-3
Bollen, L., De Cock, M., Zuza, K., Guisasola, J., & Van Kampen, P. (2016). Generalizing a categorization of students’ interpretations of linear kinematics graphs. Physical Review Physics Education Research, 12(1), 010108. https://doi.org/10.1103/PhysRevPhysEducRes.12.010108
Bragdon, D., Pandiscio, E., & Speer, N. (2019). University students’ graph interpretation and comprehension abilities. Investigations in Mathematics Learning, 11(4), 275–290. https://doi.org/10.1080/19477503.2018.1480862
Bursal, M., & Polat, F. (2020). Middle School Students’ Line Graph Skills and Affective States about Common Graph Types Used in Science Courses. International Journal of Education in Mathematics, Science and Technology, 8(4), 290. https://doi.org/10.46328/ijemst.v8i4.1026
Ceuppens, S., Bollen, L., Deprez, J., Dehaene, W., & De Cock, M. (2019). 9th grade students’ understanding and strategies when solving x (t) problems in 1D kinematics and y ( x ) problems in mathematics. Physical Review Physics Education Research, 15(1), 010101. https://doi.org/10.1103/PhysRevPhysEducRes.15.010101
Chen, C.-C. (2021). Effects of Flipped Classroom on Learning Outcomes and Satisfaction: An Experiential Learning Perspective. Sustainability, 13(16), 9298. https://doi.org/10.3390/su13169298
Chen, P., Lu, Y., Zheng, V. W., Chen, X., & Yang, B. (2018). KnowEdu: A System to Construct Knowledge Graph for Education. IEEE Access, 6, 31553–31563. https://doi.org/10.1109/ACCESS.2018.2839607
Elby, A. (2000). What students’ learning of representations tells us about constructivism. The Journal of Mathematical Behavior, 19(4), 481–502. https://doi.org/10.1016/S0732-3123(01)00054-2
Friel, S. N., Curcio, F. R., & Bright, G. W. (2001). Making Sense of Graphs: Critical Factors Influencing Comprehension and Instructional Implications. Journal for Research in Mathematics Education, 32(2), 124. https://doi.org/10.2307/749671
Hidayah, N., Sutopo, S., & Wisodo, H. (2019a). Meningkatkan Kemampuan Bekerja dengan Grafik melalui Pembelajaran Kinematika. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 4(3), Article 3. https://doi.org/10.17977/jptpp.v4i3.12067
Hidayah, N., Sutopo, S., & Wisodo, H. (2019b). Meningkatkan Kemampuan Bekerja dengan Grafik melalui Pembelajaran Kinematika. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 4(3), Article 3. https://doi.org/10.17977/jptpp.v4i3.12067
Klein, P., Becker, S., Küchemann, S., & Kuhn, J. (2021). Test of understanding graphs in kinematics: Item objectives confirmed by clustering eye movement transitions. Physical Review Physics Education Research, 17(1), 013102. https://doi.org/10.1103/PhysRevPhysEducRes.17.013102
Kusairi, S., Noviandari, L., Universitas Negeri Malang, Indonesia, lelitanovi@gmail.com, Parno, P., Universitas Negeri Malang, Indonesia, parno.fmipa@um.ac.id, Pratiwi, H. Y., & Universitas Kanjuruhan Malang, Indonesia, hesti@unikama.ac.id. (2019). Analysis of Students’ Understanding of Motion in Straight Line Concepts: Modeling Instruction with Formative E-Assessment. International Journal of Instruction, 12(4), 353–364. https://doi.org/10.29333/iji.2019.12423a
McDermott, L. C., Rosenquist, M. L., & Van Zee, E. H. (1987). Student difficulties in connecting graphs and physics: Examples from kinematics. American Journal of Physics, 55(6), 503–513. https://doi.org/10.1119/1.15104
Patahuddin, S. M., & Lowrie, T. (2019). Examining Teachers’ Knowledge of Line Graph Task: A Case of Travel Task. International Journal of Science and Mathematics Education, 17(4), 781–800. https://doi.org/10.1007/s10763-018-9893-z
Planinic, M., Ivanjek, L., Susac, A., & Milin-Sipus, Z. (2013). Comparison of university students’ understanding of graphs in different contexts. Physical Review Special Topics - Physics Education Research, 9(2), 020103. https://doi.org/10.1103/PhysRevSTPER.9.020103
Rodriguez, J.-M. G., Bain, K., & Towns, M. H. (2020). Graphical Forms: The Adaptation of Sherin’s Symbolic Forms for the Analysis of Graphical Reasoning Across Disciplines. International Journal of Science and Mathematics Education, 18(8), 1547–1563. https://doi.org/10.1007/s10763-019-10025-0
Skrabankova, J., Popelka, S., & Beitlova, M. (2020). Students’ Ability to Work with Graphs in Physics Studies Related to Three Typical Student Groups. Journal of Baltic Science Education, 19(2), 298–316. https://doi.org/10.33225/jbse/20.19.298
Susac, A., Bubic, A., Kazotti, E., Planinic, M., & Palmovic, M. (2018). Student understanding of graph slope and area under a graph: A comparison of physics and nonphysics students. Physical Review Physics Education Research, 14(2), 020109. https://doi.org/10.1103/PhysRevPhysEducRes.14.020109
Sutopo, & Waldrip, B. (2014a). Impact of A Representational Approach on Students’ Reasoning and Conceptual Understanding in Learning Mechanics. International Journal of Science and Mathematics Education, 12(4), 741–765. https://doi.org/10.1007/s10763-013-9431-y
Sutopo, & Waldrip, B. (2014b). Impact of A Representational Approach on Students’ Reasoning and Conceptual Understanding in Learning Mechanics. International Journal of Science and Mathematics Education, 12(4), 741–765. https://doi.org/10.1007/s10763-013-9431-y
Taqwa, M. R. A., & Rivaldo, L. (2018). Kinematics Conceptual Understanding: Interpretation of Position Equations as A Function of Time. Jurnal Pendidikan Sains, 6(4), 120–127.
Zavala, G., Tejeda, S., Barniol, P., & Beichner, R. J. (2017). Modifying the test of understanding graphs in kinematics. Physical Review Physics Education Research, 13(2), 020111. https://doi.org/10.1103/PhysRevPhysEducRes.13.020111