“Knowledge in Pieces” View: Conceptual Understanding Analysis of Pre-service Physics Teachers on Direct Current Resistive Electrical Circuits

Abstract

In agreement with problem-solving skills, identifying conceptual understanding is an important topic in physics. The purpose of this study was to analyze the conceptual understanding of physics teacher prospective students on direct current based electric material “Knowledge in Piece” Theory. The study used a mixed-method approach with an explanatory model with 148 Physics Pre-service at the Jambi University, Indonesia. Data were collected using tests and interviews. The students were given a test using reasoned multiplechoice question developed to find out the understanding of student concepts, while unstructured interviews were conducted to confirm student answers that were not clear.Data analysis was done by using a rubric which as developed based on the possible reasons for student’ answer to the concept of direct current electricity. The result of study showed that understanding the concept of students in direct current electricity material is still not very good, this is shown from the study data only 6 people (4%) of 148 students who can activate the concept well and completely. The findings show that student understanding is still in the form of concept pieces. Students are not able to connect concepts properly. When asked about sub-material students have an understanding, but when the problem is given is complete enough students are not able to connect every concept to the sub-material that they understand correctly. These results give strength that the students' understanding had not been coupled coherently so that the less dominant resource would be delayed to activate than the more dominant resource.

Keywords

• knowledge in piece,conceptual understanding,Direct current resistive electrical,Circuits

References

1. Alia, N., Sunarno, W., Aminah., N.S. (2017). Development of Physics Modules in Dynamic Electric Material Based on Science Process Skills (KPS) to Improve Critical Thinking Ability in High School / Ma Class X Students. Jurnal Inkuiri, 6(1), 111-120.
2. Creswell, J & Clark, V.P. (2007). Designing and Conducting Mix Methods Study. United States America: Sage Publication.
3. Cokc, D. M. (2012). Representation Use and Strategy Choice in Physics Problem. Physics Review Special Topics- Physics Education Study, 8(020117), 1-15.
4. Clement, J. (1982). Students’ preconceptions in introductory mechanics. American Journal of Physics, 50(1), 66–71.
5. Dewi S.Z & Andi S. (2016). Implementation of Predict, Discuss, Explain, Observe, Discuss, Explain (Pdeode) Strategies in Elementary School Science Learning To Improve Understanding of Concepts and Reduce Quantities of Students Who Misconceptions on Material Changes in Objects in Class V, Journal of Basic Education, 8(1), 12-21.
6. DiSessa, A. A. (1993). Toward an Epistemology of Physics. Cognition and Instruction, 10(2 & 3),105-225.
7. Docktor, J.L & Mestre, J.P. (2014). Synthesis of Discipline-Based Education Study In Physics. Physics Review Special Topics- Physics Education Study, 10(020119), 1-58.
8. Engelhardt, P.V & Beichner, J.R. (2004). Students’ Understanding of Direct Current Resistive Electrical Circuits. American Journal of Physics, 72(1), 98-115.

9. Elisa., Mardiyah, A., & Ariaji, R. (2017). Increased Understanding of Physics Concepts and Student Activities Through Phet Simulation. Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran. 1(1), 15-20.
10. Hammer, D. (2000). Student Resources for Learning Introductory Physics. American Journal of Physics, 68(7), 52-59.
11. Ipek, H. & Calik, M. (2008). Combining Different Conceptual Change Methods within Four-Step Constructivist Teaching Model: A Sample Teaching of Series and Parallel Circuits. International Journal of Environmental & Science Education, 3(3), 143-153.
12. Jelicic, K., Plainic, M., &Planinsic, G. (2017). Analysing High School Students’ Reasoning about Electromagnetic Induction, Physical Review Physics Education Study, 13(1), 1-18.
13. Kalaycı, S., & Çoşkun, M. (2020). Determination of Gifted/Talented Students' Interest in Science Subjects in Terms of Some Variables. Journal of Gifted Education and Creativity, 7(1), 1-12.
14. Lakuntu, J. K., Werdhiana, I.K., & Muslimin. (2017). Application of Conceptual Understanding Learning Model Procedures Using Experimental Methods for Understanding Newton's Law Concepts in Class X Students of SMA Negeri 1 Palu, Jurnal Pendidikan Fisika Tadulako Online (JPFT), 5(1), 48-51.
15. Mosik & Maulana, P. (2010). Usaha Mengurangi Terjadinya Miskonsepsi Fisika Melalui Pembelajaran Dengan Pendekatan Konflik Kognitif. Jurnal Pendidikan Fisika Indonesia, 6, 98-103.
16. Mohammad, A., & Asrori, M. (2014). Metodologi dan Aplikasi Riset Pendidikan. Jakarta: BumiAksara.
17. Nugraha, A., Werdhiana, I.K., & I Wayan, D. (2013). Deskripsi Konsepsi Siswa SMA Tentang Rangkaian Listrik Arus Searah (Description of High School Students' Conception of Direct Current Circuits). Jurnal Pendidikan Fisika Tadulako (JPFT), 1(3).
18. Ngoi, M., & Vondracek, M. (2004). Working with Gifted Science Students in Public Hight School Environment: One School Approach. The Journal of Secondary Gifted Education, 15(4), 141- 147.
19. Oktalia, Y., Sakti, I., & Hamdani, D. (2017). Pengaruh Minat dan Motivasi Pada Penerapan Model Discoveri Berbantuan Media Animasi Terhadap Hasil Belajar Fisika di SMA
20. Negeri 4 Kota Bengkulu (The Effect of Interest and Motivation on the Application of the Discovery Model Assisted by Animation Media Against Physics Learning Outcomes in SMA Negeri 4 Bengkulu City). Jurnal Ilmu dan Pembelajaran Fisika, 1(1), 87-95.
21. Ozturk, F.D., & Tortop, H. S. (2019). Investigation of the relationship between attachment styles and social skill level and play behavior of preschool 4-6 years old children. Journal of Gifted Education and Creativity, 6(2), 75-85.
22. Pfister, H. 2004. Illustrating Electric Circuit Concept with the Glitter Circuit. The Physics Teacher, 42 (6), 359-363.
23. Rahmawati, I., Sutopo., Zulaikah, S. (2017). Analysis of Students’ Difficulties About Rotational Dynamics Based on Resource Theory. Jurnal Pendidikan IPA Indonesia, 6(1), 95-102.
24. Riantoni, C., Yuliati, L., & Mufti, N. (2016). Identify Student Difficulties in Understanding Dynamic Electricity. Proceedings of the Indonesian National Science Education Seminar, (Postgraduate State University of Malang, Malang), pp. 112–121
25. Riantoni, C., Yuliati, L., Mufti, N., & Nehru. (2017). Problem Solving Approach in Electrical Energy and Power on Students As Physics Teacher Candidates. Indonesian Journal of Science Education, 6(1), 1-11.
26. Sabo, H. C., Goodhew, L. M., & Robertson, A. D. (2016). University Student Conceptual Resources for Understanding Energy. Physical Review Physics Education Study, 12(1), 1-28.
27. Singh, V. (2010). The electron runaround: understanding electric circuit basics throug a classroom activity. The Physics Teacher, 48, 309-311.
28. Sutopo. (2016). Students’ Understanding of Fundamental Concepts of Mechanical Wave. Jurnal Pendidikan Fisika Indonesia, 12(1), 41-53.
29. Stetetzer, M.R., Kampen, P.V., Shaffer, P. S & McDermott, L. C. (2013). New Insights into Student Understanding of Complete Circuits And The Conservation Of Current. American Journal of Physics, 81(2), 134-143.
30. Smith, D.V & Kampen, P.V. 2011. Teaching Electric Circuits with Multiple Batteries: A Qualitative Approach. Physics Review Special Topics- Physics Education Study, 7(010115), 1-10.
31. Vreeland, P. (2002). Analyzing Simple Circuits. The Physics Teacher, 40(99), 99-100.
32. Wenning, C.J. 2008. Dealing More Effectively with Alternative Conception in Science. Journal Physics Teacher Education, 5(1), 11-19.
33. Yuberti, Y., Rantika, J., Irwandani, I., & Prasetiyo, A.E. (2019). The Effect of Instructional Design Based on Learning Cycle 7E Model with Mind Map Technique to the Students’ Critical Thinking Skills. Journal of Gifted Education and Creativity, 6(3), 175-191.