The Effect of Homogeneity Psycho Cognition Strategies on Students' Understanding of Physics Concepts in Static Fluid Topics

J. R. Batlolona(1), J. Jamaludin(2), A. Kalean(3),

DOI: https://doi.org/10.15294/jpfi.v19i1.40325


(1) Universitas Pattimura, Indonesia
(2) Universitas Pattimura, Indonesia
(3) Institut Agama Islam Negeri Ambon, Indonesia

Abstract

Students' difficulties related to the concepts underlying the static fluid phenomenon are still lacking serious attention from physics education researchers. This study aims to increase students' understanding of physical concepts in solving conceptual problems related to static fluid phenomena using the Homogeneity Psycho Cognition (HPC) strategy. The analysis was carried out based on student answers to brief description questions and the level of student confidence in the accuracy of the answers. The results of the study show that the HPC strategy can improve students' understanding of concepts. At the initial meeting the students did not understand well and even indicated they had misconceptions. However, after carrying out the learning process, the results of students' understanding of concepts at each meeting are increasing. The increase in students' understanding of physics concepts with the HPC strategy is higher than the increase in students with teacher-centered or conventional learning. Thus, HPC can be recommended to improve students' understanding of physics

Keywords

Concept Understanding, HPC Strategy, Fluid Static

Full Text:

PDF

References

Adulyasas, L., & Abdul Rahman, S. (2014). Lesson study incorporating phase-based instruction using Geometer’s Sketchpad and its effects on Thai students’ geometric thinking. International Journal for Lesson and Learning Studies, 3(3), 252–271. https://doi.org/10.1108/IJLLS-01-2013-0010

Alghamdi, A. K. H., & Malikan, M. (2020). Saudi science teachers ’ perceptions of the cultural factors influencing elementary students ’ science learning. Cultural Studies of Science Education, 0123456789. https://doi.org/10.1007/s11422-019-09960-9

Asimeng-Boahene, L. (2009). Educational Wisdom of African Oral Literature: African Proverbs as Vehicles for Enhancing Critical Thinking Skills in Social Studies Education. International Journal of Pedagogies and Learning, 5(3), 59–69. https://doi.org/10.5172/ijpl.5.3.59

Bandyopadhyay, S. (2001). Folk Wisdom and Cognition: An Exploratory Appraisal on Ethnoscience. Journal of Human Ecology, 12(3), 233–237. https://doi.org/10.1080/09709274.2001.11907608

Berardi, L. (2021). Neighborhood Wisdom: An Ethnographic Study of Localized Street Knowledge. Qualitative Sociology, 44(1), 103–124. https://doi.org/10.1007/s11133-020-09454-z

Bere, A., & Rambe, P. (2016). An empirical analysis of the determinants of mobile instant messaging appropriation in university learning. Journal of Computing in Higher Education, 28(2), 172–198. https://doi.org/10.1007/s12528-016-9112-2

Besson, U. (2004). Students’ conceptions of fluids. International Journal of Science Education, 26(14), 1683–1714. https://doi.org/10.1080/0950069042000243745

Braasch, J. L. G., Goldman, S. R., & Wiley, J. (2013). Influences of text and reader characteristics on learning from refutations in science texts. Journal of Educational Psychology, 105(3), 561–578. https://doi.org/10.1037/a0032627

Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. Internet and Higher Education, 15(1), 3–8. https://doi.org/10.1016/j.iheduc.2011.06.002

Danielson, R. W., Sinatra, G. M., & Kendeou, P. (2016). Augmenting the Refutation Text Effect with Analogies and Graphics. Discourse Processes, 53(5–6), 392–414. https://doi.org/10.1080/0163853X.2016.1166334

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

Fasasi, R. A. (2017). Effects of ethnoscience instruction, school location, and parental educational status on learners’ attitude towards science. International Journal of Science Education, 39(5), 548–564. https://doi.org/10.1080/09500693.2017.1296599

Fatqurhohman,F. (2016). Pemahaman Konsep Matematika Siswa dalam Menyelesaikan Masalah Bangun Datar.JIPM (Jurnal Ilmiah Pendidikan Matematika),4(2),127-133.

Fenanlampir, A., Leasa, M., & Batlolona, J. R. (2021). The development of homogeneity psycho cognition learning strategy in physical education learning. International Journal of Evaluation and Research in Education, 10(3), 1047–1059. https://doi.org/10.11591/IJERE.V10I3.21713

Furtak, E. M., Hardy, I., Beinbrech, C., Shavelson, J., & Shemwell, J. T. (2010). A Framework for Analyzing Evidence- Based Reasoning in Science Classroom Discourse A Framework for Analyzing Evidence-Based Reasoning in Science Classroom Discourse. November 2014, 37–41. https://doi.org/10.1080/10627197.2010.530553

Graffigna, G., Vegni, E., Barello, S., Olson, K., & Bosio, C. A. (2011). Studying the social construction of cancer-related fatigue experience: The heuristic value of Ethnoscience. Patient Education and Counseling, 82(3), 402–409. https://doi.org/10.1016/j.pec.2010.12.017

Hairida, H. (2017). Using Learning Science, Environment, Technology and Society (SETS) Local Wisdom and based Colloids Teaching Material. JETL (Journal Of Education, Teaching and Learning), 2(1), 143. https://doi.org/10.26737/jetl.v2i1.146

Hogenboom, S. A. M., Hermans, F. F. J., Maas, H. L. J. Van Der, Hogenboom, S. A. M., Hermans, F. F. J., & Maas, H. L. J. Van Der. (2021). Computerized adaptive assessment of understanding of programming concepts in primary school children. Computer Science Education, 00(00), 1–30. https://doi.org/10.1080/08993408.2021.1914461

Holme, T. A., Luxford, C. J., & Brandriet, A. (2015). Defining Conceptual Understanding in General Chemistry. Journal of Chemical Education, 92(9), 1477–1483. https://doi.org/10.1021/acs.jchemed.5b00218

Hung, V., & Fung, D. (2017). The effectiveness of hybrid dynamic visualisation in learning genetics in a Hong Kong secondary school. Research in Science and Technological Education, 35(3), 308–329. https://doi.org/10.1080/02635143.2017.1310095

Jo, I., & Hong, J. E. (2020). Effect of Learning GIS on Spatial Concept Understanding. Journal of Geography, 0(0), 1–11. https://doi.org/10.1080/00221341.2020.1745870

Kantar, L. (2014). Incorporation of constructivist assumptions into problem-based instruction: A literature review. Nurse Education in Practice, 14(3), 233–241. https://doi.org/10.1016/j.nepr.2013.08.010

Kerby, H. W., Dekorver, B. K., Cantor, J., Weiland, M. J., & Babiarz, C. L. (2016). Demonstration Show That Promotes and Assesses Conceptual Understanding Using the Structure of Drama. Journal of Chemical Education, 93(4), 613–618. https://doi.org/10.1021/acs.jchemed.5b00490

Kirshbaum, M. N., Olson, K., Pongthavornkamol, K., & Graffigna, G. (2013). Understanding the meaning of fatigue at the end of life: An ethnoscience approach. European Journal of Oncology Nursing, 17(2), 146–153. https://doi.org/10.1016/j.ejon.2012.04.007

Klieger, A. (2016). The Use of Social Networks to Employ the Wisdom of Crowds for Teaching. TechTrends, 60(2), 124–128. https://doi.org/10.1007/s11528-016-0020-0

Koponen, I., & Nousiainen, M. (2013). Pre-service physics teachers’ understanding of the relational structure of physics concepts: Organising subject contents for purposes of teaching. International Journal of Science and Mathematics Education, 11(2), 325–357. https://doi.org/10.1007/s10763-012-9337-0

Lam, V. L., Chaudry, F. R., Pinder, M., Sura, T., Lam, V. L., Chaudry, F. R., Pinder, M., & Sura, T. (2019). British Sikhs in complementary schooling : the role of heritage language proficiency and ‘ culture learning ’ in ethnic identity and bicultural adaptation. Language and Education, 0(0), 1–17. https://doi.org/10.1080/09500782.2019.1634095

Lee, S. Y. (2015). Civic education as a means of talent dissemination for gifted students. Asia Pacific Education Review, 16(2), 307–316. https://doi.org/10.1007/s12564-015-9372-y

Leone, M. (2014). History of Physics as a Tool to Detect the Conceptual Difficulties Experienced by Students: The Case of Simple Electric Circuits in Primary Education. Science and Education, 23(4), 923–953. https://doi.org/10.1007/s11191-014-9676-z

Lidskog, R. (2017). The role of music in ethnic identity formation in diaspora : a research review. Gilroy 1993.

Lin, C., Huang, C., Zhang, H., Lin, C., Huang, C., & Zhang, H. (2018). Enhancing Employee Job satisfaction via E- learning : The Mediating Role of an Organizational Learning Culture Enhancing Employee Job satisfaction via E-learning : The Mediating Role of an Organizational Learning Culture. International Journal of Human–Computer Interaction, 00(00), 1–12. https://doi.org/10.1080/10447318.2018.1480694

Loverude, M. E., Heron, P. R. L., & Kautz, C. H. (2010). Identifying and addressing student difficulties with hydrostatic pressure. American Journal of Physics, 78(1), 75–85. https://doi.org/10.1119/1.3192767

Lutsenko, G. (2018). Case study of a problem-based learning course of project management for senior engineering students. European Journal of Engineering Education, 43(6), 895–910. https://doi.org/10.1080/03043797.2018.1454892

Mantri, A. (2014). Working towards a scalable model of problem-based learning instruction in undergraduate engineering education. European Journal of Engineering Education, 39(3), 282–299. https://doi.org/10.1080/03043797.2013.858106

McLaughlin, P. T., McMinn, M. R., Morse, M. K., Neff, M. A., Johnson, B., Summerer, D., & Koskela, N. (2018). The effects of a wisdom intervention in a Christian congregation*. Journal of Positive Psychology, 13(5), 502–511. https://doi.org/10.1080/17439760.2017.1350739

Melhuish, K. (2019). The Group Theory Concept Assessment : a Tool for Measuring Conceptual Understanding in Introductory Group Theory.

Mohazzabi, P., & James, M. C. (2012). A Simple Apparatus for Demonstrating Fluid Forces and Newton’s Third Law. The Physics Teacher, 50(9), 537–539. https://doi.org/10.1119/1.4767486

Moreira, J. A., Almeida, A., & Carvalho, P. S. (2013). Two Experimental Approaches of Looking at Buoyancy. The Physics Teacher, 51(2), 96–97. https://doi.org/10.1119/1.4775530

Nussbaum, M. E., Cordova, J. R., & Rehmat, A. P. (2017). Refutation texts for effective climate change education. Journal of Geoscience Education, 65(1), 23–34. https://doi.org/10.5408/15-109.1

Pinarbaşi, T., Canpolat, N., Bayrakçeken, S., & Geban, Ö. (2006). An investigation of effectiveness of conceptual change text-oriented instruction on students’ understanding of solution concepts. Research in Science Education, 36(4), 313–335. https://doi.org/10.1007/s11165-005-9003-4

Pouta, M., Lehtinen, E., & Palonen, T. (2021). Correction to : Student Teachers ’ and Experienced Teachers ’ Professional Vision of Students ’ Understanding of the Rational Number Concept. 20500.

Ramdiah, S., Abidinsyah, A., Royani, M., Husamah, H., & Fauzi, A. (2020). South Kalimantan local wisdom-based biology learning model. European Journal of Educational Research, 9(2), 639–653. https://doi.org/10.12973/eu-jer.9.2.639

Redish, E. F., Saul, J. M., & Steinberg, R. N. (1998). Student expectations in introductory physics. American Journal of Physics, 66(3), 212–224. https://doi.org/10.1119/1.18847

Sahin, M. (2010). Effects of problem-based learning on university students’ epistemological beliefs about physics and physics learning and conceptual understanding of Newtonian Mechanics. Journal of Science Education and Technology, 19(3), 266–275. https://doi.org/10.1007/s10956-009-9198-7

Sandoval-Rivera, J. C. A. (2020). Environmental education and indigenous knowledge: Towards the connection of local wisdom with international agendas in the framework of the Sustainable Development Goals (SDGs). Diaspora, Indigenous, and Minority Education, 14(1), 14–24. https://doi.org/10.1080/15595692.2019.1652588

Santiprasitkul, S., Sithivong, K., & Polnueangma, O. (2013). The first year nursing students’ achievement and critical thinking in local wisdom course using problem based learning process. Wireless Personal Communications, 69(3), 1077–1085. https://doi.org/10.1007/s11277-013-1067-2

Shen, K. M., Li, T. L., & Lee, M. H. (2018). Learning biology as ‘Increase ones’ knowledge and understanding’: studying Taiwanese high school students’ learning strategies in relation to their epistemic views and conceptions of learning in biology. International Journal of Science Education, 40(17), 2137–2157. https://doi.org/10.1080/09500693.2018.1522013

Siswanto, J. (2018). Keefektifan Pembelajaran Fisika dengan Pendekatan STEM untuk Meningkatkan kreativitas Mahasiswa.Jurnal Penelitian Pembelajaran Fisika,9(2), 133-137.

https://doi.org/10.26877/jp2f.v9i2.3183

Soeharto, S., & Csapó, B. (2022). Exploring Indonesian student misconceptions in science concepts. Heliyon, 8(9), 1-10. https://doi.org/10.1016/j.heliyon.2022.e10720

Sung, R. J., Swarat, S. L., & Lo, S. M. (2020). Doing coursework without doing biology: undergraduate students’ non-conceptual strategies to problem solving. Journal of Biological Education, 00(00), 1–13. https://doi.org/10.1080/00219266.2020.1785925

Uge, S., Neolaka, A., & Yasin, M. (2019). Development of social studies learning model based on local wisdom in improving students’ knowledge and social attitude. International Journal of Instruction, 12(3), 375–388. https://doi.org/10.29333/iji.2019.12323a

Wijnia, L., Loyens, S. M. M., van Gog, T., Derous, E., & Schmidt, H. G. (2014). Is there a role for direct instruction in problem-based learning? Comparing student-constructed versus integrated model answers. Learning and Instruction, 34, 22–31. https://doi.org/10.1016/j.learninstruc.2014.07.006

Wulandari, & Elyana, A. (2016).Hubungan Kemampuan Berpikir Kreatif dan Pemahaman Konsep terhadap Kemampuan Pemecahan Masalah Matematika. Jurnal Ekuivalen,24(2), 1-12.

Wuttiprom, S. (2018). A comparison of students’ understanding of concepts in fluid mechanics through peer instruction and the T5 learning model. International Journal of Innovation in Science and Mathematics Education, 26(5), 20–35.

Zorn, I., & Seelmeyer, U. (2017). Inquiry-Based Learning about Technologies in Social Work Education. Journal of Technology in Human Services, 35(1), 49–62. https://doi.org/10.1080/15228835.2017.1277913.

Refbacks

  • There are currently no refbacks.


Bookmark and Share


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