Analysis of Students Difficulties about Rotational Dynamic Topic Based on Resource Theory

I. Rahmawati, S Sutopo, S. Zulaikah


Students difficulties commonly are analyzed based on misconception theory. This paper aimed to analyze students difficulties on the rotational dynamic based on resource theory. The subject of research consisted of 108 first-year undergraduate students of Physics Education, State University of Malang. Firstly, the students were asked to solve 15 multiple-choice questions and gave open explanation. We then implemened a constant comparative method to identify and categorize some resources that students employed in solving several problems that most the students failed to respond correctly. The results indicated that the students had difficulties in solving problems related to the torque and the equilibrium of rigid body. The students difficulties were not merely caused by the lack of correct knowledge. Instead, they have the correct knowledge or resources but they activated them on inappropriate context. The students will be successfully used the resources to solve problems if they activated them in the right context.


Full Text:



Anderson, J. L., & Wall, S. D. (2016). Kinecting Physics: Conceptualization of Motion Through Visualization and Embodiment. Journal of Science Education and Technology, 25(2), 161-173.

Aviani, I., Erceg, N., & Mei?, V. (2015). Drawing and using free body diagrams: Why it may be better not to decompose forces. Physical Review Special Topics-Physics Education Research, 11(2), 020137.

Berek, F. X., Sutopo, S., & Munzil, M. (2016). Enhancement of junior high school studentsconcept comprehension in hydrostatic pressure and archimedes law concepts by predict-observe-explain strategy. Jurnal Pendidikan IPA Indonesia, 5(2).

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.

Clement, J. J. 1982. Students Preconceptions in Introductory Mechanics. American Journal of Physics, 50 (1): 66-71.

Close, H. G., Gomez, L. S., & Heron, P. R. (2013). Student understanding of the application of Newtons second law to rotating rigid bodies. American Journal of Physics, 81(6), 458-470.

Disessa, A. A., & Sherin, B. L. (1998). What changes in conceptual change?. International journal of science education, 20(10), 1155-1191

DiSessa, A. A., & Sherin, B. L. 1998. What Change in Conceptual Change. International Journal of Science Education, 20 (10): 1155-1191.

Demirci, N. (2008). Misconception patterns from students to teachers: an example for force and motion concepts/Ejemplos de ideas alternativas transmitidas de los estudiantes a los profesores: temas: fuerza y movimiento. Journal of Science Education, 9(1), 55.

Demird?en, B. (2016). Interaction Between Science Teaching Orientation and Pedagogical Content Knowledge Components. Journal of Science Teacher Education, 27(5), 495-532.

Docktor, J. L., & Mestre, J. P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics-Physics Education Research, 10(2), 020119.

Flores-Garca, S., Alfaro-Avena, L. L., Dena-Ornelas, O., & Gonzlez-Quezada, M. D. (2008). Students understanding of vectors in the context of forces. Revista mexicana de fsica E, 54(1), 7-14..

Flores-Garca, S., Alfaro-Avena, L. L., Chvez-Pierce, J. E., Luna-Gonzlez, J., & Gonzlez-Quezada, M. D. (2010). Students difficulties with tension in massless strings. American Journal of Physics, 78(12), 1412-1420.

Hammer, D. (1996). Misconceptions or p-prims: How may alternative perspectives of cognitive structure influence instructional perceptions and intentions. The Journal of the Learning Sciences, 5(2), 97-127.

Hammer, D. (2000). Student resources for learning introductory physics. American Journal of Physics, 68(S1), S52-S59.

Jelicic, K., Plainic, M., & Planinsic, G. 2017. Analysing High School Students Reasoning about Electromagnetic Induction. Physical Review Physics Education Research, 13 (1): 0101121-01011218.

Khasanah, N., Wartono, W., & Yuliati, L. (2016). Analysis of mental model of students using isomorphic problems in dynamics of rotational motion topic. Jurnal Pendidikan IPA Indonesia, 5(2).

Khazanov, L., & Prado, L. (2010). Correcting Students Misconceptions about Probability in an Introductory College Statistics Course. Adults Learning Mathematics, 5(1), 23-35.

Leinonen, R., Asikainen, M. A., & Hirvonen, P. E. (2013). Overcoming students misconceptions concerning thermal physics with the aid of hints and peer interaction during a lecture course. Physical Review Special Topics-Physics Education Research, 9(2), 020112.

Lpez, M. L. (2003). Angular and linear acceleration in a rigid rolling body: students misconceptions. European journal of physics, 24(6), 553.

Luehmann, A. L. (2009). Students perspectives of a science enrichment programme: Out?of?school inquiry as access. International Journal of Science Education, 31(13), 1831-1855.

Maries, A., & Singh, C. (2016). Teaching assistants performance at identifying common introductory student difficulties in mechanics revealed by the Force Concept Inventory. Physical Review Physics Education Research, 12(1), 010131.

Mashood, K. K., & Singh, V. A. (2012). An inventory on rotational kinematics of a particle: unravelling misconceptions and pitfalls in reasoning. European Journal of Physics, 33(5), 1301.

McDermott, L. C. (2001). Oersted medal lecture 2001:Physics Education Researchthe key to student learning. American Journal of Physics, 69(11), 1127-1137.

Middendorf, J., & McNary, E. (2011). Development of a classroom authority observation rubric. College Teaching, 59(4), 129-134.

Nguyen, Dong-Hai, and N. Sanjay Rebello. Students understanding and application of the area under the curve concept in physics problems. Physical Review Special Topics-Physics Education Research 7.1 (2011): 010112..

Ortiz, L. G., Heron, P. R., & Shaffer, P. S. (2005). Student understanding of static equilibrium: Predicting and accounting for balancing. American Journal of Physics, 73(6), 545-553.

Phommarach, S., Wattanakasiwich, P., & Johnston, I. (2012). Video analysis of rolling cylinders. Physics Education, 47(2), 189.

Rahmawati, I., Sutopo, & Zulaikah, S. 2016. Identifikasi Kesulitan Mahasiswa pada Materi Dinamika Rotasi. Prosiding Seminar Nasional Pendidikan IPA Pascasarjana UM dengan tema Inovasi Pembelajaran IPA yang Bermakna dan Mencerdaskan. Malang, (pp. 284-293).

Rimoldini, L. G., & Singh, C. (2005). Student understanding of rotational and rolling motion concepts. Physical Review Special Topics-Physics Education Research, 1(1), 010102.

Sabo, H. C., Goodhew, L. M., & Robertson, A. D. (2016). University student conceptual resources for understanding energy. Physical Review Physics Education Research, 12(1), 010126.

Savinainen, A., Mkynen, A., Nieminen, P., & Viiri, J. (2013). Does using a visual-representation tool foster students ability to identify forces and construct free-body diagrams?. Physical Review Special Topics-Physics Education Research, 9(1), 010104.

Sencar, S., & Eryilmaz, A. (2004). Factors mediating the effect of gender on ninth?grade Turkish students misconceptions concerning electric circuits. Journal of Research in Science Teaching, 41(6), 603-616.

nsal, Y. (2011). A simple piece of apparatus to aid the understanding of the relationship between angular velocity and linear velocity. Physics Education, 46(3), 265.

Widarti, H. R., Permanasari, A., & Mulyani, S. (2016). Student misconception on redox titration (a challenge on the course implementation through cognitive dissonance based on the multiple representations). Jurnal Pendidikan IPA Indonesia, 5(1), 56-62.

Wijaya, C. P., & Muhardjito, M. (2016). The diagnosis of senior high school class x mia b students misconceptions about hydrostatic pressure concept using three-tier. Jurnal Pendidikan IPA Indonesia, 5(1), 13-21.


  • There are currently no refbacks.