Student representation of magnetic field concepts in learning by guided inquiry

International Conference on Science and Applied Science (Engineering and Educational Science) 2016

物理学;工业技术;教育

Fatmaryanti, Siska Desy^1,2 ; Suparmi^1 ; Sarwanto^1 ; Ashadi^1

Doctorate Program on Science Education, School of Postgraduate, Sebelas Maret University, Jl. Ir. Sutami 36A, Kentingan Jebres Surakarta

57126, Indonesia^1

Department of Physics Education, Faculty of Teacher Training and Education, Muhammadiyah University of Purworejo, Jl. KH. Ahmad Dahlan No 3, Purworejo

54211, Indonesia^2

关键词: Experiment data;    Fundamental physics;    Guided inquiry;    Multi-representations;    Physics education;    Post test;    Quasi-experimental designs;    Teacher training;   

Others  :  https://iopscience.iop.org/article/10.1088/1742-6596/795/1/012059/pdf
DOI  :  10.1088/1742-6596/795/1/012059

来源: IOP

【 摘 要 】

The purpose of this study was to determine the change of student's representation after the intervention of learning by guided inquiry. The population in this research were all students who took a fundamental physics course, consisted of 28 students academic year 2016, Department of Physics Education, Faculty of Teacher Training and Education, University of Muhammadiyah Purworejo. This study employed a quasi-experimental design with group pre-test and post-test. The result of the research showed that the average of students representation of magnetic field before implementation of guided inquiry was 28,6 % and after implementation was 71,4%. It means that the student's ability of multi-representation increase. Moreover, the number of students who is able to write and draw based on experiment data increased from 10,7% to 21,4 %. It was also showed that the number of student with no answer decreased from 28,5% to 10,7%.