Effect of Tutorial Giving on The Topic of Special Theory of Relativity in Modern Physics Course Towards Students' Problem-Solving Ability

5th International Conference on Theoretical and Applied Physics 2015

Hartatiek^1 ; Yudyanto^1 ; Haryoto, Dwi^2

Department of Physics, Faculty of Mathematics and Natural Sciences, Malang University, Malang

65145, Indonesia^1

Department of Physics Education, Faculty of Mathematics and Natural Sciences, Malang University, Malang

65145, Indonesia^2

关键词: Empirical test;    Modern physics;    Problem-solving abilities;    Product validation;    Research and development;    Special Theory of Relativity;   

Others  :  https://iopscience.iop.org/article/10.1088/1742-6596/846/1/012030/pdf
DOI  :  10.1088/1742-6596/846/1/012030

来源: IOP

【 摘 要 】

A Special Theory of Relativity handbook has been successfully arranged to guide students tutorial activity in the Modern Physics course. The low of students' problem-solving ability was overcome by giving the tutorial in addition to the lecture class. It was done due to the limited time in the class during the course to have students do some exercises for their problem-solving ability. The explicit problem-solving based tutorial handbook was written by emphasizing to this 5 problem-solving strategies: (1) focus on the problem, (2) picture the physical facts, (3) plan the solution, (4) solve the problem, and (5) check the result. This research and development (R&D) consisted of 3 main steps: (1) preliminary study, (2) draft I. product development, and (3) product validation. The developed draft product was validated by experts to measure the feasibility of the material and predict the effect of the tutorial giving by means of questionnaires with scale 1 to 4. The students problem-solving ability in Special Theory of Relativity showed very good qualification. It implied that the tutorial giving with the help of tutorial handbook increased students problem-solving ability. The empirical test revealed that the developed handbook was significantly affected in improving students' mastery concept and problem-solving ability. Both students' mastery concept and problem-solving ability were in middle category with gain of 0.31 and 0.41, respectively.