UNDERSTANDING THE CONCEPT AND MISCONCEPTION OF STUDENT TEACHER IN KEPLER'S LAWS

Syuhendri Syuhendri; Nely Andriani; Saparini Saparini

doi:10.21831/jk.v3i2.13613

UNDERSTANDING THE CONCEPT AND MISCONCEPTION OF STUDENT TEACHER IN KEPLER'S LAWS

Syuhendri Syuhendri, FKIP Universitas Sriwijaya, Indonesia
Nely Andriani, FKIP Universitas Sriwijaya
Saparini Saparini, FKIP Universitas Sriwijaya

10.21831/jk.v3i2.13613

Abstract

PEMAHAMAN KONSEP DAN MISKONSEPSI MAHASISWA CALON GURU PADA HUKUM KEPLER

Abstrak

Penelitian ini bertujuan untuk menginvestigasi tingkat pemahaman konsep dan miskonsepsi mahasiswa calon guru pada hukum Kepler. Subjek penelitian adalah 68 mahasiswa peserta mata kuliah Ilmu Pengetahuan Bumi dan Antariksa (IPBA). Sampel dipilih berdasarkan teknik persampelan purposif. Pengumpulan dan analisis data menggunakan mix method, gabungan penelitian kuantitatif dan kualitatif. Instrumen yang digunakan adalah two-tear test berupa penyusunan peringkat dan pemberian alasan. Analisis dilakukan terhadap dua lapis data yang dianalisis secara bersamaan berdasarkan tingkat pemahaman konseptual. Hasil penelitian menunjukkan tingkat pemahaman konsep bervariasi dengan dominasi Paham Sebagian dan Miskonsepsi (33,82%) untuk Hukum II Kepler dan Paham Sebagian (42,65%) untuk Hukum III Kepler. Penelitian mendapatkan 14 bentuk miskonsepsi berkaitan dengan kecepatan, perioda, dan jarak orbit benda langit mengitari bintangnya dan pengaruh massa serta bentuk orbit ter-hadap variabel kecepatan, perioda, dan jarak orbit. Sebelas miskonsepsi belum dilaporkan pada penelitian sebelumnya. Pembelajaran tradisional tidak berhasil dalam meningkatkan pemahaman konsep karena berorientasi pada penguasaan rumus dan penghafalan fakta. Perlu inovasi pembelajaran untuk meningkatkan penguasaan konsep.
Kata kunci: pemahaman konsep, miskonsepsi, hukum Kepler, IPBA

Abstract

This study was aimed at investigating the level of understanding of the concepts and misconceptions of teacher students in Kepler's law. The research subjects were 68 students participating in the Earth and Space Sciences (ESS) course. The sample was chosen based on the purposive sampling technique. The collection and analysis of the data used a mixed-method, a combination of quantitative and qualitative research. The instrument used was a two-tear test in the form of ranking and explanation. The analysis was carried out on two layers of data which were then analyzed simultaneously based on an analysis of the level of conceptual understanding. The results show that the level of concept understanding varied with the dominance of Partial Understanding and Misconception (33.82%) for Kepler's Law II and Partial Understanding (42.65%) for Kepler's Law III. The study found 14 forms of misconception related to the velocity, period, and orbital distance of celestial bodies around the star and the effect of mass and orbital shape on variable velocity, period, and orbital distance. Eleven misconceptions have not been reported in previous studies. The failure of conventional learning in improving understanding of concepts is due to the application of traditional approaches that are oriented towards mastering formulas and memorizing facts. Learning innovation is needed to improve the mastery of concepts.

Keywords

conceptual understanding, misconception, Kepler’s laws, ESS

Full Text:

PDF

References

Aktan, D. C., & Dinçer, E. O. (2014). Examination of preservice science teachers’ understanding levels of Kepler’s laws with ranking task questions. Journal of Baltic Science Education, 13(2), 276-288.

Bektasli, B. (2016). The relationship between preservice science teachers’ attitude toward astronomy and their understanding of basic astronomy concepts. International Journal of Progressive Education, 12(1), 108-116.

Benítez, J., Giménez, M. H., Hueso, J. L., Martínez, E., & Riera, J. (2013). Some learning objects to explain Kepler’s laws. Computer Applications in Engineering Education, 21(1), 1-7.

Hecht, E. (2017). Kepler and the origins of pre-Newtonian mass. American Journal of Physics, 85(2), 115-123.

Hudgins, D. W., Prather, E. E., Grayson, D. J., & Smits, D. P. (2007). Effectiveness of collaborative ranking tasks on stu-dent understanding of key astronomy concepts. Astronomy Education Review, 5(1), 1-22.

Kanli, U. (2014). A study on identifying the misconceptions of pre-service and in-service teachers about basic astro-nomy concepts. Eurasia Journal of Mathematics, Science & Technology Education, 10(5), 471-479.

Kim, E., & Pak, S. J. (2002). Students do not overcome conceptual difficulties after solving 1000 traditional problems. American Journal of Physics, 70(7), 759-765.

Krittinatham, W., & Kaewkong, K. (2015). A case study of high school students’ astrophysical-conception survey on the Kepler’s Second Law of Motions and Newtonian Mechanics in Phayao. Sura-naree J. Sci. Technol, 22(2), 135-142.

Mchunu, S.P., & Imelda, S. (2013). The Alternative Conceptions Held by High School Students in Mechanics. The International Journal of Science in Society, 4(1), 25-41.

Muhson, A. (2009). Peningkatan minat bela-jar dan pemahaman mahasiswa melalui penerapan problem-based learning. Jurnal Kependidikan, 39(2), 171-182.

Park, S. K. (2013). The relationship between students’ perception of the scientific models and their alternative conceptions of the lunar phases. Eura-sia Journal of Mathematics, Science & Technology Education, 9(3), 285-299.

Salirawati, D., & Wiyarsi, A. (2012). Pengembangan instrumen pendeteksi miskonsepsi materi ikatan kimia untuk peserta didik. Jurnal Kependidikan, 42(2), 118-129.

Sarıoğlan, A. B., & Küçüközer, H. (2013). Determination of conceptions of secondary 10th grade students about torque, angular momentum and Kepler’s 2nd law. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 7 (1), 121-141.

Sarıoğlan, A. B., & Küçüközer, H. (2014). The effect of meaning making in-struction about Kepler’s Laws at high school students’ conceptual understanding. Procedia-Social and Behavioral Sciences, 143, 315-319.

Susilowati, S., & Hastuti, P. W. (2013). Pengembangan petunjuk praktikum Pendidikan IPA berbasis pedagogy content knowledge mahasiswa calon guru. Jurnal Kependidikan, 43(2), 144-153.

Syuhendri, S. (2014). Konsepsi alternatif mahasiswa pada ranah mekanika: analisis untuk konsep impetus dan kecepatan benda jatuh. Jurnal Inovasi dan Pembelajaran Fisika, 1(1), 56-68.

Syuhendri, S. (2017). A learning process based on conceptual change approach to foster conceptual change in Newtonian mechanics. Journal of Baltic Science Education, 16(2), 228-240.

Syuhendri, S., Andriani, N., & Taufiq, T. (2019). Preliminary development of conceptual change texts regarding misconceptions on basic laws of dynamics. Journal of Physics: Conference Series, 1166 012013.

Syuhendri, S. (2019). Student teachers’ misconceptions about gravity. Journal of Physics: Conference Series, 1185 012047.

Testa, I., Galano, S., Leccia, S., & Puddu, E. (2015). Development and validation of a learning progression for change of seasons, solar and lunar eclipses, and moon phases. Physical Review Special Topics-Physics Education Research, 11(2), 020102.

Treagust, D. F., Mthembu, Z., & Chandra-segaran, A. L. (2014). Evaluation of the predict-observe-explain instructional strategy to enhance students’ understanding of redox reactions. Dalam I. Devetak & S. A. Glažar (Eds.), Learning with understanding in the chemistry classroom (pp. 265-286). Dordrecht: Springer.

Trundle, K. C., Atwood, R. K., & Christopher, J. E. (2007). A longitudinal study of conceptual change: Preservice elementary teachers’ conceptions of moon phases. Journal of Research in Science Teaching, 44(2), 303-326.

Türk, C., & Kalkan, H. (2015). The effect of planetariums on teaching specific astronomy concepts. Journal of Science Education and Technology, 24(1), 1-15.

Wenno, I. H., & Suparno, P. (2014). Metodologi pembelajaran sains-fisika berbasis konteks dan asesmen otentik. Jurnal Kependidikan, 44(2), 188-196.

Yasuda, J. I., Uematsu, H., & Nitta, H. (2012). Validating a japanese version of the force concept inventory. Lat. Am. J. Phys. Educ., 6(1), 89-94.

Yaylacı, Ö. A., Yamak, H., & Kavak, N. (2011). Examining pre-service science teachers’ opinions about holistic approach in science: Electrical energy example. Procedia-Social and Behavioral Sciences, 15, 2764-2770.

Yu, K. C., Sahami, K., & Denn, G. (2010). Student ideas about Kepler’s laws and planetary orbital motions. Astronomy Education Review, 9(1), 010108-010117.

DOI: https://doi.org/10.21831/jk.v3i2.13613