Last modified: 2019-07-10
Abstract
Students often have difficulty learning the concept of electrical material. This difficulty needs to be known by the teacher to evaluate the learning process. to carry out evaluations, it requires an asset instrument. The research objective is to design an assessment of students' conceptual understanding of the subject matter of electricity. Participants in this study involved students and teachers at the Vocational Technology Education in the province of North Sulawesi, Indonesia. This study is research and development (R & D) used ADDIE’s model (analysis, design, development, implementation, and evaluation). The results of the study indicate that this assessment is practical and effective for teachers to assess students' understanding of concepts in learning about the concepts of Electricity Basics.
Key words: Assessment of understanding concepts, the basics of electricity, vocational technology Education
References
References
Bahar, M. & Polat, M., 2007. The Science Topics Perceived Difficult by Pupils at Primary 6-8 Classes: Diagnosing the Problems and Remedy Suggestions. Educational Sciences: Theory and Practice, 7(3): 1113-1130.
Becker, J. P., & Plumb, C. (2018, June), Board 8: Identifying At-Risk Students in a Basic Electric Circuits Course Using Instruments to Probe Students' Conceptual Understanding Paper presented at 2018 ASEE Annual Conference & Exposition, Salt Lake City, Utah. https://peer.asee.org/30110
Bilal, E., & Erol, M. (2009). Investigating students' conceptions of some electricity concepts. Latin American Journal of Physics Education, 3(2), 193-201.
Chabay, R. & Sherwood, B., 2006. Restructuring the introductory electricity and magnetism course. American Journal of Physics, 74(4):329-336.
Duka, A. K., Yerison, & Suherman. (2012). Penerapan Model Think Pair Share Terhadap Pemahaman Konsep. Jurnal Pendidikan Matematika, 1(1), 8-12.
Dori, Y. J. & Belcher, J., 2005. How Does Technology-Enabled Active Learning Affect Undergraduate Students' Understanding of Electromagnetism Concepts. The Journal of the Learning Sciences, 14(2): 243-279.
Engelhardt, P., & Beichner, R. (2004). Students understanding of direct current resistive electrical forces. American Journal of Physics, 72 (1), 98-115.
Harsha, N. R. S., Asundi, S., & Prakash, A. (2015). An unsolved electric circuit: A common misconception. Physics Education. 50(5), 566-572 DOI: 10.1088/0031-9120/50/5/568.
Jaakkola, T., Nurmi, S., & Veermans, K. (2010). A comparison of students’ conceptual understanding of electric circuits in simulation only and simulation-laboratory contexts. Journal of Research in Science Teaching, 48, 71-93.
Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding it Up: Helping Children Learn Mathematics. Washington, DC: National Academy Press.
Kollöffel, B., & de Jong, T. (2013). Conceptual understanding of electrical circuits in secondary vocational engineering education: Combining traditional instruction with inquiry learning in a virtual lab. Journal of engineering education 102, 375–393.
Mawaddah, S., & Maryanti, R. (2016). Kemampuan Pemahaman Konsep Matematika Siswa SMP Dalam Pembelajaran Menggunakan Model Penemuan Terbimbing (Discovery Learning). EDU-MAT Jurnal Pendidikan Matematika, 4(1), 76 – 85.
Li, Y. W. (2016). Transforming Conventional Teaching Classroom to Learner-Centred Teaching Classroom Using Multimedia-Mediated Learning Module. International Journal of Information and Education Technology, 6(2), 105-112 DOI: 10.7763/IJIET.2016.V6.667.
McCarthy, J. P. & Anderson, L. (2000). Active Learning Techniques Versus Traditional Teaching Styles: Two experiments from history and political science. Innovative Higher Education, 24(4), 279-294
McDermott, L. C., & Shaffer P. S. (1992). Research as a guide for curriculum development: An example from introductory electricity. Part II: Design of instructional strategies Am. J. Phys., 60 994-1003.
Planinic, M. (2006). Assessment of difficulties of some conceptual areas from Electricity & magnetism using the Conceptual survey of Electricity and magnetism. American Journal of Physics. 73(12), 1143-1148.
Saputro, D. E., Sarwanto, S., Sukarmin, S., & Ratnasari, D. (2018). Students’ conceptions analysis on several electricity concepts. J. Phys.: Conf. Ser. 1013 012043, DOI: 10.1088/1742-6596/1013/1/012043.
Sidawi, M. (2009). Teaching science through designing technology. International Journal of Technology and Desing Education, 19(3), 269–287.
Supriyatman, & Sukarno. (2014). Improving Science Process Skills (SPS) Science Concepts Mastery (SCM) Prospective Student Teachers Through Inquiry Learning Instruction Model by Using Interactive Computer Simulation International Journal of Science and Research, 3(2), 6-9.
Thacker, B. A., Ganiel, U., & Boys, D. (1999). Macroscopic phenomena and microscopic processes: Student understanding of transients in direct current electric circuits. American Journal of Physics, 67 (7), 25-31.
Wendell, K. B. (2008). The theoretical and empirical basis for design-based science instruction for children. Unpublished Qualifying Paper. Tufts University.
Widyastuti, N. S., & Pujiastuti, P. (2014). The Effects of Mathematics Education Indonesia (PMRI) on Understanding concepts and Logical Thinking Students. Jurnal Prima Edukasi, 2(2), 183-193.