Analyzing Students’ Understanding of Work-Energy Concept

Work-energy is one of fundamental concept of physics. There is a subtle distinction among sources, forms and modes of transfer of work-energy process. Moreover, there are different meaning of work-energy in science and daily life which leads to misconception. This paper reported students’ undestanding and the method has been used to teach work-energy concepts. This study was implemented mixed method embedded experimental design. Subject consisted of 57 students of mechanical engineering who took Physics for Engineering course, enrolling in 2018/2019 academic year. Data were analyzed quantitatively are score of student’s conceptual understanding by paired sample t-test. Data were analyzed qualitatively are students’ responses by constant comparative method and interviews. Students’ conceptual understanding score was improved from mean’s score 44,40 to 72,54 (p < 0,01) and effect size was improved with high category (3,79), upper-medium N-gain (0,51). According to students’ respon and interview result, there were students’ difficulties in understanding work-energy such as interpreted work-energy concept in the context of science and used work-energy process. Moreover, teachers found difficulties about the role of language in the teaching of energy.