Open AccessComparison of building understanding of students on newton’s laws with phenomenon-based ADI with assessment formative and ADI models
Author(s) -
Parno Parno,
Jamiatul Mufidah,
Markus Diantoro
Publication year - 2021
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1876/1/012032
Subject(s) - phenomenon , formative assessment , test (biology) , class (philosophy) , wilcoxon signed rank test , law , mathematics education , mathematics , computer science , mann–whitney u test , artificial intelligence , statistics , epistemology , paleontology , philosophy , political science , biology
The Newton’s laws cannot be separated from mechanics and real life phenomenon, but research is rarely done on improving understanding of Newton’s law through ADI-Phenomenon-AF. The purpose of the research was to compare the effectiveness between ADI-Phenomenon-AF and ADI models in building understanding of Newton’s law and describing students’ difficulties after the learning process. This study used a mixed method design with an embedded experimental design. The instrument of this study was Newton’s law Understanding Test in the form of reasoned multiple-choice questions with a reliability of 0.817. The research data were analyzed by Wilcoxon test, Mann-Whitney U test, N-gain, d-effect, and a description of the reasons for students’ answers. The results show that both models are effective in building students’ understanding, but the ADI-Phenomenon-AF model is more effective than the ADI model. After the learning process the students of both classes still have difficulty in analyzing the relationship between acceleration, force, and mass. In addition, ADI-Phenomenon-AF class students still have difficulty with the nature of force in Newton’s first law, while the ADI class analyzes the application of Newton’s first and second laws.