Level Pemahaman Konsep Fluida Mahasiswa Calon Guru Fisika dalam Project Based Laboratory (PJB-Lab)
DOI:
https://doi.org/10.30599/jipfri.v5i2.1061Keywords:
Level of Understanding, Fluid Concepts, Project-Based LaboratoryAbstract
Understanding Physics Concepts is a concern for every learning process and physics practicum. The development of various physics practicum concepts in the Inquiry Lab or Project Based Lab models contributes to the Students' Concept Understanding Level. This study was conducted to determine the level of conceptual understanding of students on the concept of fluid through project-based laboratory. The method used is pre-experimental with one group pretest and posttest design. The subjects of this study were 22 prospective physics teacher students at one of the universities in Banda Aceh City. The test instrument used is a level test of concept understanding in the form of a stratified description consisting of the ability to explain the concept (P), the ability to determine the laws of physics (Q), ability to provide additional case examples of related laws (R) and define those laws (S). The results showed that students achieved an understanding of fluid concepts at the level of complete understanding (CU) after participating in a project-based laboratory. Therefore, it can be concluded that the level of understanding of physics concepts effectively increases to achieve complete understanding through project-based laboratory.
Downloads
References
Almensoury, M. F., Alkhafaji, D., & Al-Turaihi, R. S. (2021). Aerodynamic study for the flow through cascade blades of gas turbine with vibration effect: a review. IOP Conference Series: Materials Science and Engineering, 1090(1), 012131. https://doi.org/10.1088/1757-899x/1090/1/012131
Bajpai, M. (2013). Developing concepts in physics through virtual lab experiment: An effectiveness study. International Journal of Educational Technology, 3(1), 43–50.
Bastianello, F. (2013). Lift generation: Some misconceptions and truths about Lift. Young Scientists Journal, 6(13), 12. https://doi.org/10.4103/0974-6102.107612
Diani, R., Latifah, S., Anggraeni, Y. M., & Fujiani, D. (2018). Physics Learning Based on Virtual Laboratory to Remediate Misconception in Fluid Material. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 3(2), 167. https://doi.org/10.24042/tadris.v3i2.3321
Firmansyah, J., & Suhandi, A. (2021). Critical thinking skills and science process skills in physics practicum. Journal of Physics: Conference Series, 1806(1). https://doi.org/10.1088/1742-6596/1806/1/012047
Kiray, S. A., Aktan, F., Kaynar, H., Kilinc, S., & Gorkemli, T. (2015). A descriptive study of pre-service science teachers’ misconceptions about sinking-floating. Asia-Pacific Forum on Science Learning and Teaching, 16(2), 1–28.
Malik, A., & Ubaidillah, M. (2020). Students critical-creative thinking skill: A multivariate analysis of experiments and gender. International Journal of Cognitive Research in Science, Engineering and Education, 8(Special Issue 1), 49–58. https://doi.org/10.23947/2334-8496-2020-8-SI-49-58
Marilyn Binkley, Ola Erstad, Joan Herman, Senta Raizen, M. R., & May Miller-Ricci, and M. R. (2012). Defining Twenty-First Century Skills. In Assessment and teaching of 21st century skills (Vol. 9789400723, pp. 1–345). https://doi.org/10.1007/978-94-007-2324-5
Maulidah, S. S., & Prima, E. C. (2018). Using Physics Education Technology as Virtual Laboratory in Learning Waves and Sounds. Journal of Science Learning, 1(3), 116. https://doi.org/10.17509/jsl.v1i3.11797
Ontario Public Service. (2016). 21 Century Competencies. Towards Def Ining 21s t Century Competenc Ies for Ontario, 1–66. Retrieved from http://www.edugains.ca/resources21CL/21stCenturyLearning/21CL_21stCenturyCompetencies.pdf
Profile, S. E. E. (2016). Misinterpretations of Bernoulli’s Law. (June).
Putri, D. H., Risdianto, E., Sutarno, S., & Hamdani, D. (2019). The development of cooperative problem solving physics laboratory model on simple pendulum concept. Journal of Physics: Conference Series, 1157(3). https://doi.org/10.1088/1742-6596/1157/3/032005
Saglam-Arslan, A., & Devecioglu, Y. (2010). Student teachers’ levels of understanding and model of understanding about Newton’s laws of motion. Asia-Pacific Forum on Science Learning and Teaching, 11(1), 1–20.
Salazar-Aramayo, J. L., Rodrigues-da-Silveira, R., Rodrigues-de-Almeida, M., & De Castro-Dantas, T. N. (2013). A conceptual model for project management of exploration and production in the oil and gas industry: The case of a Brazilian company. International Journal of Project Management, 31(4), 589–601. https://doi.org/10.1016/j.ijproman.2012.09.016
Saputra, H., Suhandi, A., & Setiawan, A. (2019). Profile of inquiry skills pre-service physics teacher in Aceh. Journal of Physics: Conference Series, 1157(3). https://doi.org/10.1088/1742-6596/1157/3/032046
Soland, J., Hamilton, L. S., & Stecher, B. M. (2013). Measuring 21st century competencies: Guidance for educators. Asia Society Global Cities Education Network Report, (November), 68. Retrieved from http://asiasociety.org/files/gcen-measuring21cskills.pdf
Yadav, M. K. (2014). Clarifying the misconception about the principle of floatation. Physics Education, 49(5), 523–525. https://doi.org/10.1088/0031-9120/49/5/523
Yusal, Y., Suhandi, A., Setiawan, W., & Kaniawati, I. (2021). Peningkatan Level Pemahaman Konsep Teori Kinetik Gas Mahasiswa Calon Guru Fisika Melalui Metode Demontrasi Interaktif dengan Bantuan Ragam Media Visual. Jurnal Inovasi Pendidikan Fisika Dan Riset Ilmiah, 5(1), 27–32.