Melola Discovery

← Melola Discovery

Jurnal SINTA 1

The Pattern of Physics Education Students’ Diagrams and Answers in Solving Force Problems

Jurnal Pendidikan IPA Indonesia · Vol. 12 No. 2 (2023) · hlm. 178–186

DOI
10.15294/jpii.v12i2.43020
ISSN
2089-4392, 2339-1286
Terbit
2023-06-19
Penerbit
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Bahasa
eng

Abstrak

Force diagrams or some say free body diagrams (FBDs), as physics representations, are usually employed to teach and learn physics concepts such as force. Physics education studies indicate that the use of FBDs can support or hinder students’ performance in solving physics problems. This study aims to investigate the type of representations drawn by students and the patterns of students’ answers while solving force problems. By involving 230 preservice physics teachers, questions about the application of Newton’s laws were administered to students to elicit the patterns of students’ diagrams and answers. Results were analysed into three categories: complete, incomplete, and inappropriate force diagrams. In addition, some students did not draw diagrams in solving the problems. Based on students’ answers, the percentage of students drawing incomplete diagrams (54% for horizontal problems and 42% for inclined problems) is higher than drawing complete diagrams (18% for horizontal problems and 35% for inclined problems). The percentage of students who drew inappropriate diagrams in solving horizontal and inclined problems is 20% and 10%, respectively. A few students (8% and 13%) did not draw diagrams for both questions. Students who drew complete diagrams tended to obtain the correct final answer. Some students who drew incomplete diagrams were not able to find the correct answers and even finish the problem. However, some students who drew incomplete diagrams could successfully solve the problem. The group of students who drew diagrams in the inappropriate category tended to demonstrate incorrect and unfinished answers. This study suggests that instructors should not only focus on the correctness of the diagrams but also focus on the completeness of diagrams drawn by students while solving the problems.

Kata kunci

Jaringan kolaborasi para penulis

11 penulis · 19 tautan kepenulisan bersama · 5 lintas organisasi

Arahkan kursor atau ketuk sebuah nama untuk menyorot rekan penulisnya. Klik dua kali untuk membuka halaman penulis.

  • Tanjungpura University
  • University of Leicester
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
  • Garis lebih tebal = lebih banyak artikel bersama · lingkaran lebih besar = lebih banyak artikel
Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Erwina OktaviantyTanjungpura University1
Haratua Tiur Maria SilitongaTanjungpura University1
Janet AinleyUniversity of Leicester1
Naim SulaimanAfiliasi tidak diketahui1
Armelya NovieyantiAfiliasi tidak diketahui1
Ray Cinthya HabelliaAfiliasi tidak diketahui1
Libertus ElusandyAfiliasi tidak diketahui1
M. Musa Syarif. HAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, pertama di-harvest 29 Okt 2026, terakhir terlihat 1 Nov 2026.
Metadata asli (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en-US">The Pattern of Physics Education Students’ Diagrams and Answers in Solving Force Problems</dc:title>
	<dc:creator>Sirait, J.</dc:creator>
	<dc:creator>Ainley, J.</dc:creator>
	<dc:creator>Barstow, M.</dc:creator>
	<dc:subject xml:lang="en-US">force; force diagrams; physics problem solving; representations</dc:subject>
	<dc:description xml:lang="en-US">Force diagrams or some say free body diagrams (FBDs), as physics representations, are usually employed to teach and learn physics concepts such as force. Physics education studies indicate that the use of FBDs can support or hinder students’ performance in solving physics problems. This study aims to investigate the type of representations drawn by students and the patterns of students’ answers while solving force problems. By involving 230 preservice physics teachers, questions about the application of Newton’s laws were administered to students to elicit the patterns of students’ diagrams and answers. Results were analysed into three categories: complete, incomplete, and inappropriate force diagrams. In addition, some students did not draw diagrams in solving the problems. Based on students’ answers, the percentage of students drawing incomplete diagrams (54% for horizontal problems and 42% for inclined problems) is higher than drawing complete diagrams (18% for horizontal problems and 35% for inclined problems). The percentage of students who drew inappropriate diagrams in solving horizontal and inclined problems is 20% and 10%, respectively. A few students (8% and 13%) did not draw diagrams for both questions. Students who drew complete diagrams tended to obtain the correct final answer. Some students who drew incomplete diagrams were not able to find the correct answers and even finish the problem. However, some students who drew incomplete diagrams could successfully solve the problem. The group of students who drew diagrams in the inappropriate category tended to demonstrate incorrect and unfinished answers. This study suggests that instructors should not only focus on the correctness of the diagrams but also focus on the completeness of diagrams drawn by students while solving the problems. </dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2023-06-19</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/43020</dc:identifier>
	<dc:identifier>10.15294/jpii.v12i2.43020</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 12, No 2 (2023): June 2023; 178-186</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v12i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/view/43020/14557</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/43020/11937</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/43020/12026</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/43020/12029</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/43020/12067</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/43020/12068</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2023 Jurnal Pendidikan IPA Indonesia</dc:rights>
</oai_dc:dc>