Implementation of Multiple Representation Tests in The Evaluation of Electronics Courses

Article Sidebar

PDF
Published: Oct 13, 2022
DOI: https://doi.org/10.21580/perj.2022.4.1.10918
Keywords:
Assessment, Electronic learning outcomes, multiple representations.

Main Article Content

Tri Isti Hartini
Universitas Muhammadiyah Prof. DR. Hamka
http://orcid.org/0000-0002-4338-5030
Martin Martin
Universitas Muhammadiyah Prof. DR. Hamka

Abstract

Learning evaluation is a process of measuring and assessing the learning process, in this case, the lecturer measures and assesses students using test instruments. Research on multiple representation-based assessments has been carried out to evaluate electronics courses. The purpose of this study is to present the evaluation results using multiple representation-based assessments in the electronic learning process. This study uses a quantitative approach with a descriptive method. The data sources in this study were physics education students, FKIP UHAMKA. The data collection technique was carried out using a test technique with multiple representation test instruments. The data analysis technique used quantitative descriptive analysis. Testing the effectiveness of the representation test is done through the calculation of the gain score (N-gain). The results of data analysis in this study indicate that the application of multiple representation tests is more effective in determining students' representational abilities on transistor material through verbal formats, mathematical formats, graphic formats, and image formats.

Downloads

Download data is not yet available.

Article Details

Issue
Vol. 4 No. 1 (2022)
Section
Articles
The copyright of the received article shall be assigned to the journal as the publisher of the journal. The intended copyright includes the right to publish the article in various forms (including reprints). The journal maintains the publishing rights to the published articles. Authors are allowed to use their articles for any legal purposes deemed necessary without written permission from the journal with an acknowledgment of initial publication to this journal.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

References

Abdurrahman, Liliasari, Rusli, A., & Waldrip, B. (2015). Implementasi Pembelajaran Berbasis Multi Representasi Untuk Peningkatan Penguasaan Konsep Fisika Kuantum. Jurnal Cakrawala Pendidikan, 1(1), 30–45. https://doi.org/10.21831/cp.v1i1.4189

Ainsworth, S. (1999). The functions of multiple representations. Computers & Education, 33(2–3), 131–152. https://doi.org/10.1016/S0360-1315(99)00029-9

Bollen, L., De Cock, M., Zuza, K., Guisasola, J., & Van Kampen, P. (2016). Generalizing a categorization of students’ interpretations of linear kinematics graphs. Physical Review Physics Education Research, 12(1), 1–10. https://doi.org/10.1103/PhysRevPhysEducRes.12.010108

Dimas, A., Suparmi, A., Sarwanto, S., & Nugraha, D. A. (2018). Analysis Multiple Representation Skills of High School Students on Simple Harmonic Motion. AIP Conference Proceedings, 2014(September 2018). https://doi.org/10.1063/1.5054535

Docktor, J. L., & Mestre, J. P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics - Physics Education Research, 10(2), 1–58. https://doi.org/10.1103/PhysRevSTPER.10.020119

Erniwati, Sukariasih, L., Hunaidah, Sahara, L., Hasrida, Sirih, M., & Fayanto, S. (2020). Analysis of Difficulty of Science Learning-Based Multi-Representation. Jurnal Pendidikan Fisika Universitas Muhammadiyah Makassar, 8(2), 263–278. https://doi.org/10.26618/jpf.v8i3.3924

Fredlund, T., Airey, J., & Linder, C. (2015). Enhancing the possibilities for learning: Variation of disciplinary-relevant aspects in physics representations. European Journal of Physics, 36(5), 55001. https://doi.org/10.1088/0143-0807/36/5/055001

Halim, & Hasbullah. (2020). 2018 ( Hasbullah , Halim ) Penerapan Pendekatan Multi Representasi Terhadap Pemahaman Konsep Gerak Lurus. 2018(May).

Irwandani. (2014). Multi Representasi sebagai Alternatif Pembelajaran dalam Fisika. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 3(1), 1–10.

Kohl, P. B., Rosengrant, D., & Finkelstein, N. D. (2007). Strongly and weakly directed approaches to teaching multiple representation use in physics. Physical Review Special Topics - Physics Education Research, 3(1), 1–10. https://doi.org/10.1103/PhysRevSTPER.3.010108

Masrifah, M., Setiawan, A., Sinaga, P., & Setiawan, W. (2020). An Investigation of Physics Teachers’ Multiple Representation Ability on Newton’s Law Concept. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 6(1), 105–112. https://doi.org/10.21009/1.06112

Nulhaq, S., & Setiawan, A. (2016). Influences of Multiple Representation in Physics Learning to Students in Understanding Physics Material and Scientific Consistency. Icieve 2015, 235–238. https://doi.org/10.2991/icieve-15.2016.51

Opfermann, M., Schmeck, A., & Fischer, H. E. (2017). Multiple representations in physics and science education – Why should we use them? dalam D. F. Treagust, R. Duit, & H. E. Fischer (Eds.), Multiple Representations in Physics Education (Issue July). https://doi.org/10.1007/978-3-319-58914-5

Purwanti, A., Sutopo, & Wisodo, H. (2016). Penguasaam Konsep dan Kemampuan Representasi Materi Gerak Lurus Siswa SMA Kelas XII. In Pros. Semnas Pendidikan IPA Pascasarjana UM (Vol. 1, Issue 2).

Siprianus L Angin, S. dan P. (n.d.). Siprianus-L.-Angin-469-478.pdf.

Syahmel, S., & Jumadi, J. (2019). Discovery Learning using Multiple Representation model for enhancing scientific processing and critical thinking skills of the students. Jurnal Inovasi Pendidikan IPA, 5(2), 180–194. https://doi.org/10.21831/jipi.v5i2.26704

Widianingtiyas, Siswoyo, & Bakri. (2015). Pengaruh Pendekatan Multi Representasi dalam Pembelajaran Fisika Terhadap Kemampuan Kognitif Siswa SMA. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 01(1), 31–38. https://doi.org/10.21009/1.01105