This study aimed to build students’ conceptual understanding and to describe students’ difficulties with Newton’s law after the Argument-Driven Inquiry (ADI) model learning process is implemented. Newton’s law plays an important role in learning mechanics and explaining real-life phenomena, but students find it difficult to understand. 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. After the learning process the students of both classes still have difficulty in analyzing the relationship between acceleration, force, and mass.
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. 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 instrument of this study was Newton’s law Understanding Test in the form of reasoned multiple-choice questions with a reliability of 0.817. This study used a mixed method design with an embedded experimental design. 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. 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. Based on the things above, it can be concluded that the multi-representation based concept attainment model was developed effectively to improve the mastery of students’ concepts and scientific consistency. The implementation of the Concept Attainment tutorial needs to be expanded to provide greater support with high yield criteria. The results showed that multi-representation based concept attainment tutorials included in the effective criteria in terms of the increase in mastery of concepts with a mean N-gain of 0.77, scientific consistency of students with N-gain of 0.75 and a positive response. The data obtained were analyzed using quantitative and qualitative descriptive analysis, N-gain and t-test. The research data was collected using test and questionnaire methods with concept mastery test instruments, scientific consistency and response questionnaires.
#Contoh hukum newton ii trial
The trial was limited to 34 prospective teacher students using the matching pretest-posttest control group. This study aims to describe the effectiveness of multi-representation based concept attainment tutorials to improve the mastery of students’ concepts and scientific consistency. Based on the above it can be concluded that the concept of attainment with multi representations developed is valid and appropriate to be used to improve students' mastery of concepts and scientific consistency. (2) The multi-representation tutorial tool developed is included in the valid criteria. The results of the study show that: (1) The concept of attainment model with multi representations developed is included in the valid criteria in terms of content validity and construct validity. Data were analyzed using qualitative descriptive analysis. Research data were collected by the validation method using the model validation sheet instrument and the device validation sheet. The limited test was conducted on students of the Surabaya Open University in the Basic Science Natural Sciences course (PDGK4103). The development of this tutorial tool uses the design of Plomp which consists of preliminary study phase, prototype stage, and assessment phase.
The purpose of this study is to describe the validity of the model and the validity of concept attainment devices with multi representations as alternative learning models to improve students' mastery of concepts and scientific consistency. The concept attainment tutorial tool with multi representations still needs to be developed.
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