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All Journal JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Jurnal Pendidikan MIPA
Kemala Suryansari
SMA N 1 Sungguminasa Kab. Gowa Sulawesi Selatan
Education Physics

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Exploration of Conceptual Understanding of Science Teachers and Students: Gap Conception of Current, Voltage in Indonesia Tawil, Muh.; Said, Muhammad Amin; Suryansari, Kemala
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 9 No 1 (2023): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 9 Issue 1, J
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/1.09115

Abstract

This study aimed to analyze the gap between the concepts of current and voltage between junior high school students and teachers in Indonesia. The number of samples was 720 students, class X, and 527 teachers who were selected by purposive sampling diagnostic test current, mains voltage, 30 question items valid and reliable. The results show that even with a simple circuit (one or two lamps and a battery), there are still gaps in the conception of current and voltage; if the circuit is more complicated, There will be many gaps in conception, namely: (1) consumption model, (2) local reasoning, (3) voltage source is seen as a constant current source rather than a fixed voltage source, (4) voltage difference, (5) series and parallel terms, (6) source electrons, (7) power consumption, (8) guess the answer choices, (9) the explanation does not match the correct choice.
Exploration of the Eleventh Graders Difficulties in Understanding Procedural and Declarative Knowledge in the Laboratory Experiment of Heat Transfer Tawil, Muhammad; Said, Muhammad Amin; Suryansari, Kemala
Jurnal Pendidikan MIPA Vol 24, No 1 (2023): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

The purpose of this study was to describe the factors that caused class XI students to have difficulty mastering procedural knowledge and declarative knowledge in heat experiments at Senior High School 1 Gowa. Pseudo-experiment with a population of 5 (five) class XI with a randomly selected sample of one class XI consisting of 50 students. The tests used procedural knowledge, declarative knowledge and valid and reliable questionnaires. Processing data using descriptive statistics. The findings of this study include that physics teachers do not practice declarative indicators, physics teachers do not practice procedural, the average score of declarative and procedural knowledge is medium and low respectively. The reason students have difficulty mastering procedural knowledge and declarative knowledge is because physics teachers rarely train and teach procedural knowledge and declarative knowledge, and students are rarely given the opportunity to develop their potential in the domains of low-level thinking and high-order thinking.Keywords: declarative knowledge, procedural knowledge, physics learning.DOI: http://dx.doi.org/10.23960/jpmipa/v24i1.pp359-372
Co-Authors muh. Tawil Muhammad Amin Said Muhammad Tawil