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All Journal SEJ (Science Education Journal) Magister Scientiae
Rizkyanti, Elta
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Education Languange, Linguistic, Communication & Media

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The Effect of E-Modules with Scaffolding on Students' Problem Solving Ability in Static Fluid Material: Pengaruh E-Modul dengan Scaffolding terhadap Kemampuan Pemecahan Masalah Peserta Didik pada Materi Fluida Statis Rizkyanti, Elta; Supriana, Edy; Latifah, Eny
SEJ (Science Education Journal) Vol. 8 No. 2 (2024): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/sej.v8i2.1672

Abstract

This research aims to determine the effect of e-modules with scaffolding on students' problem solving abilities in static fluid material. The method used is quasi-experimental with a one group pretest-posttest approach. Research was carried out at a high school in Surabaya in class XI MIPA in the 2023/2024 academic year by providing 10 essay questions. Based on the research that has been carried out, the results obtained are that after using the e-module with Scaffolding, students experienced an increase in problem solving abilities on the Useful Description (UD) indicator and the hydrostatic pressure sub-material. In the UD indicator, the N-Gain was obtained at 0.822 in the high category and in the hydrostatic pressure sub-material, the N-Gain was obtained at 0.693 in the high category. Improvements also occurred in four other indicators in the middle and low categories, these indicators are Physics Approach (PA), Specific Application of Physics (SAP), Mathematical Procedure (MP), and Logical Progression (LP) in each material. To dig deeper into unknown aspects, further research can explore the factors that influence high or low indicator changes in each static fluid sub-material and add qualitative data to strengthen the research results.
REPRESENTATIONAL COMPETENCE AND CONCEPTUAL UNDERSTANDING IN LINEAR MOTION: DIFFERENCES BY REPRESENTATION TYPE AND GENDER Koswojo, Jane; Kusairi, Sentot; Sutopo, Sutopo; Herwinarso, Herwinarso; Rizkyanti, Elta; Daeng, Firza Farahdiba
Magister Scientiae Vol. 54 No. 1 (2026)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v54i1.8068

Abstract

This study investigates the correlation between representation competence and conceptual understanding of linear motion kinematics, by representation type and gender, among undergraduate students. A quantitative survey design was conducted with 228 students (136 male and 92 female) who had completed a basic physics course. Data were collected using seven validated essay items adapted from the Test of Understanding Graphics in Kinematics (TUG-K2) to measure students' representational competence and conceptual understanding across graphical, diagrammatic, and verbal representations. Descriptive statistics, Kruskal-Wallis test, Wilcoxon test, and Pearson correlation analysis were used. Results showed that students' representation competence was generally moderate (mean=1.130) and differed significantly across representation types, while their conceptual understanding was relatively low (mean=0.419) and varied significantly across kinematics concepts. Although female students showed slightly higher average representation competence scores, no statistically significant gender differences were found in either representation competence or conceptual understanding. A strong positive correlation was identified between representation competence and conceptual understanding, indicating a close association between the two constructs. However, the correlational design does not allow causal conclusions to be drawn. These findings highlight the importance of explicitly integrating various representations into physics teaching to support deeper conceptual understanding in linear motion kinematics
Co-Authors Daeng, Firza Farahdiba Eny Latifah, Eny Herwinarso . Jane Koswojo Sentot Kusairi Supriana, Edy Sutopo Sutopo