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How Student Learn Ohm Law in The Classroom-Saunarno Dan Yusliana
How Student Learn Ohm Law in The Classroom-Saunarno Dan Yusliana
How Student Learn Ohm Law in The Classroom-Saunarno Dan Yusliana
Abstract: Most of Indonesian Physics teachers begin to teach dynamic electricity with explain the meaning of electric
FXUUHQW RKP¶V ODZ D SDUDOOHO VHULHV FLUFXLW FRQWLQXLQJ ZLWK WKH H[DPSOH SUREOHPV SURYLGH SUDFWLFH DQVZHU-
questions, ending with H[DPLQDWLRQ 7KLV VWXG\ DLPV WR DQDO\]H KRZ WR OHDUQ RKP¶V ODZ RQ VWXGHQW OHDUQLQJ
with this traditional approach and problem based learning approach. This research method is descriptive
analytic study, with a sample of first-year students at the college. In traditional approach student can solve the
problem in low order thingking skills but not in high order thingking skills. Student who learn with problem
based learning can demonstrate their skill in thingking and psychomotor. It shows students how to think is
partial, view of the symptoms considered only on the symptoms. The mindset of the students has been
changed into a more holistic when the research data analyzed simultaneously by using linear regression.
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PROSIDING ICTTE FKIP UNS 2015 ISSN: 2502-4124
Vol 1, Nomor 1, Januari 2016
Halaman:
practice of teaching (e.g., Piaget & Szeminska, in understanding the text, and text
1952; McLellan & Dewey, 1895; Brownell, comprehension correlated with cognitive ability.
1928). The preferred source of lessons students are
Psychometrics lent support to classical work-books students (Lembar Kerja Siswa-
experimental design²that to experiment means LKS). Analysis of the 10 LKS for physics
to manipulate variables. In classical students found that: LKS book contains a
experimental research, tasks, items, dimensions,
and so forth were objects to be manipulated. It summary of the material, physics formulas, and
was through such manipulation that researchers examples of problems, exercises, and exams.
FRQWUROOHG VWXGHQWV¶ HQYLURQPHQWV DQG KHQFH Although in LKS no indication experiment, but
uncovered the reality of their knowledge. From experiments in LKS is verification of the
a constructivist perspective, however, there is no summary material. Physics interpreted by most
VXFK WKLQJ DV D ³FRQVWDQW´ VWLPXOXV VWXGHQWV students as subjects which contain definitions,
construct for themselves the tasks in which they formulas and calculations. Therefore, the book
actually engage, and it is the constructive
process and the constructed task that are is a book that favored students who directly
interesting scientifically (Powers, 1978). provide definitions, formulas, and practice
0(7+2' counting using the existing formula. This result
This study was conducted on 32 students of is in line with the opinion that in the textbooks,
physical education study subjects who will took the subject matter is often approached from a
as a teacher physics in high school. The student factual and calculus-based angle. Students are
has the 6th semester, this semester they also take presented with facts, definitions, and laws, and
courses microteaching. Students already passed WKH\ DUH WDXJKW HTXDWLRQV H J EDVHG RQ 2KP¶V
the fundamental physics courses, basic math, Law, I = V/R) that can be used to solve standard
electronics and mechanics. Based on the circuit problems (Frederiksen et al., 1999;
description of the subjects that have been taken, Gunstone et al., 2009; Jaakkola et al., 2011;
the students have the ability early enough to McDermott & Shaffer, 1992).
pack into a physics course in high school /LNHZLVH ZKHQ VWXGHQWV OHDUQ WKH RKP¶V
physics teaching. law in dynamic electricity. The concept of
Study of secondary school physics lecture electricity is abstract and hard to grasp.
was held for four months (12 lectures), and by Electricity is invisible yet omnipresent in our
learning through multiple instructional methods. lives. Many models of and analogies for
At first the students were given a demonstration electricity have been used, but none of them
of learning method, followed by an experimental
method, the last lecture was held by the method fully explains all of its aspects (Frederiksen,
of inquiry. Learning resources using Serway White, & Gutwill, 1999; Hart, 2008).
book, and students are asked to pack the McDermott (1991) studied examination
material physics for microteaching activities. responses from groups of university students
/HDUQLQJ RKP¶V ODZ LWVHOI LV GRQH DV PXFK DV who had completed a course on introductory
one-off meeting of the two meetings about SK\VLFV LQFOXGLQJ HOHFWULFDO FLUFXLWV DQG 2KP¶V
dynamic electricity. Data were analyzed Law. The students were presented with an exam
descriptively qualitative.
3. 5(68/7 $1' ',6&866 question about a simple DC circuit. In another
The identification results using physics study, McDermott and Shaffer (1992) observed
textbooks in middle school together showed that many students have persistent conceptual
94% of students do not like textbooks. Textbook difficulties with analyzing simple electrical
contains many lengthy verbal information, circuits, such as an inability to apply formal
detailed information, using a standard language, concepts related to current, voltage, and
make students confused and difficult to resistance. These observations still hold today;
understand the content of textbooks. It shows in more recent literature about electricity
students have difficulty understanding the instruction it is remains the case that students
information that is textual. These results are fail to acquire a deep conceptual understanding
consistent with research Ramelan (2008) which of electricity and the behavior of electrical
states that high school students have a weakness FLUFXLWV %DúHU 'XUPXú %DúHU
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Vol 1, Nomor 1, Januari 2016
Halaman:
student learning verbalistic. 2KP¶V law is Hart, C. (2008). Models in physics, models for physics
simply a statement of concepts, mathematical learning, and why the distinction may matter in
the case of electric circuits. Research in Science
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result. 7KURXJK UHGHVLJQ OHDUQLQJ RKP¶V ODZ
Helm, H. (1980) Misconceptions in Physics amongst South
students learn in a holistic manner, covering the African Students. Physics Education, 15(2), 92-
circuit, the data pattern, data analysis and 97.
conclusions obtained. Students not only
Jaakkola, T., Nurmi, S., & Veermans, K. (2011). A
XQGHUVWDQG WKH RKP¶V ODZ EXW DOVR VKRZHG comparison of students' conceptual
activity in thinking, planning, implementing in understanding of electric circuits in simulation
real events in everyday life. only and simulation-laboratory contexts. Journal
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