Analysis of Multirepresentation on Material Elasticity

Properties

Luthfiyyatun N Jannah1, Sarwanto2, Sukarmin3

1,2,3
Postgraduate Program of Physics Science Education, Sebelas Maret University,
Jl. Ir. Sutami 36A Kentingan Jebres Surakarta 57126

E-mail: luthfiyyatun1@gmail.com

Abstract. This study aims to analyze the ability of students in the skills to represent a data on
the subject of material elasticity properties. Samples were taken randomly, consist of 10 students
of X-DPIB-C SMK N 2 Wonogiri academic year 2017/2018. This study used descriptive
qualitative method. Data were collected using questionnaires and reports on student experimental
results. Students conducted Hooke's experiments to find the spring constant value of 5
experiments. At the conclusion of the experimental results, 9 of 10 students rewrote the average
value of spring constant constants without describing the data. Based on the results of the study,
90% of students have difficulty in describing an information from quantitative data.

1. Introduction
Dolin (2002) reveals one of the reasons Physics is said to be a difficult lesson because Physics
requires learners to work on different representations (experiments, graphics, conceptual / verbal
statement, formulas, drawings / diagrams) simultaneously and the upgrading of representations [1].
Thus, learners must have active skills, basic scientific skills, and problem-solving skills in order to have
the ability to represent information or different ways in various ways [2]. Instead, physicists represent
problems at an abstract level, then focus on the specific. Experts find solutions and conceptualize
subsequent planning before implementing them. They use multiple representations like diagrams, tables,
graphs, or mathematical languages to solve problems easily [3]. Multirepresentation represents the same
concept by using different representations. The concept of physics depiction using multirepresentation
will help students understand the concepts of physics with representation models that are easily
understood by students. In other words, the concept of physics is described in the mutation of the List
to discuss the learning difficulties experienced by students [4]. This study aims to analyze students'
ability to represent data on the activity of material elasticity properties.

2. Method
This research method used descriptive qualitative assisted quantitative data. Samples taken
randomly, consist of 10 students of X-DPIB-C SMK N 2 Wonogiri academic year 2017/2018. The
research data are questionnaire about multirepresentation ability analysis and student experiment result
report. In the questionnaire, there are several indicators filled with students, which became the main
discussion is an indicator of verbal representation and mathematical representation. The indicator is that
students are able to describe an information from qualitative data and students are able to present
quantitative data from a table.
3. Results and Discussion
Data from student questionnaire about verbal and mathematical multirepresentation as follows:
Representation Indicator Answer: Yes Answer: No
Verbal I can describe the 10 % 90 %
definition of a
concept from
quantitative data
Mathematical I can solve the 70 % 30 %
quantitative
(mathematical)
problem of a
diagram, graph, or
table
Table 1. questionnaire about verbal and mathematical multirepresentation

In the questionnaire data is known in the verbal representation there is only 1 student who is able to
describe the definition of a concept from quantitative data, while the other 9 students only able to write
the average value of experimental results only.
Sample of answer: Yes

Sample of answer: No

Figure 1. Students answer on verbal indicator

Students who fit the verbal indicator reveal that the greater the value of the mass suspended on the spring
the spring constant will increase. Answers that students write based on the calculated value as well as
the data in the table. Although there is a less precise sentence in the delivery of the results, the student
is able to express the concept of the report.

Student reports on mathematical indicators

Student 1

Student 2
 Student 3

Figure 2. Students answer on mathematical indicator

The next questionnaire data is a mathematical representation. There are 7 students who can solve the
quantitative (mathematical) problem from a diagram, graph, or table while the other 3 students feel they
have not been able to solve it. However, from the student's writing, 10 students were able to write
mathematical equations from the table, but only a few students wrote the exact mathematical equations
and their units of magnitude.

4. Conclusion
Based on verbal and mathematical indicator data, it can be concluded that only 1 student is able to
meet the verbal indicators, while in mathematical indicators all students are able to meet the criteria
although in the preparation of mathematical data has not written the unit.
In particular, the difficulty with graphics and functional representation is due to the inability of
students to apply mathematical knowledge in the context of physics. With proper instructions, all
students are able to solve problems correctly, and learn the method of solving representational problems
other than numerical representation, which they have little chance of doing in their physics class. This
lesson underscores the importance of a learning experience that will facilitate student transfer of
problem-solving skills across representations [5].

References
[1] Carl Angell, “Multiple representations as a framework for a modelling approach to physics
education,” Int. J., pp. 1–4, 2000.
[2] D. Rosengrant, E. Etkina, and A. Van Heuvelen, “An overview of recent research on multiple
representations,” AIP Conf. Proc., vol. 883, pp. 149–152, 2007.
[3] A. Mason and C. Singh, “Assessing expertise in introductory physics using categorization
task,” Phys. Rev. Spec. Top. - Phys. Educ. Res., vol. 7, no. 2, pp. 1–17, 2011.
[4] P. Sinaga and A. Suhandi, “the Effectiveness of Learning To Represent Physics Concept
Approach : Preparing Pre-Service Physics Teachers To Be Good Teachers,” Int. J. Res. Appl.,
vol. 2, no. 4, pp. 127–136, 2014.
[5] D. Nguyen and N. Rebello, “Students’ Difficulties with Multiple Representations in
Introductory Mechanics,” US-China Educ. Rev., vol. 8, no. 5, pp. 559–569, 2011.