AUTHORS...........
1
, Indonesia
2
*Corresponding author:
Abstract. This research aims to reveal the student's conception and perception of Newton’s Law. Method of this research
is qualitative with the sample is taken using purposive sampling consist of second semester (25 students), fourth semester
(26 students), sixth semester VI (25 students), and eight semester (18 students) IKIP PGRI MADIUN, which have taken
the first basic physics and mechanics courses. The data was collected with essay questions, interview, and FCI test. It
can be concluded that Mathematical language (symbol and visual) perception and intuition influence students conception.
The results of analysis showed that an incorrect conception arises because students do not understand the language of
physics and mathematics correctly.
INTRODUCTION
The principle of Newtonian dynamics is an important concept that needs to be studied in addition to energy.
There were incorrect conception of students in drawing forces acting on an object that moving in a parabolic path
(projectile motion system), Students drawing the velocity vector, not the vector of forces [1]. Further research needs
to be conducted to find out the profile of students conception and perception of Newton's laws. By knowing accurate
description of student’s conception and perception, the lecturer will be easier to choose the suitable method, so that
improve the learning outcomes. This research provides evidence that there is a relationship between the conceptions
of physics and perception of mathematical language that has not been thoroughly studied.
Perception is very important in the mechanism of acquiring knowledge. According to [2] perception is the
early foundation in building knowledge, if the perception is wrong, then the knowledge gained is also wrong. Once
information is received, it is processed by the mind in accord with our experiences and mental states; this activity is
called perception [3]. In constructing perception, the students constructs a cognitive understanding (perception) of a
stimulus. The concepts of the students and his or her cognitive processes influence what he or she sees [4]. Student’s
perceptions change according to the information received and experienced of information processing. Perception of
students is very important because one of them causes of incorrect conceptions. Students can be different in
conceptions of information processing that occurs when they are exposed to incoherent presentation sources. Based
on the above explanation, it can be concluded that the study conception and students' perceptions of Newton's laws
are very important. Perception is more basic than conception, given that perceptual states are a significant source of
information about the world, and conceptions ultimately depend on the information provided by experience [5].
Five reasons why the concept of science is difficult to learn are (1) an abstract concept, (2) complex system,
(3) experience/students' prior knowledge is very limited, and (4) an understanding in the finite symbol, as well as (5)
misconceptions that occur in students [6]. Conception of learning refers to a constructivist view, that understanding
of construction is becoming more important than memorizing fact [7]. Learning physics should be moved and
focuses on understanding concepts.
METHOD
The method used in this research is descriptive with the sample taken by purposive random sampling consist of
Semester II (25 students), Semester IV (26 students), semester VI (25 students), and semester VIII (18 students)
IKIP PGRI MADIUN, which have taken the first basic physics and mechanics courses. The data was collected using
essay test, interview, and three questions of FCI (Force Concept Inventory) [8].
The results showed that many students who do not understand Newton's laws, conceptions and perceptions of
students are listed in (TABLE 1) and the percentage of student’s conception are listed in (TABLE 2).
Details of the interview sample with students answer shown in (Figure 1) as follows:
Lecturer : If there is a stationary object on the table, is there any forces that work on the object?.
Students : there are no forces because the object is not moving
Lecturer : , what physical meaning of this equation?
Student : force equals zero
Lecturer : what is the meaning sigma symbol?
Student : Yes, force equal to zero
Lecturer : Sigma instead of the sum of the force (net force)?
Student : Yes sigma is summation symbol, but sigma force is just equal to force too.
Lecturer : ok, thanks for your confirmation.
Based on the results of interviews conducted, two arguments are grouped as follows, (1) Students considered
that there is no force on stationary objects, the new object has a force after being given a force, with condition that
the object is moving, if not, then the object does not have any force, (2) Students still consider the symbol sigma, has
no meaning since the net force equal to the force. Students assume = 0, sigma symbol has no meaning, since
according to them , there was no difference among them. This perception arises from a source of
teaching and learning process in advance. Incompleteness in writing a symbol of teaching resources due to practical
reasons also had an impact. Students also used to solve the problem by entering the value of the known symbol, and
then solve it with the appropriate method. Symbols which are written by student in solving the problem is also
incomplete that becomes a habit, students also do not understand the concept of equilibrium shown in (TABLE 3).
Newton's third law is interpreted by the student’s only work on one object. If there is force acting on the
object to the right direction, then there is a force towards the left, then the action-reaction occurs. Results of student
answers shown in (FIGURE 2) reinforces this conclusion.
Iya, besar gaya yang diberikan sama, karena gaya
yang terlibat saling meniadakan
FIGURE 2. Written test answers, Student Perception about Newton's third law
FIGURE 2 shows the assumption of students that Newton's third law works on one object. In addition,
students also have the perception that Newton's third law of equality is another form of the equation of Newton's
First Law. FCI result given in (TABLE 5) reinforces this result.
CONCLUSION
Hierarchical learning must be considered in learning physics. From the information collected, it could be
concluded that the students had difficulty in understanding the concept of Newton’s Laws. Student perceptions
affected student conception. Students still thought a partial understanding of the language of mathematics and
physics in studying the physics concept. The language of mathematics is more dominant perceptions of students,
thus caused a wrong conception. Integration of the language of mathematics and physics was absolutely necessary to
reduce incorrect conception. The visual representation of physics concepts and student interview became important
to evaluate the student’s perception consistency and student understanding of mathematical language applied in
physics.
ACKNOWLEDGEMENT
IKIP PGRI MADIUN which has provided funding for this research.
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