Abstrak
Sepeda saat ini telah menjadi produk yang digunakan oleh banyak orang. Beberapa jenis sepeda
yang paling sering digunakan adalah jenis MTB (Mountain bike Terrain), yang dapat digunakan
untuk berbagai bidang. Tetapi dengan konstruksi sepeda yang ada pengguna seringkali sulit untuk
menentukan posisi kontrol yang optimal dan nyaman dalam hal penyesuaian ketinggian sadel dan
stang, oleh karena itu penelitian ini dilakukan untuk merancang sebuah alat pengujian stamina dari
posisi tubuh menggunakan sepeda yang digunakan oleh subjek dan diamati menggunakan kamera
dengan merekam gambar diam atau gambar bergerak. Dari hasil pengumpulan data dan analisis
dapat disimpulkan terdapat perbedaan tingkat kelelahan pada setiap posisi sadel dan tinggi stang.
Tinggi optimal sadel dicapai pada ketinggian 60 cm dari pusat pedal dengan tinggi subjek 166 cm
dan tinggi 70 cm dari pusat stang ke roda depan. Tester ini juga dapat digunakan pada jenis sepeda
lainnya dan juga berbagai macam sepeda seperti pelana, bentuk stang, dan lain-lain. Tester ini juga
tidak luput dari kekurangan yang memerlukan evaluasi dan pengembangan yang lebih baik di
masa depan.
Kata Kunci: biomekanik, desain dan pengembangan alat uji, kelelahan, sepeda
Abstract
To date bicycles have become a popular vehicle. One type of bike most frequently used is the MTB
(Mountain Terrain bike) which can be used on various fields. The existing bicycle’s construction
however often results in users’s difficulty determining the control position optimally and
comfortably in terms of adjusting the heights of saddle and handlebar. This study aimed at
designing a tool to test bicycle users’ stamina based on their body positions. A camera was also
utilized to record still or moving images. The data collection and analysis results suggested that
the levels of fatigue varied depending on saddle position and handlebar height. Optimum sadle
height occured to the 166 cm high subject at the heights of 60 cm from the pedal’s center and 70
cm from the handlebar’s center to the front wheel. This tool also works for other types of bikes and
bike’s parts such as saddles, handlebar shapes, etc. Further evaluation and modification are
necessary to impove the tool.
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1. PENDAHULUAN
1.4 Manfaat
Manfaat dari penelitian ini adalah:
Dapat melakukan pengamatan terhadap posisi kayuh sepeda dalam berbagai variasi
posisi.
Menjadi rancangan awal untuk dasar pengembangan pengukuran variasi lainnya
terhadap pengguna sepeda.
2. BIOMEKANIKA
Mekanika adalah salah satu cabang ilmu dari fisika yang mempelajari gerakan
dan perubahan bentuk suatu materi yang diakibatkan oleh gangguan mekanik yang
disebut gaya. Mekanika adalah cabang ilmu yang tertua dalam fisika. Mekanika teknik
atau disebut juga mekanika terapan adalah ilmu yang mempelajari penerapan dari prinsip-
prinsip mekanika [1].
Biomekanika didefinisikan sebagai bidang ilmu aplikasi mekanika pada sistem
biologi. Biomekanika merupakan kombinasi antara disiplin ilmu mekanika terapan dan
ilmu biologi dan fisiologi. Biomekanika menyangkut tubuh manusia dan hampir semua
tubuh mahluk hidup. Dalam biomekanika prinsip-prinsip mekanika digunakan dalam
penyusunan konsep, analisis, desain, pengembangan peralatan dan sistem dalam biologi
dan kedokteran.
Dengan kerangka seperti ini, maka gerakan tubuh sistem biologis dapat diakui
sebagai hasil interaksi sistem biologis dengan lingkungan sekelilingnya. Beberapa faktor
turut menentukan interaksi tersebut, diantaranya:
Struktur dari lingkungan (bentuk dan stabilitas)
146
Pembuatan Alat Penguji Stamina…
Satuan tersebut digunakan untuk menghitung sadut yang akan dipakai untuk
analisis dari gambar. Pengambilan sudut dalam Angular kinematic dibagi menjadi dua
jenis, yaitu dengan perhitungan Relative Angle dan Absolute Angle. Kedua pengambilan
sudut ini dibedakan dengan jarak sisi tubuh yang digunakan untuk perhitungan sudut.
Untuk Relative Angle sudut yang dihitung antara sumbu longitudinal dari dua segmen
tubuh, contohnya dari segmen lengan atas dan lengan bawah. Untuk Absolute Angle
pengambilan sudut dihitung dari salah satu segmen tubuh dan garis lurus sejajar sumbu x
yang diambil dari akhir segmen yang dihitung.
Gambar 1. Relative angles (joint angles) dan absolute angles (segment angles)
Pengambilan sudut ini digunakan untuk mengetahui besarnya sudut dari tiap-tiap
sendi tubuh. Untuk dapat menghitung sudut tersebut dibutuhkan koordinat dari setiap
sendi tubuh yang diperoleh dari pemetaan stig figure untuk dimasukkan ke dalam sumbu
x dan y.
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Vol. 02 No. 06, Apr - Jun 2013
Dari sumbu yang didapat pada stig figure dapat dihitung besarnya sudut pada
sendi-sendi untuk Absolute Angles, seperti yang ditunjukkan pada Gambar 3 [3].
Gambar 4. Posisi anatomi segment angles dan relative angles dengan right sagital view
3.1 Peralatan
Peralatan yang digunakan adalah:
Bike trainer stand dan rollers
Sepeda MTB
148
Pembuatan Alat Penguji Stamina…
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Vol. 02 No. 06, Apr - Jun 2013
150
Pembuatan Alat Penguji Stamina…
Forearm
Pegang benda silinder (spidol sangat ideal) dalam kepalan tangan Anda. Turunkan
lengan Anda ke sisi Anda, dan rentangkan lengan Anda di depan Anda. Jauhkan
benda tegak lurus di tangan Anda, dan pengukuran dilakukan dari pusat objek.
Thigh
Duduk di bangku lagi, pastikan punggung Anda lurus. Pastikan tulang paha Anda
sejajar dengan tanah dan tibia Anda tegak lurus ke tanah. Tempatkan tingkat di
bagian depan kedua tempurung lutut Anda, kemudian pengukuran dilakukan dari
muka bagian dalam. Ambil pengukuran ini dari kedua kaki, kemudian hitunglah rata-
ratanya.
Lower Leg
Posisi subjek pengukuran sedang duduk. Tempatkan jajaran di tepi atas tempurung
lutut Anda (di mana terhubung ke otot paha depan bagian bawah). Ukur dari dasar
tingkat ke tanah.
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Vol. 02 No. 06, Apr - Jun 2013
152
Pembuatan Alat Penguji Stamina…
Posisi Sudut Lutut Sudut Lutut Sudut Denyut Tekanan Darah Tekanan Darah
Maksimum Minimum Tubuh Rata-Rata Rata-Rata Systol Rata-Rata Diastol
(derajat) (derajat) (derajat) (pulse) (mm Hg) (mm Hg)
A 82,83 17,39 20,3 140 130 69
B 120,4 44,88 21,9 130 130 68
C 148,57 59,84 24 125 125 65
D 166,09 70,40 26,2 130 132 69
E 180 49,16 28,3 132 133 70
Dari hasil di atas dapat dilihat bahwa terjadi perbedaan tingkat kelelahan terhadap
posisi dari pengendara sepeda tersebut pada kecepatan kayuhan yang sama/konstan dan
jangka waktu yang sama. Kelelahan tersebut dapat diindentifikasikan dengan lebih
tingginya jumlah denyut jantung dan naiknya tekanan darah rata-rata.
4. KESIMPULAN
Dari hasil percobaan didapat beberapa kesimpulan di bawah ini:
1) Perancangan alat untuk mengamati gerakan dan pengukuran kinerja tubuh pada saat
mengayuh sepeda bekerja sesuai dengan yang diharapkan dan posisi tubuh terhadap
tingkat kelelahan (stamina) dapat dianalisis.
2) Dari pengumpulan data posisi tubuh pengendara sepeda dapat diketahui tingkat
kelelahan dari pengguna sepeda pada setiap posisi yang divariasikan.
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Vol. 02 No. 06, Apr - Jun 2013
3) Terdapat perbedaan pada kondisi kelelahan yang terjadi pada pengendara sepeda
dengan ketinggian sadel dan stang yang berbeda berdasarkan gerakan yang terjadi di
atas sepeda.
4) Dari hasil analisis dengan denyut nadi dan vektor gaya dari sendi lutut, posisi yang
optimum dari pengolahan data adalah denyut nadi 125 pulse dari variasi ketinggian
sadel dan stang, yaitu pada posisi C dimana ketinggian sadel 60 cm, ketinggian stang
70 cm, sudut antara garis vertikal dengan punggung adalah 26.3o dan sudut telapak
terhadap permukaan tanah adalah 300 pada posisi kaki paling bawah pada saat
mengayuh.
REFERENSI
[1]. Sanders, Mark S., dan Ernest J., “Human Factors in Engineering and
Design,” McCormick, 2000.
[2]. Wignjosoebroto, Sritomo, “Ergonomi Studi Gerak dan Waktu,” Edisi
Pertama, Guna Widya, Jakarta, 2003.
[3]. Nurmianto, Eko, “Ergonomi: Konsep Dasar dan Aplikasinya,” Edisi Kedua.
Guna Widya, Surabaya, 2008.
[4]. Wrenchscience, Tersedia dari https://www.wrenchscience.com/Login.aspx?
ReturnUrl=%2fSecure%2fFit%2fSummary.aspx%3fstylecode%3dR&stylec
ode=R, diakses 19 Januari 2012.
[5]. Cycling Analysis, Tersedia dari http://cyclinganalysis.com/compoisition/
method-cycling-specific, diakses 20 Januari 2012.
[6]. http://www.dpreview.com/news/2005/1/21/konicaminoltaz20, diakses 24
Januari 2012.
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Open Jurnal Kreatif Online (JKO)
Access Vol. 9, No. 3, pp. 57-65, September 2021
©2021 The Authors
http://jurnal.fkip.untad.ac.id/index.php/jko ISSN 2354-614X
Abstrak Penelitian ini merupakan penelitian yang bersifat deskriptif kualitatif yang datanya mengenai
pemahaman konsep pada materi kinematika gerak lurus dengan menggunakan CRI
(Certainty of Response Index). Penelitian ini bertujuan untuk mendeskripsikan, mengetahui
dan menganalisis pemahaman siswa pada konsep kinematika gerak lurus. Sampel yang
diambil berjumlah 20 siswa kelas 11 IPA I SMA Negeri 1 Palu. Instrumen yang digunakan
adalah soal-soal pilihan ganda sebanyak 14 soal yang telah terseleksi melalui uji validasi.
Siswa menjawab soal tersebut dengan penambahan angka CRI (0-5) sesuai dengan tingkat
kepercayaan siswa disertai alasan. Siswa dapat dinyatakan memahami konsep, tidak paham
konsep atau mengalami miskonsepsi dengan cara membandingkan benar tidaknya jawaban
pertanyaan yang diberikan dengan nilai CRI yang diisi siswa. Hasil yang diperoleh pada
penelitian ini, yaitu untuk siswa yang paham konsep mempunyai persentase sebesar 13,57%,
sedangkan miskonsepsi 38,57% dan yang tidak paham konsep 47,86%. Hal ini menunjukkan
bahwa siswa cenderung tidak paham konsep karena siswa hanya mampu mengahafal tanpa
memahami materi yang diajarkan oleh guru sehingga siswa cenderung mengalami kelupaan.
Beberapa miskonsepsi (salah konsep) yang terjadi pada diri siswa teridentifikasi antara lain;
menganalisis gambar, jarak, perpindahan pada soal cerita dan grafik-grafik pada glb, glbb
dan gerak parabola.
Corresponding Author*
E-mail: AnnisaMagfirah2404@gmail.com
Received 12 July 2021; Revised 13 August 2021; Accepted 2 September 2021; available Online 30 September 2021
doi:
1. Pendahuluan
Pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana
belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan
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Jurnal Kreatif Online (JKO) Vol. 9, No. 3, pp.57-65, September 2021
2. Metode Penelitian
Jenis penelitian ini yaitu penelitian kualitatif. Pendekatan yang digunakan dalam
penelitian ini adalah pendekatan deskriptif kualitatif. Pendekatan deskriptif kualitatif
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Jurnal Kreatif Online (JKO) Vol. 9, No. 3, pp.57-65, September 2021
adalah penelitian yang menghasilkan data deskriptif berupa kata-kata tertulis atau lisan
dari orang-orang dan perilaku yang diamati. Adapun langkah-langkah yang ditempuh
dalam penelitian ini dibagi menjadi tiga tahap, yaitu tahap persiapan, tahap pelaksanaan
dan tahap akhir.
Penelitian ini dilaksanakan di SMA Negeri 1 Palu. Penelitian ini dilakukan pada
kelas 11 IPA 1 di semester genap tahun pelajaran 2017/2018 selama kurang lebih 2 hari.
Subyek pada penelitian ini yaitu 20 siswa kelas 11 IPA I SMA Negeri 1 Palu. Soal yang
digunakan yaitu pilihan ganda beralasan dengan menggunakan skala/ metode CRI
(Certainty of Respondex Index). Instrumen yang digunakan dalam penelitian ini yaitu
tes berupa tes pilihan ganda pemahaman konsep beralasan fisika mekanika sebanyak 14
soal yang sudah terlebih dahulu divalidasi oleh ahli. Data yang digunakan dalam
penelitian ini adalah data primer, yaitu data yang diperoleh langsung dari subjek
penelitian. Data ini merupakan data tertulis yang berasal dari jawaban siswa dalam
menyelesaikan soal fisika terkait materi kinematika gerak lurus dengan subjek
penelitian.
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Jurnal Kreatif Online (JKO) Vol. 9, No. 3, pp.57-65, September 2021
61
Jurnal Kreatif Online (JKO) Vol. 9, No. 3, pp.57-65, September 2021
tinggi tetapi alasannya benar ini menunjukkan bahwa siswa tersebut kurang teliti saat
mengerjakan soal yang diberikan.
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Jurnal Kreatif Online (JKO) Vol. 9, No. 3, pp.57-65, September 2021
Analisis jawaban siswa soal nomor 11 pada konsep gerak jatuh bebas
Soal nomor 11 membahas tentang materi gerak lurus. Indikator soal adalah
menganalisis gerak jatuh bebas. Berdasarkan analisis hasil tes, persentase siswa yang
menjawab dengan alasan benar sebesar 5%, siswa mengalami miskonsepsi sebanyak
20% dan siswa yang tidak paham konsep persentase 75%. Jawaban yang benar pada
soal ini adalah pilihan jawaban soal yaitu Keempat benda mencapai A bersamaan jika
tabung hampa udara dengan alasan yaitu Gerak jatuh bebas adalah gerak vertical (tanpa
kecepatan awal) dan hanya dipengaruhi oleh gaya gravitasi. Sedangkan alasan jawaban
sebagian responden ialah karena tidak ada udara dengan memilih pilihan CRI dengan
tingkat keyakinan bernilai tinggi.
Pembahasan
Kemampuan menganalisis adalah kemampuan memecah informasi atau
menguraikan konsep menjadi beberapa bagian selanjutnya menentukan bagaimana
bagian-bagian terkait satu sama lain. Berdasarkan hasil penelitian pemahaman konsep
tertinggi yaitu pada soal nomor 1, sedangkan miskonsepsi tertinggi pada soal nomor 3,
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Jurnal Kreatif Online (JKO) Vol. 9, No. 3, pp.57-65, September 2021
4, 8, 10 dan 14 dan tidak paham konsep pada soal nomor 2, 5, 6, 7, 9, 11, 12, dan 13 ini
menunjukkan bahwa siswa SMA Negeri 1 Palu masih sangat kurang memahami konsep
kinematika gerak lurus dengan persentase sebesar 47,86%.
Kemampuan menganalisis didominasi pada kategori menganalisis, kemudian
mengevaluasi dan terakhir menciptakan. Hal ini sesuai dengan urutan tingkat kognitif
Bloom terevisi yaitu (1) mengingat, (2) memahami, (3) mengaplikasika, (4)
menganalisis, (5) mengevaluasi, dan terakhir adalah (6) mencipta.
Kurangnya kemampuan siswa disebabkan oleh rendahnya pemahaman materi
(konsep) dan kurangnya pengalaman siswa dalam menyelesaikan soal berkategori
tinggi. Keadaan seperti inilah yang kemudian juga menyebabkan rendahnya hasil
penelitian yang ditemukan. Rahayu, 2019 menyatakan kesalahan siswa dalam
menyelesaikan persoalan dapat disebabkan karena 3 hal yaitu; kesalahan konsep,
kesalahan prinsip, dan kesalahan operasi. Informasi tentang kesalahan dalam
menyelesaikan masalah sangatlah penting karena dapat digunakan untuk memperbaiki
dan meningkatkan mutu pembelajaran. Sama halnya penelitian yang dilakukan oleh
Rusli, dkk, 2016 menyatakan bahwa pemahaman konsep sangat berarti dan penting
sebagai suatu cara untuk mengorganisir atau menyusun pengetahuan dan merupakan
dasar untuk membangun pemikiran menuju pada tingkat yang lebih tinggi.
4. Kesimpulan
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Jurnal Kreatif Online (JKO) Vol. 9, No. 3, pp.57-65, September 2021
DAFTAR PUSTAKA
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JPFT - volume 9, nomor 2, pp. 55-59, August 2021
Wafila, Syamsu
Department of Physics Education, Faculty of Teacher Training and Education
Univeritas Tadulako, Palu, Indonesia
Keywords Abstract
Understanding Concepts This study aimed to determine the understanding of students' concepts on linear motion in
Learning Styles kinematics based on learning styles. This research was a descriptive-qualitative research. 8
Kinematics respondents who have a high level of conceptual understanding for each learning style involved
Linear Motion in this research. Data were collected using reasoned multiple choice test consisting of 10
questions accompanied by a CRI (Certainty Of Response Index) column, a Kolb learning style
questionnaire, and followed by interviews. Based on the learning style questionnaire, it is
©2021 The Author known that 14.81% of students use a divergent learning style, 14.81% with an assimilator
p-ISSN 2338-3240 learning style, 33.33% use a converger learning style, and students with a dominant learning
e-ISSN 2580-5924 style, namely the accommodator learning style with a percentage by 37.04%. For conceptual
understanding on this topic, the percentage of diverger style, assimilator, and accommodator
style were 50%, 47.5% and 26% respectively.
Received 22 January 2021; Accepted 25 April 2021; Available Online 30 August 2021
*Corresponding Author: wafila048@gmail.com
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sesuai dengan pemahaman yang dimilikinya. karena ketidaksesuaian gaya mengajar guru
Peserta didik yang paham konsep akan mudah dengan gaya belajar peserta didik.
dalam mempelajari materi Fisika yang lebih Proses pembelajaran perlu memberdayakan
kompleks karena materi Fisika yang saling gaya belajar yang sesuai dengan kebutuhan
berkaitan [3]-[4]. siswa sehingga dapat mengoptimalkan hasil
Jika keberhasilan dalam tercapainya tujuan belajar siswa. Selain itu guru juga perlu
pendidikan bergantung pada kegiatan belajar menggunakan model/ strategi/ metode yang
mengajar, maka keberhasilan proses belajar tepat dalam memfasilitasi gaya belajar siswa
mengajar itu sendiri tidak bisa lepas dari gaya yang berbeda masing-masing individu [12].
belajar peserta didik [5]. Informasi mengenai gaya belajar dibutuhkan
Gaya belajar merupakan sebuah pendekatan untuk merancang proses belajar mengajar di
yang menjelaskan mengenai bagaimana kelas, sehingga materi dapat diterima oleh
individu belajar atau cara yang ditempuh oleh peserta didik dengan efektif. Berdasarkan
masing-masing orang untuk berkonsentrasi penjelasan tersebut, peneliti tertarik untuk
pada proses, dan menguasai informasi yang melakukan penelitian yang dapat
sulit dan baru melalui persepsi yang berbeda menggambarkan dan menjelaskan pemahaman
[6]. Gaya belajar yang berbeda-beda yang konsep peserta didik ditinjau dari gaya belajar.
dimiliki oleh siswa mempengaruhi cara
pemecahan masalah [7], dan pemahaman METODOLOGI PENELITIAN
konsep siswa [8]. Contohnya penelitian yang
dilakukan oleh Kadir et al. [9] yang Tujuan dari penelitian ini adalah untuk
menemukan bahwa siswa yang memiliki gaya mengetahui pemahaman konsep peserta didik
belajar visual cenderung memiliki hasil belajar pada materi kinematika gerak lurus ditinjau
Fisika yang lebih tinggi. Akan tetapi, penelitian dari gaya belajar di SMA Lab-School UNTAD.
yang dilakukan oleh Mujazin et al. [10] Penelitian ini bersifat penelitian deskriptif
menemukan bahwa siswa dengan gaya belajar kualitatif, maka sumber data yang diperoleh
dengan yang berbeda jika diberikan perlakuan dari peserta didik dengan memberikan tes
menggunakan metode yang sama ternyata pilihan ganda beralasan, serta diidentifikasi
tidak memberikan pengaruh yang berbeda. menggunakan tes Certainty of Response Index
Ketika siswa tidak merespon proses (CRI) pada peserta didik untuk mengetahui
pembelajaran dengan cara yang dimilikinya pemahaman konsep mereka.
maka tentu akan muncul permasalahan dalam Subjek penelitian adalah peserta didik kelas
proses pembelajaran yang dilakukan, baik X MIA B di SMA Lab-School UNTAD sebanyak
dalam hasil pembelajaran yang kurang 27 orang. Responden yang dilibatkan untuk
maksimal ataupun pemahaman yang minim mendapatkan data-data yang diinginkan dalam
terhadap materi pembelajaran [11]. penelitian ini yaitu 8 orang yang memiliki
Gaya belajar dapat mendukung pemahaman konsep pada kategori tinggi untuk
pembelajaran peserta didik menjadi lebih setiap gaya belajar.
optimal. Akan tetapi, masih banyak peserta Instrumen penelitian ini berupa angket gaya
didik yang belum mengetahui gaya belajarnya belajar, tes pilihan ganda beralasan, dan
sendiri. Padahal jika peserta didik mengetahui wawancara. Angket gaya belajar yang
gaya belajar mereka, maka dapat membantu digunakan adalah angket gaya belajar Kolb
peserta didik dalam proses pembelajaran yang telah digunakan dalam penelitian
sehingga lebih memaksimalkan pembelajaran. sebelumnya [13], yang terdiri dari 12 set
Setiap peserta didik memiliki gaya belajar pernyataan sederhana dilengkapi dengan 4
yang berbeda-beda. Perbedaan gaya belajar pernyataan pelengkap yang telah disesuaikan
yang ada pada peserta didik menggambarkan dengan empat kemampuan belajar peserta
bahwa peserta didik mempunyai masing- didik. Pernyataan yang paling dekat dengan diri
masing cara dalam menerima dan memproses peserta didik diberi skor 4, selanjutnya 3,2, dan
pembelajaran. yang terakhir 1.Tes pemahamn konsep yang
Salah satu tujuan pembelajaran fisika adalah digunakan berupa tes pilihan ganda sebanyak
agar peserta didik memiliki kemampuan dalam 10 soal. Yang mana 5 soal diadaptasi dari
memahami konsep. Kemampuan dalam penelitian yang dilakukan oleh Pujianto [14]
memahami konsep dapat membantu peserta dan 5 soal lainnya diadaptasi dari penelitian
didik dalam mengingat materi ataupuninformasi Khatimah [15].
yang telah didapatkan. Kesulitan menerima dan Untuk mengetahui siswa dalam menjawab
memahami informasi yang dialami oleh peserta tiap soal menggunakan konsep/pengetahuan
didik dalam pembelajaran di kelas terjadi yang dimiliki atau hanya menerka saja maka
untuk tiap item soal, siswa diminta untuk
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mengisi skala CRI. Kedua dilakukan analisis rata-rata persentase pemahaman konsep
jawaban peserta didik untuk membedakan peserta didik pada gaya belajar diverger,
antara paham konsep, miskonsepsi, dan tidak assimilator, konverger, dan akomodator.
tahu konsep. Kategori tingkatan pemahaman ini
didasarkan pada kategori tingkatan Tabel 2. Rata-rata persentase pemahaman konsep peserta
didik untuk setiap gaya belajar
pemahaman.
Rata-rata Persentase Peserta Didik
Ketiga hasil jawaban responden ditabulasi, pada Gaya Belajar Rata-
setiap jawaban pertanyaan ditandai dengan (0 Kriteria
Diverg Assimilato Konverg Akomo rata
atau 1) untuk jawaban salah atau benar dan er r er dator
harga CRI (0 sampai 5). Jumlah total Paham 50 47,50 42,22 26 41,
43
responden yang menjawab pertanyaan secara Tidak 15 30 22,22 38 26,
benar dipilih dengan cara menjumlahkan tanda Paham 31
jawaban benar. Pembagian jumlah ini dengan Miskonsepsi 35 22,50 35,56 36 32,
total jumlah responden peserta tes akan 26
menghasilkan jumlah jawaban benar sebagai
suatu fraksi dari tital jumlah peserta didik. Pembahasan
Keempat dilakukan perhitungan persentase
peserta didik dalam menjawab soal pada Pada Tabel 1 terlihat hasil analisis jawaban
tingkat keyakinannya dalam kelompok kategori responden pada tes pemahaman konsep materi
paham, miskonsepsi, dan tidak paham konsep. kinematika gerak lurus bahwa tingkat
pemahaman konsep peserta didik tergolong
HASIL DAN PEMBAHASAN rendah dengan rata-rata persentase kategori
paham konsep sebesar 41,43%, sedangkan
Hasil Penelitian peserta didik yang tidak paham konsep dengan
rata-rata persentase sebesar 26,31% dan
Berdasarkan data yang diperolah, melalui peserta didik yang mengalami miskonsepsi
jawaban angket gaya belajar yang telah tergolong tinggi yaitu dengan persentase
dikerjakan oleh peserta didik, diperoleh hasil 32,26%.
seperti pada Gambar 1 Berdasarkan distribusi jawaban angket dan
tes pemahaman konsep peserta didik, maka
dilakukan pengelompokkan peserta didik
0%
dengan gaya belajar yang sama, sehingga
dapat dilihat pemahaman konsep peserta didik
15% ditinjau dari gaya belajar. Pada Tabel 2, terlihat
Diverger
37% rata-rata persentase pemahaman konsep
15% Assimilator
peserta didik pada gaya belajar diverger,
Konverger assimilator, konverger, dan akomodator.
33% Akomodator Peserta didik yang paham konsep paling
tinggi adalah peserta didik dengan gaya belajar
diverger, selanjutnya peserta didik dengan gaya
belajar assimilator, gaya belajar konverger dan
peserta didik yang paham konsep paling rendah
Gambar 1. Diagram Gaya Belajar Peserta Didik Kelas X Mia adalah peserta didik dengan gaya belajar
B Sma Labschool Untad akomodator.
Analisis data mengungkapkan bahwa
peserta didik dengan gaya belajar diverger
Hasil tes pemahaman konsep dapat dilihat memiliki pemahaman konsep yang lebih baik
pada Tabel 1. daripada peserta didik dengan gaya belajar lain.
Hal ini dapat disebabkan peserta didik dengan
Tabel 1. Hasil tes pemahaman konsep peserta didik
Tidak Paham
dengan gaya belajar diverger lebih unggul
Paham Konsep Miskonsepsi dalam melihat situasi konkret dari banyak sudut
Konsep
41,43% 26,31% 32,26% pandang yang berbeda. Ingin segera
mengalami suatu pengalaman, misalnya
Berdasarkan distribusi jawaban angket dan memecahkan suatu persoalan dan tidak takut
tes pemahaman konsep peserta didik, maka untuk mencoba [6]. Peserta didik dengan gaya
dilakukan pengelompokkan peserta didik belajar ini lebih menyukai tugas belajar yang
dengan gaya belajar yang sama, sehingga menuntutnya untuk mencurahkan berbagai ide-
dapat dilihat pemahaman konsep peserta didik ide.
ditinjau dari gaya belajar. Pada Tabel 2, terlihat
57
Jurnal Pendidikan Fisika Tadulako Online Vol. 9, No. 2, pp. 55-59, August 2021
Peserta didik dengan gaya belajar assimilator yang termasuk dalam kategori paham konsep
telah memiliki konsep abstrak dan melakukan sebesar 77,8% dengan memilih pilihan jawaban
pendekatan masalah dengan logika serta d (seorang anak mengendarai motor dengan
memiliki pemikiran yang logis, singkat dan kecepatan tetap). Sebagian responden memilih
jelas. Peserta didik dengan gaya belajar ini pilihan b (mobil sport melaju dengan kecepatan
memiliki kelebihan dalam hal pemahaman dari berubah-ubah). Hasil analisis jawaban tertulis
berbagai sajian informasi yang didapatkannya responden dengan didukung hasil wawancara
dari berbagai sumber. Dalam pembelajaran di dapat disimpulkan bahwa seorang anak
kelas, peserta didik lebih suka membaca, mengendarai motor dengan kecepatan tetap
mengajar, mengeksplorasi model analitis dan merupakan gerak lurus beraturan. Dimana
memanfaatkan waktu untuk memikirkan gerak lurus beraturan merupakan gerak suatu
berbagai hal secara mendalam [5]. Sehingga benda yang lurus dengan kecepatan yang
pemahaman konsep peserta didik dengan gaya tetap.
belajar assimilator lebih baik daripada peserta Berdasarkan hasil penelitian, terlihat bahwa
didik dengan gaya konverger dan akomodator. rata-rata persentase peserta didik yang paham
Gaya belajar peserta didik dengan gaya konsep terbilang rendah yaitu 41,43%,
belajar konverger memiliki kemampuan yang sehingga masih banyak peserta didik yang tidak
baik dalam memecahkan masalah dan paham konsep dan mengalami miskonsepsi.
pengambilan keputusan, mereka menyukai
aplikasi praktek dan belajar dengan bertindah. KESIMPULAN DAN SARAN
Sehingga pemahamn konsep peserta didik
dengan gaya belajar konverger ini lebih baik Berdasarkan analisa data yang dilakukan
dari peserta didik dengan gaya belajar terhadap angket gaya belajar maka dapat
akomodator. disimpulkan bahwa gaya belajar peserta didik
Peserta didik dengan gaya belajar dominan pada gaya belajar akomodator
akomodator cenderung untuk bertindak 37,04% dan gaya belajar konverger 33,33%,
berdasarkan intuisi atau dorongan dari hati 14,81% peserta didik dengan gaya belajar
daripada berdasarkan analisis logis [6]. Hal ini diverger dan assimilator. Konsepsi peserta didik
yang menyebabkan peserta didik yang paham materi kinematika gerak lurus ditinjau dari gaya
konsep pada gaya belajar ini terbilang rendah. belajar diverger, assimilator, konverger, dan
Pada soal indikator menjelaskan peristiwa akomodator cenderung berada pada kategori
gerak lurus dalam kehidupan sehari-hari, miskonsepsi. Peserta didik yang termasuk
peserta didik yang paham konsep sebesar dalam kategori paham konsep dengan
55,6%. Dari hasil wawancara dengan persentase tertinggi dengan gaya diverger
responden gaya diverger, assimilator, sebesar 50%. Peserta didik dengan gaya
konverger, dan akomodator, mereka dapat assimilator dengan kategori paham konsep
menjelaskan bahwa bola sepak yang ditendang sebesar 47,5%, persentase paham konsep
melambung akan membentuk lintasan setengah sebesar 42,22% pada peserta didik dengan
lingkaran sehingga itu bukan merupakan gaya konverger, dan 26% pada peserta didik
contoh dari gerak lurus. Gerak lurus merupakan dengan gaya akomodator.
gerak suatu benda pada lintasan lurus. Pada penelitian ini, peneliti memberikan
Pada soal indikator menganalisis peristiwa beberapa saran, yaitu hendaknya pemahaman
jatuh bebas, dari hasil analisis data diperoleh konsep tidak diabaikan dalam kegiatan belajar
rata-rata peserta didik yang termasuk dalam dan pembelajaran, dan diharapkan peserta
kategori paham konsep sebesar 51,9%. Dari didik dapat memahami gaya belajar yang
hasil wawancara responden dengan gaya dimilikinya dengan baiksehingga dapat
diverger, assimilator, dan akomodator mengoptimalkan pembelajaran di kelas. Selain
memberikan pilihan jawaban yang benar. itu guru dapat menyesuaikan model mengajar
Mereka beralasan bahwa ketika benda Adan B di dalam kelas sesuai dengan gaya belajar yang
berada di atas tanah, kemudian saling dimiliki oleh peserta didik.
dijatuhkan bebas, dengan A lebih dahulu
dijatuhkan baru kemudian B, maka jarak antara
A dan B selama masih bergerak di udara adalah DAFTAR PUSTAKA
tetap. Karena ketika benda dijatuhkan, maka
[1] N. E. Muliawati, “Proses Berpikir Lateral Siswa dalam
benda tersebut akan mempertahankan
Memecahkan Masalah Berdasarkan Gaya Kognitif
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Pada soal indikator menganalisis gerak lurus [2] Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, H.W, &
Krathwohl, D.R., Taxonomy of Educational
beraturan, rata-rata presentase peserta didik
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Objectives: Handbook 1, Cognitive Domain, New Maros”, Karst : Jurnal Pendidikan Fisika dan
York, US: David Mckay, 1956. Terapannya, vol. 3, no. 1, 1-5, 2020.
[3] E. S. Eshun and A. K. Amihere, “A Study of [10] Mujazin, Suparmi, and Sarwanto, “Pembelajaran
Teachers’ Use of Language on Junior High School Fisika Menggunakan Pendekatan Inkuiri Terbimbing
Students’ Conceptual Understanding of Some dengan Metode Eksperimen dan Demonstrasi Diskusi
Mathematics Concepts”, Journal of Education and Ditinjau dari Kemampuan Berpikir dan Gaya Belajar
Practice, Vol.5, No.12, 2014. Siswa”, Jurnal Inkuiri, vol. 5, no. 3, pp.12-25, 2016.
[4] Sari and Suherman, “Penerapan Model Pembelajaran [11] E. Suwi. “Hubungan antara Gaya Belajar Model Kolb
Kooperatif Tipe Think Talk Write Terhadap dan Hasil Belajar Siswa Sekolah Menengah
Pemahaman Konsep Matematika Peserta Didik Kelas Pertama,” Jurnal Pendidikan dan Pembelajaran, vol.
XI MIA SMAN 2 Pariaman”, Jurnal Edukasi dan 3, no. 1, 2018.
Penelitian Matematika, vol. 7, no.4, 2018. [12] N. Sari. “Analisis Kemampuan Berpikir Kritis Siswa
[5] G. Melinda, “Identifikasi Gaya Belajar Model Kolb dengan Gaya Belajar Converger dalam Pemecahan
terhadap Peserta Didik MAN II Yogyakarta,” Jurnal Masalah Matematika pada Materi Segiempat di Kelas
Pendidikan Sains, Vol. 06 No. 01, 47-55, 2018. VII SMP,” Universitas Jambi Fakultas Keguruan dan
[6] M. N. Ghufron dan R. Risnawati, S,Gaya Belajar Ilmu Pendidikan, 2016.
Kajian Teoritik, Yogyakarta, Indonesia: Pustaka [13] A. Pujianto. “Analisis Konsepsi Siswa pada Konsep
Pelajar, 2014. Kinematika Gerak Lurus,” Fakultas Keguruan dan
[7] S. Z. P. Arum and S. Khabibah, “Profil Pemecahan Ilmu Pendidikan Universitas Tadulako: tidak
Masalah Matematika Siswa SMA Ditinjau dari Gaya diterbitkan, 2013.
Belajar Model Honey-Mumford”, Jurnal Ilmiah [14 K. Khatimah. “Pengaruh Model Pembelajaran ARIAS
Pendidikan Matematika, vol.3, no.5, pp. 549–558, Menggunakan Metode Eksperimen Terhadap Hasil
2016. Belajar Fisika Pada Siswa Kelas X SMA Negeri 1
[8] P. N. Aini, S. Hariyani and V. Suwanti, “Analisis Dampal Selatan,” Fakultas Keguruan dan Ilmu
Pemahaman Konsep Matematika Ditinjau dari Gaya Pendidikan Universitas Tadulako: tidak diterbitkan,
Belajar Siswa Menurut Teori Honey Mumford”, Jurnal 2017.
Pendidikan dan Pembelajaran Matematika, vol.6, [15] A. Murfi, “Analisis Gaya Belajar Siswa Berprestasi
no.2, pp. 44-52, 2020. SMAN 1 dengan MAN 1 Yogyakarta Kelas XI,” Jurnal
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Belajar Siswa terhadap Hasil Belajar Fisika SMA PGRI
59
Tersedia secara online Jurnal Pendidikan:
http://journal.um.ac.id/index.php/jptpp/ Teori, Penelitian, dan Pengembangan
EISSN: 2502-471X Volume: 4 Nomor: 3 Bulan Maret Tahun 2019
DOAJ-SHERPA/RoMEO-Google Scholar-IPI Halaman: 302—309
1059
Kemampuan bekerja dengan grafik sangat diperlukan untuk memahami konsep secara mendalam dan mengembangkan
kemampuan umum siswa (McDermott dkk., 2006; McPadden & Brewe, 2017; Susac dkk., 2018). Grafik menjadi bagian
penting dalam komunikasi ilmiah. Sebagai sarana komunikasi, grafik dapat digunakan untuk menyampaikan ide maupun
menginterpretasikan data (Nixon dkk., 2016; Zucker dkk., 2013). Grafik juga dimanfaatkan dalam penyajian data dari hasil
kerja laboratorium (McDermott dkk., 2006).
Kajian penelitian tentang grafik mengungkap kesulitan dalam membaca dan menginterpretasikan grafik (Beichner,
2014; Bollen dkk., 2016; Ceuppens dkk., 2019; McDermott dkk., 2006; Nguyen & Rebello, 2011; Wemyss & van Kampen,
2013). Kesulitan siswa dalam menginterpretasikan grafik digolongkan menjadi dua kategori, yakni siswa kesulitan untuk
menghubungkan grafik ke konsep fisik dan siswa kesulitan menghubungkan grafik ke fenomena yang sesungguhnya
(McDermott dkk., 2006). Pada studi lain siswa kesulitan dalam memaknai kemiringan dan luasan area di bawah kurva
(Ceuppens dkk., 2019; Planinic dkk., 2012; Susac dkk., 2018; Wemyss & van Kampen, 2013). Siswa cenderung menggunakan
ordinat untuk menyelesaikan pertanyaan tentang kemiringan (Beichner, 2014).
Dalam menafsirkan grafik siswa melihat grafik sebagai gambar nyata suatu keadaan. Sebagai contoh siswa diberikan
sebuah grafik kecepatan terhadap waktu dari seseorang yang bersepeda di area bukit. Pada grafik terdapat kurva yang
melengkung menjangkau ketinggian tertentu sehingga kurva melengkung seperti bentuk bukit. Siswa akan menganggap
ketinggian tersebut sebagai bukit yang sesungguhnya (Elby, 2000). Visual objek yang dilihat oleh siswa sangat memengaruhi
informasi yang diperoleh. Seperti yang disampaikan (Beichner, 2014). Penafsiran siswa dalam memaknai grafik memunculkan
kesalahan seperti bentuk garis atau kurva dalam grafik sebagai bentuk gerak objek. Pada kasus ini dikenal dengan istilah what
you see is what you get (WYSIWYG) (Elby, 2000).
Penelitian lain menyatakan siswa yang memiliki pengetahuan grafik matematika lebih baik tidak menjamin
keberhasilan mereka dalam menyelesaikan masalah grafik fisika atau konteks yang lain (Planinic dkk., 2012). Siswa mengalami
kesulitan dalam mentransfer ide matematika yang dimiliki untuk disiplin ilmu yang lain (Christensen & Thompson, 2012).
Sebagai contoh siswa mengenal persamaan garis lurus dalam matematis termasuk menentukan gradien. Ketika siswa
302
303 Jurnal Pendidikan, Vol. 4, No. 3, Bln Maret, Thn 2019, Hal 302—309
dihadapkan pada permasalahan pada fisika siswa tidak lagi menggunakan ide matematis untuk menyelesaikan soal. Pada
konteks lain siswa lebih mudah memahami grafik di matematika karena siswa sangat mengenal dua koordinat x dan y,
sedangkan pada fisika sumbu koordinat dapat diubah menjadi x-t, v-t maupun a-t. Seringkali permasalahan grafik dikaitkan
dengan kemampuan konsep matematis yang dimiliki siswa.
Grafik pada kinematika mencakup grafik posisi, kecepatan, dan percepatan terhadap waktu (Christensen & Thompson,
2012). Pada kinematika grafik menjadi aplikasi dari pengetahuan grafik dalam matematika. Grafik yang dibuat pada kinematika
berbasis keadaan yang lebih natural dari gerakan suatu objek (Hale, 2000). Siswa mengalami kebingungan jika variabel dalam
grafik diubah. Sebagai contoh siswa diminta untuk menentukan grafik percepatan terhadap waktu sesuai sajian grafik kecepatan
terhadap waktu. Kebingungan ini mengakibatkan siswa tidak menggambarkan dengan tepat antar keduanya (Beichner, 2014).
Pada penelitian ini telah didesain pembelajaran kinematika untuk meningkatkan kemampuan grafik. Pembelajaran
kinematika yang dilakukan meliputi langkah-langkah yang diawali dengan pemberian fenomena, mengidentifikasi fenomena
untuk memperoleh data, kemudian dilanjutkan dengan pembentukan model. Fenomena yang disajikan akan memberikan data
posisi dan waktu selama benda bergerak. Data yang diperoleh siswa selanjutnya dibentuk ke dalam grafik posisi terhadap waktu,
kecepatan terhadap waktu, dan percepatan terhadap waktu. Selama pembentukan grafik siswa dilatihkan untuk terbiasa
memperoleh data terlebih dahulu. Setelah data didapatkan siswa dibiasakan untuk menentukan sumbu koordinat vertikal dan
horizontal agar lebih mudah dalam membuat grafik. Artikel ini difokuskan pada efektivitas pembelajaran dalam meningkatkan
kemampuan siswa bekerja dengan grafik.
METODE
Pelaksanaan penelitian melibatkan subjek penelitian sebanyak 58 siswa SMA N 5 Malang yang berada di kelas X dan
sedang menempuh materi kinematika. Kemampuan siswa bekerja dengan grafik diuji dengan soal pilihan ganda. Siswa
diberikan sembilan soal terkait grafik posisi, kecepatan dan percepatan terhadap waktu (Tabel 1). Keseluruhan butir soal
merupakan soal yang valid dengan validitas antara 0,177—0, 479. Selain memilih jawaban yang benar, siswa diminta untuk
memberikan alasan mengapa memilih opsi tersebut.
Analisis data dilakukan berdasarkan respons siswa menjawab soal-soal yang diberikan ketika pretest dan posttest.
Untuk melihat perubahan siswa, skor pretest dan posttest dianalisis dengan menggunakan normalized gain (Hake, 2008). Data
kualitatif yang diperoleh dari alasan siswa akan dikelompokkan sesuai dengan alasan yang sejenis. Analisis jawaban siswa
digunakan untuk mengetahui pergeseran pemikiran siswa dalam menjawab soal setelah diterapkan pembelajaran.
HASIL
Pembelajaran yang dilaksanakan pada materi kinematika memuat adanya kemampuan representasi berupa grafik.
Pembelajaran ini dilakukan untuk membantu siswa dalam meningkatkan kemampuan bekerja dengan grafik yang diukur dengan
instrumen tes. Tes tersebut diberikan sebagai pretest dan posttest untuk melihat adanya peningkatan kemampuan siswa bekerja
dengan grafik. Hasil analisis statistik deskriptif nilai siswa pada pretest dan posttest tersaji pada tabel 1.
Hidayah, Sutopo, Wisodo, Meningkatkan Kemampuan Bekerja… 304
Perhitungan statistik deskriptif nilai pretest dan posttest sangat jelas menunjukkan adanya perubahan siswa yang
semakin meningkat. Hasil skewness pada tabel 1 menunjukkan data tersebut dapat diasumsikan bahwa setidaknya berdistribusi
mendekati normal karena berada pada rentang -1 sampai 1 (Morgan, Leech, Gloeckner, & Karen C. Barrett, 2004). Selanjutnya
dilakukan uji beda dengan paired sample t-test yang hasilnya menunjukkan antara skor pretest dan pottest terdapat perbedaan
yang signifikan. Peningkatan perolehan siswa dari pretest ke posttest dapat dilihat dari hasil N-Gain ternormalisasi sebesar 0,25
termasuk kategori sedang (Hake, 2008) dengan Cohen’s d-effect size 1,26 artinya kekuatannya sangat kuat (Morgan dkk., 2004).
Peningkatan yang signifikan juga dapat dilihat berdasarkan persentase jumlah siswa yang menjawab benar saat pretest dan
posttest seperti disajikan tabel 2.
PEMBAHASAN
Pembelajaran yang diterapkan memberikan hasil positif untuk meningkatkan kemampuan siswa dalam bekerja dengan
grafik. Siswa dapat menunjukkan pergeseran pemahaman dari pretest ke posttest menjadi lebih baik. Untuk lebih jelasnya akan
diuraikan sesuai jenis grafik sebagai berikut.
Pada soal yang disajikan gambar 1 jumlah siswa menjawab benar pilihan D saat pretest hanya sembilan orang (16%).
Kesembilan siswa tersebut tidak memberikan alasan dalam menjawab soal. Sehingga tidak dapat diketahui dengan pasti
bagaimana pemikiran siswa menyelesaikan soal tersebut. Sebaran pilihan jawaban siswa yang memilih opsi A sebesar 19%,
opsi B 7%, opsi C 47%, serta siswa tidak menjawab sebanyak 12%. Opsi pilihan jawaban terbanyak yang dipilih siswa adalah
305 Jurnal Pendidikan, Vol. 4, No. 3, Bln Maret, Thn 2019, Hal 302—309
opsi C dengan jumlah 27 siswa (47%). Sebanyak empat belas siswa memberikan alasan bahwa “grafik dimulai dari negatif ke
positif sehingga terjadi perubahan arah gerak”. Tiga siswa memberikan alasan “di saat t=10 benda diam karena berada di
x=0m”. Pemahaman pada siswa yang menjawab salah pada pretest terpengaruh pada efek WYSYWIG (Elby, 2000), serta
kesalahan memaknai tanda positif dan negatif untuk grafik posisi terhadap waktu. Setelah dilakukan pembelajaran siswa mulai
menggeser pilihan jawaban ke opsi jawaban yang benar yang dapat dilihat pada tabel 3.
Pilihan jawaban yang benar mengalami peningkatan dari 9 menjadi 20 orang. Siswa yang menjawab benar
memberikan alasan “perpindahan diperoleh dari posisi akhir dikurangi posisi awal”. Siswa mampu menggunakan persamaan
perpindahan yakni ∆𝑥⃗ = 𝑥𝑓 − 𝑥𝑖 untuk menyelesaikan soal. Sebanyak 36 siswa (62%) memilih pilihan salah (opsi C). Sebagian
besar siswa beralasan “saat di t=10 posisi benda ada di 0 sehingga benda berhenti”. Hal ini menunjukkan bahwa siswa masih
belum bisa menghilangkan efek WYSYWIG dalam menginterpretasi grafik.
Soal pada gambar 3 merupakan soal yang disajikan pada nomor 4. Jumlah siswa menjawab benar (opsi B) saat pretest
sebanyak 29 siswa (50%). Siswa yang menjawab benar memberi respons, yakni sebanyak tujuh siswa beralasan “garis kurva
pada grafik C bergerak naik dengan lintasan menanjak dan titik akhir berhenti di titik tertinggi atau terjauh”. Satu orang yang
lain beralasan “Meskipun grafik C diawali dari kecepatan nol, dapat menyusul dengan cepat sehingga kecepatannya sama pada
t=10”. Meskipun alasan yang disampaikan siswa kurang sesuai, namun dengan pemikiran tersebut siswa dapat menjawab benar.
Distribusi persentase siswa menjawab masing-masing pilihan jawaban, yaitu pilihan A 3%, pilihan C 31% , pilihan D
10%, dan tidak menjawab 5%. Pilihan jawaban C menjadi pilihan yang cukup banyak dipilih siswa. Siswa yang menjawab
pilihan C sebanyak lima siswa beralasan bahwa “ketiga kendaraan berada pada titik yang sama yakni di t=10s”.
Pembelajaran grafik pada kinematika yang dilakukan mengajarkan siswa memberikan makna pada grafik. Siswa
diajarkan untuk menghitung kemiringan dengan persamaan matematis pada grafik x-t dan v-t. Selanjutnya, siswa diminta untuk
mengecek hasil perhitungan dan diberikan penjelasan bahwa kemiringan grafik x-t menunjukkan besar kecepatan dan
kemiringan grafik v-t menunjukkan percepatan. Pergeseran jawaban siswa setelah pembelajaran dapat dilihat pada tabel 4.
Hidayah, Sutopo, Wisodo, Meningkatkan Kemampuan Bekerja… 306
Setelah pembelajaran siswa menggeser jawaban ke pilihan B. Jumlah siswa menjawab benar saat posttest meningkat
menjadi 39 siswa. Alasan siswa menjawab benar yakni “kurva pada grafik C lebih curam dibandingkan grafik A dan B hal ini
menunjukkan percepatan C lebih besar”. Pada butir soal grafik kecepatan terhadap waktu terdapat dua soal yang mengalami
penurunan jumlah siswa menjawab benar saat posttest (nomor 5 dan 7). Sebagai contoh soal nomor 7 disajikan pada gambar 3
berikut.
Jumlah siswa yang menjawab pilihan benar (Opsi C) saat pretest sebanyak sembilan siswa (16%). Tiga siswa
memberikan alasan “grafik B sesuai dengan informasi data pada deskripsi soal” dan siswa lain tidak memberikan jawaban.
Ketika posttest siswa menjawab benar menurun menjadi lima siswa (7%). Hanya satu siswa yang mempertahankan pilihan pada
opsi C. Pergeseran jawaban siswa setelah pembelajaran dapat dilihat pada tabel 5.
Siswa yang menjawab pilihan A memberikan respons “berdasarkan deskripsi jelas bahwa saat bola dijatuhkan posisi
awal bola ada di atas kemudian ke bawah dan memantul lagi ke atas”. Repsons jawaban siswa tersebut menunjukkan bahwa
mereka mempunyai pemikiran deskripsi masalah tersebut jika dalam kenyataan sesungguhnya fenomenanya akan menjadi
grafik pada pilihan A. Siswa menganggap gerakan benda bergerak melintasi sepanjang kurva grafik sehingga saat membaca
informasi dari grafik, siswa langsung memberikan pernyataan sesuai dengan keadaan grafik. Pada kasus ini, siswa kesulitan
menangkap informasi yang tersaji pada grafik sehingga untuk menjelaskan keadaan grafik masih mengalami kesulitan. Respons
ini menunjukkan bahwa apa yang dilihat siswa sesuai dengan deskripsi maka seperti itulah jawabannya atau dikenal dengan
istilah WYSIWYG (Elby, 2000). Siswa yang memiliki intuisi ini mengedepankan visual dengan membayangkan fenomena ke
dalam realita.
Siswa yang memilih B menyatakan bahwa “terjadi perubahan arah saat memantul”. Pilihan ini sudah mendekati pada
konsep kecepatan yang mana merupakan besaran vektor sehingga dalam geraknya melihat arah juga. Siswa juga memahami
bahwa perbedaan kurva yang melalui sumbu positif dan negatif memiliki perbedaan arah gerak. Siswa selama pembelajaran
siswa mulai terbiasa menerapkan arah untuk kecepatan. Namun, kesalahan siswa terletak pada skala yang tertera pada grafik.
Jawaban lain yang banyak dipilih siswa adalah pilihan D dengan respons menjawab “saat benda dijatuhkan dari
ketinggian tertentu kecepatan awal benda adalah nol semakin ke bawah semakin tinggi dan setelah memantul kecepatannya
seperti kecepatan awal”. Konsep ini merupakan konsep yang benar untuk mengidentifikasi gerak benda pada fenomena nomor
7. Namun, siswa melupakan arah kecepatan yang seharusnya juga diidentifikasi untuk membuat grafik kecepatan terhadap
waktu.
Jumlah siswa menjawab pilihan benar sebanyak sembilan siswa (16%) saat pretest. Satu siswa memberikan alasan
“bentuk grafik lurus ke kanan”, dua siswa memberikan alasan “percepatan konstan sebesar -5m/s2” dan selebihnya tidak
memberikan alasan. Kedua alasan tersebut diperoleh siswa dengan menganalisis grafik yang disajikan. Analisis yang dipakai
terpengaruh dengan efek WYSYWIG (Elby, 2000), meski sudah cukup baik siswa dapat menangkap informasi besar percepatan
setiap waktu dari grafik. Distribusi pilihan yang dipilih siswa yakni opsi B 5%, opsi D 76% dan tidak menjawab 3%. Siswa
yang memilih pilihan D sebanyak 28 siswa beralasan “kecepatan benda konstan grafiknya lurus tidak berubah”. Hasil
pemikiran siswa menandakan siswa tidak benar-benar mengerti perbedaan antara kecepatan dan percepatan. Pergeseran jawaban
siswa setelah pembelajaran dapat dilihat pada tabel 6.
Siswa menjawab benar saat posttest menjadi 23 siswa (40%). Siswa lebih mudah menginterpretasikan makna grafik
percepatan terhadap waktu karena telah memiliki pengalaman selama pembelajaran. Saat pembelajaran siswa diminta untuk
menggambarkan grafik percepatan pada gerak lurus beraturan dan gerak lurus berubah beraturan sehingga siswa lebih mudah
mengenali dan mendeskripsikan grafik percepatan terhadap waktu.
Ditinjau dari keseluruhan butir soal yang diujikan pada siswa untuk bekerja dengan grafik pada kinematika siswa mulai
terbiasa dengan grafik setelah pembelajaran. Siswa juga menganggap bekerja dengan grafik pada kinematika merupakan
pengalaman yang baru terlepas dari grafik yang biasa didapatkan dalam matematika. Siswa lebih mudah untuk mengenali grafik
yang besarnya tetap ataupun bergerak naik secara konstan. Jika dalam suatu grafik tersaji kurva campuran siswa masih kesulitan
menginterpretasikan dan membaca grafik tersebut. Sangat penting bagi pengajar untuk membiasakan siswa membaca dan
memaknai grafik terlebih dahulu.
SIMPULAN
Pentingnya grafik dalam menyampaikan informasi maupun konteks penting dalam menginterpretasikan suatu data
terkadang seringkali kurang diperhatikan. Siswa akan cenderung menghadapi kesulitan untuk memaknai dan mendeskripsikan
informasi dari grafik. Grafik yang dipelajari pada kinematika dapat dijadikan pengembangan dan aplikasi pengetahuan grafik
yang dimiliki siswa pada matematika. Kesalahan-kesalahan siswa dalam memaknai grafik dapat diperbaiki melalui
pembelajaran kinematika. Meskipun tidak seluruhnya memberikan hasil yang meningkat, secara umum sudah mampu
membantu siswa untuk memperbaiki dan meningkatkan kemampuan siswa menggunakan representasi grafik. Perlu
diterapkannya pembelajaran yang dapat menekankan dan melatih siswa untuk membuat representasi grafik. Langkah awal yang
dapat dilakukan yakni dengan membiasakan siswa mengenali dan membaca grafik.
DAFTAR RUJUKAN
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when Solving x (t) Problems in 1D Kinematics and y (x) Problems in Mathematics. Physical Review Physics
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Physics Context. Physical Review Special Topics - Physics Education Research, 8(2).
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Jurnal SPORTIF: Jurnal Penelitian Pembelajaran
Vol. 6 No. 3, Desember 2020, pp. 674-683
https://doi.org/10.29407/js_unpgri.v6i3.14785
Correspondence author: I Dewa Made Aryananda Wijaya Kusuma, Universitas Negeri Surabaya,
Indonesia.
Email: dewawijaya@unesa.ac.id
PENDAHULUAN
Permainan futsal merupakan permainan dengan intensitas yang
tinggi, dimainkan dilapangan yang berukuran kecil dan dilakukan dengan
cepat. Menurut Mulyono (2017) teknik dasar futsal terdiri dari passing,
control, chipping, dribbling, shooting, tendangan ujung kaki, heading,
teknik menangkap bola, dan melempar bola. Dengan karakter yang cepat,
setiap pemain harus mampu memindahkan bola dengan cepat pula
sehingga dibutuhkan teknik passing yang berkualitas. Pendapat tersebut
sesuai dengan penelitian Prastyo, Sugiyanto, & Doewes (2017), yang
menyatakan bahwa untuk dapat bermain futsal dengan ritme yang baik
dan dapat memenangkan permainan, maka seorang pemain wajib
menguasai teknik dasar. Menurut Irawan (2009), teknik passing bertujuan
untuk memindahkan bola dari satu pemain ke pemain lainnya, sehingga
dapat teknik passing sangat dibutuhkan pada permainan yang menuntut
kerjasama tim.
Dalam rangka mengetahui dan mengevaluasi gerakan teknik
passing yang benar terdapat suatu analisis gerak yang dinamakan
biomekanika olahraga. Menurut Ferdinands, Kersting, & Marshall (2013),
ilmu yang mengkaji struktur dan fungsi sistem biologis yang ditinjau dari
sistem mekanika dinamakan biomekanika. Selain itu menurut Knudson
(2007) biomekanika merupakan studi tentang gaya eksternal dan internal
yang dapat mengintervensi tubuh manusia serta dampaknya. Dengan
pengaplikasian biomekanika dalam olahraga, dapat meningkatkan
performa serta mencegah terjadinya cedera saat olahraga, sehingga
prestasi yang maksimal akan tercapai (Mun, Suh, Park, & Choi, 2015).
Dalam pengaplikasian biomekanika olahraga terdapat beberapa jenis
analisis yang dapat dilakukan, diantaranya analisis 2D, 3D, dan analisis
kerja otot. Pemilihan jenis analisis yang dilakukan sangat bergantung
pada kesiapan alat yang dimiliki serta kedalaman analisis yang akan
dilakukan. Analisis 2D merupakan analisis yang sering digunakan, karena
dapat dilakukan menggunakan satu kamera dan aplikasi movement
analysis. Agar dapat menganalisis passing pada permainan futsal, hal
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675 6 (3) 2020 | 674-683
I Dewa Made Aryananda Wijaya Kusuma
Kinematika gerak yang mempengaruhi kecepatan bola pada teknik passing permainan
futsal
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ISSN : 2477-3379 (Online)
ISSN : 2548-7833 (Print)
METODE
Partisipan
Pengambilan sampel menggunakan teknik purpose sampling
(Mahardika, 2015), dengan sampel yang berjumlah berjumlah 10 orang
pemain futsal yang tergabung pada Unit Kegiatan Mahasiswa (UKM)
cabang olahraga futsal di Universitas Negeri Surabaya.
Metode
Metode korelasi digunakan pada penelitian ini karena bertujuan
untuk mengetahui hubungan antar variabel, teknik analisis data
menggunakan uji normalitas, uji regresi berganda, dan perhitungan
sumbangan efektif (SE) (Sugiyono, 2016).
Instrumen
Instrumen yang digunakan dalam pengambilan data adalah aplikasi
perangkat lunak bernama Kinovea versi 0.8.27, kamera Digital Single
Lens Reflex 600D, dan 1200D dengan frame rate 60 FPS. Tempat
pengambilan data dilaksanakan di lapangan Nisrina Futsal Center
Surabaya.
Parameter Kinematika Gerak
Untuk mengetahui karakteristik mekanika teknik passing pada
permainan futsal, maka dibuatkan pembuatan model sesuai dengan
prinsip anatomi gerak yaitu pada sendi lutut (hinge joint). Sendi ini memiliki
satu karakteristik gerakan yaitu flexion dan extension.
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Kinematika gerak yang mempengaruhi kecepatan bola pada teknik passing permainan
futsal
Knee Extension
Knee Flexion
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ISSN : 2548-7833 (Print)
HASIL
Hasil analisis aplikasi perangkat lunak Kinovea meliputi jarak
lintasan forward swing, knee angle, dan knee angular velocity, serta
kecepatan bola yang ditunjukkan pada tabel 1 dibawah ini.
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Kinematika gerak yang mempengaruhi kecepatan bola pada teknik passing permainan
futsal
PEMBAHASAN
Dari hasil penelitian yang didapatkan menunjukkan bahwa panjang
lintasan forward swing hingga impact, knee angle, knee angular velocity,
secara simultasn memberi kontribusi pada kecepatan bola dalam
permainan futsal. Apabila dikaitkan dengan prinsip impuls, maka untuk
menghasilkan impuls yang besar dibutuhkan perkalian antara kekuatan
(K) dan lamanya waktu pengerahan kekuatan/awalan (t). Untuk
meningkatkan impuls pada gerakan mengayun, maka yang diperbesar
adalah t (Sudarmada & Wijaya, 2015). Lamanya waktu pengerahan
kekuatan dapat dihasilkan dari knee angel yang kecil sehingga, ketika
atlet knee angel menunjukkan sudut yang kecil, maka akan terbentuk
lintasan forward swing yang relatif lebih panjang. Dengan perpaduan
kedua komponen tersebut, maka akan meningkatkan lamanya waktu
pengerahan kekuatan. Pernyataan tentang knee angel didukung oleh
penelitian Ulum, Rubiono, & Sartika (2019) yang menemukan bahwa
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ISSN : 2477-3379 (Online)
ISSN : 2548-7833 (Print)
KESIMPULAN
Kesimpilan yang dapat ditarik dari penelitian ini yaitu panjang
lintasan forward swing hingga impact, knee angle, dan knee angular
velocity memiliki kontribusi yang sangat kuat terhadap kecepatan bola
pada teknik passing, namun komponen knee angular velocity yang
memiliki kontribusi yang paling besar.
REFERENSI
Charmant, (2018) Kinovea (Version 0.8.27) [Computer software]. Available
from http://www.kinovea.org/
Barbieri, Fabio A., Gobbi, L. T. B., Santiago, P. R. P., & Cunha, S. A.
(2010). Performance comparisons of the kicking of stationary and
rolling balls in a futsal context. Sports Biomechanics.
https://doi.org/10.1080/14763141003690211
Ferdinands, R. E. D., Kersting, U. G., & Marshall, R. N. (2013). A twenty-
segment kinematics and kinetics model for analysing golf swing
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681 6 (3) 2020 | 674-683
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Kinematika gerak yang mempengaruhi kecepatan bola pada teknik passing permainan
futsal
https://doi.org/10.29407/js_unpgri. v6i3.14785
682 6 (3) 2020 | 674-683
Jurnal SPORTIF: Jurnal Penelitian Pembelajaran, 6 (3) 2020 | 674-683
ISSN : 2477-3379 (Online)
ISSN : 2548-7833 (Print)
https://doi.org/10.29407/js_unpgri. v6i3.14785
683 6 (3) 2020 | 674-683
available online at http://journal.uny.ac.id/index.php/jolahraga
Cepero, Ona, & Gutierrez (2000) in his investi- for 8-12 years. They are undergraduate students
gation which recorded that 41% of score during who are majoring in basketball training in Wuhan
Spanish Basketball League were obtained from Sports University (practice hours 12.75±1.893
jump shot and its variation. h/week). They are member of college basketball
Given the importance of jump shot, many team. None of the experienced participants were
studies have adopted this technique into various professionals. The less-experienced basketball
biomechanical study and analyses, while only players are undergraduate students other than
few studies have observed whole body kinematic from basketball major (practice hours 5.5±1 h/
trait during jump shot execution. Comparative week). None of thfe less-experienced participants
study also been performed to address effect of had received special training in basketball.
different distance, ball size, and gender on jump However, they have been engage with basketball
shot kinematic characteristic. However, no study as a recreational sports for maximum 3 years. All
had been established to link between kinematic participants declared no presence of injury prior
traits during jump shot execution with player to data obtaining procedure. They were all wear-
experience at collegiate level. To date, kinematic ing basketball shoes typically used for practice
study has been made progress and proved to be and competition. Additionally, all participants
beneficial to analyse every motion involved in were required to give their informed consent for
sport skills. participation on the experiment after being
Kinematic markers can help to understand explained of the aim and associated risk for this
functional alterations in movement selection used study. The Ethics Committee on Sports and
in target-related task (Button, Macleod, Sanders, Exercise Research of The Wuhan Institute of
& Coleman, 2003), for instance, in different Physical Education approved this study.
distance of shooting, kinematic adjustment had All participants were instrumented with
reached a complete technical combination both thirty-six reflective markers (9-mm in diameter)
the vertical displacement and horizontal displace- attached to the anatomical landmarks of each
ment task with strategy of higher speed of release subject’s body: right and left frontal and parietal
and lower angle of release (Okazaki & Rodacki, bone intersection, right and left back head, 7th
2012). To our knowledge, it is still unknown how cervical vertebrae, 10th thoracic vertebrae,
player experience determining the selection of clavicle (sternal end), right back (infraspinous
movement strategy during the jump shot exe- fossa), right and left acromion process, right and
cution. Hence, the objective of this investigation left medial forearm, right left olecranon, right and
is to mark the kinematic differences between left medial forearm, right and left styloid process
experienced players and less-experienced players of radius and ulna, right and left 3rd metacarpal,
in collegiate level basketball players regarding of right and left anterior iliac spine, right and left
mid-range basketball jump shot. This research posterior iliac spine, right and left thigh, right and
came up with hypothesis that there are left knee, right and left lateral tibia, right and left
differences on kinematical profile between lateral malleolus, right and left posterior
experienced and less-experienced player during calcaneal tuberosity, right and left 3rd metatarsal.
execution of mid-range basketball jump shot. Markers were utilized to established subject’s 3D
model for further kinematic analysis.
METHODS
Experiment was conducted in standard
Participants and Experimental Design indoor basketball court with eight-camera, Vicon
The investigation was organized among 8 MX system (Vicon®, Oxford, UK) was utilized to
collegiate basketball players. Four experienced record kinematic data from participants’ body.
basketball players were characterized by the Cameras were positioned on half-court around
following mean properties (±SD): body height subject’s standing position on the free-throw area
178.50±6.03cm, body mass 71±6.58 kg, age to capture jump shot movement from the subject.
19.25±0.5 years and four less-experienced A frame rate of 100 Hz was used in this
players (height 178.25±8.06cm; body mass experiment. Participants were requested to do ten
68.75±8.81kg; age 19.75±1.50 years). All of the jump shot from stationery position in the free
participants were right-handed shooters and throw area or 4.6 m distance from the backboard
familiar with jump shot technique. They were since it was determined from previous study that
considered having a normal BMI. The experienc- mid-range jump shot provide the most accuracy
ed basketball players had took part in basketball percentage (Okazaki & Rodacki, 2012).
Participants were inquired to do warm-up and
Copyright © 2018, Jurnal Keolahragaan, ISSN 2339-0662 (print), ISSN 2461-0259 (online)
Jurnal Keolahragaan 7 (1), 2019 - 3
Agam Akhmad Syaukani, Li Chun Yan
familiarisation before data collection. They were riables between two groups of subject. Assumpt-
also asked to take their own pace while perform- ion test was previously taken to determine data
ing the jump shots. In order to ease kinematical normality using K-S and homogeneity using
analysis process, one successful jump shot of levene test. Statistical analysis was organized
every subject during data recording, defined as using IBM SPSS Statistic 23 for Windows
the ball executed with jumping and shooting goes (SPSS, Chicago, Ill). The statistical significance
into the basket as a result of jump shot were of difference was established with a 5% margin
selected as the object of analysis. Further kine- of error (p˂0.05).
matic analysis to determine movement pattern
RESULTS AND DISSCUSSION
were conducted among several variables around
the ankle, knee, hip, trunk, shoulder, elbow, and Results
wrist joints and the following determined According to data normality test using
variables: (1) temporal series of angular displace- Kolmogorov Smirnov (K-S) data found in this
ment and velocity; (2) joint range of motion; (3) study were following a normal distribution (p-
movement duration, (4) minimum and maximum value>α). Regarding on temporal parameters,
joint angular displacement, (5) minimum and there is no significant difference observed on
maximum joint angular velocity. The joint angles shooting duration and percentage of total
kinematic profile were measured continuously duration between two groups. (Table 1). Table 2
regardless of the movement phase involved. shows mean of angular displacement from seven
Movement phase was identified during data joint angles related to jump shot during
extraction. The only focus on this study is sub- preparatory, action, and follow-through (shortly
ject’s kinematic trait during jump shot after ball leaves the hand) phase between groups.
performance. Therefore, no reflective markers The mean angular displacement of right shoulder
were placed on the ball. However, an inflated joint during preparatory phase of the experienced
standard basketball (size 7) officially permitted group and that of the less-experienced group was
by the International Basketball Federation -10.3±14.7o and 25.9±13.7o, respectively. The
(FIBA) was used. mean angular displacement of right shoulder joint
Data Analysis during preparatory phase of the experienced
group was significantly larger than that of the
The Vicon® camera captured 100 frames
less-experienced group (P < 0.05). The mean
per second and literally to be the raw data
angular displacement of right wrist joint during
material for further kinematic analysis utilized
action phase of the experienced group and that of
designed software. Reconstructed three-
the less-experienced group was -145.9±40.3o and
dimensional model of all reflective markers were
-42.2±22.6o, respectively. The mean angular
documented using Vicon® Nexus 2.2. The
displacement of right wrist joint during action
recorded spatial coordinates were subsequently
phase of the experienced group was significantly
used to calculate relative segment orientation
larger than that of the less-experienced group (P
angles as well as global coordinate orientation
< 0.05).
angles. Joint kinematics were assessed with the
Table 3 shows mean of angular velocity
Plug in Gait’s calculation protocol (Vicon®,
from seven joint angles related to jump shot
Oxford, UK) according to the Newington-Helen
during preparatory, action, and follow-through
Hayes gait simulation that computed joint
phase between groups. The mean angular
kinematics from XYZ marker positions and
velocity of hip joint during preparatory phase of
particular subject anthropometric quantity
the experienced group and that of the less-
(Michaud-Paquette, Magee, Pearsall, & Turcotte,
experienced group was 41.0±11.6 o/s and
2011). Within data cal-culation process, during
98.7±31.6 o/s, respectively. The mean angular
Plug in Gait’s protocol, 3-D reconstructed stick
velocity of hip joint during preparatory phase of
frame of subject’s anatomy were subsequently
the experienced group was significantly slower
being digitized based on their XYZ coordinate
than that of less-experienced group (P < 0.05).
position and being imported to Microsoft® Excel
The mean angular velocity of ankle joint during
output for further statistical analysis.
action phase of the experienced group and that of
Statistical Analysis the less-experienced group was -159.5±27.3 o/s
and -110.0±20.8 o/s, respectively. The mean
One-way ANOVA was used to address the
angular velocity of ankle joint during action
potential significant differences in kinematic va-
Copyright © 2018, Jurnal Keolahragaan, ISSN 2339-0662 (print), ISSN 2461-0259 (online)
Jurnal Keolahragaan 7 (1), 2019 - 4
Agam Akhmad Syaukani, Li Chun Yan
phase of the experienced group was significantly Figure 1 shows the time-series changes of
faster than that of less-experienced group (P < mean joint angular displacement of the right-
0.05). The mean angular velocity of right elbow wrist joint and right-shoulder joint between
joint during action phase of the experienced experienced group and less-experienced group
group and that of the less-experienced group was during jump shots performance. Figure 2 shows
-149.6±33.3 o/s and -80.2±36.0 o/s, respectively. the time series changes of mean joint angular
The mean angular velocity of right elbow joint velocity of the ankle joint and hip joint between
during action phase of the experienced group was experienced group and less-experienced group
significantly faster than that of less-experienced during jump shots performance. Figure 3 shows
group (P < 0.05). The mean angular velocity of the time series changes of mean joint angular
right wrist joint during action phase of the velocity of right-elbow joint, and right-wrist joint
experienced group and that of the less- between experienced group and less-experienced
experienced group was -182.8±35.7 o/s and - group. The selected joint angle displayed in
80.2±36.0 o/s, respectively. The mean angular Figure 1, Figure 2, and Figure 3 has showed
velocity of right wrist joint during action phase of significant difference with p-value<0.05.
the experienced group was significantly faster
than that of less-experienced group (P < 0.05).
Table 1. Selected Temporal Parameters (mean ± s)
Experienced Less-experienced p-value
Duration of phases (.10-2s)
Preparatory 49±12.7 27.8±12.1 .05
Action 67±15.2 78.8±15.8 .32
Follow-through 35.8±4.3 33.5±0.6 .35
Total 155±14.3 140±10.1 .14
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Jurnal Keolahragaan 7 (1), 2019 - 5
Agam Akhmad Syaukani, Li Chun Yan
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Agam Akhmad Syaukani, Li Chun Yan
Figure 1. Temporal course of changes in mean joint angle during (a) right-shoulder flexion (+)-
extension, and (b) right-wrist flexion (+) -extension in each group.
Figure 2. Temporal course of changes in mean joint angle during (a) hip flexion (+)- extension, and (b)
ankle flexion (+)- extension.
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Agam Akhmad Syaukani, Li Chun Yan
Okubo & Hubbard (2015) revealed that velocity during preparatory phase of shooting
shoulder flexion-extension contributes to the jump shot (Table 3). The experienced group was
vertical component of release velocity of the ball found to have slower hip flexion as compared to
while elbow and wrist actions mostly contribute their less-experienced counterparts. The time-
to the horizontal displacement of the ball. series curves shown in Figure 2a of the hip joint
Therefore, improper shoulder placement as found angles during preparatory phase (0-25%, Table 1)
in less-experienced player during preparatory between groups shows that less-experienced
phase will not produce enough force to propel the group were having upward curve compared to
ball vertically. This consideration is especially their experienced counterpart. Hip flexion during
needed when shooting are executed from far preparatory phase is necessary to initiate the
range as the ball need to overcome greater counter-act movement and generate upward force
distance toward the rim. through elastic potential energy of the muscle and
Right-wrist flexion angular displacement. tendon. It can be speculated that slower hip
Significant difference was found in right-wrist flexion found in the experienced group was the
flexion angular displacement during action phase way to establish a stable stance before taking the
of jump shot (Table 2). The less-experienced shot. Filippi (2011, p. 17) revealed in set shooting
group was found to have smaller displacement and free throw shooting should be smooth and
during wrist flexion as compared to the continuous that the pause barely occurs on high
experienced group. Wrist flexion in the shooting skilled players. However, such approach will not
hand is important to apply backspin on the ball. be effective in jump shot with presence of
The backspin applied in a jump shot serves to opponent. Jump shot need to be executed in rapid
reduce horizontal velocity of the ball if it strikes motion while maintain proper mechanic in order
the rim, or causes the ball to deflect downward if to avoid opponent’s block without sacrificing the
it strikes the backboard (Knudson, 1993). ball alignment with the basket.
Application of backspin to the ball also promotes Ankle plantar flexion angular velocity.
the normal arc during the ball flight. Therefore, Significant difference was found in ankle plantar
the effect of ball spin on the flight of the ball has angular velocity during action phase of shooting
been estimated to be one of the factors that jump shot (Table 3). The experienced group was
statistically related to shooting success (Yates & found to have a faster plantar flexion as compared
Holt, 1983). Although this study excluding the to the less-experienced group. The time-series
analysis of the ball kinematics, it can be curves shown in Figure 2b of the hip joint angles
speculated that insufficient wrist flexion during action phase (25-75%, Table 1) between
displacement on the shooting hand will result in groups shows that less-experienced group were
the absence of ball spin during the shot. relatively having little downward peak curve
The time-series curves of the right-wrist compared to their experienced counterpart. It is
joint angles during action phase (25-75%, Table indicated that less-experienced subject were
1) between groups shows that less-experienced doing ineffective plantar flexion movement.
group were having relatively little displacement Ankle plantar flexion initiates the vertical
compared to their experienced counterpart. jumping movement. Plantar flexion shares the
Experienced group were more dynamic in right- function as vertical jump generators with knee
wrist flexion during action phase with wrist fully extension. They both are major determinant for
flexed in the end of the shooting, indicated from height release of the ball (Miller & Bartlett,
the curve shown in Figure 1b. This suggested that 1996). Greater height release permits the player
less-experienced participants were not applied to use smaller release angle (Okazaki et al.,
optimal backspin on the ball in which very 2015). Therefore, reduce the necessity to execute
important in every basketball shooting. the ball with the upper limb higher movement
Hip flexion angular velocity. Significant velocity.
difference was found in hip flexion angular
Copyright © 2018, Jurnal Keolahragaan, ISSN 2339-0662 (print), ISSN 2461-0259 (online)
Jurnal Keolahragaan 7 (1), 2019 - 8
Agam Akhmad Syaukani, Li Chun Yan
Figure 3. Temporal course of changes in mean joint angle during (a) right-elbow flexion (+)-
extension, and (b) right-wrist flexion (+)- extension.
Right-elbow extension angular velocity. known speed-accuracy trade-off (Fitts, 1954;
Significant difference was found in the right- Meyer, Abrams, Kornblum, Wright, & Keith
elbow extension angular velocity during action Smith, 1988) the shooting with higher speed of
phase of shooting jump shot (Table 3). The release may also influenced the loss of accuracy.
experienced group was found to have faster Thus, to overcome this problem highly skilled
elbow extension. The time-series curves shown players were observed to apply spin to the ball
in Figure 3a of the right-elbow joint angles during and increase ball rotation during flight. There are
action phase (25-75%, Table 1) between groups advantages to apply backspin highlighted by
shows that less-experienced group were some authors as the following: (a) reduce the
relatively having a static curve (little magnitude) horizontal velocity of the ball, (b) make a down-
compared to their experienced counterpart. ward deflection when the ball hit the backboard
Despite no significant difference found in right- or the ring, in case the ball does not goes into the
elbow angular displacement during action phase basket, the ball with backspin will fall near the
between groups, it is indicated that elbow were backboard to open chance for offensive rebound
not moving faster enough through its range of and (c) preserves the velocity of the ball during
motion in the less-experienced group. Horizontal flight (Hamilton & Reinschmidt, 1997; Knudson,
ball propelling force are mainly comes from 1993). A low release velocity generated by
elbow extension. Therefore insufficient impulse applying backspin to the ball was associated with
resulted from slower elbow extension may result decreased movement variability of the body seg-
in failure to overcome the long trajectory to reach ments, thereby increasing movement consistency
the basket. Okazaki & Rodacki (2012) revealed (W G. Darling & Cooke, 1987; W. G. Darling &
that as the shooting distance increased, the ball Cooke, 1987). Player who had low release
release velocity also increased. velocity has the advantage to perform movement
Right-wrist flexion angular velocity. corrections using visual and proprioceptive
Significant difference was found in the right- feedback and generate less neural noise
wrist flexion angular velocity during action phase (Schmidt, Zelaznik, Hawkins, Frank, & Quinn,
of shooting jump shot (Table 3). The experienced 1979).
group was found to have faster wrist flexion
CONCLUSION
movement. The time-series curves shown in
Figure 3b of the right-wrist joint angles during In conclusion, based on the findings of this
action phase (25-75%, Table 1) between groups present comparative study, there is different kine-
shows that less-experienced group were matic profile between the experienced group and
relatively having a static curve (little magnitude) the less-experienced group during jump shot in
compared to their experienced counterpart. The basketball. The differences including kinematic
experienced group recorded high peak velocity at parameters (angular velocity and angular
+214.7˚/s (Figure 3b) and it was relatively higher displacement) in the ankle joint angle, hip joint
compared to the less-experienced group. Higher angle, shoulder joint angle, elbow joint angle, and
speed rate of wrist flexion promotes an effective wrist joint angle. Given the result of this study,
ball spin during the shot. Regarding on higher proper jump shot should be characterized by
speed release of the ball found in farther shooting rapid movement and optimum displacement both
distance (Okazaki & Rodacki, 2012), on the well-
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Jurnal Keolahragaan 7 (1), 2019 - 9
Agam Akhmad Syaukani, Li Chun Yan
for lower and upper extremities especially during points. Journal of Physical Education,
preparatory and action phase. Recreation & Dance, 64(2), 67–73.
https://doi.org/10.1080/07303084.1993.10
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Agam Akhmad Syaukani, Li Chun Yan
Copyright © 2018, Jurnal Keolahragaan, ISSN 2339-0662 (print), ISSN 2461-0259 (online)
Veterinarija ir Zootechnika 2021;79(2):37-42 37
Abstract. The application of the bovine serum albumin (BSA) column method for sexing of sperma-
tozoa is cost effective and appropriate for small ruminants. The current study compares motility char-
acteristics and kinematic parameters of fresh, chilled and sexed ram semen with the aim to select the
high-quality ejaculates for semen sexing. Fresh, chilled and sexed semen from 4 East Friesian rams was
analysed by CASA, and immotile sperm cells, motile sperm cells, progressive motility, non-progressive
motility, VCL, VAP, VSL, STR, LIN and WOB were determined. Semen sexing was carried out in bo-
vine serum albumin columns and incubation for 45 min at a temperature of 25°C. The average values of
all semen parameters and the change of the most important indices in individual rams were estimated.
Significant differences (P < 0.05) were detected between immotile and motile sperm cells, progressive
and non-progressive motility, VCL and WOB of fresh and chilled semen. All investigated parameters
between fresh and isolated upper and bottom layer spermatozoa, excluding STR and WOB, differed
significantly (P < 0.05). The same dependency (P < 0.05) was detected for motile sperm, progressive
motility, VCL, STR and LIN between chilled and sexed spermatozoa. In conclusion, the average values
for motile sperm, progressive motility, VCL, STR and LIN of chilled and sexed ram spermatozoa are
significantly (P < 0.05) affected by chilling and sexing in BSA columns at 25°C for 45 min. CASA
analysis of motility and kinematic parameters of chilled semen can provide a correct choice of ejaculates
with high quality for sexing. The individual features of rams have influence on the semen characteris-
tics and should be take into consideration in selection of the donors for a production of the sexed semen.
Introduction ruminants, allowing effective use of high producing
During different procedures as dilution, chilling animals and an optimal production of males and
or sexing alters the quality of the sperm cells, which females in production systems (Hollinshead et al.,
can affect their fertilizing ability (Urry et al., 1983; 2002; Hamano, 2007; Ferreira-Silva et al., 2017;
Rodríguez-Martínez and Pena Vega, 2013; Acharya Gonzalez-Marín et al., 2021). The ram semen can
et al., 2020; Steele et al., 2020). The accurate be sexed by different sorting systems such as using
determination of the different changes has a crucial an albumin gradient (Maxwell et al., 1984), flow-
role for a selection of the ejaculates for future cytometry (Johnson, 2000) or a centrifugal counter
handling. Motility characteristics and kinematic with an aqueous two-phase system (Ollero et al.,
parameters determined by computer-assisted semen 2000). A few studies (Hadi and Al-Timimi, 2013;
analysis (CASA) are used by many authors with Solihati et al., 2019) report on the application of the
an increasing trend worldwide in the last years, for bovine serum albumin (BSA) column for sexing of
exclusion of subjectivity in evaluation of the semen fresh ram semen. They describe this method as easier,
quality and for prediction of fertility of different type cheaper and practically applicable, compared with
of semen (Robayo et al., 2007; Buchelly Imbachi et others, but the obtained results are still debatable.
al., 2018). Additionally, CASA systems provide clear Moreover, many experiments are conducted at
digital images of each spermatozoa track that allows different temperature and time for semen incubation
for individual motion analysis and accurate assessment with microscopic record of motility characteristics
of important kinetic parameters (Verstegen et al., only, without determination of kinematic parameters.
2002, Wilson-Leedy and Ingermann, 2011; Amann According to Solihati et al. (2019), the viability of X-
and Waberski, 2014). and Y-sperm incubated from 45 min was better than
The introduction of sexed sperm is a new tool for obtained after incubation for 60 and 75 min, and the
improvement of the reproductive efficiency of small X-sperm has the highest viability. Agasi et al. (2020)
separated bull sperm cells by the BSA column in a
Correspondence to Elena Kistanova, Institute of Biology and
laminar cabinet at a room temperature of 27°C. They
Immunology of Reproduction, Bulgarian Academy of Sciences, reported that motility, viability, and plasma membrane
1113 Sofia, Bulgaria. E-mail: kistanova@gmail.com integrity of this semen could be maintained on the
Veterinarija ir Zootechnika 2021;79(2)
38 S. Yotov, E. Kistanova, D. Abadjieva, M. Karadaev, B. Ivanova, G. Bonev, D. Yarkov, B. Sinapov
quality level after freezing and thawing. Sometimes contained 1 mL of 10% BSA and the upper layer
after collection semen has to be preserved for an contained 1 mL of 5% BSA. Chilled ram semen (1 mL)
extended period before transporting it to the lab and was added to each BSA column; it was preliminarily
submission of semen sexing procedure. It is associated diluted with a BO medium until adjustment to a
with semen preservation at a low temperature (Maicas concentration of 200×106 cells per mL. The BSA
et al., 2020). There is a single report (Hollinshead columns were incubated at a temperature of 25°C for
et al., 2004) for sorting frozen semen in ruminants, 45 min. After that, each layer was carefully separated
but the information about CASA analysis of motility in an individual tube and centrifuged at 1800 rpm
and kinematics of sexed spermatozoa of chilled ram for 10 min. The supernatant was discarded, and the
semen was not available. semen was diluted with a semen extender and placed
The aim of this study was to compare the motility in a water bath at a temperature of 37°C until to a
characteristics and the kinematic parameters of fresh, CASA analysis. The layers of the BSA column with a
chilled and sexed ram semen by CASA analysis in concentration of 5% (upper) and with a concentration
relation to the selection of high-quality ejaculates for of 10% (bottom) were accepted to contain spermatozoa
semen sexing. bearing X and Y chromosome, respectively (Solihati
et al., 2019).
Material and methods Motility and kinematic parameters evaluation
The study was carried out in 4 East Fresian rams The semen was evaluated immediately after
at the age of 3.6 ± 0.4 years, body weight of 75 ± collection (fresh), at 24 h after storage at 5°C and
8.5 kg, reared in a group box at a small ruminant before dilution with the BO medium (chilled) and
farm, located at N 42.25 and E 25.38. The animals after processing by the BSA column method (sexed).
were housed in the uniform technology, and feeding Immediately before examination, the semen samples
included alfa-alfa and meadow straw, concentrate, were gently mixed and a 5 μL drop was placed on
vitamin and mineral premix and drinking of water a slide warmed at 37°C, and covered with a 20 mm
at libitum. Investigation was performed during the × 20 mm cover slip. Computer-assisted semen
breeding season after 20 days of sexual abstinence of analysis was carried out by qualified operator using
all rams. The experiment was conducted according the Sperm Class Analyzer software (SCA® 2002,
to the recommendations of the Local Animal Ethics Microptic, Barcelona, Spain). The measured motility
Committee and regulations for human attitude and characteristics and kinematic parameters included
animal protection. immotile sperm cells (%), motile sperm cells (%),
Semen collection, primary assessment, dilution and progressive motility (%), non-progressive motility
chilling (%), curve linear velocity (VCL; μm/s), average path
The semen was collected by the artificial vagina velocity (VAP; μm/s), straight-line velocity (VSL;
method in presence of a teaser sheep, between μm/s), linearity (LIN; %), straightness (STR; %) and
8.00–9.00 am, transported to the laboratory and oscillation index (WOB; %). The software settings
placed on a water bath at 37°C, and submitted to a were adjusted to ram semen assessment according
primary assessment. The volume was measured on to manufacturer recommendations. A percentage of
the graduated semen collection tube, the motility reduction for the different indices was calculated as
and sperm concentration (×109/mL) were evaluated the values before chilling and sexing were accepted as
by the CASA system. The percentage of abnormal 100% and this information is presented in Figure 1.
sperms for fresh semen was recorded in stained slides Statistical analysis
by microscopic examination using of Motic Image The data were processed by statistical program
Plus digital software system (Motic China Group Ltd, Statistica version 7.0 (Stat-Soft., 1984–2000 Inc.,
2001–2004). Tulsa, OK, USA). The motility characteristics and
Only semen with normal color and transparency, kinematic parameters for each type of semen were
volume > 1.5 mL, sperm concentration > 1.5 ×109/mL, given as mean ± standard deviation. Initially, the
motile sperm > 70% and abnormal sperms < 15% was values were tested for normal distribution of variances
used. After the primary assessment and on the basis by Kolmogorov-Smirnov and Lilliefors tests, then
of CASA results, each ejaculate was diluted with Tris- they were transformed logarithmically. The mean
glucose-glycerol-based extender to a concentration of values of each index between fresh, chilled semen and
400×106 sperm cells per mL and stored in a refrigerator spermatozoa originated from the upper and bottom
at 5°C for 24 h. layers were compared by non-parametric Mann-
Semen sexing method Whitney test. Statistical significance was considered
Semen sexing was carried out by albumin gradient at P < 0.05.
separation of the BSA column. Initially, BSA fraction
V was placed in the Brackett and Oliphant (BO) Results
medium in concentrations of 5% or 10% and stored During the primary assessment, considerable
in a refrigerator for dissolving. BSA columns were differences between the quality of ejaculates collected
prepared in graduated glass tubes as the bottom layer from different rams were not determined. The semen
was without impurity and with normal colour. The curve linear velocity and oscillation index (WOB)
values for volume of ejaculate, sperm concentration, between fresh and chilled semen differed significantly
total motility, abnormal spermatozoa and pH varied (P < 0.05) while the rest parameters were identical
between 1.5–2.4 mL, 2.5–3.2 x 109 per mL, 89.02%– (Table 1).
98.5% and 8.4%–12.2%, 6.5–6.9, respectively. All In rams 2 and 4, the progressive motility dropped
parameters of fresh semen were in a normal range for with 46.4% and 61.4%, respectively, compared with
small ruminants. the initial values (Fig. 1A). The same situation was
The average values for immotile and motile sperm recorded for curve linear velocity, but this process
cells, progressive and non-progressive motility, was strictly individual. The highest decrease (64.3%)
Table. 1 Motility characteristics and kinematics of fresh, chilled and sexed ram semen (Mean ± SD).
Type of semen
Parameter Fresh Chilled Sexed (n = 4)
(n = 4) (n = 4) Upper layer (X) Bottom layer (Y)
a b bc
Immotile sperm (%) 6.23 ± 6.31 18.6 ± 6.97 32.4 ± 7.88 44.27 ± 23.01bcd
Motile sperm (%) 93.77 ± 6.31a 85.15 ± 3.60b 67.6 ± 7.88c 63.23 ± 9.24cd
Progressive motility (%) 70.27 ± 22.75a 40.05 ± 5.25b 15.05 ± 8.46c 12.51 ± 7.70cd
Non-progressive motility (%) 23.5 ± 16.48a 45.1 ± 6.33b 52.55 ± 0.49c 50.72 ± 1.86bc
a b c
VCL (μm/s) 149.44 ± 44.76 89.86 ± 22.46 51.53 ± 10.44 48.67 ± 10.22cd
VAP (μm/s) 75.29 ± 22.25a 47.94 ± 8.41ab 35.34 ± 7.97bc 32.64 ± 8.32bcd
VSL (μm/s) 40.64 ± 12.00a 27.39 ± 4.64ab 25.29 ± 6.11abc 23.16 ± 6.56abcd
STR (%) 39.73 ± 16.06a 55.7 ± 1.45ab 63.34 ± 0.68c 62.15 ± 2.30cd
LIN (%) 38.68 ± 11.05a 35.77 ± 2.28b 47.01 ± 0.08ac 45.01 ± 2.60cd
a b c
WOB (%) 50.24 ± 1.18 59.21 ± 2.35 67.31 ± 0.55 65.18 ± 2.35abc
Values with different superscript within a row differ each other at P < 0.05.
Figure 1. Changes of some motility characteristics and kinematic parameters of individual rams.
A – progressive motility of fresh semen vs. chilled semen; B – velocity curve linear of fresh semen vs. chilled semen;
C – progressive motility of chilled semen vs. upper (X) and bottom (Y) layer; D – velocity curve linear of chilled semen
vs. upper (X) and bottom (Y) layer.
Veterinarija ir Zootechnika 2021;79(2)
40 S. Yotov, E. Kistanova, D. Abadjieva, M. Karadaev, B. Ivanova, G. Bonev, D. Yarkov, B. Sinapov
was demonstrated in the semen of ram 4, followed by reported also different semen resistance to a low
this of ram 2 (46.4%), while VCL in rams 1 and 3 was temperature. They related the variation in freezing
changed insignificantly (Fig. 1B). resilience of ram spermatozoa with the source and
After incubation of semen in the BSA column for composition of the seminal plasma. Spermatozoa
45 min, immotile sperm, non-progressive motility, produced from low-resilience rams frozen with high-
STR, LIN and WOB were increased while motile resilience seminal plasma exhibited higher motility
sperm, progressive motility, VCL, VAP and VSL than those from low-resilience rams frozen with low-
(P < 0.05) were decreased. All investigated parameters resilience seminal plasma.
between fresh and isolated upper and bottom layer Different studies have reported using the BSA
spermatozoa, excluding STR and WOB, differed column method in fresh semen sexing, but information
significantly (P < 0.05). The same dependency on sexing of chilled ram semen is too limited. The
(P < 0.05) was detected for motile sperm, progressive incubation of chilled semen in the BSA column for
motility, VCL, STR and LIN between chilled and 45 min affected semen motility characteristics and
sexed spermatozoa. However, the greatest reduction kinematic parameters of the spermatozoa, irrespective
of progressive motility (over 65%) was observed in of presence of X or Y chromosome. It was conducted
samples from rams 3 and 4 for both types of sperm cells to increase the average values of immotile sperm,
X and Y (Fig. 1C), while in ram 2, the same effect was non-progressive motility, STR, LIN and WOB and
registered only for spermatozoa with Y chromosome. decrease motile sperm, progressive motility, VCL,
The comparative analysis between the average values VAP and VSL, compared with the obtained values
of all parameters for spermatozoa isolated from the immediately before sexing (P < 0.05). Solihati et al.
upper and the bottom layer showed no significant (2019) determined that sexing of ram semen by the
differences (Table 1; P > 0.05). Nevertheless, there same method had a significant effect on motility, intact
was a clear tendency (P < 0.067) to more motile sperm plasma membrane and intact acrosome cup, but did
and a lower decrease of progressive motility for the not significantly affect abnormalities. The incubation
spermatozoa from the upper layer, mainly in rams 1 time of 45 min resulted in the same motility as the
and 3. The motility and progressive motility of sexed incubation time of 60 min, but at the incubation of 45
spermatozoa in rams 1 and 2 were the highest (> 65% min, the highest percentage of spermatozoa were with
and > 22%), whereas in ram 4, they were the lowest intact plasma membrane and intact acrosome cup.
(< 60 % and < 10%). The sexing process resulted in The chilling and sexing changed the motility and
an additional drop in VCL of the sorted semen with kinematics of the sorted spermatozoa, compared with
some differences between the individuals (Fig. 1D). the values for fresh and chilled semen. Evidence for
Even in ram 1 showing the best semen quality, VSL that was significant differences (P < 0.05) in almost
was reduced with 47% for both types of sperm cells. all investigated parameters between fresh and isolated
upper and bottom layer spermatozoa and differences
Discussion in motile sperm, progressive motility, VCL, STR and
The kinematic parameters, especially sperm LIN between chilled and sexed sperm cells.
motility, are the commonly used indicators in According to Agasi et al. (2020), the motility
measurement of male fertility. The good motility decrease during the separation process might be
is very important for sperm migration through the the result of reduced nutrition. In regard to sperm
female genital tract and for gamete interaction at morphokinetics, sex sorting resulted in increased
fertilization (Robayo et al., 2007). The current study numbers of immotile sperm and decreased numbers
indicated that chilling process significantly (P < 0.05) of progressive and hyperactivated sperm (Steele et al.,
affects the average values for immotile and motile 2020). The highest reduction of progressive motility
sperm cells, progressive and non-progressive motility, for sperm cells from upper (X) and bootom layers
curve linear velocity and oscillation index with a slow (Y), observed in samples of rams 3 and 4, and the
effect on the other kinematic parameters. A similar same effect for spermatozoa with Y chromosome in
decline of CASA recorded motility, progressive ram 2 can be explained by an individual response of
motility and VCL in Katahdin rams at 24 h after both types of gametes in different rams to separating
chilling was determined by Acharya et al. (2020). process. Related to this, Burroughs (2011) reveals
Regardless of this result, the additional analysis that in some animals BSA can bind sperm plasma
of the data showed high individual sensitivity of membrane and adsorb cholesterol. It is a reason for
the spermatozoa from different samples to chilling damage of the plasma membrane causing loss of
process. It was clearly demonstrated by a considerable motility and fertilization of the sperm.
drop of the progressive motility in rams 2 and 4, In spite of insignificant differences between the
compared with the obtained values for fresh semen. average values of all parameters for spermatozoa
The same strict individuality was registered for curve isolated from the upper and the bottom layer, there
linear velocity, presented with the highest decrease was a clear tendency (P < 0.067) to more motile
of this parameter in the semen of ram 4, followed by sperm and a lower decrease of progressive motility
this of ram 2, ram 3 and ram 1. Rickard et al. (2016) for the spermatozoa from the upper layer, especially
in samples for rams 1 and 3. In support of the and incubation for 45 min can be used for separation
abovementioned are results obtained by Solihati et of spermatozoa, bearing X or Y chromosome, but
al. (2019) who also used the BSA column for ram preliminary CASA analysis of the chilled semen is
semen sorting. They registered longer longevity for recommended. The determination of the kinematic
X sperm, compared with Y sperm after incubation parameters will be beneficial in selection of ejaculates
time of 45, 60 and 75 min. The higher percentage of for future semen sorting. Robayo et al. (2007) showed
sperm with mitochondrial membrane potential and VCL, VAP, STR and LIN as highly significantly (P
the percentage of live sperm with a reacted acrosome < 0.01) related with migration of sperm through the
for X than Y group from 0 h to 4 h of incubation were cervical mucus and suggested that specific kinematic
observed by Carvalho et al. (2018). This preliminary parameters confer the ability of spermatozoa to
study indicated that the chilled ram semen incubated colonize and migrate through epithelial mucus with
at a temperature of 25°C for a period of 45 min can different rheological properties. Future investigations
produce sexed sperm of good quality, but not from with ejaculates from a large number of animals and
each ram. This was confirmed with the recorded use of sorted semen for artificial insemination will
highest motility and progressive motility of sexed clarify additionally the questions about sexing of
spermatozoa in rams 1 and 2 and very low values in chilled ram semen.
ram 4. The reduction in VCL of sorted semen, even In conclusion, the average values for motile
in rams with the best semen quality, before sexing sperm, progressive motility, VCL, STR and LIN of
can be accepted as additional evidence for individual chilled and sexed ram spermatozoa are significantly
features of ejaculates in different animals. From (P < 0.05) affected by chilling process and incubation
the practical point of view, only sexed semen from in the BSA column at 25°C for 45 min. CASA of
rams 1 and 2 could be recommended for artificial motility and kinematic parameters of chilled semen
insemination, because it had enough motile sperm provides a correct choice of ejaculates with high
cells. In agreement with this, Hollinshead et al. (2002) quality for sexing. The individual features of rams
reported pregnancy after laparoscopic insemination have influence on the semen characteristics and should
with low numbers of sex-sorted frozen-thawed motile be taken into consideration for a selection of the
sperm per dose (2–4 x 106). donors for production of sexed semen. The obtained
In the current study, we can speculate that high information can be beneficial for optimization of the
quality of motility and kinematic parameters of sheep reproduction.
fresh ram semen not always is a guaranty for good
results after chilling and sexing. The individual Acknowledgments
characteristics of different rams can affect significantly The research leading to these results has received
semen indices such as immotile sperm cells, motile funding from the Ministry of Education and Science
sperm cells, progressive motility, non-progressive under the National science program INTELLIGENT
motility, velocity curve linear and oscillation index ANIMAL HUSBANDRY, grant agreement № Д01-
during the chilling and sorting. Sexing of chilled ram 62/18.03.2021.
semen by the BSA column at a temperature of 25°C
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DOI: 10.1103/PhysRevPhysEducRes.12.010108
I. INTRODUCTION three kinds of linear graphs that do not pass through the
origin: distance-time, water level versus time, and context-
This paper examines the generalizability and applicabil-
free. [5] The DCU students were enrolled in an algebra-
ity of a categorization of students’ responses to questions
based course; three quarters of them had not taken the
concerning numerical linear distance-time graphs devel-
equivalent of high school physics, and almost none had
oped by Wemyss and van Kampen [1], referred to as [1]
taken the equivalent of high school calculus. Students at
from now on. They based their categorization on responses
KU Leuven and UPV/EHU were enrolled in a calculus-
from science students at Dublin City University (DCU)
based course and had more extensive prior knowledge of
in Ireland. The categories were based on the level of
both calculus-based physics and mathematics. The analysis
understanding that students show and the difficulties they
of responses from such very different cohorts of students
have with scientific models, similar to the categorization
provides a severe test for the original categorization.
schemes used by Close and Heron, and Mashood and Singh
The main findings of [1] are the following: on a pretest,
[2–4]. In this paper we analyze the responses from 700 two-thirds of the DCU students could determine the direc-
students in two different universities in two different tion of motion from a linear distance-time graph not passing
countries, KU Leuven in Belgium and the University of through the origin. Constancy of the speed was determined
the Basque Country in Spain (UPV/EHU) to translated by about three-quarters of the students. Their responses
versions of the questions in [1]. The questions concerned comprised three categories: (i) reasoning based on the line
being straight or the slope being constant, (ii) interval-based
* reasoning, and (iii) other reasoning. Only 20% of the
Laurens.Bollen@fys.kuleuven.be
†
Mieke.DeCock@fys.kuleuven.be students correctly determined the instantaneous speed by
‡
kristina.zuza@ehu.es calculating Δx=Δt, while over half of them calculated x=t.
§
jenaro.guisasola@ehu.es The reason students gave for the constancy of the speed did
∥
Paul.van.Kampen@dcu.ie not correlate with successfully determining a value for the
speed. In addition, it was shown that the ability to determine
Published by the American Physical Society under the terms of
the Creative Commons Attribution 3.0 License. Further distri- the slope of a context-free graph and having a correct
bution of this work must maintain attribution to the author(s) and qualitative understanding of a distance-time graph are not
the published article’s title, journal citation, and DOI. sufficient to correctly determine the numerical value of the
instantaneous speed. Finally, the students responded to Wemyss and van Kampen can be generalized to calculus-
isomorphic questions on water level versus time graphs based physics students.
more successfully than those on distance-time graphs. Another topic relevant to this paper is the transfer of
In Sec. II we give an overview of the literature on graphs mathematical knowledge and skills regarding linear graphs
in kinematics. In Sec. III we discuss the research design in to a physical context. Christensen and Thompson argued that
three steps: we list our research questions (Section III A), students have difficulties with graphs in physics because they
describe the educational contexts at KU Leuven, UPV/ do not possess the required mathematical knowledge [22].
EHU, and DCU (Section III B), and explain the data Planinic et al. showed that, contrary to teachers’ expect-
collection and analysis procedure (Section III C). We ations, students encounter more difficulties with determining
summarize and discuss the results of our study in the slope of a line graph in physics than in isomorphic
Sec. IV, including detailed comparisons to the findings mathematics problems. They also found that students having
at DCU and other results from earlier research dealing with the necessary mathematical knowledge does not guarantee
linear graphs. We summarize our conclusions in Sec. V. success on isomorphic questions with physics (or other)
contexts. While the same difficulties were observed, slope–
II. LITERATURE OVERVIEW height confusion (i.e., confusing the ordinate of a point with
the slope at that point) occurred remarkably more frequently
The representational format and context of a question
in the context of physics than in the context of mathematics
are important factors in the problem-solving strategy stu-
[23,24]. Knockaert corroborated these results for Belgian
dents choose and the corresponding success rate [6–11].
high school students, and noticed they fared significantly
Moreover, students’ opinions of their skills in dealing with
worse with questions containing a graph than with analogous
different representations correlate poorly with their actual
problems that use symbolic representations [11].
performances [12]. It is therefore important to examine
In Sec. III we discuss the design of our project and
students’ approaches to and difficulties with particular
the influence of the results from these earlier studies. In
representational formats [7,13]. This work focuses on
Sec. IV we compare our results with some of the findings
students’ interpretations of linear graphs in two different
described above.
kinematics contexts and compares these results to the
responses in a context-free setting.
Earlier research has shown that students encounter a lot III. RESEARCH DESIGN
of difficulties with linear graphs in physics and mathemat- A. Research questions
ics. In a review paper, Leinhardt et al. distinguished three
Our main concern is whether the categorization valid
categories of incorrect student responses: interval–point
for responses from students enrolled in an algebra-based
confusion, slope–height confusion, and iconic interpreta-
course at DCU in Ireland [1] may be adopted or adapted to
tions [14]. Interval–point confusion occurs when students
characterize the responses from students enrolled in calcu-
narrow their focus down to a single point even though a
lus-based courses at KU Leuven (Flanders, Belgium) and
range of points is more appropriate. However, Preece
UPV/EHU (Basque Country, Spain). We focus on the
argued this may often be a consequence of an ambiguous
categorization itself rather than the prevalences of the
wording of the question [15]. Slope-height confusion takes
students’ responses. The research questions on students’
place when students confuse the slope of a graph with the
approaches to linear graphs are
coordinates at a certain moment [16–19]. Iconic interpre-
(1) To what extent do students from different educa-
tation, often called graph-as-picture error, contains mis-
tional backgrounds have similar approaches to
takes related to the interpretation or construction of graphs
identifying the direction of motion?
as if it were a photographlike replication of the path
(2) Can a common categorization for the reasoning
traveled by an object [16–21].
about the constancy of the speed and the determi-
Beichner designed the Test of Understanding Graphs in
nation of instantaneous speed be developed?
Kinematics (TUG-K) and observed that only about one out
(3) Do students adopt different approaches depending
of four students could determine the slope of a graph that
on the context of the questions?
does not pass through the origin, whereas 73% could do
(4) To what extent are qualitative understanding of
this when the line did go through the origin [16]. Likewise,
kinematics graphs and the ability to determine the
students at DCU tended to use a formula where distance
slope of a context-free graph sufficient to correctly
is divided by time (v ¼ x=t or similar) when asked about
determine the instantaneous speed, and can they
the speed at a particular instant [1]. Beichner also noted
predict the approach students will use?
that students in calculus-based physics courses performed
significantly better than those in algebra or trigonometry-
based courses [16]. Therefore, it is interesting to compare B. Educational context
the students from KU Leuven and UPV/EHU with those Student responses were obtained at KU Leuven in
of DCU and investigate to which extent the findings by Flanders, Belgium and at UPV/EHU in the Basque
010108-2
GENERALIZING A CATEGORIZATION OF … PHYS. REV. PHYS. EDUC. RES. 12, 010108 (2016)
Country, Spain. In both countries, the high school (secon- 4 h of problem-solving sessions per week and three
dary school) curriculum includes topics on motion in one laboratory sessions of 3 h. After a few weeks of instruction
and two dimensions, motion with constant acceleration, that include the kinematics curriculum, students may take
circular motion, and projectile motion. an optional midterm exam. Participation is highly recom-
At KU Leuven, the questions were given to 223 students mended and typically over 90% of the students take part.
in 2013 and to 214 students in 2014. All students were In 2013 and 2014, a Dutch translation of the questions
enrolled in the first year of the Bachelor of Pharmaceutical shown in Fig. 1 was part of the midterm exam.
Sciences program, which includes a mandatory introduc- At UPV/EHU, the questions were given to 122 students in
tory course on mathematics and calculus-based physics. 2013 and 126 students in 2014. These students were enrolled
This course comprises 4 h of lectures plus between 2 h and in an engineering program which comprises a calculus-based
FIG. 1. English version of questions used to investigate approaches to kinematics graphs at KU Leuven and UPV/EHU: a linear
distance-time graph (ball context) with negative slope (a), a water level versus time graph (swimming pool context) with a positive slope
(b), and a context-free graph (c). The questions are taken from [1].
010108-3
LAURENS BOLLEN et al. PHYS. REV. PHYS. EDUC. RES. 12, 010108 (2016)
mechanics course in the first semester. The instruction linear kinematics graphs. We also describe how we adapted
consists of 2 h of lecture classes and 1.5 h of problem the categorization and how the prevalence of the responses
solving sessions per week. In the last 15 min of most lectures depends on the context (ball vs swimming pool). We com-
the students take a small feedback exam to promote the pare responses from the three universities. In Subsec. IV B
interest of the students during the course. The marks obtained we discuss how responses on qualitative questions about
are part of the final mark for the mechanics course (about kinematics graphs correlate with approaches to determining
20% in total, and 1% per test). At the end of the first lecture the instantaneous speed. The results of the context-free
(which was not about kinematics) this exam included a questions are presented in Subsec. IV C. In addition, we
Basque translation of the questions shown in Fig. 1. compare student success rates with questions on context-
For comparison purposes, we have included data free graphs with kinematics graphs and discuss to what
obtained from the DCU students who were enrolled in extent mathematical understanding of context-free graphs
an algebra-based course, with much different attainment is a sufficient condition to determine the instantaneous
levels in both physics and mathematics [1]. speed from a kinematics graph.
010108-4
GENERALIZING A CATEGORIZATION OF … PHYS. REV. PHYS. EDUC. RES. 12, 010108 (2016)
Another important category comprises responses that believe this is not an example of slope-height confusion. It
rely on an interval reasoning [1]. The interval reasoning is more likely students made an v ¼ x=t error, as illustrated
can be divided into two subcategories: a qualitative by this explanation:
approach, e.g.,
“The speed of the ball decreases as we see in the
“In the same time, the ball moves the same distance.” graph. Speed is distance divided by time and gradually
decreases.”
or a quantitative approach,
Some students set up a table showing that the speed
“The water level changes with constant speed since decreases over time.
Δx x2 − x1 By contrast, very few students wrote down that the water
v¼ ¼ ¼ −0.4 ¼ constant:” level changed at a decreasing rate. We also noticed that
Δt t2 − t1 the calculus-based physics students generally like to use a
However, contrary to the algebra-based physics students qualitative interval approach in the ball question, and prefer
at DCU, a significant fraction of students at KU Leuven a quantitative interval approach in the swimming pool
and UPV/EHU used an approach based on the derivative question. Moreover, many of the incorrect responses to the
of the function, for example, swimming pool question used a speed equals distance over
time argument. These observations support the hypothesis
“The vðtÞ graph is the derivative of the xðtÞ graph, and that incorrect application of “speed equals distance over
is a straight line parallel to the x axis.” time” is an important obstacle for students in algebra-based
and calculus-based courses alike.
“v is the derivative of x and is constant.” The prevalence of the responses is different for the three
universities. This can be explained by the differences in
Since these responses are also linked to the character- attainment. Since the DCU students follow an algebra-
istics of straight line graphs, we chose not to add based course, Wemyss and van Kampen did not observe
differentiation as a new category but to relabel the arguments based on the derivative of a function [1].
existing category to accommodate responses based on However, the most conspicuous difference is that students
the derivative. Some students who gave correct responses at UPV/EHU strongly favor the interval approach. This is
used a combination of these approaches, a few used a probably due to teaching methods used in the Basque
different approach like proportional reasoning, and a few educational system. While students learn to determine both
gave no explanation. the slope of a straight line and the interval approach, the
The final categorization and the prevalence of the latter is promoted when solving kinematics problems in
corresponding responses can be found in Table I. In all secondary school and in the introductory physics course at
three universities we observed significant differences in the university. DCU students used interval reasoning much
prevalence of approaches used in the ball question and the more in the post-test, after the implementation of an
swimming pool question. The most striking difference is in intervention that used the interval approach [1]. These
the fraction of students writing that the speed of the ball findings suggest that the students’ approach to answering
decreases over time. Since the prevalence of this kind of qualitative questions depends strongly on the instruction
reasoning was independent of the slope of the graph, we they received. In Subsec. IV B we will discuss whether
TABLE I. Categorization and prevalences of approaches to determining whether the speed of the ball or rate of change of the water
level is constant, increasing, or decreasing. Correct responses (constant speed) are printed in bold, and are subdivided by the argument
students used to explain their response.
010108-5
LAURENS BOLLEN et al. PHYS. REV. PHYS. EDUC. RES. 12, 010108 (2016)
TABLE II. Categorization and prevalences of approaches to determining the speed at a particular instant. Correct responses are printed
in bold.
010108-6
GENERALIZING A CATEGORIZATION OF … PHYS. REV. PHYS. EDUC. RES. 12, 010108 (2016)
Many students in the algebra-based course at DCU since many students correctly decided that the distance or
calculated the instantaneous speed as v ¼ x=t, immediately water level changed at a constant rate but did not determine
after stating that the speed is constant. Some students even a correct value for the instantaneous speed.
gave a correct numerical value for the average speed when When only taking into account the students who
explaining that the speed is constant, yet did not appear to answered the qualitative part of the question correctly,
question the different value they calculated for the instanta- Wemyss and van Kampen surprisingly found that their
neous speed [1]. 70%–85% of the students in calculus- students’ strategies to determine the speed at an instant
based courses who correctly determined the speed to be were independent of the argument they used to correctly
constant correctly determined the instantaneous speed. As decide that the speed is constant [1]. By using the same
in [1], a considerable number of students calculated the approach as Wemyss and van Kampen, we could confirm
instantaneous speed as v ¼ x=t, right after stating the speed this result. We made several tables with the arguments
is constant. Some students even give a correct value for the students used to correctly state that the speed is constant
constant speed, but use a different value for the instanta- as columns, and the strategy they used to determine a value
neous speed. The following response shows how some for the instantaneous speed as rows. Since the p values
students make an explicit distinction between average and that resulted from a χ 2 test were all higher than 0.16
instantaneous speed: (> α ¼ 0.05), we could accept the null hypothesis that
these columns and rows are independent. This shows that
“The water level changes with a constant speed because qualitative understanding is not only insufficient for finding
the xðtÞ graph is a straight line, and the derivative of a
the right value for the speed, but also a poor predictor for
linear function is a constant.
the approach students use when determining the instanta-
Δx 160 − 200 neous speed. This implies there is no “best way” to teach
v¼ ¼ ¼ −0.4 m=s: students about the qualitative characteristics of a linear
Δt 200 − 100
kinematics graph, since there is a weak correlation with the
This is the average speed (it is the same in every approach they use to calculate the speed. This finding
interval). The instantaneous speed can be calculated as applies to students in both calculus-based and algebra-
based courses.
x 160
v¼ ¼ ¼ −0.8 m=s:
t 200 C. The ability to determine the slope
in a context-free graph as a predictor
This is the instantaneous speed at t ¼ 200 s, it is
equal to The responses to the question on context-free graphs did
not lend themselves to the categorization of Wemyss and
Δx van Kampen [1]. First, we saw almost no “read off” errors.
v ¼ lim :”
t→0 Δt Since the number of students in this category was also small
at DCU, the category was merged with the “other”
Comparable issues with the definitions of average and category. Second, we found that many students at KU
instantaneous speed were observed at DCU [1]. Leuven and UPV/EHU used an argument based on the
derivative of the function. Often, such an argument was
B. Qualitative understanding as a predictor for used in combination with one or more of the three
determining the value of the speed subcategories identified by Wemyss and van Kampen:
Table I shows that quite a few students in calculus-based stating “the” formula for slope [e.g., ðy2 − y1 Þ=ðx2 − x1 Þ]
physics courses did not write down that the distance or without noting the points they used, similar responses
water level changed at a constant rate. About 20% of these indicating which two points they used, and numerical
students determined the speed, which is significantly more interval reasoning. We were unable to establish a reason-
than the algebra-based physics students at DCU, where able number of subcategories, and therefore abandoned any
less than 2% who stated that the speed was not constant subcategorization. The final categorization of responses to
calculated it correctly [1]. This shows that some calculus- questions on context-free graphs can be found in Table III.
based students succeed in finding a value for the speed When comparing the results of the three universities, we
without correctly interpreting the physics, while this is observed no significant differences between KU Leuven
almost impossible for algebra-based physics students. We and UPV/EHU, but there was a deviation from the results
can therefore hypothesize that a qualitative understanding obtained at DCU. This is probably again due to the prior
of a linear kinematics graph is necessary for algebra-based knowledge of the students, as the students from the algebra-
students to find a value for the instantaneous velocity, but based course in Ireland generally had received less training
merely desirable for the calculus-based students. However, in mathematical techniques than the students enrolled in
for neither group of students is it a sufficient condition, calculus-based courses in Belgium and Spain.
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TABLE III. Categorization and prevalences of approaches to determining the slope of a context-free graph at a particular point. Correct
responses are printed in bold.
In Sec. II, we discussed earlier research showing that The sign of the slope of the graph had no influence on
students tend to do better with questions on context-free the responses.
graphs than with graphs in a kinematics (or other) context We have identified two principal approaches students
[22–24]. We verified this result for the algebra-based use to determine correctly whether the speed is constant:
physics students at DCU using a two-tailed two-proportion (i) the line is straight, or the slope or the derivative is
z test with a significance level α ¼ 0.05. However, when constant, and (ii) interval reasoning. Other approaches
examining the responses of the calculus-based students at and combinations of approaches rarely occur. Incorrect
KU Leuven and UPV/EHU, we noticed that the differences responses almost all stem from dividing the two coor-
in success rates between context-free and context-rich dinates, most likely due to misinterpreting the phrase
kinematics questions were not always significant. This “speed equals distance over time.” This categorization
leads us to believe that there is a larger gap between applies to both linear distance-time graphs and linear
mathematics and physics for algebra-based physics stu- water level versus time graphs, with positive or negative
dents than for calculus-based physics students when it slope. Our results show that it is important to explicitly
comes to the determination of the slope in linear graphs. include one or both of the successful approaches, and that
While Christensen and Thompson suggested that student students need to carefully consider that dividing two
difficulties regarding the slope and derivative may have coordinates gives incorrect answers when the straight
origins in the understanding of the mathematical concepts line does not go through the origin.
[22], our results suggest that other factors are at play To determine the instantaneous speed correctly, the
as well. majority of students use interval reasoning: they calculate
Finally, we found that there is little or no correlation Δx=Δt or use a similar approach. Compared to the analysis
between the ability to determine the slope at a point on a performed by Wemyss and van Kampen, this “correct”
linear context-free graph and understanding that the speed category was extended with subcategories based on the
is constant in a kinematics graph. Moreover, we found derivative of a function and kinematics formulas. Incorrect
almost no correlations between the responses on the interpretation of “rise over run” as “y=x” was the most
context-free question and the strategies used in the deter- frequent error. A third category comprised all other
mination of the instantaneous speed. Consequently the responses and students that did not give a response.
ability to determine the slope at a point on a context-free These three major categories emerged from our data and
graph seems to be a poor predictor for how students answer could be used irrespective of the context of the question and
questions about kinematics graphs, confirming the findings the sign of the slope. While the prevalence of certain
of Wemyss and van Kampen. [1]. responses varied between universities, the same categori-
zation applied to all the data. This indicates that students
use similar strategies to solve these questions and struggle
V. CONCLUSIONS
with the same issues, regardless of the educational
The research described above allows us to answer the approach (calculus-based versus algebra-based physics)
research questions in Subsec. III A. In addition we discuss and country (Ireland, Belgium, or Spain).
implications for instruction and ideas for future research We found that a qualitative understanding of kinematics
projects. graphs is a necessary but insufficient condition for students
The majority of students from all three universities in algebra-based courses to correctly determine instanta-
can correctly identify the direction of motion in a linear neous speed. For students in calculus-based courses, it is
kinematics graph. However, some students appear to neither necessary (though highly desirable) nor sufficient.
struggle with the reference point implicit in distance-time This implies that both qualitative and quantitative aspects
graphs. By contrast, almost all students can correctly of linear kinematics graphs should be taught. The argument
interpret whether water is entering or leaving a pool. students use to explain why they think the speed is constant
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GENERALIZING A CATEGORIZATION OF … PHYS. REV. PHYS. EDUC. RES. 12, 010108 (2016)
does not correlate with the approach they use to determine teaching assistant training it is often difficult to identify
the instantaneous speed. the problems university students have with graphs in
The ability to determine the slope of a context-free graph kinematics [28]. To design effective instruction and useful
is neither necessary nor sufficient to solve problems learning activities, it is important that instructors and
involving a kinematics graph, and is a poor predictor for teachers are aware of student difficulties. We agree with
the approach students will use. Students in the algebra- Berg and Smith that the learning outcomes of these
based course fared significantly better with questions on activities should be carefully evaluated and validated [29].
context-free graphs than on kinematics graphs, but the The different circumstances in the three universities in
difference was less pronounced for calculus-based students. different countries is both a strength and a limitation of the
This may indicate calculus-based students have fewer research presented here. Our conclusions and categoriza-
problems transferring their knowledge and skills from tions are strengthened by the diversity. We encourage
mathematics to physics than algebra-based physics stu- others to confirm the validity of our results at other
dents; however, this claim needs to be verified further in universities and at the high school (secondary school)
other contexts. level, and undertake additional qualitative research and
We found that students in calculus-based courses have pretest/post-test analysis whenever an intervention is
higher success rates than students in algebra-based courses, attempted.
confirming Beichner’s findings [16]. At all three univer-
sities more than half of the incorrect responses used
ACKNOWLEDGMENTS
v ¼ x=t instead of v ¼ Δx=Δt to determine instantaneous
speed. This indicates that students in calculus-based We would like to thank all the instructors and students
courses and algebra-based courses encounter similar diffi- whose cooperation made this research project possible.
culties, albeit with different prevalences. As Maries and This work is supported by the government of the Basque
Singh have shown, for graduate students enrolled in country through Grant No. IT487-10.
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