Available online at

http://www.pancaranpendidikan.or.id PancaranPendidikan

Pancaran Pendidikan FKIP Universitas DOI:10.25037/pancaran.v6i3.33

Jember
Vol. 6, No. 3, Page 11-19, August, 2017
ISSN 0852-601X
e-ISSN 2549-838X

Characteristics Of Physics Module About Mechanics-BasedOn

Multi representation To Improve Students Of Senior High School
Reasoning Ability
DimasFawahidTamimi Anwar.1, I Ketut Mahardika2, Supeno2
1
Student of Magister Sains of Education, Jember University
2
Sains Education Departmen, Jember University
Email :dimasfawahid@unej.ac.id

ARTICLE INFO ABSTRACT

Article History: This study is about the characteristics of Physics Module to
Received Date: 15th April 2017 improve students of Senior High School reasoning ability-based on
Received in Revised Form Date: Multi-representation. The problem of the study is how
30th April 2017 characteristics of Physics Modules Based on Multi-representation to
Accepted Date: 15th May 2017 improve students ability to reason? This problem is described in
Published online Date: 01st August two study questions. First, is the Physics Module based on Multi-
2017 representation contains examples of the application context of the
image phenomenon of physics? Second, how is the writing pattern
Key Words: of Physics Module? This study is about Physics module
physics module, Multi development based on Multi-representation, using the mix method
representation, reasoning ability model of investigation that collecting qualitative data, then
of senior high school students. construct the draft Module Physics, so the Module Physics ready to
be validated. Subjects in this study is a Physics module which can
improve the reasoning ability of students in Senior High School.
While respondents were Senior High School students majoring in
science at the students in Senior High School. Data collection
techniques are observations, questionnaires, and documents. Data
described in qualitative research. The results showed that the
physics module based on Multi-representation contains examples of
application of the principle of material in the context of the image
physical phenomenon ; and has a certain writing pattern, which has
a chapter title sequence, sub-chapter title, instructions for use, a
description of the material, sample questions, questions test
capabilities, and bibliography.

Copyright © Dimaset al, 2017, this is an open access article distributed under the terms of the
PancaranPendidikan Journal license, which permits unrestricted use, distribution and reproduction in any
medium, provided the original work is properly cited
12 _______________ ©PancaranPendidikan, Vol. 6, No. 3, Page11-20August,2017

INTRODUCTION
Education is defined as penggulawentah which means to cultivate, so cultivating the
psychic is to finalize the feelings, thoughts, willingness, and character of the child
(Drajat in Alfandi, 2011). Education is the status of learning in learning activities, the
use of teaching materials in the learning process has an important role. The role
according to Belawati (2003). The teaching materials in the study of physics are the
materials that the lessons are developed in the systematic way that teachers and teachers
use. (Depdiknas, 2009). In addition, according to Mahardika (2012) teaching materials
is a set of materials that compiled a systematic system that aims to create a supportive
atmosphere for students.
One way to continue to maintain and increase the interest of physics student learning
is to develop an innovative, effective, enjoyable and able to connect the knowledge
possessed in the context of self, family, school, community and surrounding
environment, nation, country, and Regional and international level (PermenDikbud,
2016). The role of teaching materials in the educational process occupies a strategic
position and also determine the achievement of educational goals, Biological in
(Mahardika, 2011). One of the teaching materials that can be developed according to the
characteristics of the subject of physics and the shift of 21st century education is a
learning module (Ramadhani, 2015).
Program for International Student Assessment (PISA) states, for math, language, and
science, less than 2% have reasoning ability above level 3, and none reach level 6.
Science and mathematics is a science study that requires reasoning ability the good one.
Reasoning and problem solving are a very important part of learning, because
mathematics is formed and evolved through reasoning and problem-solving processes
(Roosilawti, 2013) .The reasoning ability is important not only to be intelligent in
solving problems but is expected to be clever in communicating the outcomes of
problem solving Obtained.
The concepts of physics in multiple representations, which combine the concept of
verbal, mathematical concepts, concept drawings and graphic concepts, is needed by
high school students to apply in the learning of physics that they do. Meanwhile, multi
representation skills of high school students are expected to increase, because by having
sufficient multirepresentasi capability, the high school students have actually
understood the concept of physics and reasoning ability is quite comprehensive meaning
they can represent the concept of physics is quite verbal, mathematical, and can describe
and Graphically grasping the physics concept or vice versa can explain images and
graphs of physical events. If multirepresentasi ability of students nice, then by itself the
ability to reason will increase, and this also means they will be able to convey the
concept of physics to others better. Because it is necessary to have a
multirepresentation-based Physics Module that can improve students' reasoning
abilities.
Thus it is deemed necessary to conduct an adequate study of the existing physics
books, so that "Development of Multirepresentation-based Physics Module to Improve
the Ability of Reasoning of High School Students" is necessary. Associated with the
above view, the research is the main purpose is to examine the characteristics of
Multirepresentation-based Physics Module to improve the reasoning ability of high
Dimas: Characteristics Of Physics Module About Mechanics-Based... ___________13

school students.
Characteristics of teaching materials in the form of modules that can improve the
ability of verbal, mathematical representation, drawings and graphics are teaching
materials that have a writing pattern based on the procedure of writing the teaching
materials are: 1) analysis, 2) design, 3) development, 4) evaluation, and 5) Revision
(Belawati, 2006). In addition to writing based on the procedure of writing the teaching
materials, the author of the teaching materials should also pay attention to the division
of each chapter, for example in each chapter is divided into 3 (three) parts namely the
introduction, presentation and closing.
Specifically for the characteristics of a multi represeptation-based physics module
that can improve reasoning abilities, at the end of each chapter needs to be given
examples of problems with discussions related to verbal, mathematical representations,
drawings and graphics, and examples of practice questions. Then in the presentation, the
concepts of physics are described verbal concepts, mathematical concepts, concept
images, and graphic concepts, all of which are aimed at improving students' reasoning
through multi representation.
Representation is one of the good and growing methods to instill an understanding
of physics concepts in students. Because Representation can also be used to analyze a
learning model which is a component of evaluation, which contains ways to make
measurements about achievement of learning achievement, and representation can also
show objects and behavior naturally. So the difficulty caused by the many involvement
of mental picture can be overcome. Because the process of physics events can be
demonstrated, representations such as demonstration methods can help overcome the
difficulties in physics learning that demand much involvement in the form of physical
knowledge and mathematical logic (Dahar 1989; Van den Berg, 1991). Related to this
Lei Bao, Edward F. Redish, (2006) suggests that model analysis to apply qualitative
research in building a quantitative representation framework, can be obtained from the
test of the concept of Style and Style movement. Likewise the motivation in learning,
that the motivation of studying physics is low, can be activated by physics learning
through representation (Bruce W., et al., 2006).

METHODS
This research leads to survey research, with emphasis on the study of: 1) initial
reference sources; 2) description of subjects; 3) and the results of prior research related
to representation, reasoning ability, and related to module development. Based on
research activities conducted in the study, the study data is descriptive qualitative data.
The data obtained by observation techniques, questionnaires, documents and literature
studies on various sources, such as: books, scientific journals, articles, research reports
and so on as secondary data. To obtain the results and conclusions of the study, the data
obtained were analyzed by descriptive analysis. Subjects in this study is a high school
physics module based multi-representation mechanics study aimed at improving the
ability of high school students reasoning.

RESULTS AND DISCUSSION

A. The Results of The Theory
a. Study Associated with Multirepresentasi Physics
The results of previous studies in several countries relating to multi
14 _______________ ©PancaranPendidikan, Vol. 6, No. 3, Page11-20August,2017

representations obtained from scientific journals, articles, and research reports

show that representations can impact student performance, can improve student
representation skills. Several research results are shown in Table 1.
Table 1: The research results about physics representation
Products and Researchers
1 2
The learning environment plays a role in developing the modern physical
2006 representation.
The use of different representations & from the representation of choices
appears to
encourage student representation skills. Patrick B. Kohl & Noah D.F.
The representation of graphic sources can explain the shapes that rise from the
2006 conceptual
changes of modern physics. Michael C.W.
Model analysis for applying qualitative research to construct a quantitative
2006 representation
framework, derived from the results of the concept test of Style and Style
movement. Lei
Bao, Edward F. Redish.
1 2
The use of video provides a basis for reconciling teacher education classes and
2007 assisting
them in linking science theory & practice. C. Paul Newhouse, Jenny Lane, and
Claire
Brown.
various approaches (varied) must always exist in physics learning,
2007 such as
multirepresentation approach. Angell, C., O. Guttersrud, and EK. Henriksen
Learning using multirepresentation can be accepted as the key of physics learning.
2007 Kohl,
P.B., D. Rosengrant and ND. Finkelstein
Multirepresentation (double representation) should be the main strategy in
2007 physics
learning. Rosengrant, D., E. Etkina and AV. Heuvelen.
1 2
Problem solving using Multirepresentation is a skill that must be possessed by
2010 physicist
and technician in the future. Nguyen, D.H., E. Gire, and N.S. Rebello.
1 2
Difficulties caused by the number of mental actions can be overcome
2011 through

b. Study Related to Module Development

Previous research results relating to module development, informed that module
studies that emphasize module development that lead to improved reasoning
ability have not been performed. From the results of the study, it was found that
research emphasis on module development is presented in Table 2.
Table 2: The research results about modules devlopment
Products and Researchers
1 2
1993 Textbooks must meet four things: 1) science as the subject of knowledge, 2)
Dimas: Characteristics Of Physics Module About Mechanics-Based... ___________15

science as
an investigation, 3) science as a way of thinking, and 4) there is an interaction
between
science, technology and society. Symansky, Kyle, and Alport.

Physics teaching materials with the task of photo analysis of physics events in
2005 physics
PBM in high school can accommodate student’s mental achievement on the top
level of
the concept that tends to high category. Sutarto.
1 2

The module is an independent learning package that includes a series of

2006 learning
experiences that are planned and systematically designed to help students
achieve the
learning objectives of mastering the competencies that have been established.
Budiono,
danSusanto.
1 2
Module is a tool or means of learning that contains materials, methods,
2008 limitations, and
how to evaluate systematically designed and interesting to achieve the
expected
competence in accordance with the level of complexity. Dharma, S.
1 2

Basic physics textbooks for biology teacher applicant contain the physics
2009 principles
required by the student; The level of legibility of basic physics textbooks for
biology
teacher candidates is categorized as high; The use of basic physics
textbooks for
prospective biology teacher students, can improve the mastery of the concept of
physics.
Toto.
1 2

The quality of the module can be seen from several aspects, including: the
2013 content
feasibility aspects, language, presentation, and graphics, Fitri, dkk.
1 2
2014 Module is a medium of learning that have characteristic individual Sari, dkk.
1 2
Product quality in the form of physics module can help learners in independent
2015 learning
process.Sukiminiandari, dkk.

B. Survey Results, Documentation, and FieldObservation

The results of the study of syllabus analysis, and the relationship between the
concepts of physics with multirepresentation, from the initial teaching materials
used as the main reference can be shown in table 3.
16 _______________ ©PancaranPendidikan, Vol. 6, No. 3, Page11-20August,2017

Table 3: The relationship between the concepts of physics with multi representation
Concept Representation
Verb Math Pict Graf
1 2 3 4 5
Positions and Movement √ √ √ -
Velocity √ √ - -
GLB √ √ √ √
GLBB √ √ √ -
Vector and scalar √ √ √ -
Analysis vector √ √ √ -
Multiplication of vector and scalar √ √ √ -
Buckshot move √ √ √ √
Relativity of velocity √ √ √ -
Force concept √ √ -
Newton Law -
Friction force -
Harmony element -
Models of Harmony -
GMB -
GMBB -
Indolence Moment
Revolve -
Activity and Force -
Activity and Energy -
Immortality of mechanics energy -
Impuls and momentum
Immortality momentum -
Impact -

Table 3 shows that not all physics concepts represent graphs. Especially if the
review is refined by displaying sub concepts, it will be more sub physics concepts that
do not represent the graph, as well as the image representation of the physical event.
Therefore it is necessary to design the character of physics module that can improve the
ability of reasoning through multirepresentasi appropriate student based on analysis and
deep study so that ready to be used by high school students.
Physical modules based on multi representation that can improve the reasoning
ability have characteristics that are: have a chapter title sequence; Sub chapter titles;
Dimas: Characteristics Of Physics Module About Mechanics-Based... ___________17

Instructions for use, a description of the material in which it represents concepts

verbally, mathematically, graphically and graphically; problems example; And ability
test questions; As well as bibliography.

CONCLUSION
The study of the results shows that a multirepresentation-based physics module
contains examples of applications of mechanical principles in the context of an image
(photo) of physical events; And has a specific writing pattern, which has a sequence of
chapter titles, sub-chapter titles, instructions for use, material descriptions, sample
questions, and skills test questions, as well as bibliography.

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