Distance and displacement concept: Comprehension shifting of students on learning process

Abstract

This study aims to investigate comprehension shifting students of distance and displacement concept on learning process. A mixed methods approach using embedded experiments has been used to analyze the comprehension shifting of students. Quantitative and qualitative data obtained from responses to multiple-choice conceptual questions and the reasons put forward during the discussion in the learning process. The results of the analysis have shown that initially all students were not able to distinguish distances and displacements correctly. After the initial verbal discussion, about 10% of students were able to correctly distinguish distance and displacement. The discussion was continued with lecturer intervention by asking students to visualize the problem through pictures or graphics, so that all students (100%) were able to distinguish distances and displacements correctly. Furthermore, the results of the analysis of changes in student understanding can be used as a basis for educators to design learning strategies for the topics of distance and displacement in particular and kinematics in general.