Increasing Students' Understanding in the Concept of Projectile Motion with Modelling Instruction Accompanied by Embedded Formative E-Assessment

Abstract

This study aims to analyze the understanding of the concept of projectile motion of students in class X who studied with modeling instruction accompanied by embedded formative e-assessment. An embedded experimental design was used in this mixed method study. This study involved of 30 students of Malang public high school consisting of 12 male and 18 female students. The main instrument of this research was 9 materials (items) with multiple choice questions. N-gain and effect size analysis were carried out on the test results, while the student' answers and reasons were analyzed qualitatively. The results showed that the average of pre-test value was 18.87 which increased to 49.93 in the post-test, the N-gain value was 0.50 (upper medium) and effect size was 2.09 with a category greater than the standard. This means that with modeling instruction accompanied by formative e-assessment could improve students' understanding of the concept of projectile motion. It was also found that there is some difficulties in describing the direction of acceleration each time in moving an object with a parabolic path.