Multi representation approach to increase the students' conceptual understanding of work and energy

Abstract

This paper aims to reveal the effectiveness of a multi-representation approach in work and energy learning in improving students' conceptual understanding. This research is an experimental study with the design of one group prestest-posttest design. The research subjects were 42 undergraduate students of Physics Education in the subject matter "physics material and learning I". The test instrument consists of 15 reasoned multiple choices questions. Based on the results of data analysis using paired sample t-test obtained t = -9.39 (p = 0.00) so it can be concluded that the multi-representation approach in work and energy can significantly improve student understanding of concepts with N-gain of 0.41 and d-effect size of 1.76. Before learning with a multi-representation approach, many students had difficulties to interpret the diagram of kinetic-potential energy. But it have minimalized after instruction. Learning with a multi-representation approach is effective to increase the students conceptual understanding of work and energy because it helps students understand the concept of physics as a whole.