Suyatna, Agus and Anggraini, Dian and Agustina, Dina and Widyastuti, Dini (2017) The role of visual representation in physics learning: dynamic versus static visualization. Journal of Physics: Conf. Series, 909. pp. 1-7. ISSN 1742-6588 Online ISSN: 1742-6596

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Official URL: http://iopscience.iop.org/issue/1742-6596/909/1

Abstract

This study aims to examine the role of visual representation in physics learning and to compare the learning outcomes of using dynamic and static visualization media. The study was conducted using quasi-experiment with Pretest-Posttest Control Group Design. The samples of this research are students of six classes at State Senior High School in Lampung Province. The experimental class received a learning using dynamic visualization and control class using static visualization media. Both classes are given pre-test and post-test with the same instruments. Data were tested with N-gain analysis, normality test, homogeneity test and mean difference test. The results showed that there was a significant increase of mean (N-Gain) learning outcomes (p <0.05) in both experimental and control classes. The averages of students’ learning outcomes who are using dynamic visualization media are significantly higher than the class that obtains learning by using static visualization media. It can be seen from the characteristics of visual representation; each visualization provides different understanding support for the students. Dynamic visual media is more suitable for explaining material related to movement or describing a process, whereas static visual media is appropriately used for non-moving physical phenomena and requires long-term observation.

Item Type: Article
Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions: Fakultas Keguruan dan Ilmu Pendidikan (FKIP) > Prodi Magister Pendidikan Fisika
Depositing User: Prof. Dr. Agus Suyatna
Date Deposited: 26 Apr 2018 03:48
Last Modified: 26 Apr 2018 03:48
URI: http://repository.lppm.unila.ac.id/id/eprint/6313

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