Exploring Students’ Procedural Knowledge in Determining the Quality of Liquids
DOI:
https://doi.org/10.26618/jpf.v11i2.8710Keywords:
cooking oil, high school physics, liquid quality, procedural knowledgeAbstract
The objective of this research is to describe students' procedural knowledge at SMAN 9 Makassar. This research is qualitative research with a descriptive approach. The subjects in this research were XI-grade students of SMAN 9 Makassar who were considered to have good physics mastery. The instruments used in this research are the researchers themselves, with additional instruments in the form of procedural tests and procedural assessment sheets for students. The data were collected from the provision of procedural test instruments with interviews and documentation. The data tested for validity is then analyzed. The results of this research show that the procedural knowledge of students at SMAN 9 Makassar in determining the quality of liquids (cooking oil) is still in the moderate category. There are 50% of respondents who are in the category. This is based on the analysis that has been carried out on the respondents’ answers. Therefore, this study implies that teachers should find more strategies to improve students’ procedural knowledge, particularly in determining liquid quality.
References
Bautista, R. G. (2013). The students’ procedural fluency and written-mathematical explanation on constructed response tasks in physics. Journal of Technology and Science Education (JOTSE), 3(1), 49-56. https://doi.org/10.3926/jotse.68
Cashata, Z. A., Suyeam, D. G., & Alemu, S. A. (2022). Assesing collage students' factual, conceptual, and procedural knowledge of newton's laws of motion. Momentum: Physics Education Journal, 6(2), 199-213. https://doi.org/10.21067/mpej.v6i2.6664
Darmaji, D., Kurniawan, D. A., & Irdianti, I. (2019). Physics education students’ science process skills. International Journal of Evaluation and Research in Education, 8(2), 293–298. http://doi.org/10.11591/ijere.v8i2.16401
Depdiknas. (2003). Undang-Undang Sistem Pendidikan Nasional No.20 Tahun 2003 tentang Sistem Pendidikan Nasional (Sisdiknas). Departemen Pendidikan Nasional.
Hakim, A., Arafah, K., & Arsyad, M. (2020). Level pemahaman epistemologis fisika mahasiswa jurusan fisika. Prosiding Seminar Nasional Fisika PPs Universitas Negeri Makassar, 3, 1-4.
Hamidah, U. N., & Mubarak, F. A. (2020). Analysis of students’ ability to making conclusions in learning of static electricity. Integrative Science Education and Teaching Activity Journal (INSECTA), 1(1), 1–16. https://doi.org/10.21154/insecta.v1i1.2079
Hartini, S., Firdausi, S., Misbah, M., & Sulaeman, N. F. (2018). The development of physics teaching materials based on local wisdom to train saraba kawa character. Jurnal Pendidikan IPA Indonesia, 7(2), 130–137. https://doi.org/10.15294/jpii.v7i2.14249
Hartini, S., Misbah., Helda., & Dewantara, D. (2017). The effectiveness of physics learning material based on South Kalimantan local wisdom. AIP Conference Proceedings, 1868(1), 1-7. https://doi.org/10.1063/1.4995182
Ilhami, A., Riandi, R., & Sriyati, S. (2019). Implementation of science learning with local wisdom approach toward environmental literacy. Journal of Physics: Conference Series, 1157, 1-5. https://doi.org/10.1088/1742-6596/1157/2/022030
Jihad, A., & Haris, A. (2008). Evaluasi pembelajaran. Multi Pressindo.
Laily, N. I. (2019). Profil pemahaman konseptual dan pengetahuan prosedural siswa dalam menyelesaikan masalah bangun ruang sisi datar ditinjau dari Level Van Hiele. Tesis. PPs Universitas Jember.
Leli, S. W., & Yosaphat, S. (2016). The effectiveness of problem-based learning model to increase physics cognitive and psychomotor achievements through laboratory activity in hooke law lesson. Jurnal Pendidikan Fisika, 5(2), 83–90.
Minati, D. F. (2017). Pengaruh pembelajaran berdasarkan pengalaman (experiental learning) terhadap pengetahuan prosedural fisika ditinjau dari gaya belajar peserta didik kelas X MA DDI Takkalasi Barru. Jurnal Pendidikan Fisika, 5(1), 1-14. https://doi.org/10.26618/jpf.v5i1.336
Munandar, N. T., Pant, B. P., & Dawadi, S. D. (2022). Conceptual and procedural knowledge of students of Nepal in Algebra: A mixed method study. Contempory Mathematics and Scince Education, 3(1), 1-10. https://doi.org/10.30935/conmaths/11723
Mundilarto. (2010). Penilaian hasil belajar fisika. UNY Press.
Nahdi, D. S., & Jatisunda, M. G. (2020). Conceptual understanding and procedural knowledge: A case study on learning mathematics of fractional material in elementary school. Journal of Physics: Conference Series, 1477(4), 1-5. Doi.10.1088/1742-6596/1477/4/042037
Ocal, M. F. (2017). The Effect of geogebra on students’ conceptual and procedural knowledge: The case of applications of derivative. Higher Education Studies, 7(2), 67–78. http://doi.org/10.5539/hes.v7n2p67
Rerung, N., Sinon, I. L. S., & Widyaningsih, S. W. (2017). Penerapan model pembelajaran problem-based learning (PBL) untuk meningkatkan hasil belajar peserta didik SMA pada materi usaha dan energi. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 6(1), 47–55. https://doi.org/10.24042/jpifalbiruni.v6i1.597
Riduwan. (2018). Skala pengukuran variabel-variabel penelitian. Alfabeta.
Saad, R., Mukramin, A. G. A., Putra, D. P., & Fiskawarni, T. H. (2019). The influence of problem-based learning model and prior knowledge toward the physics procedural aplication ability. Jurnal Pendidikan Fisika, 7(1), 49–64. https://doi.org/10.26618/jpf.v7i1.1740
Sarwar, G. S., & Trumpower, D. L. (2015). Effects of conceptual, procedural, and declarative reflection on students’ structural knowledge in physics. Educational Technology Research and Development, 63, 185–201. https://doi.org/10.1007/s11423-015-9368-7
Serbin, K. S., Robayo, B. J. S., Truman, J. V., Watson, K. L., & Wawro, M. (2020). Characterizing quantum physics students’ conceptual and procedural knowledge of the characteristic equation. The Journal of Mathematical Behavior, 58, 1-18. https://doi.org/10.1016/j.jmathb.2020.100777
Suastra, I. W., Jatmiko, B., Ristiati, N. P., & Yasmini, L. P. B. (2017). Developing characters based on local wisdom of Bali in teaching physics in senior high school. Jurnal Pendidikan IPA Indonesia, 6(2), 306–312. https://doi.org/10.15294/jpii.v6i2.10681
Suparti, S., Suharyanto., & Retnowati, R. D. S. (2017). Keefektifan pembelajaran fisika model direct instruction ditinjau dari penguasaan materi, pengetahuan prosedural, dan sikap kerjasama peserta didik SMA. Jurnal Pendidikan Fisika, 6(4), 330–338.
Surif, J., Ibrahim, N. H., & Mokhtar, M. (2012). Conceptual and procedural knowledge in problem solving. Procedia - Social and Behavioral Sciences, 56, 416–425. https://doi.org/10.1016/j.sbspro.2012.09.671
Taramopoulos, A., & Psillos, D. (2022). Developing procedural knowledge in secondary education students. Journal of Physics: Conference Series, 2297, 1-11. Doi. 10.1088/1742-6596/2297/1/012010
Wati, Y. (2019). Pengembangan lembar kerja peserta didik (LKPD) berbasis kontekstual pada materi tekanan pada zat cair. Skripsi. UIN Ar-Raniry Banda Aceh.
Widiartini, N. K. (2017). Uji validitas instrumen pengukuran kualitas modifikasi motif dan bahan pada kain tenun mastuli. Prosiding Seminar Nasional Riset Inovatif, 530–535.
Downloads
Additional Files
Published
Issue
Section
License
Copyright:
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Licence:
Authors are free to:
1. Share: Copy and redistribute the material in any medium or format
2. Adapt: Remix, transform, and build upon the material for any purpose, even commercially.
The licensor cannot revoke these freedoms as long as the authors follow the license terms, which include the following:
1. Attribution: You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
2. ShareAlike: If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
3. No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Jurnal Pendidikan Fisika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
