The Use of Pictorial Analogy to Increase Students Achievement and Its Retention of Physics Lessons of Direct Current
DOI:
https://doi.org/10.26740/jpfa.v9n2.p140-151Keywords:
pictorial analogies, retention, factual knowledge, conceptual knowledge, procedural knowledgeAbstract
Analogy is considered a helpful way to help students visualize abstract concepts and assimilate new knowledge to an existing structure of cognitive. This study examines the effectiveness of the teaching with pictorial analogy models on students achievement and its retention of Direct Current lesson. A quasi-experimental method with one group pretest and (immediate and delayed) posttest design was employed in this study. The subjects consisted of 35 twelfth-grade students of public senior school in Pontianak City enrolled in the first semester of academic year 2017/2018; they were determined by using intact group random sampling technique. The student participants received instructions of the three pictorial analogy models. A parallel pretest-posttest of achievement test consisted of 10 items of factual knowledge, 10 items of conceptual knowledge, and 3 items of procedural knowledge. The operationalization of the pictorial analogies in this study referred to Glynns syntaxes. Data analysis found that: (1) the increasing of factual knowledge is 30.2 % in immediate posttest and 21.6 % in delayed posttest; (2)the students have promoted a significant conceptual change ( = 54.28, p < 0.05); and (3) there is a significant difference between the immediate posttest and pretest in terms of procedural knowledge (t = 4.02; p < 0.05) with the ES index is 4.78. It is concluded that the use of pictorial analogy models is effective (in high category) to increase students achievement of Direct Current lesson and the emergence of their retention is significant partially and simultaneously. In using pictorial analogies, teachers are encouraged to consider many similar features with the target concepts.
References
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Ugur G, Dilber R, Senpolat Y, Duzgun B. The Effect of Analogy in Students Understanding of Direct Current Circuit and Attitudes towards Physics Lesson. European Journal of Educational Research. 2012; 1(3): 211-223. DOI: https://doi.org/10.12973/eu-jer.1.3.211.
Bilal E and Mustafa E. Investigating Students Conceptions of Some Electricity Concepts. Latin American of Journal Physic Education. 2009; 3(2): 193-201. Available from:
https://lajpe.org/may09/01_Esra_Bilal.pdf.
Fikri K, Wiyanto, and Susilo. Penerapan Pembelajaran Fisika dengan Analogi untuk Meningkatkan Hasil Belajar Siswa SMA. Unnes Physics Educaton Journal. 2012; 1(2): 1-12. Available from:
https://journal.unnes.ac.id/sju/index.php/upej/article/view/1372.
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Cibik AS and Yalclm N. The Effect of Teaching the Direct Current Concept with Analogy Technique to the Attitudes of Science Education Students towards Physics. Procedia Social and Behavioral Sciences. 2011; 15: 26472651. DOI:
https://doi.org/10.1016/j.sbspro.2011.04.163.
Wichaidit S, Dechsri P, and Chaivisuthangkura P. Using Analogy and Model to Enhance Conceptual Change in Thai Middle School Students. US-China Education Review. 2011; 8(3): 333-338. Available from:
https://files.eric.ed.gov/fulltext/ED520455.pdf.
Cinyere NM and Madu BC. Effect of Analogy Teaching Approach on Students Conceptual Change in Physics. Greener Journal of Educational Research. 2014; 4(4): 119-125. DOI:
http://dx.doi.org/10.15580/GJER.2014.4.032414160
Glynn SM. Teaching Science with Analogy: A Strategy for Teacher and Textbook Authors. Georgia: National Reading Research Center; 1994.
Glynn SM. Explaining Science Concepts: A Teaching-With-Analogical Model. In: Glynn S, Yeany R and Britton B (Eds.). The Psychology of Learning Science. Hillsdale: Lawrence Erlbaum Associate; 1991: 219-240.
Paatz B, Ryder J, Schwedes H, and Scott P. A Case Study Analyzing the Process of Analogy-Based Learning in A Teaching Unit About Simple Electric Circuits. International Journal of Science Education. 2004; 26(9): 1065-1081. DOI:
https://doi.org/10.1080/1468181032000158408.
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Chiu MH and Lin JW. Promoting Fourth Grader's Conceptual Change of Their Understanding of Electric Current via Multiple Analogies. Journal of Research in Science Teaching. 2005; 42(4): 429-464. DOI: https://doi.org/10.1002/tea.20062
Dilber, R. and Bahattin D. Effectiveness of Analogy on Students' Success and Elimination of Misconceptions. Latin American Journal Physics Education. 2008; 2(3): 174-183. Available from:
http://www.lajpe.org/sep08/03_Refik_Dilber.pdf.
Englehardta PV and Beichner RJ. Students Understanding of Direct Current Resistive Electrical Circuit. American Journal of Physics. 2004; 72(1): 98-115. DOI: https://doi.org/10.1119/1.1614813.
Duit R and Treagust DF. Conceptual Change: A Powerful Framework for Improving Science Teaching and Learning. International Journal of Science Education. 2003; 25(6): 671-683. DOI:
https://doi.org/10.1080/09500690305016.
Duit R and von Rhöneck C. Learning and Understanding Key Concepts of Electricity. In A. Tiberghien, E.J. Jossem & J. Barajos (Eds.) Connecting Research in Physics Education with Teacher Education. USA: ICPE Books; 1998. Available from: https://www.univie.ac.at/pluslucis/Archiv/ICPE/C2.html.
Kementerian Pendidikan dan Kebudayaan. Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 54 Tahun 2013 tentang Standar Kompetensi Lulusan Pendidikan Dasar dan Menengah. Jakarta: Pustaka Nasional; 2013.
Saphier J, Haley-Speca MA, and Gower R. Dimensions of Questioning, Action and Research for Better Teaching Skillful Teacher: Building your teaching skills (6th ed.). Acton: RBT Research for Better Teaching, Inc; 2008. Available from: https://www.educatored.com/CourseResource/course/110219/1545167/MTV%207.2%20Dimensions%20of%20Questioning.pdf.
Mahayanti D. Analisis Kesalahan Siswa dalam Mengerjakan Soal-soal pada Materi Listrik Dinamis ditinjau dari Langkah Menyelesaikan Soal pada Siswa SMA. Undergraduate Thesis. Unpublished. Surakarta: Universitas Sebelas Maret; 2015.
Brown DE. Refocusing core intuitions: A Concretizing Role for Analogy in Conceptual Change. Journal of Research in Science Teaching. 1993; 30(10): 1273-1280. DOI: https://doi.org/10.1002/tea.3660301009.
Venville GJ and Treagust DF. The Role of Analogies in Promoting Conceptual Change in Biology. Instructional Science. 1996; 24(4): 295-320. DOI: https://doi.org/10.1007/BF00118053.
Sugiyono. Statistik Nonparametris untuk Penelitian. Bandung: Alfabeta; 2015.
Dagher ZR. Review of Studies on The Effectiveness of Instructional Analogies in Science Education. Science Education. 1995; 79(3): 295-305. DOI: https://doi.org/10.1002/sce.3730790305.
Ramos MTG. Analogies as Tools for Meaning Making in Elementary Science Education: How Do They Work in Classroom Settings? Eurasia Journal of Mathematics, Science, and Technology Education. 2011; 7(1): 29-39. DOI: https://doi.org/10.12973/ejmste/75175.
Becker LA. Effect Size (ES). Valencia: Universitat De Valencia; 2000. Available from: https://www.uv.es/~friasnav/EffectSizeBecker.pdf.
Ekici E, Ekici F and Aydin F. Preservice Science Teachers Views on Usability of Analogies in Science Courses and Their Examples. Journal of Kirsehir Education Faculty. 2007; 8(1): 95-113. Available from: http://journaldatabase.info/articles/preservice_science_teachers_views_on.html.
Hynd CR, McWhorter JY, Phares VL, and Suttles CW. The Role of Instructional Variables in Conceptual Change in High School Physics Topics. Journal of Research in Science Teaching. 1994; 31(9): 933-946. DOI: https://doi.org/10.1002/tea.3660310908.
Posner GJ, Strike KA, Hewson PW, and Gertzog WA. Accommodation of a Scientific Conception: Toward a Theory of Conceptual Change. Science Education. 1982; 66(2): 211227. DOI:
https://doi.org/10.1002/sce.3730660207.
Duit R. On the Role of Analogies and Metaphors in Learning Science. Science Education. 1991; 75(6): 638649. DOI: https://doi.org/10.1002/sce.3730750606.
Lawson AE. The Importance of Analogy: A Prelude to The Special Issue. Journal of Research in Science Teaching. 1993; 30(10): 1213-1228. DOI:
https://doi.org/10.1002/tea.3660301004.
Erökten S and Gökharman HK. The Effect of Analogy Method on Students Achievement in The Unit œThe Structure and Properties of Matter Civril Sample. World Applied Sciences Journal. 2013; 23(6):744-750. DOI:
https://doi.org/10.5829/idosi.wasj.2013.23.06.589.
Hoyt JE and Winn BA. Understanding Retention and College Student Bodies: Differences between Drop-Outs, Stop-Outs, Opt-Outs, and Transfer-Outs. NASPA Journal. 2004; 41(3): 395-417. Available from: https://www.tandfonline.com/doi/abs/10.2202/1949-6605.1351.
Duit R, Roth WM, Komorek M, and Wilbers J. Fostering Conceptual Change by Analogies between Scylla and Charybdis. Learning and Instruction. 2001; 11(4): 283-303. DOI: https://doi.org/10.1016/S0959-4752(00)00034-7.
Ugur G, Dilber R, Senpolat Y, Duzgun B. The Effect of Analogy in Students Understanding of Direct Current Circuit and Attitudes towards Physics Lesson. European Journal of Educational Research. 2012; 1(3): 211-223. DOI: https://doi.org/10.12973/eu-jer.1.3.211.
Bilal E and Mustafa E. Investigating Students Conceptions of Some Electricity Concepts. Latin American of Journal Physic Education. 2009; 3(2): 193-201. Available from:
https://lajpe.org/may09/01_Esra_Bilal.pdf.
Fikri K, Wiyanto, and Susilo. Penerapan Pembelajaran Fisika dengan Analogi untuk Meningkatkan Hasil Belajar Siswa SMA. Unnes Physics Educaton Journal. 2012; 1(2): 1-12. Available from:
https://journal.unnes.ac.id/sju/index.php/upej/article/view/1372.
Rahmawati F, Indrawati, and Dina R. Penerapan Model Teaching with Analogies (TWA) dalam Pembelajaran Fisika di Madrasah Aliyah. Jurnal Pembelajaran Fisika (JPF). 2012; 1(2): 23-27. Available from: http://repository.unej.ac.id/handle/123456789/480.
Prastowo T. Strategi Pengajaran Sains dengan Analogi: Suatu Metode Alternatif Pengajaran Sains Sekolah. Jurnal Penelitian Fisika dan Aplikasinya (JPFA). 2011; 1(1): 9-12. DOI:
http://dx.doi.org/10.26740/jpfa.v1n1.p8-13.
Cibik AS and Yalclm N. The Effect of Teaching the Direct Current Concept with Analogy Technique to the Attitudes of Science Education Students towards Physics. Procedia Social and Behavioral Sciences. 2011; 15: 26472651. DOI:
https://doi.org/10.1016/j.sbspro.2011.04.163.
Wichaidit S, Dechsri P, and Chaivisuthangkura P. Using Analogy and Model to Enhance Conceptual Change in Thai Middle School Students. US-China Education Review. 2011; 8(3): 333-338. Available from:
https://files.eric.ed.gov/fulltext/ED520455.pdf.
Cinyere NM and Madu BC. Effect of Analogy Teaching Approach on Students Conceptual Change in Physics. Greener Journal of Educational Research. 2014; 4(4): 119-125. DOI:
http://dx.doi.org/10.15580/GJER.2014.4.032414160
Glynn SM. Teaching Science with Analogy: A Strategy for Teacher and Textbook Authors. Georgia: National Reading Research Center; 1994.
Glynn SM. Explaining Science Concepts: A Teaching-With-Analogical Model. In: Glynn S, Yeany R and Britton B (Eds.). The Psychology of Learning Science. Hillsdale: Lawrence Erlbaum Associate; 1991: 219-240.
Paatz B, Ryder J, Schwedes H, and Scott P. A Case Study Analyzing the Process of Analogy-Based Learning in A Teaching Unit About Simple Electric Circuits. International Journal of Science Education. 2004; 26(9): 1065-1081. DOI:
https://doi.org/10.1080/1468181032000158408.
Nurdiani A. Penerapan Model Pembelajaran Analogi Pokok Bahasan Listrik Dinamis untuk Meningkatkan Pemahaman Siswa Kelas IX SMP Teuku Umar Kota Semarang Tahun Pelajaran 2010/2011. Undergraduate Thesis. Unpublished. Semarang: Universitas Negeri Semarang; 2011.
Chiu MH and Lin JW. Promoting Fourth Grader's Conceptual Change of Their Understanding of Electric Current via Multiple Analogies. Journal of Research in Science Teaching. 2005; 42(4): 429-464. DOI: https://doi.org/10.1002/tea.20062
Dilber, R. and Bahattin D. Effectiveness of Analogy on Students' Success and Elimination of Misconceptions. Latin American Journal Physics Education. 2008; 2(3): 174-183. Available from:
http://www.lajpe.org/sep08/03_Refik_Dilber.pdf.
Englehardta PV and Beichner RJ. Students Understanding of Direct Current Resistive Electrical Circuit. American Journal of Physics. 2004; 72(1): 98-115. DOI: https://doi.org/10.1119/1.1614813.
Duit R and Treagust DF. Conceptual Change: A Powerful Framework for Improving Science Teaching and Learning. International Journal of Science Education. 2003; 25(6): 671-683. DOI:
https://doi.org/10.1080/09500690305016.
Duit R and von Rhöneck C. Learning and Understanding Key Concepts of Electricity. In A. Tiberghien, E.J. Jossem & J. Barajos (Eds.) Connecting Research in Physics Education with Teacher Education. USA: ICPE Books; 1998. Available from: https://www.univie.ac.at/pluslucis/Archiv/ICPE/C2.html.
Kementerian Pendidikan dan Kebudayaan. Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 54 Tahun 2013 tentang Standar Kompetensi Lulusan Pendidikan Dasar dan Menengah. Jakarta: Pustaka Nasional; 2013.
Saphier J, Haley-Speca MA, and Gower R. Dimensions of Questioning, Action and Research for Better Teaching Skillful Teacher: Building your teaching skills (6th ed.). Acton: RBT Research for Better Teaching, Inc; 2008. Available from: https://www.educatored.com/CourseResource/course/110219/1545167/MTV%207.2%20Dimensions%20of%20Questioning.pdf.
Mahayanti D. Analisis Kesalahan Siswa dalam Mengerjakan Soal-soal pada Materi Listrik Dinamis ditinjau dari Langkah Menyelesaikan Soal pada Siswa SMA. Undergraduate Thesis. Unpublished. Surakarta: Universitas Sebelas Maret; 2015.
Brown DE. Refocusing core intuitions: A Concretizing Role for Analogy in Conceptual Change. Journal of Research in Science Teaching. 1993; 30(10): 1273-1280. DOI: https://doi.org/10.1002/tea.3660301009.
Venville GJ and Treagust DF. The Role of Analogies in Promoting Conceptual Change in Biology. Instructional Science. 1996; 24(4): 295-320. DOI: https://doi.org/10.1007/BF00118053.
Sugiyono. Statistik Nonparametris untuk Penelitian. Bandung: Alfabeta; 2015.
Dagher ZR. Review of Studies on The Effectiveness of Instructional Analogies in Science Education. Science Education. 1995; 79(3): 295-305. DOI: https://doi.org/10.1002/sce.3730790305.
Ramos MTG. Analogies as Tools for Meaning Making in Elementary Science Education: How Do They Work in Classroom Settings? Eurasia Journal of Mathematics, Science, and Technology Education. 2011; 7(1): 29-39. DOI: https://doi.org/10.12973/ejmste/75175.
Becker LA. Effect Size (ES). Valencia: Universitat De Valencia; 2000. Available from: https://www.uv.es/~friasnav/EffectSizeBecker.pdf.
Ekici E, Ekici F and Aydin F. Preservice Science Teachers Views on Usability of Analogies in Science Courses and Their Examples. Journal of Kirsehir Education Faculty. 2007; 8(1): 95-113. Available from: http://journaldatabase.info/articles/preservice_science_teachers_views_on.html.
Hynd CR, McWhorter JY, Phares VL, and Suttles CW. The Role of Instructional Variables in Conceptual Change in High School Physics Topics. Journal of Research in Science Teaching. 1994; 31(9): 933-946. DOI: https://doi.org/10.1002/tea.3660310908.
Posner GJ, Strike KA, Hewson PW, and Gertzog WA. Accommodation of a Scientific Conception: Toward a Theory of Conceptual Change. Science Education. 1982; 66(2): 211227. DOI:
https://doi.org/10.1002/sce.3730660207.
Duit R. On the Role of Analogies and Metaphors in Learning Science. Science Education. 1991; 75(6): 638649. DOI: https://doi.org/10.1002/sce.3730750606.
Lawson AE. The Importance of Analogy: A Prelude to The Special Issue. Journal of Research in Science Teaching. 1993; 30(10): 1213-1228. DOI:
https://doi.org/10.1002/tea.3660301004.
Erökten S and Gökharman HK. The Effect of Analogy Method on Students Achievement in The Unit œThe Structure and Properties of Matter Civril Sample. World Applied Sciences Journal. 2013; 23(6):744-750. DOI:
https://doi.org/10.5829/idosi.wasj.2013.23.06.589.
Hoyt JE and Winn BA. Understanding Retention and College Student Bodies: Differences between Drop-Outs, Stop-Outs, Opt-Outs, and Transfer-Outs. NASPA Journal. 2004; 41(3): 395-417. Available from: https://www.tandfonline.com/doi/abs/10.2202/1949-6605.1351.
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2019-12-31
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Djudin, T. and Grapragasem, S. (2019) “The Use of Pictorial Analogy to Increase Students Achievement and Its Retention of Physics Lessons of Direct Current”, Jurnal Penelitian Fisika dan Aplikasinya (JPFA), 9(2), pp. 140–151. doi: 10.26740/jpfa.v9n2.p140-151.
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