THE IMPLEMENTATION OF MULTIPLE REPRESENTATION-BASED INSTRUCTION AND ITS IMPACT TOWARDS STUDENTS CONCEPTUAL MASTERY IN LIGHT REFLECTION CONCEPT.
Nurul Aisyah, 2014
THE IMPLEMENTATION OF MULTIPLE REPRESENTATION-BASED INSTRUCTION AND ITS IMPACT TOWARDS STUDENTS CONCEPTUAL MASTERY IN LIGHT REFLECTION CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
THE IMPLEMENTATION OF MULTIPLE REPRESENTATION-BASED INSTRUCTION AND ITS IMPACT TOWARDS STUDENTS
CONCEPTUAL MASTERY IN LIGHT REFLECTION CONCEPT
Nurul Aisyah1
1
International Program on Science Education, Indonesia University of Education
ABSTRACT
This research aims to investigate the implementation of Multiple Representation basd Instrutction and discovering its impact towards students conceptual mastery in light reflection concept, the Multiple Representation (MR) based instruction in this studies emphasize MR model based on Investigative Science Learning Environment Curriculum (ISLE Curriculum). The method taken in this research is pre-experimental group with One-Group Pretest-Posttest Design. The sample was taken in one of public school in Bandung which implemented Indonesian Curriculum (n=34). The quantitative data of this research was obtained through objective test, while supporting data were obtained through multiple representation skill rubric, scientific communication rubric, experiment and data analysing rubric, and also students engagement survey which gained through
Likert-Scale.This research explored how multiple representation instruction
influenced conceptual mastery for student. Students conceptual mastery is measured in accordance to Revised Bloom Taxonomy Theory in cognitive domain through objective test. Hypothesis testing was done by using normalized gain and One Sample T-test, the result shows that there is medium improvement of students conceptual mastery and the result also shows that the multiple representation instruction give impact in improving students conceptual mastery.
Key words: light reflection, multiple-representation, Investigative Science Learning Environment.
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Nurul Aisyah, 2014
THE IMPLEMENTATION OF MULTIPLE REPRESENTATION-BASED INSTRUCTION AND ITS IMPACT TOWARDS STUDENTS CONCEPTUAL MASTERY IN LIGHT REFLECTION CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CONTENTS
SHEET OF LEGITIMATION... DECLARATION... ABSTRACT..……….……... PREFACE...……….... ACKNOWLEDGEMENT... CONTENTS………. LIST OF TABLES...………... LIST OF FIGURES.………...……… LIST OF APPENDIX ...
CHAPTER I INTRODUCTION
A. Background………..…....
B. Research Problem Identification... C. Research Problem..…………...……...…….. D. Aim of Research...….…..………...…. E. Significance of Research ………...…... F. Organization and Structure of Research Paper ...
CHAPTER II MULTIPLE REPRESENTATION BASED
INSTRUCTION AND CONCEPTUAL MASTERY
A. Representation and Multiple Representations... B. Internal and External Representation... C. MR Based Instruction in Science Learning... D. Representation Involved in the Research... E. Knowledge Construction ... F. Conceptual Mastery... G. Light Reflection Concept in Indonesian
Page
i ii iii iv v vii
ix xi xii
1 3 3 3 3 6
7 8 9 12 13 14 16
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Nurul Aisyah, 2014
THE IMPLEMENTATION OF MULTIPLE REPRESENTATION-BASED INSTRUCTION AND ITS IMPACT TOWARDS STUDENTS CONCEPTUAL MASTERY IN LIGHT REFLECTION CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Curriculum ... H. Hypothesis... I. Assumption...
CHAPTER III RESEARCH METHOD
A. Location and Population Subject...………..………… B. Research Design .………..…………..
C. Research Method..………..………
D. Operational Definition..…………..………
E. Research Instrument…...………
F. Instrument Development Process...………
G. Data Analysis..………
H. Research Step and Scheme….………
CHAPTER IV RESULT AND DISCUSSION
A. Research Implementation B. Research Result
1. Result of Students Conceptual Mastery... 2. Result of Improvement in Conceptual Mastery ... 3. Student Profile of Conceptual Mastery According to
Bloom Taxonomy in Cognitive Domain... 4. Profile of Students’ Multiple Representations
Skill... 5. Profile of Students Engagement ... 6. Profile of Students Ability to Communicate Scientific
Ideas... 7. Profile of Students Ability to Collect and Analyze
Experimental Data ... C. Research Discussion
1. The Implementation of Multiple Representation Based Instruction in Light Reflection
26 27
28 28 29 27 29 38 44 50
51 53 53 54 51
56 58
60
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Nurul Aisyah, 2014
THE IMPLEMENTATION OF MULTIPLE REPRESENTATION-BASED INSTRUCTION AND ITS IMPACT TOWARDS STUDENTS CONCEPTUAL MASTERY IN LIGHT REFLECTION CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
LIST OF TABLES
Page
Table 3.1 Research Design: One Group of Pre-test Post-test Design...……... Table 3.2 Blue Print of Objective Test Items....………...………. Table 3.3 Blueprint of Objective Test after Instrument Analysis...…….…. Table 3.4 Rubric for Measuring Multiple Representation Skill...…... Table 3.5 Rubric for Measuring Multiple Representation Skill
(Representation that Students can make)... Table 3.6 Students Engagement Survey... ... Table 3.7 Recapitulation of Pretest and Posttest... ...
29 32 33 34
35 37 38 Concept... 2. The Improvement of Students Conceptual Mastery
trough Multiple Representation Based Instruction in Light Reflection Concept... 3. The Influence of Multiple Representation based
Instruction towards Students Conceptual Mastery...
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions…….………..…... B. Recommendation ……...………...……….
REFERENCES...………..………....
APPENDIX…...………...………. 64
72
76
79 80
81 84
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Nurul Aisyah, 2014
THE IMPLEMENTATION OF MULTIPLE REPRESENTATION-BASED INSTRUCTION AND ITS IMPACT TOWARDS STUDENTS CONCEPTUAL MASTERY IN LIGHT REFLECTION CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Table 3.8 Validity Interpretation... Table 3.9 Realibility Value of Question... ... ... Table 3.10 Criteria of Difficulty Level...……… Table 3.11 Criteria of Test Item Discriminating Power...………...….... Table 3.12 Recapitulation of Validation Test Instrument...……….. Table 3.13 Category of Students Understanding ... ... Table 3.14 Criteria of N-Gain Improvement... ... ... Table 3.15 Calculation for Rubric ...……… Table 3.16 Scoring Guideline of Likert Scale...…... Table 4.1 Time and Teaching Material of Each Meeting ... ... ... Table 4.2 Statistical Result of One Sample Statistic ...
Table 4.3 One Sample T-Test ………..
Table 4.4 One Sample Kolmogorov-Smirnov Test ………... Table 4.5 Recapitulation of Pretest and Posttest Score in Cognitive Aspect... Table 4.6 Recapitulation Students Conceptual Mastery Based on
Revised-Bloom’s Taxonomy.…... ………...
Table 4.7 Students Profile of Ability to Communicate Scientific Ideas... ... Table 4.6 Students Profile of Ability to Collect and Analyze Experimental
Data.…... ………...…... 40 41 41 42 43 44 45 47 47 52 53 53 54 55
56 61
62
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Nurul Aisyah, 2014
THE IMPLEMENTATION OF MULTIPLE REPRESENTATION-BASED INSTRUCTION AND ITS IMPACT TOWARDS STUDENTS CONCEPTUAL MASTERY IN LIGHT REFLECTION CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
LIST OF FIGURES
Page
Figure 2.1 Sequence of Multiple Representation Based Instruction... Figure 2.2 The angle of reflection and incident measured with respect to the
normal line... Figure 2.3 The Image formed by two Mirrors which Formed angle 45o .... Figure 2.4 The Parts of Concave Mirror... Figure 2.5 The Ray Comes Parallel to Main Axis... Figure 2.6 The Ray Comes Through Focal Point (F)... Figure 2.7 The Ray Comes Parallel to Main Axis... Figure 2.8 The Ray Comes With Any Direction...…..…... Figure 2.9 The Parts of Convex Mirror... …..…....…..…....…... Figure 2.10 The Ray Comes Parallel to Main Axis in Convex Mirror... Figure 2.11 The Ray Comes to the Focal Point ………...… Figure 2.12 The Ray Comes Towards the Center of Curvature...…...… Figure 2.13 The Ray Comes Towards the Center of Curvature...………… Figure 2.14 Optical Image Formed in Convex Mirror ……… Figure 3.1 Research Scheme ………....………... Figure 4.1 Profile of Students’ Multiple Representation Skill ………..……. Figure 4.2 Profile of Students’ Cognitive Engagement……....………..……. Figure 4.3 Profile of Students Behavioral Engagement ………...………..…
11
17 18 19 20 20 21 21 22 46 47 50 58 59 60
LIST OF APPENDICES
Page
A. INSTRUCTIONAL TOOLS
Appendix A.1 Lesson Plan ………...
Appendix A.2 Group’ Worksheet ………...
84 107
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Nurul Aisyah, 2014
THE IMPLEMENTATION OF MULTIPLE REPRESENTATION-BASED INSTRUCTION AND ITS IMPACT TOWARDS STUDENTS CONCEPTUAL MASTERY IN LIGHT REFLECTION CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu B. RESEARCH INSTRUMENT
Appendix B.1 Objective Test .. ………... Appendix B.2 Student Engagement Survey ………... Appendix B.3 Multiple Representation Rubric………... Appendix B.4 Scientific Communication Rubric……….. Appendix B.5 Instrument of Students’ Impression………..
C. INSTRUMENT ANALYSIS
Appendix C.1 Instrument Analysis of Objective Test ………... Appendix C.2 Judgment Result ………...
D. DATA CALCULATION
Appendix D.1 Pretest and Posttest Result...………... Appendix D.2 Normalized Gain Result...………... Appendix D.3 Multiple Representation Result...…... Appendix D.3 Students Engagement Result...…... ... ... Appendix D.3 Judgement of Objective Test Result...…...
E. RESEARCH ADMINISTRATION
Appendix F.1 Research Administration ...…...
F. DOCUMENTATION ...…... ...…......
G. AUTOBIOGRAPHY...…... ...…......
128 135 136 137 138
139 144
151 154 155 156 160
170
180 181
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Nurul Aisyah, 2014
THE IMPLEMENTATION OF MULTIPLE REPRESENTATION-BASED INSTRUCTION AND ITS IMPACT TOWARDS STUDENTS CONCEPTUAL MASTERY IN LIGHT REFLECTION CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER V
CONCLUSION AND RECOMMENDATION
A. Conclusion
According to research finding of Implementation of Multiple
Representation Based Instruction and discovering its impact to student’s
conceptual mastery, it can be concluded as follow:
Multiple Representation based Instruction consists of severalsteps the first is observation of selected phenomena, finding a pattern, devising explanation and rule using different types of reasoninge, representing penomena in multiple ways, making prediction and designing testing experiment, conducting testing experiment
Multiple Representation representation has a role in improving students’ conceptual mastery this can be seen that the result of Normalized gain is 0.482 which means it has medium level of effectiveness, while acccording to the result of each taxonomy value of normalized gain for C1 the value is 1 which is considered as high, while C2 is 0.492 is medium, C3 is 0.599 which is medium and C4 is considered as 0.313 which is medium thus it can be concluded that multiple representation has role in improving higher order thinking.
Multiple Representation Instruction gives influence in improving students conceptual mastery it is proven by One Score t-test that null hypothesis is retained considering that ttable (-2.034) is less than tcalculated
(0.047) which means students average score is above minimal standard of science subject matter.
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80
Nurul Aisyah, 2014
THE IMPLEMENTATION OF MULTIPLE REPRESENTATION-BASED INSTRUCTION AND ITS IMPACT TOWARDS STUDENTS CONCEPTUAL MASTERY IN LIGHT REFLECTION CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu B. Recommendation
Considering that the research still needed to be developed and improved, there are some recommendations that researcher suggest for further research: 1. Multiple representation is learning model which can be implemented in
science learning especially for concept which involve abstract subject in science.
2. In order to avoid missconception and confussion among students, it will be better for teacher to guide and put attention on students in every step that students do.
3. In data collection, it will be better for observer to take two types of video tapping, the first is large classroom session tapping and each group video tapping.
4. In the implementation of multiple representation, it will be better to apply all ability rurics such as ability to represent physical processes in multiple ways, to devise and test a qualitative explanation or quantitative relationship, to modify a qualitative explanation or quantitative relationship, to design an experimental investigation, to collect and analyse data, to evaluate experimental predictions and outcomes, conceptual claims, problem solutions, and models, and to communicate scientific idea in the multiple ways, so that students are devised by various classroom experiences in one learning experience.
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Nurul Aisyah, 2014
THE IMPLEMENTATION OF MULTIPLE REPRESENTATION-BASED INSTRUCTION AND ITS IMPACT TOWARDS STUDENTS CONCEPTUAL MASTERY IN LIGHT REFLECTION CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu REFERENCES
Abdurrahman, Liliasari, A. Rusli, Dan Bruce Waldrip. 2011. “Implementasi Pembelajaran Berbasis Multi Representasi Untuk Peningkatan Penguasaan Konsep Fisika Kuantum”. Cakrawala Pendidikan, Februari 2011, Th. XXX, No. 1
Ainsworth, S. 1999. “The Functions of Multiple Representations”. Computers & Education, 33, 131-152.
Angell,C,o. Guttersrud, dan E.K. Henriksen. 2007 “Multiple representations as a
framework for a modelling approach to physics education”
Carolan, J., Prain, V. & Waldrip, B. (2008). “Using representations for teaching and learning in science”. Teaching Science, 54 (1), 18-23.
College Board. 2008. “Multiple Representations of Knowledge: Mechanics and Energy.” online: www.collegeboard.com (Accessed on August 15, 2013) Creswell, J.W & Clark, V.P. 2007. “Designing and Conducting Mixed
Methods Research”. Thousand Oaks, CA: Sage.
Creswell, JW. 2012. “Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research”. Boston: Pearson
Dilworth, John. 2004. „Internal versus External Representation. The Journal of Aesthetics and Art Critism” 62:1 Winter 2004
Etkina, Eugenia & Alan Van Heuvelen. 2004. “Investigative Science Learning Environment.”Published in Forum on Education of the American of the American Physical Society, 2004, spring issue, 12-14
Gilbert, John K & David Treagust. 2009. “Models and Modeling in Science Education: Multiple Representations in Chemical Education.” United Kingdom: Springer
Hake, R. Richard., 1997. “Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses”. Am. J. Phys., Vol. 66, No. 1, January 1
Hubber, Peter. 2013. “Engaging students in new technologies using a representation construction pedagogy.” Proceeding ofHETL Conference, Orlando Florida, USA, Jan 13-15, 2013
Kohl, P.B., Rosengrant, D., & Finkelstein, N.D . 2007. “Strongly and Weakly Directed Approaches to Teaching Multiple Representation Use in
Physics”. Physical Review Special Topiks-Physics Education Research, 3,
010108
McMillan, H.James., & Sally Schumacher. 2001. Research in Education: A Conceptual Introduction”. United States: Addison Wesley Longman, Inc.
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83
Nurul Aisyah, 2014
THE IMPLEMENTATION OF MULTIPLE REPRESENTATION-BASED INSTRUCTION AND ITS IMPACT TOWARDS STUDENTS CONCEPTUAL MASTERY IN LIGHT REFLECTION CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Peirce, C. (1931-58). “Logic as Semiotic: The Theory of Signs. In Justus Buchler (Ed.) Philosophical Writings of Peirce (1893-1910)”; reprint, New York: Dover, 1955), pp. 98-119.
Prain, V., & Waldrip, B. 2006. “An Explanatory Study of Teachers‟ and Students‟ Use of Multi-modal Representations of Concepts in Primary Science.” International Journal of Science Education Vol. 28, No. 15, 15 December 2006, pp. 1843-1866
Prain,V., Tytler, R., & Peterson, S. 2009. “Multiple Representation in Learning About Representation. International Journal of Science Education”. Vol. 31, No. 6, 1 April 2009, pp. 787-808
Prain, V., Cox,P., Deed,C., Dorman, J., Edwards, D., Farrelly, C., Keeffe, M., Lovejoy,V., Mow, L. Sellings, P., Waldrip, B., Yager, Z.2012. “Personalised Learning: Lessons to be learnt”. British Education Research Journal.
Retrieved June 4, 2013 from
http://www.tandfonline.com/doi/full/10.1080/01411926.2012.669747
Rosengrant, D., Etkina, E., & Heuvelen, A, 2008. “An Overview of Recent Reesearch on Multiple Representations”. Supported in part by NSF grants DUE 0241078, DUE 0336713
Salkind, J.Neil. 2010. “Encyclopedia of Research Design”. Online ISBN:
9781412961288 available
onhttp://dx.doi.org/10.4135/9781412961288[accessed on August 31, 2014]
Schnotz, Wolfgang & Richard Lowe., 2003. “Introduction External and internal representations in multimedia learning”. Learning and Instruction Journal 13 .2003. 117-123. www.elsevier.com/locate/learninstruc [Accessed September 1, 2014]
Tytler, Russel, Vaughan Prain, Petter Hubber and Bruce Waldrip. 2013.
“Constructing Representation to Learn in Science”. Australia: Sence Publisher
Van Heuvelen, A. & Zou, X.L. 2000. “Multiple Representations of Work
-Energy Processes”. American Journal of Physics, 69 (2), 184.
Waldrip, B. & Prain, V. 2006. “Changing representations to learn primary science concepts”. Teaching Science, 54(4), 17-21.
Waldrip, B, Prain, V & Carolan, J. 2006. “Learning Junior Secondary
Science through MultiModal Representations”. Electronic Journal of
Science Education, 11 (1), 86-105.
Waldrip, B. 2008. “Improving learning through use of representations in science”. Proceeding The 2nd International Seminar on Science Education. Science Education Program. Bandung: Graduate School Indonesia University of Education.
Waldrip, B., Prain, V., & Carolan, J. 2010. “Using Multi-Modal
Representations to Improve Learning in Junior Secondary Science”. Res. Science Education, 40, 65-80
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83
Nurul Aisyah, 2014
THE IMPLEMENTATION OF MULTIPLE REPRESENTATION-BASED INSTRUCTION AND ITS IMPACT TOWARDS STUDENTS CONCEPTUAL MASTERY IN LIGHT REFLECTION CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Waldrip, B.G., Prain, V. & Sellings, P. 2012. “Explaining Newton‟s laws of Motion: Using student reasoning Through representations to develop conceptual understanding Instructional Science”. DOI: 10.1007/s11251-012-9223-8
.
Waldrip, B., Cox, P., Deed, C., Dorman, J., Edwards, D.,Farrelly, C., Keefe, M., Lovejoy, V, Mow, L., Prain, V., Sellings, P., &Yager, Z. (2012, in press).“Student Perceptions of personalised Learning: Validation and Development of Questionnaire with regional secondary students. Learning Environments Research”.
Weil, Marsha., & Bruce Joyce., “Social Models of Teaching: Expanding Your Teaching Repretoire”. 1978. New Jersey: Pretice-Hall, Inc.
Wiersma, William & Stephen G. Jurs. 1990. “Educational Measurement and Testing”. 1990. Massachussets: Allyn and Bacon
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Nurul Aisyah, 2014
THE IMPLEMENTATION OF MULTIPLE REPRESENTATION-BASED INSTRUCTION AND ITS IMPACT TOWARDS STUDENTS CONCEPTUAL MASTERY IN LIGHT REFLECTION CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu B. RESEARCH INSTRUMENT
Appendix B.1 Objective Test .. ………... Appendix B.2 Student Engagement Survey ………... Appendix B.3 Multiple Representation Rubric………... Appendix B.4 Scientific Communication Rubric……….. Appendix B.5 Instrument of Students’ Impression………..
C. INSTRUMENT ANALYSIS
Appendix C.1 Instrument Analysis of Objective Test ………... Appendix C.2 Judgment Result ………...
D. DATA CALCULATION
Appendix D.1 Pretest and Posttest Result...………... Appendix D.2 Normalized Gain Result...………... Appendix D.3 Multiple Representation Result...…... Appendix D.3 Students Engagement Result...…... ... ... Appendix D.3 Judgement of Objective Test Result...…...
E. RESEARCH ADMINISTRATION
Appendix F.1 Research Administration ...…...
F. DOCUMENTATION ...…... ...…......
G. AUTOBIOGRAPHY...…... ...…......
128 135 136 137 138
139 144
151 154 155 156 160
170
180 181
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Nurul Aisyah, 2014
CHAPTER V
CONCLUSION AND RECOMMENDATION
A. Conclusion
According to research finding of Implementation of Multiple Representation Based Instruction and discovering its impact to student’s conceptual mastery, it can be concluded as follow:
Multiple Representation based Instruction consists of severalsteps the first is observation of selected phenomena, finding a pattern, devising explanation and rule using different types of reasoninge, representing penomena in multiple ways, making prediction and designing testing experiment, conducting testing experiment
Multiple Representation representation has a role in improving students’ conceptual mastery this can be seen that the result of Normalized gain is 0.482 which means it has medium level of effectiveness, while acccording to the result of each taxonomy value of normalized gain for C1 the value is 1 which is considered as high, while C2 is 0.492 is medium, C3 is 0.599 which is medium and C4 is considered as 0.313 which is medium thus it can be concluded that multiple representation has role in improving higher order thinking.
Multiple Representation Instruction gives influence in improving students conceptual mastery it is proven by One Score t-test that null hypothesis is retained considering that ttable (-2.034) is less than tcalculated
(0.047) which means students average score is above minimal standard of science subject matter.
(3)
80
Nurul Aisyah, 2014
THE IMPLEMENTATION OF MULTIPLE REPRESENTATION-BASED INSTRUCTION AND ITS IMPACT TOWARDS STUDENTS CONCEPTUAL MASTERY IN LIGHT REFLECTION CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu B. Recommendation
Considering that the research still needed to be developed and improved, there are some recommendations that researcher suggest for further research: 1. Multiple representation is learning model which can be implemented in
science learning especially for concept which involve abstract subject in science.
2. In order to avoid missconception and confussion among students, it will be better for teacher to guide and put attention on students in every step that students do.
3. In data collection, it will be better for observer to take two types of video tapping, the first is large classroom session tapping and each group video tapping.
4. In the implementation of multiple representation, it will be better to apply all ability rurics such as ability to represent physical processes in multiple ways, to devise and test a qualitative explanation or quantitative relationship, to modify a qualitative explanation or quantitative relationship, to design an experimental investigation, to collect and analyse data, to evaluate experimental predictions and outcomes, conceptual claims, problem solutions, and models, and to communicate scientific idea in the multiple ways, so that students are devised by various classroom experiences in one learning experience.
(4)
Nurul Aisyah, 2014
Konsep Fisika Kuantum”. Cakrawala Pendidikan, Februari 2011, Th. XXX, No. 1
Ainsworth, S. 1999. “The Functions of Multiple Representations”. Computers & Education, 33, 131-152.
Angell,C,o. Guttersrud, dan E.K. Henriksen. 2007 “Multiple representations as a framework for a modelling approach to physics education”
Carolan, J., Prain, V. & Waldrip, B. (2008). “Using representations for teaching and learning in science”. Teaching Science, 54 (1), 18-23.
College Board. 2008. “Multiple Representations of Knowledge: Mechanics and Energy.” online: www.collegeboard.com (Accessed on August 15, 2013) Creswell, J.W & Clark, V.P. 2007. “Designing and Conducting Mixed
Methods Research”. Thousand Oaks, CA: Sage.
Creswell, JW. 2012. “Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research”. Boston: Pearson
Dilworth, John. 2004. „Internal versus External Representation. The Journal of Aesthetics and Art Critism” 62:1 Winter 2004
Etkina, Eugenia & Alan Van Heuvelen. 2004. “Investigative Science Learning Environment.”Published in Forum on Education of the American of the American Physical Society, 2004, spring issue, 12-14
Gilbert, John K & David Treagust. 2009. “Models and Modeling in Science Education: Multiple Representations in Chemical Education.” United Kingdom: Springer
Hake, R. Richard., 1997. “Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses”. Am. J. Phys., Vol. 66, No. 1, January 1
Hubber, Peter. 2013. “Engaging students in new technologies using a representation construction pedagogy.” Proceeding ofHETL Conference, Orlando Florida, USA, Jan 13-15, 2013
Kohl, P.B., Rosengrant, D., & Finkelstein, N.D . 2007. “Strongly and Weakly Directed Approaches to Teaching Multiple Representation Use in
Physics”. Physical Review Special Topiks-Physics Education Research, 3,
010108
McMillan, H.James., & Sally Schumacher. 2001. Research in Education: A Conceptual Introduction”. United States: Addison Wesley Longman, Inc.
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83
Nurul Aisyah, 2014
THE IMPLEMENTATION OF MULTIPLE REPRESENTATION-BASED INSTRUCTION AND ITS IMPACT TOWARDS STUDENTS CONCEPTUAL MASTERY IN LIGHT REFLECTION CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Peirce, C. (1931-58). “Logic as Semiotic: The Theory of Signs. In Justus Buchler (Ed.) Philosophical Writings of Peirce (1893-1910)”; reprint, New York: Dover, 1955), pp. 98-119.
Prain, V., & Waldrip, B. 2006. “An Explanatory Study of Teachers‟ and Students‟ Use of Multi-modal Representations of Concepts in Primary Science.” International Journal of Science Education Vol. 28, No. 15, 15 December 2006, pp. 1843-1866
Prain,V., Tytler, R., & Peterson, S. 2009. “Multiple Representation in Learning About Representation. International Journal of Science Education”. Vol. 31, No. 6, 1 April 2009, pp. 787-808
Prain, V., Cox,P., Deed,C., Dorman, J., Edwards, D., Farrelly, C., Keeffe, M., Lovejoy,V., Mow, L. Sellings, P., Waldrip, B., Yager, Z.2012. “Personalised Learning: Lessons to be learnt”. British Education Research Journal.
Retrieved June 4, 2013 from
http://www.tandfonline.com/doi/full/10.1080/01411926.2012.669747
Rosengrant, D., Etkina, E., & Heuvelen, A, 2008. “An Overview of Recent Reesearch on Multiple Representations”. Supported in part by NSF grants DUE 0241078, DUE 0336713
Salkind, J.Neil. 2010. “Encyclopedia of Research Design”. Online ISBN:
9781412961288 available
onhttp://dx.doi.org/10.4135/9781412961288[accessed on August 31, 2014] Schnotz, Wolfgang & Richard Lowe., 2003. “Introduction External and internal
representations in multimedia learning”. Learning and Instruction Journal 13 .2003. 117-123. www.elsevier.com/locate/learninstruc [Accessed September 1, 2014]
Tytler, Russel, Vaughan Prain, Petter Hubber and Bruce Waldrip. 2013. “Constructing Representation to Learn in Science”. Australia: Sence Publisher
Van Heuvelen, A. & Zou, X.L. 2000. “Multiple Representations of Work
-Energy Processes”. American Journal of Physics, 69 (2), 184.
Waldrip, B. & Prain, V. 2006. “Changing representations to learn primary science concepts”. Teaching Science, 54(4), 17-21.
Waldrip, B, Prain, V & Carolan, J. 2006. “Learning Junior Secondary
Science through MultiModal Representations”. Electronic Journal of Science Education, 11 (1), 86-105.
Waldrip, B. 2008. “Improving learning through use of representations in science”. Proceeding The 2nd International Seminar on Science Education. Science Education Program. Bandung: Graduate School Indonesia University of Education.
Waldrip, B., Prain, V., & Carolan, J. 2010. “Using Multi-Modal
Representations to Improve Learning in Junior Secondary Science”. Res. Science Education, 40, 65-80
(6)
Waldrip, B.G., Prain, V. & Sellings, P. 2012. “Explaining Newton‟s laws of Motion: Using student reasoning Through representations to develop conceptual understanding Instructional Science”. DOI: 10.1007/s11251-012-9223-8
.
Waldrip, B., Cox, P., Deed, C., Dorman, J., Edwards, D.,Farrelly, C., Keefe, M., Lovejoy, V, Mow, L., Prain, V., Sellings, P., &Yager, Z. (2012, in press).“Student Perceptions of personalised Learning: Validation and Development of Questionnaire with regional secondary students. Learning Environments Research”.
Weil, Marsha., & Bruce Joyce., “Social Models of Teaching: Expanding Your Teaching Repretoire”. 1978. New Jersey: Pretice-Hall, Inc.
Wiersma, William & Stephen G. Jurs. 1990. “Educational Measurement and Testing”. 1990. Massachussets: Allyn and Bacon