Understanding the Newton Motion Concept Through Qualitative and Quantitative Teaching

Muhammad Tawil, - and Muhammad Amin Said, - (2022) Understanding the Newton Motion Concept Through Qualitative and Quantitative Teaching. JPPPF. ISSN 2461-0933

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Abstract

Abstrak This research aims to analyze the influence of qualitative teaching and quantitative pursuit to understanding the concept of motion Newton Student of Science Education Study Program of FMIPA Universitas Negeri Makassar. The main objectives of this study were to obtain information: 1) the characteristics of pretest and posttest results of understanding of Newton's motion concepts of students following qualitative teaching, 2) characteristics of pretest and posttest results of understanding of Newton's motion concepts of students following quantitative teaching, 3) student activities, and 3) a significant difference understanding of Newton's motion concepts of students who follow qualitative teaching and who follow quantitative teaching. Designing mixed methods research, the embedded experimental model, the population of 100 students odd semester 2019/2020 divided into group A of 50 students, and group B as many as 50 students. Data collection techniques using interviews and tests, the data were analyzed qualitatively and quantitatively. The results of the study were found in group A: 1) initial understanding of Newton's concept based on Aristotelian's theory of 30 students (60 percent), Impetus 15 students (30 percent), and Newton's 5 students (10 percent). The posttest result of understanding Newton's concept of motion based on the theory of Aristotle 1 student (2 percent), Impetus theory 4 students (8 percent), and Newton's theory 45 students (90 percent). In group B: 2) early understanding of Newton motion concept based on Aristotelian theory 35 students (70 percent), Impetus theory 10 students (20 percent), and Newton's theory 5 students (10 percent). The posttest result of understanding Newton's concept of motion based on the theory of Aristotle 5 students (10 percent), Impetus theory 35 students (70 percent), and Newton's theory 10 students (20 percent); 3) student activity in following learning included in high category, and 4) There is a significant difference understanding of Newton motion concept of students who follow qualitative teaching and who follow quantitative teaching. The study found that strict mathematical formulations do not foster the ability to comprehend the physical concept qualitatively. Students are generally only interested in solving physics problems that are manipulation of numbers and equations. They are not passionate about the qualitative aspects of mathematical formulations. Keywords: Qualitative Teaching, Quantitative Teaching, Understanding, Concept, Newton’s, Motion

Item Type:	Article
Subjects:	KARYA ILMIAH DOSEN Universitas Negeri Makassar > KARYA ILMIAH DOSEN
Divisions:	FAKULTAS MIPA
Depositing User:	Pustakawan Amaluddin Zaihal
Date Deposited:	25 May 2023 02:41
Last Modified:	25 May 2023 02:41
URI:	http://eprints.unm.ac.id/id/eprint/29140

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