Identification of Multiple Representation of Newton Law Concept of Physics Teacher M Masrifah1,2, A Setiawan1,3, P Sinaga1,4 and W Setiawan1,5
1Sekolah Pasca Sarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia.
2Program Studi Pendidikan Fisika, Universitas Khairun Ternate, Jl. Bandara Baabullah, Kota Ternate 97728, Indonesia.
3Departemen Pendidikan Teknik Mesin, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 207, Bandung 40154, Indonesia.
4Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia.
5Program studi Pendidikan Ilmu Komputer, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia.
Abstract
The ability of teachers to represent a concept using different types of representation is a very important competency. Teachers with limited representation skills will not be able to provide a holistic and appropriate learning experience because students have different skills in constructing their knowledge. The aim of this research is to know the multiple representation ability of physics teacher by using multiple representation tests on Newtons law topic. Subjects in this study were 30 high school physics teachers in North Maluku which were determined based on purposive sampling technique. Multiple representation data were analyzed using descriptive statistics. The result shows that in general the multiple representation ability of teachers is in the medium category (51%). While in general of each form of representation are the texts representation is in the high category (76%), image representation is in the medium category (59%), pictorial diagrams representation is in low category (20%), table representation is in the low (38%), graphic representation is in the low category (25%), and the mathematical representation is in the high category (85%). The results shows that teachers still have difficulty in representing the concept in the form of pictorial diagrams, tables and graphs because they only teach Newtons 2nd law using text, image and mathematical representation.
