ANALYSIS OF STUDENTS^ UNDERSTANDING AND DIFFICULTY ON VECTOR CONCEPT THROUGH MODELING INSTRUCTION WITH FORMATIVE E-ASSESSMENT Alifudin Khumaidi (a), Sentot Kusairi (a*), Nasrudin (b)
(a) Universitas Negeri Malang
(b) Madrasah Aliyah Negeri 1 Pasuruan
Abstract
This research aims to analyze students^ understanding of vector concepts and the difficulties encountered in the learning process. In this study, using a mixed-method approach with an embedded experimental design. We recruited 34 students from an Islamic-based public school in Pasuruan, East Java, Indonesia. To collect data, we distributed reasonable multiple-choice questions to participants. The research results show that comprehensive formative e-assessment in modeling instruction and learning can greatly improve students^ understanding of vector concepts, with an N-gain of 0.42 and an effect size of 1.871. Our research also documented some difficulties encountered by students after formulating their studies, including the difficulties encountered in analyzing the directions, addition, subtraction, components and unit vectors of a vector. The combination of modeling instruction and formative e-assessment can be an alternative to increasing students^ understanding of vector concept.
Keywords: understanding and difficulty of physics concepts- formative e-assesment- modeling instruction- vector
