Analysis of Conceptual Understanding and Needs for Differentiation with Multi-Representation Learning Strategy: An Empirical Study of 1D Particle Dynamics
Keywords:
particle dynamics, conceptual understanding, differentiated instruction strategy, multi-representationAbstract
Weak conceptual understanding of particle dynamics and the lack of accommodation for students' diverse learning styles are fundamental problems in Classical Mechanics lectures. This mixed-methods study with an explanatory sequential design aimed to analyze the level of conceptual understanding, learning style profiles, and the need for a differentiated instruction strategy based on multi-representation on the topic of 1-Dimensional Particle Dynamics. The subjects were 217 students from two study programs in East Java, from whom 20 students were purposively selected for open-ended questionnaires and interviews. The results showed a low average conceptual understanding score (42.52) with large variation (SD = 19.70), and persistent conceptual difficulties were identified through interviews, particularly in understanding forces, free-body diagrams, and kinematic graphs. The learning style profile revealed a balance between unimodal (50.24%, dominated by visual at 21.20%) and multimodal (49.76%). Students reported the greatest difficulties in understanding forces and free-body diagrams (90%) and graph interpretation (85%). The most preferred representational formats were animation/simulation (40%) and live demonstration (30%). Eighty percent of students expected multi-format learning materials, and students with low scores specifically requested individual feedback. These findings collectively indicate that a differentiated instruction strategy integrating multi-representation is needed, with variation in representational formats, active participation opportunities, and connections to students' concrete everyday experiences as its key design principles.
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