Analysis of senior school students’ preconceptions regarding the concept of climate change in terms of visual representation explorations

Authors

  • Sindi Yani Department of physics education, Institut Pendidikan Indonesia
  • Ali Ismail Universitas Pendidikan Indonesia
  • Irma Fitria Amalia Department of physics education, Institut Pendidikan Indonesia

DOI:

https://doi.org/10.31980/ripe.v2i2.33

Keywords:

Visual representation, Climate change, Senior high school

Abstract

Preconceptions are essential initial understandings that students possess, as they serve as the foundation for better learning. Regarding the concept of climate change, many students still harbor misconceptions. One way to identify students’ preconceptions is through the use of visual representations. The use of visual representations can unveil students’ preconceptions about abstract and complex concepts. This study aims to observe and analyze the extent of high school students’ understanding of climate change. It employs qualitative descriptive research, with a population and sample comprising 63 tenth-grade students majoring in natural sciences at a high school in Indonesia. Data collection techniques involve observation and interviews, with semi-structured interviews utilized in this study. The results reveal that students have varied understandings of the climate change concept, with many still holding misconceptions. There are three categories of climate change concepts: 1) accurate climate change concepts, accounting for 37% (23 students); 2) climate change concepts based on objects, as observed from the overall visualized images created by the respondents; and 3) incorrect climate change concepts, constituting 63% (40 students). From these categories, based on empirical evidence regarding students’ preconceptions of climate change, it falls into the macroscopic level.

References

Albers, Peggy. 2013. Visual discourse analysis. In New methods of literacy research, 85–97. Routledge.

Amaliah, Nur Utami, and Endang Purwaningsih. 2021. Analisis pemahaman konsep, multirepresentasi, dan kosistensi jawaban siswa sma pada konsep hukum iii newton. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) 9 (4): 671–682.

Ariyanto, Agus, Desy Fajar Priyayi, and Lusiawati Dewi. 2018. Penggunaan media pembelajaran biologi di sekolah menengah atas (SMA) swasta salatiga. BIOEDUKASI (Jurnal Pendidikan Biologi) 9 (1): 1–13.

Arum, Ismi Dwi Mustika, Abdurrahman Abdurrahman, et al. 2014. Pengaruh kemampuan representasi visual terhadap hasil belajar fisika. Jurnal Pembelajaran Fisika Universitas Lampung 2 (5): 119018.

Asenova1, Asya, and Michael Reiss. 2011. The role of visualization of biological knowledge in the formation of sets of educational skills.

Chevalier, Fanny, Romain Vuillemot, and Guia Gali. 2013. Using concrete scales: a practical framework for effective visual depiction of complex measures. IEEE transactions on visualization and computer graphics 19 (12): 2426–2435.

Duncan, Pauline A. 2013. Drawing as a method for accessing young children’s perspectives in research.

Eilam, Billie, and John K Gilbert. 2014. The significance of visual representations in the teaching of science. Science teachers’ use of visual representations, 3–28.

Elkins, James. 2002. Preface to the book a skeptical introduction to visual culture. Journal of Visual Culture 1 (1): 93–99.

Gilbert, John K. 2005. Visualization: a metacognitive skill in science and science education. In Visualization in science education, 9–27. Springer.

Liamputtong, Pranee. 2009. Qualitative data analysis: conceptual and practical considerations. Health promotion journal of Australia 20 (2): 133–139.

Mardatila, Agnesita, Hera Novia, and Parlindungan Sinaga. 2019. Penerapan pembelajaran fisika menggunakan multi representasi untuk meningkatkan kemampuan kognitif dan pemecahan masalah siswa sma pada pokok bahasan gerak parabola. Omega: Jurnal Fisika dan Pendidikan Fisika 5 (2): 33–33.

Mayer, Richard E, and Celeste Pilegard. 2005. Principles for managing essential processing in multimedia learning: segmenting, pretraining, and modality principles. The Cambridge handbook of multimedia learning, 169–182.

Prasad, Ravinesh Rohit, and Ramadhani Lausi Mkumbachi. 2021. University students’ perceptions of climate change: the case study of the university of the south pacific-fiji islands. International Journal of Climate Change Strategies and Management 13 (4/5): 416–434.

Vosniadou, Stella. 1994. Capturing and modeling the process of conceptual change. Learning and instruction 4 (1): 45–69.

Weurlander, Maria, Magnus Söderberg, Max Scheja, Håkan Hult, and Annika Wernerson. 2012. Exploring formative assessment as a tool for learning: students’ experiences of different methods of formative assessment. Assessment & Evaluation in Higher Education 37 (6): 747–760.

Widianingtiyas, Laras. 2015. Pengaruh pendekatan multi representasi dalam pembelajaran fisika terhadap kemampuan kognitif siswa SMA. PhD diss., Universitas Negeri Jakarta.

Downloads

Published

2023-12-26

How to Cite

Yani, S., Ismail, A., & Fitria Amalia, I. (2023). Analysis of senior school students’ preconceptions regarding the concept of climate change in terms of visual representation explorations. Research in Physics Education, 2(2), 80–90. https://doi.org/10.31980/ripe.v2i2.33

Issue

Section

Articles