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Edunity
Volume 2 Number 5, May 2023
p- ISSN 2963-3648 | e-ISSN 2964-8653
Doi:
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THE INFLUENCE OF GENDER IN PHYSICS ON MASTERY OF THE
CONCEPT OF GRAPH REPRESENTATION THROUGH TEST OF
UNDERSTANDING GRAPHS IN KINEMATICS
(TUG-K) ANALYSIS
Ahmad Ilmar
1*
, Sentot Kusairi
2
Physics Education Study Program, Faculty of Mathematics and Natural Sciences
State University of Malang, Indonesia
Email: [email protected]
1
. sentot.kusairi.fm[email protected]
2
ABSTRACT
This study aims to determine the effect of gender on the mastery of the concept of graphical
representation through the analysis of the Test of Understanding Graphs in Kinematics (TUG-
K). This research method is a comparative study that aims to compare two or more variables, to
get answers or facts whether there is a comparison of the object being studied. This research is
qualitative research. The number of samples in this study was 23 people consisting of 8 male
students and 15 female students. The research instrument used was 5 descriptive questions
referred to from TUG-K Beichner and analyzed by the CRI method. Based on the results of the
study, it was found that from the number of students who knew the concept, it was known that
1 out of 8 (1:8) male students knew the concept, and 3 out of 15 (1:5) female students. From this
data, female students master concepts more than male students.
Keywords: TUG-K; Concept Understanding; Representation
Introduction
The characteristics of abstract physics learning material demand the ability to master
and manage changes between different representations simultaneously (Rahayu et al.,
2021). The abstractness of these theories and concepts will be real and meaningful if they
are presented in various forms of representation, such as graphical representations,
motion diagrams, mathematics, and tables. For example, in presenting the position of
objects that are always in motion, it will be difficult to understand if it is only presented
in verbal representations, it will be more meaningful if it is displayed in various
representations such as representations of motion diagrams, graphs, and tables.
One of the physics materials which contains the concept of representation of motion
diagrams, graphs, and tables is the kinematics of straight motion. Kinematics is a part of
classical mechanics where motion can be expressed in space and time regardless of the
cause of the motion (Iskandar & Syahir, 2018) In kinematics, by knowing the equation of
the position of the object, other information about the object can be determined such as
the speed and acceleration of the object. Information about the acceleration of objects is
Vol. 2, No. 5, 2023
[The Influence of Gender in Physics on Mastery of the Concept
of Graph Representation through Test of Understanding
Graphs in Kinematics (TUG-K) Analysis]
Ahmad Ilmar, Sentot Kusairi
very important to learn the concept of mechanics, especially Newton's Law, acceleration
is a very important and fundamental concept in mechanics (Muzakki et al., 2022), in
order to understand mechanics well, it is necessary to have a solid understanding of
kinematics concepts (Saputri et al., 2019)
The results of research conducted by (Bunawan et al., 2015) that chart reading and graph
interpretation skills in students are still inadequate, besides that proficiency in analyzing
graphs depends on the type of graph and the level or type of question developed.
(Rahma & Kurniawan, 2021) found that students have difficulty in reading, interpreting,
and understanding information depicted in graphs. (Anis et al., 2019) their research
revealed that the meaning of graphs in physics concepts is more difficult than in
mathematical concepts. (Beichner, 1994) in his research discusses the kinematics of
straight motion graphs of position, speed, and acceleration which makes the Test Of
Understanding Graphs In Kinematics (TUG-K) in his introduction Beichner writes that
graphs are the heart of physics and are very efficient for solving scientific problems, the
use of graphs is very broad as a teaching tool but in fact, many students still have
difficulty reading graphs and students have difficulty interpreting the meaning of
existing graphs.
The results obtained by Beichner the average score of students is 40% quite low. The
most visible difficulty of students is determining the gradient or slope of the graph,
another problem that needs to be urgently considered is the assumption that a graph is
an image where the graph does not change even though the coordinates change and
move (Guryadi & Sutrisna, 2020).
In relation to TUG-K, Antwi, et al also conducted research on understanding the concept
of reading graphs. In its introduction (Antwi, 2018) found that students misinterpret,
especially in describing the shape of the graph, it is difficult to change the graph from
one shape to another, gives different interpretations for the slope and area under the
graph, and finds it difficult to calculate the slope and area precisely. The results of
research conducted by Bunawan, Uzun, Robert J. Beichner, and Victor Antwi et al, show
that in the field there are still many students who have difficulty in interpreting graphs,
some of the difficulties are determining changes in the speed of objects that experience
In constant acceleration, difficulty distinguishing graph gradients and changing the
perception that graphs are not images.
Ainsworth (Suminar et al., 2013) states that students' ability to interpret representations
is influenced by a combination of representations, individual differences, and processes
in understanding a representation. Individual differences are influenced by familiarity
with representation, familiarity with the concept represented age of students, way of
thinking, intelligence, and gender or gender.
[The Influence of Gender in Physics on Mastery of the Concept of
Graph Representation through Test of Understanding Graphs in
Kinematics (TUG-K) Analysis]
Vol. 2, No. 5, 2023
https://edunity.publikasikupublisher.com
Based on the description above, researchers are interested in researching the
understanding of the concept of graphic representation through TUG-K based on gender
with the title "The Influence of Gender Issue on Mastery of the Concept of Graphic
Representation through the Analysis of Test of Understanding Graphs in Kinematics
(TUG-K)". As a form of novelty, this research lies in the Test of Understanding Graphs
in Kinematics (TUG-K) in the form of a description problem.
Research Method
Research Methods and Samples
This research method is a comparative study. The definition of comparative study is
scientific research or studies based on comparison. Aswarni's opinion quoted by
Suharsimi (Arikunto, 2013) states that "Comparative research will find similarities and
differences about objects, people, work procedures, ideas, criticism of people, groups, of
an idea or a work procedure". Another opinion, Mohammad Nasir (1988: 68) said that
"Comparative study or research is a type of descriptive research that wants to find
answers fundamentally about cause and effect, by analyzing the factors causing the
occurrence or emergence of a particular phenomenon". So a comparative study is a
research that aims to compare two or more variables, to get an answer or fact about
whether there is a comparison or not of the object under study.
This research is qualitative research. Qualitative research is an approach that is also
called an investigative approach because researchers usually collect data by meeting
face-to-face and interacting with people at the research site (Rukin, 2019). Qualitative
research can also be intended as a type of research whose findings are not obtained
through statistical procedures or other forms of calculation. However, the data collected
from qualitative research allows it to be analyzed through a calculation.
The sample in this study was 23 people in Physics. The sampling technique in this study
was carried out by purposive sampling. That means the sample is selected based on the
objectives set in the study.
Research Instruments
Research instruments are data collection tools from the research conducted. The case
study on understanding kinematics graphs involves an instrument, namely a diagnostic
test that hebiles from the Test of Understanding Graph Kinematic (TUGK). This test is
in the form of a description with a total of 5 questions. The measured concept consists of
the concepts of magnitude kinematics of position, velocity, and acceleration. This
material has been adjusted to the curriculum applicable in schools.
Data Analysis Techniques
The technical data analysis carried out in this study uses the Certainty of Response Index
(CRI) in analyzing diagnostic test results to determine the ability to understand graphs
Vol. 2, No. 5, 2023
[The Influence of Gender in Physics on Mastery of the Concept
of Graph Representation through Test of Understanding
Graphs in Kinematics (TUG-K) Analysis]
Ahmad Ilmar, Sentot Kusairi
determined through the criteria of knowing concepts, not knowing concepts, and
misconceptions. Then it will be compared between men and women.
The diagnostic test questions are in the form of TUG-K questions totaling 5 questions
describing kinematics graphs. The following is the result of the analysis of the discussion
of the question
Table 1. Analysis discusses understanding kinematics graphs.
No
Analysis
No corresponding
questions
1
The ability to describe the motion of objects
presented in graphic form
1, 2
2
The ability to determine the motion of acceleration
or constant speed.
3, 4, 5
Based on the analysis that has been determined in table 1, students' graph
comprehension skills are analyzed using CRI.
CRI is used to discover a person's misconceptions by measuring the confidence level in
answering questions. Misconceptions are differences in concepts that someone has that
are different from the concepts of scientists (Heuvelen, 1991). The CRI scale is set to six
fixed scales (0-5) as proposed by Saleem Hassan (1999), including:
Table 2. CRI criteria by Saleem Hassan
Scale
Criterion
Information
0
Totally Guesed
Answer
Answering questions is 100% done by guessing.
1
Almost guess
Answer questions with a percentage of guessing 75%-
99%
2
Not sure
Answer questions with a percentage of guessing 50%-
74%
3
Sure
Answer questions with a percentage of guessing 25%-
49%
4
Almost Certain
Answer questions with a percentage of guessing 1%-24%
5
Certain
Answering the question has no element of guessing at
all.
A scale of 0 has the criteria of Totally Guesed Answer or guessing which means students
in answering the given questions do not know the concept at all. While the highest scale
of this CRI is 5 with the criteria of being sure to be right which means in answering
students' problems and knowing the concept correctly without any mistakes. These CRI
criteria are listed in each question.
[The Influence of Gender in Physics on Mastery of the Concept of
Graph Representation through Test of Understanding Graphs in
Kinematics (TUG-K) Analysis]
Vol. 2, No. 5, 2023
https://edunity.publikasikupublisher.com
Each student had four possible combinations of right or wrong answers with a high CRI
(>2.5) or low CRI (<2.5). The four combinations can be seen in the table below (Saleem
Hasan, et al: 1999).
Table 3. CRI Combination Table
Answer
Criteria
Low CRI (<2.5)
High CRI (>2.5)
Correct
answer
The answer is correct but a low CRI
means not knowing the concept
(Lucky guess).
Correct answers and high CRI
mean mastering concepts well.
Wrong
Answer
Wrong answers and low CRI mean
not knowing the concept.
Wrong answer but high CRI
means a misconception.
Table 3 shows that the criteria to be set by CRI for a person are knowing the concept, not
knowing the concept and misconceptions. These three criteria will be useful in providing
a profile of students' difficulty in understanding charts. Not knowing concepts and
misconceptions means that students can be said to have difficulty in understanding
these concepts (Gumilar, 2015).
However, because TUGK is used in the form of description questions, it is only
distinguished between Pass and Not Pass with a passing standard of 70.
The last stage is to determine how the influence of gender on the level of understanding
of the kinematics graph concept is obtained from how many male and female students
are for the criteria of knowing the concept.
Result And Discussion
TUGK questions were distributed to 23 Physics students consisting of 8 male students
and 15 female students. The data obtained are then analyzed using the T-test to test the
hypothesis and the CRI method to find out students’ misconceptions, do not know the
concept, and know the concept.
Table 4. Table of Research Results
No
NAME
NPM
Gender
TUGK
CRI
Attainment
Information
1
Sehla
Harnof
A1E020002
Man
70
3,6
L
Mastering the
Concept
2
Ayuni
Nisa
Syafira
A1E020004
Woman
45
2,8
TL
Misconceptions
3
Andra
Haryanto
A1E020006
Man
60
3,8
TL
Misconceptions
4
Emilia
Denti
A1E020008
Woman
40
2,3
TL
Do not Know
the Concept
5
Hidayah
Nurhasana
A1E020010
Woman
80
3,4
L
Mastering the
Concept
Vol. 2, No. 5, 2023
[The Influence of Gender in Physics on Mastery of the Concept
of Graph Representation through Test of Understanding
Graphs in Kinematics (TUG-K) Analysis]
Ahmad Ilmar, Sentot Kusairi
No
NAME
NPM
Gender
TUGK
CRI
Attainment
Information
6
Anida
Seviana
Saputri
A1E020012
Woman
30
2,2
TL
Do not Know
the Concept
7
Ima
Setiani
A1E020014
Woman
35
1,4
TL
Do not Know
the Concept
8
Gusti
Ameda
Pazah
A1E020016
Man
30
1,2
TL
Do not Know
the Concept
9
Siti
Rohayati
A1E020018
Woman
45
3,2
TL
Misconceptions
10
Meutia
Farani
Aziz
A1E020022
Woman
70
2,2
L
Do not Know
the Concept
11
Sabri
Henfi Afla
A1E020024
Man
30
1,6
TL
Do not Know
the Concept
12
Francisco
Yola
A1E020026
Man
20
1,4
TL
Do not Know
the Concept
13
Dini
Syafitri
A1E020028
Woman
55
2,3
TL
Do not Know
the Concept
14
Mifta
Meylinda
A1E020030
Woman
47
2,2
TL
Do not Know
the Concept
15
Nita
Utami
Nesty
A1E020032
Woman
67
2,4
TL
Do not Know
the Concept
16
Dwi
Novriensi
A1E020034
Woman
73
4,2
L
Mastering the
Concept
17
Rolen
Safutra
Fanned
A1E020036
Man
25
1,8
TL
Do not Know
the Concept
18
Sonia
Surabina
BR Depari
A1E020038
Woman
68
3,2
TL
Misconceptions
19
Meutia
Rahma
Agustin
Novel
A1E020040
Woman
68
2,3
TL
Do not Know
the Concept
20
Maida
Oktalia
A1E020044
Woman
37
2,6
TL
Do not Know
the Concept
21
Nur
Achmad
Tuljannah
A1E020048
Man
36
1,2
TL
Do not Know
the Concept
[The Influence of Gender in Physics on Mastery of the Concept of
Graph Representation through Test of Understanding Graphs in
Kinematics (TUG-K) Analysis]
Vol. 2, No. 5, 2023
https://edunity.publikasikupublisher.com
No
NAME
NPM
Gender
TUGK
CRI
Attainment
Information
22
Anhar
Yoga
Pratama
A1E020050
Man
30
2,2
TL
Do not Know
the Concept
23
Fityahti
Hilya
Utami
A1E020052
Woman
78
3,8
L
Mastering the
Concept
Misconceptions
17,39%
Do not Know the Concept
65,22%
Mastering the Concept
17,39%
Interpretation of T Test Results
H0: There is no significant average difference between men and women
Ha: There is a significant average difference between men and women
Value of Sig. (2-tailed) = 0.024. While the alpha of the study = 5% or 0.05. That is, (0.024
< 0.05) it can be concluded that this study Ha accepted.
Next, determine what the t-table value is for this study based on the df value in the
Independent Samples Test table and alpha divided by 2. Look at the image above:
Value df (degree of freedom) = 21. While the alpha of the study was 5%/2 = 2.5% or
0.025Next, see the t-table value of df=21 and Tail Probability of 0.025. The t-table value
in this study was 2.080. While the value of t-count = -2.423So in this study, t-table > t-
count (2.423 > 2.262). This means that H0 is rejected and Ha is accepted, that is, there is
a significant average difference in TUGK results between male and female students.
CRI Analysis Results
Based on the CRI analysis, 4 students had misconceptions, or around 17.40%, 15 students
did not know the concept 65.20%, and 4 students knew the concept around 17.40%.
Vol. 2, No. 5, 2023
[The Influence of Gender in Physics on Mastery of the Concept
of Graph Representation through Test of Understanding
Graphs in Kinematics (TUG-K) Analysis]
Ahmad Ilmar, Sentot Kusairi
If you look at the number of students who know the concept, it is known that 1 in 8 (1:8)
male students know the concept, and 3 in 15 (1:5) female students. From this data, female
students master the concept more than male students (Annisa et al., 2021)
Conclusion
Based on the results of the research obtained, it can be concluded that: There is a
significant average difference in TUGK results between male students and female
students, female students master the concept more than male students, based on the
results of TUGK, it can also be seen that there are still many students who have not
mastered how to read kinematics material graphs.
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