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Abstract

This study aimed to analyze the mastery concepts of Newton's laws of motion on the implementation of scientific-based learning approach with formative assessment. The study involved 27 students of class X natural science natural science of State Senior High School 1 Mumbulsari. The learning process is designed to use the five essential elements of formative assessment integrated into the scientific approach. Student's mastery concepts is measured using a test Forces Concept Inventory (FCI). The tests given before and after the learning. Data were analyzed qualitatively and quantitatively. The results showed that the learning strategies have an influence on students' mastery concepts with strong category effect. The resulting increase in score mastery concepts students after learning that are in the low category. Students experience increased levels penguasaaan low towards the concept of being the impulsive force indicator and increased the level of mastery of the concept of the low to the high on the track indicator objects based on the legal concept of first newton. Overall score indicator mastery concepts of Newton's laws of motion increased. However, there are two indicators decreased scores namely the mplications constant force and first newton law (without force). The decline in scores due to students experiencing misconceptions on the indicator acceleration.

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