Investigation of undergraduate student concept understanding on Hydrostatic Pressure using two-tier test

Investigating students' understanding of the concept of hydrostatic pressure is based on the importance of this understanding to be able to master static fluid material. This study uses qualitative methods to investigate the understanding of student concepts on the topic of hydrostatic pressure...

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Bibliographic Details
Published in:Journal of physics. Conference series 2020-04, Vol.1511 (1), p.12085
Main Authors: Cari, C., Pratiwi, Scundy Nourma, Affandy, Harry, Nugraha, Dewanta Arya
Format: Article
Language:English
Subjects:
College students
Hydrostatic pressure
Investigations
Physics
Reliability
Students
Undergraduate study
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Summary:Investigating students' understanding of the concept of hydrostatic pressure is based on the importance of this understanding to be able to master static fluid material. This study uses qualitative methods to investigate the understanding of student concepts on the topic of hydrostatic pressure. The sample used in this study was 206 undergraduate student physics and undergraduate student physics education at Universitas Sebelas Maret, and Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta. The results of the analysis show that ten items developed were declared valid in content based on expert judgment. This is evidenced by the acquisition of V index of 0.99, while the Vtable is 0.92. The reliability estimation results obtained by the value of person reliability (testee) of 0.82, and reliability items of 0.75. It can be concluded that the consistency of the answers from either the testee or from the item in question has high reliability. The results of the investigation showed that there were many undergraduate students after studying physics, not being able to understand even in the simplest parts. Some concepts have been misunderstood; this has led to undergraduate students considering physics as a difficult, complicated, and time-consuming science to be able to understand it.
ISSN:1742-6588
1742-6596
DOI:10.1088/1742-6596/1511/1/012085