Improved Concept Understanding through Media-based Learning
Endah Kurnia Yuningsih, Diah Mulhayatiah, Rena Denya, Winda Setya, Herni Yuniarti Suhendi,
Rizky Zakwandi and M. Ali Ramdhani
UIN Sunan Gunung Djati, Jl. A.H. Nasution 105 Bandung, West Java, Indonesia
Keywords: Analog Kit, Physics Learning, Roberval Balance, Static fluid, Density.
Abstract: The purpose of this study is to determine the difference in the students' understanding of the concept through
the use of a medium learning. The research method used was quasi experiment with preetest-postest control
group design. The population in this study is all students in Junior High School with sample of students of
class VIII. The data collection tool uses multiple choice written tests derived from understanding aspect
indicators on cognitive taxonomy. Hypothesis test is done by using t test by using SPSS program. The results
showed that the control class (without using medium) there was no difference in the improvement of students'
concept understanding between the pretest and postest result. This was indicated by sig. 0.006 <sig. 0.05,
while in the experiment class (by using robelval balance as a medium) there is a difference in the improvement
of students' understanding of understanding this is shown by sig. 0.355> sig. 0.05.
1 INTRODUCTION
Understanding the concept for high school students is
very important. It is very necessary for students to
build problem solving skills and describe a
phenomenon of physics or other natural phenomena.
(Greca and Ataide, 2017). One of the obstacles in
building student intuition to understand the concept
of physics is that teachers often give detailed
instructions on what to do or understand students.
This causes the student does not have the freedom to
develop his intuition in understanding a concept.
(Hettmansperger et.al, 2015). According to Bruner
and Olson (1973) the use of learning media such as
simple practicum tool is one way that can support the
awakening of students' understanding of a concept.
Another way that can be taken is to build students'
skills in understanding the symbols and communicate
using the media. Teachers need to encourage students
to understand a concept. Similarly, skills commonly
developed through physics learning instruments such
as data collection, interpreting information,
expressing the concept of physics in the learning
media to present the argument in the report of
learning activities. The first thing students do in a
practicum activity is to explore with teacher
guidance. The exploration phase is expected to
produce their own scientific hypothesis. Students are
then given a practicum tool to conduct the
experiment. The experimental results are expected to
answer the formulation of agreed issues or find other
new things. (Zucker and Hug, 2008). One way to
experiment with the influence of new physics
practicum tools in building conceptual understanding
is experimentation using N.E.T. Therefore, the focus
of this project is to use Roberval balance as a
practicum tool. Different preliminary examples of
different topics in physics have been discussed
previously (eg Bakhtibaeva et.al 2016; Malik et al.,
2017; Schaal et al. 2010; Schwarz, 2013; Vogt, 2011;
Kuhn & Vogt, 2015, Wang Et .al, 2017 & Barma and
Daniel, 2017). But there is no research on the impact
of learning using new media such as Roberval
balance as a medium learning for developing
conceptual learning.
The use of Roberval balance in this study aims to
improve the understanding of students' concepts
sains. There is a difference in the level of conceptual
understanding between students who use the
Roberval balance and those not given the tools.
2 METHODS
The research method used quasi experiment with
pretest-postest for control class and experiment class.
The learning in the experimental class is done by
guided inquary practice method (Edelson et.al, 2001)
Yuningsih, E., Mulhayatiah, D., Denya, R., Setya, W., Suhendi, H., Zakwandi, R. and Ramdhani, M.
Improved Concept Understanding through Media-based Learning.
In Proceedings of the 2nd International Conference on Sociology Education (ICSE 2017) - Volume 2, pages 557-560
ISBN: 978-989-758-316-2
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
557

using the Roberval Balance practicum tool. While
learning in the control class using lecture method,
discussion and practice questions. Data processing
result of research conducted by using SPSS software
with indicator taken in the form of different value,
table t and table of normality Kolmogorov-Smirnov
and Shapiro Wilk (Kezer. 2012).
The population of the study was the junior high
school students in the 7
th
grade. The number of poles
in the control class were 32 people and the
experimental class was 35 people. The selection of
classes is done randomly.
The research instrument is a matter of multiple
choice with indicator of concept based on Bloom’s
Taxonomy revision up to level C5 (Evaluate). The
material used is a static fluid about the density of the
liquid. In addition to data from the pretest and postest
are also used Activity Sheet to see the participation of
learners in the learning that is in the form of short
stuff and some description of the work that has been
done students.
Roberval balance is a simple practice tool. The
principle of Roberval balance work is a firm system
of equilibrium. Roberval balance is the mechanoc
system that introduced by Gilles Personne de
Roberval (1602-1675). The election of Roberval
balance based on the adventages of the system that
allows us to set the charge anywhere along the sleeve
side of the tool (Gumilar, 2016).
Fluid-type mass measurements are made by
comparing one fluid with another known-weight
fluid.
Figure 1: process in class control.
In the experimental class the student is given an
introduction to the static fluid material and the tool to
be used before practicum. Once students understand
the learning objectives, students are given the
opportunity to understand how the Roberval balance
works. Students start practicum after they have been
through the preparation stage well, during practice
they are asked to write the findings in a worksheet.
Teachers act as facilitators and consultants in
learning.
3 RESULTS AND DISCUSSION
Data obtained from this study of value preetest and
post-test at each control class and the experimental
class. This data is presented in table 1 and table 2.
Then T test is done on the data with the result shown
in table 3.
Table 1: Paired Samples Test.
t
df Sig. (2-tailed)
pre-control – pre-
experiments
-2.95 34 .006
Understanding–
experiments
understandin
g
-4.83 34 .000
pre-control-
understanding
-14.73 34 .000
pre-control- experiments
understandin
g
-19.03 34 .000
Table 2: Tests of Normality.
Kolmogorov-
Smirnov
a
Sha
p
iro-Wil
k
Stat df Sig. Stat df Sig.
Understanding .376 35 .000 .716 35 .000
experiments
understandin
g
.390 35 .000 .623 35 .000
p
re-control .304 35 .000 .745 35 .000
p
re-experiments .276 35 .000 .802 35 .000
Table 3: Paired Samples Test.
Paired Differences
Mean
Std.
Deviat
ion
Std.
Error
Mean
95%
Confidence
Interval of the
Difference
Lowe
r
Uppe
r
pre-control - pre-
ex
p
eriments
-7.86 15.78 2.67 -13.28 -2.44
Understanding -
experiments
understandin
g
-12.57 15.40 2.60 -17.86 -7.28
pre-control -
understandin
g
-39.71 15.95 2.70 -45.19 -34.24
pre-experiments -
experiments
understandin
g
-44.43 13.81 2.34 -49.17 -39.68
Introduction
•concept of subject
•how to use roberval balance
Practicum
• Try to use the tools
• Do exsperiment
Conclusion
and
Reflection
• Resume and building understanding
concept.
• Reflection experience.
ICSE 2017 - 2nd International Conference on Sociology Education
558

From the table above can be seen that the value of
concept understanding in the class that uses Roberval
balance as a learning medium has a relatively higher
increase compared with the control class. In the
control class, the students' concept comprehension
value improvement between pre test and post test is
shown by sig. 0.006 <sig. 0.05. The value of concept
understanding in the classroom that utilizes the
learning media seems to experience a relatively better
increase. In the experimental class the pretest and
posttest values go up with the sig value 0.355>
sig.0.05. The results of Zacharia (2003), Carey et.al
(2007), and Kautz et.al (2005). Students'
responsibility in working on the worksheet reaches
94%. This can show students' enthusiasm in learning
when learning is based on practicum tools (Machemer
2007). The worksheet will condition the students to
focus more on the lesson because there is always a
bill that they must meet at each stage. This is very
motivating students to follow the whole learning
process. So it can strengthen the process of
conclusion that the use of learning media well in
assisting students in improving their understanding of
the concept of teaching materials provided by
teachers.
4 CONCLUSIONS
Learning by using practical media is quite effective in
improving students' motivation in learning. At first
they were encouraged to know what kind of media
was used in the lesson. This becomes an important
point at the beginning of learning. As for the process
of students guided by bill in the form of worksheets
that they must finish in accordance with the use of
learning media used.
The teacher's role in this case really becomes the
facilitator and motivator only. And the crucial direct
role that media-based learning can provide to enhance
conceptual understanding is the delivery of the
material itself. Media can be a tool to enable students
to concretize concepts that are relatively abstract to
them. Or help them in doing simulai thinking.
Learning using robelval balance media has been
proven to improve students' concept comprehension
better than in conventional learning class. This can be
the reason why the development of appropriate
learning media in accordance with teaching materials,
learning conditions and conditions should be
improved.
ACKNOWLEDGEMENTS
We thank to the students of Miftahul Falah Islamic
Junior High School. This research funded by Sunan
Gunung Djati State Islamic University and Miftahul
Falah Islamic Junior High School.
REFERENCES
Bakhtibaeva, Saltanat Abdukhairovna et.al. 2016. Use of
Information Technology in Teaching Semiconductors
Physics. Indian Journal of Science and Technology,
Vol 9(19), May 2016.
Barma, Sylvie & Daniel, Sylvie. 2017. Designing
Enhanced Learning Environments in Physics: An
Interdisciplinary Collaborative Approach Producing
an Instrument for School Success. In: Romero M.,
Sawchuk K., Blat J., Sayago S., Ouellet H. (eds) Game-
Based Learning Across the Lifespan. Advances in
Game-Based Learning. Springer, Cham.
Bruner, Jerome S., Olson, David R. 1973. Learning through
experience and learning through media. Prospects, Vol.
III, No. I0 Spring I973
Carey, S. Evans, R. Honda, M. Jay, E. Unger, C. 2007. An
experiment is when you try it and see if it works: a study
of grade 7 students understanding of the construction of
scientific knowledge. International Journal of Science
Education. (1989) 11:514-529.
Greca, Ileana M and Ataíde, Ana Raquel Pereira de. 2017.
The Influence of Epistemic Views About the
Relationship Between Physics and Mathematics in
Understanding Physics Concepts and Problem Solving.
In: Greczyło T., Dębowska E. (eds) Key Competences
in Physics Teaching and Learning. Springer
Proceedings in Physics, vol 190. Springer
Gumilar,T. Zakwandi. R, Fatimah, Rima. Agustina, Rena.
2016. Pengukuran massa jenis fluida dengan
menggunakan Roberval Balance. Seminar Kontribusi
Fisika. 367-373. ISBN: 978-602-61405-1-9
Hettmansperger, Rosa et.al. 2015. Developing conceptual
understanding in ray optics via learning with multiple
representations. Z Erziehungswiss.
Kautz, CH. Heron, P. Loverude, M. Lilian, C. 2005. Student
understanding of the ideal gas law, part 1: a
macroscopic perspective. American Journal of Physics
(2005). 73:11.
Kezer, F. Turker, B. 2012. Comparasion of critical thinking
disposition of studiying in the secondary science and
mathematics divis preservice teachers. Social and
Behavioral Science 46 (2012). : 1279-1283.
Kuhn, J., Vogt, P. 2015. Smartphones & Co. in Physics
Education: Effects of Learning with New Media
Experimental Tools in Acoustics. W. Schnotz et al.
(eds.), Multidisciplinary Research on Teaching and
Learning © Palgrave Macmillan, a division of
Macmillan Publishers Limited 2015.
Improved Concept Understanding through Media-based Learning
559

Macheremer. Patricia, L. Crawford, P. 2007. Student
perceptions of active learning in a large cross-
diciplinary classroom. Active Learning in Higher
Education (2007). 8(1) : 9-30.
Malik, Adam et.al. 2017. Enhancing pre-service physics
teachers’ creative thinking skills through HOT lab
design AIP Conference Proceedings 1868, 070001
(2017).
Schaal, Steffen et.al. 2010. Concept Mapping Assessment
of Media Assisted Learning in Interdisciplinary
Science Education. Res Sci Educ (2010) 40:339–352.
Schwarz, Oliver et.al. 2013. Acoustic measurements of
bouncing balls and the determination of gravitational
acceleration The Physics Teacher •Vol. 51, MAY
2013.
Vogt, Patrik et.al. 2011. Experiments Using Cell Phones in
Physics Classroom Education: The Computer- Aided g
Determination. The Physics Teacher 49, 383 (2011).
Wang, June-Yi et.al. 2017. Using mobile applications for
learning: Effects of simulation design, visual-motor
integration, and spatial ability on high school students’
conceptual understanding. Computers in Human
Behavior 66 (2017) 103e113.
Zacharia, Zacharias. Anderson, O.Roger. 2003. The effect
of an interactive computer-based simulation prior to
performing a laboratory inquiry-based experiment on
students’ conceptual understanding of physics (2003).
American Journal of Physics. 71:6.
Zucker, Andrew A. & Æ Sarah T. Hug. 2008. Teaching and
Learning Physics in a 1:1 Laptop School. J Sci Educ
Technol (2008) 17:586–594.
ICSE 2017 - 2nd International Conference on Sociology Education
560