The Students Conception About Kinematics
Displacement and Distance Concept
Jeffry Handhika, Tantri Mayasari, Farida Huriawati, Andista Candra Yusro, Mislan Sasono,
Purwandari and Erawan Kurniadi
Universitas PGRI Madiun, Jl. Setiabudi No. 85 Madiun 63118, Indonesia
Keywords: The Students Conception, Displacement, Distance, Scalar, Vector.
Abstract: This research aims to reveal the student's conception of the displacement and distance in physics learning.
Student conceptions explained. The students' conceptions derived from test results and interviews. This
research is descriptive qualitative research, by profiling and grouping student answers. The population of
this research is physics education student in PGRI Madiun University academic year 2017/2018. The
sampling technique used purposive sampling (12 Students). Negative case analysis techniques were used in
this research to reveal the cause of misconception and incorrect conception. It found that 75% of students
assumed that the displacement is equal to the distance. Incorrect conceptions arise because (1) little
understanding of scalar and vector concepts, (2) Students only focus on solving math problems (3) Students
do not know the magnitude of displacement. Understanding vector and scalar concepts need to emphasize.
Presenting simultaneous problem of displacement and distance can reveal the student's conception more
deeply.
1 INTRODUCTION
The research on the conception of kinematics and
dynamics is the topic which studied by physics
education researchers. The results of the research by
(Aguirre and Rankin, 1989) revealed that 52% of
students retained the conception of their intuition
about the trajectory of objects in the inclined air-
table. The limitation of visual perception can make it
difficult for students to understand the concept of
kinematics and dynamics (Lemmer, 2013). Further
(Lemmer, 2013) reveals that students have difficulty
in providing constant speed and acceleration, thus
impacting misunderstanding of Newton's law. Visual
Presentation is one form of concept representation.
Cari et al (2016) revealed that concepts could
present in visual, text, mathematical symbols and
graphs.
The concept of kinematics and dynamics can be
presented in graphical form in its presentation.
Research on student difficulties in understanding the
concept of the graph and its prevention has also been
investigated by (Ploetzner et al., 2009). Students
need to learn to relate the information presented in a
dynamic and interactive visualization to other
sources of information in the form of text.
The student's conception of the physics concept
has been revealed in previous research, the student's
conception of Newton's law (Handhika et al. 2016;
Handhika, et al. 2017; Cari et al. 2016; Handhika et
al. 2017; Handhika et al. 2015), speed and velocity
(Handhika et al., 2015; Handhika et al., 2015),
temperature and heat (Carlton, 2000), and other
physic concepts. Student's conception of the physics
concept becomes important to be revealed because it
becomes the basis for the lecturer to give the
treatment of learning process become effective
(Handhika et al. 2016). The results (Handhika et al.
2016; Handhika et al. 2017; Cari et al. 2016;
Handhika et al. 2017; Handhika et al. 2015), speed
and velocity (Handhika et al., 2015; Handhika et al.,
2015) provide information that the conceptions held
by some students are inconsistent with physicists
conceptions. The term more commonly known as
the misconception.
In physics, such conditions can arise in students
and lecturers. Intuition, understanding of
mathematics language, text language, physics
language, and communication language become
some of the factors causing misconception
(Handhika et al. 2016; Handhika et al. 2017). Not all
conceptions of students have the misconception.
Student conceptions can be categorized as follows
142
Handhika, J., Mayasari, T., Huriawati, F., Yusro, A., Sasono, M., Purwandari, P. and Kurniadi, E.
The Students Conception About Kinematics - Displacement and Distance Concept.
In Proceedings of the Annual Conference on Social Sciences and Humanities (ANCOSH 2018) - Revitalization of Local Wisdom in Global and Competitive Era, pages 142-146
ISBN: 978-989-758-343-8
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(1) understanding the concept, (2) partial
understanding the concept, (3) misconceptions, (4)
not understanding concepts (Handhika et al., 2018).
In this study will be profiled student's response for
the concept of displacement and distance. The
selection of this concept is based on the results of
research that the student's mistake in solving the
concept of displacement problems and distance. The
initial assumption, the concept of displacement and
distance ideally easy to understand by students, but
when the problem is presented simultaneously,
students found many problems.
Research on the concept of displacement and
distance has been done by (Yildiz, 2016), but has not
studied deeply about the causes of misconceptions
and only emphasizes the equality of both concepts.
The Research by (Antwi el al., 2011) used the
graphical representation to reveal student’s
conceptions about displacement and distance. This
research does not focus on student conceptions but
focuses on the effects of the learning methods used.
The student already has both of the concepts
from their community. Information stored in student
memory, then represented verbally, visually, text,
and others form of conception. Information held by
students, some stored in the long-term memory.
Consequently, it will be difficult to change the
information that has entered into long-term memory.
This condition causes students misconceptions if
the information held by the students does not match
the with physicist’s conceptions. The students
experiencing misconceptions will be difficult to
change their conception because they assumed their
perception was a fact. To change the student's
conception required information that can create
cognitive conflicts. To creating cognitive conflicts, it
can do by asking students questions. In this research,
specifically reveal the student's conception of
displacement and distance simultaneously. It is the
contrast to previous research that only focuses on the
influence of implementation of methods and reveals
of student conceptions partially. Questions are
structured and designed to reveal both concepts
simultaneously that enable students to evaluate their
conception. The student conceptions of both
concepts described, and the causes of conception
appear in this paper.
2 METHODS
This research is descriptive qualitative research, by
profiling and grouping student answers. The
population of this research is physics education
student of academic year 2017/2018. The sampling
technique used purposive sampling (12 Students).
Negative case analysis techniques were used in this
research to reveal the cause of misconception and
incorrect conception. Negative cases are limited to
the response of students who have different
conceptions with physics scientist’s conception. This
research using two test questions that have been
developed from (Handhika et al., 2018).
Unstructured interview techniques used. Before
the tests given, students were asked to read the
literature from various sources. The misconception
is a specific case, so not all students experience
misconceptions. The steps of the research are as
follows: (1) provide conception test, (2) profiles
students 'answers, (3) reduces students' answers to
misconceptions, (4) analyses student answers, (5)
conclusions. Triangulation of the student responses,
interview result, and literature review are used to
analyse the cause of negative case.
3 RESULT AND DISCUSSION
The conception of the student described through
student response to test given by lecturer. Questions
and examples of student responses (Table 1.1)
describe student conceptions of the concept of
displacement and distance presented in writing. The
student responses of conception test as follows:
1. The ball moves from point A, to B, to C, and
Back to A, following the path in figure 1.
Figure 1. The ball Path A-B-C-A.
The position of point A (0,0), position of point B
(2,0) m and position of point C (2,2) m. Based on
this information, the displacement and distance of
the ball is ...
The students responses:
Type 1.
The students used Pythagoras formula to solve the
problems. They also assumed the displacement and
distance have the same meaning. The answer is
(5 Students).
Type 2.
The students assume that because the ball path is a
triangle, the displacement and distance can solve by
The Students Conception About Kinematics - Displacement and Distance Concept
143

calculating the slope of the sides. The answer is
.
(4 Students).
Type 3
The students argue that because the ball moves to
where it started, so the displacement equal zero, dan
the distance is 4 m.
(3 Students)
2. Muchsin moves from the origin (0,0) to the
north for 1 unit, then moves eastward as far as 1
unit. The displacement and distance from the
starting position is…
The students responses:
Type 1
The displacement is
unit, and the distance is 2
unit. (3 Students)
Type 2
The displacement and distance are
unit. (2
Students)
Type 3
The displacement and distance are
unit. (5
Students)
Type 4
No responses. (2 Students)
Based on the conception test, number 1, 75 % of
the students assume that displacement have equal
meaning with distance. From the response type 1
and 2 tests number 1, revealed that the students also
assumed the displacement could calculate by using
the Pythagoras formula. In response number 3
students determine the displacements with the
correct answer, but incorrect in determine the
distance.
Based on the conception test number 2, 58.33%
students assumed that displacement have equal
meaning with distance, but with difference type of
responses (type 2 and 3). Three Students give
response the displacement is
unit, and the
distance is 2 unit, and two students with no
responses. From responses type 2, students have
conception that distance, displacement and
magnitude displacement have same meaning.
To reveal more deeply the student’s conception,
the interview used in this research. Quote of the
interview as follows:
Lecturer: L, Students: S
L : why is the displacement can resolve with
the Pythagoras formula?
S : from the source that I read sir.
L : can show the book (source)?
S : this sir (showing reference source).
L : Please give short argue about the difference
between distance and displacement?
S : the distance is scalar, and the displacement
is the vector, the distance is calculated?
by summing unit, and the displacement
by Pythagoras.
L : if the ball is moving from A to B to A,
calculate the displacement?
S : calculated by summed sir.
L : how the displacement?
S : 4 m.
L : how the distance is?
S : same with the displacement
L : what is the distance and what is the
displacement?
S : in mathematics form, distance and
the displacement is same sir.
L : can you give a little explanation?
S : the same unit sir "meters," and both
the same formula.
L : can you explain the difference between
displacement and distance?
S : the difference is displacement is vector and
distance is scalar and only have magnitude.
L : if the result of the displacement is 4 m equal
to the distance, can you explain the direction
of displacement?
S : direction must be in the test or problem, sir.
L : The ball moves from point A to B to C,
How can you calculate the distance?
S : The distance can calculate by summing 2m
plus, 2m plus 2m become 6 m
L : how about the displacement?
S : the displacement can calculate using
Pythagoras the result is
.
L : if the ball moves A to B to C to D?
S : with the same ways sir, by Pythagoras
L : what's the difference with A to B to C?
S : Ooo. yes, correction sir, should be 2m + 2m
+2 m +
m.
L : what about the distance?
S : same as the displacement sir.
L : means distance and displacement are same?
S : no sir, displacement is vector has direction
and magnitude, and distance only have
magnitude
L : why the result are same?
S : there is same in some part, and
difference in another part, but maybe sir
L : before the test, are you studied?
S : yes, sir
L : What did you study?
S : the questions in the book, sir.
L : the concepts and explanations that exist in
the book are studied too?
S : read and just writing the physics
ANCOSH 2018 - Annual Conference on Social Sciences and Humanities
144

Formulas, sir.
L : can you write the symbol of displacement
and distance?
S : (writing symbol)
L : why the symbols of both are same?
S : is it same sir, I think.
L : how about the symbols of vector quantity
for displacement?
S : O yes sir (write add vector symbol on
displacement)
L : ok thanks for your confirmation.
Based on test and interview, students have
assumed that displacement has equal meaning with
distance. This conception arises because the students
understood the concept from the book and other
source (teacher and learning community) partially.
They understand that the displacement is vector and
distance is scalar, but they have the same meaning if
implemented in case problem. Vector symbols on
displacement often ignored by them, so the
assumption of the displacement and distance have
same meaning same is getting stronger.
Based on responses test number 2 type 4, There
were 16.66% of students did not respond. Based on
the results of discussions with students they are
confused in response because they feel that their
conception is inappropriate. They realize that the
concept of displacement and distance must be
different, but they cannot explain the reason. The
lack knowledge of vector concepts is the main cause
of this incorrect conception.
The concept of physics must be comprehensively
understood. The concept of vector which is the basic
knowledge of kinematics must also be mastered.
Previous research presents graphic and image
presentations capable of uncovering student
conceptions in reading graphs and drawings (Yildiz,
2016; Antwi et al., 2011), but not being able to
simultaneously create cognitive conflict in question.
The emergence of cognitive conflict is characterized
by the presence of 16.66% of doubtful students (not
responding) in test number 2.
4 CONCLUSIONS
The concept of physics must be comprehensively
comprehended by students to overcome
misconception. Uncovering conception is not limited
to exposing concepts in various representations, but
the "meaning" of the concept must express as well.
The results of this study reinforce that there are still
students who equate the concept of the displacement
and distance, although they know the definition of
both concepts. From the results and discussion can
be concluded that incorrect conception arises
because (1) a little understanding about the concept
of scalar and vector, (2) The student only focusses in
solving mathematics problem (3) The students have
not knowledge about the magnitude of displacement.
Understanding the concept of vector and scalar
needs to be emphasized, both from the writing of
symbols (mathematics) and their use in physic.
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