Can a Collaborative Questioning Strategy with Web-based Formative

Feedback Improve Understanding of the Simple Harmonious Motion

Concept?

Maha Nur Aida

, Sentot Kusairi

, Sulur

, Prima Dyah Andari

State University of Malang, Malang, Indonesia

Senior High School 1 Karangrejo, Indonesia

Keywords: Conceptual Understand, Collaborative Questioning, Web-Based Formative Feedback

Abstract: Simple harmonic motion is one of the fundamental concepts in physics. Nevertheless, some studies have

found that many students have difficulty in learning this concept. This study aims to analyse understanding

of the concept of simple harmonic motion of high school students who have studied with collaborative

questioning with web-based formative feedback. The research used mix methods with embedded

experimental design. The study involved 34 high school students consisting of 7 male students and 27 female

students. The main instruments of the study included 9 graded validated multiple-choice test items with an

Alfa Cronbach value of 0.87. N-gain and effect size analyses are performed on the test result data, while

qualitative analysis is performed on the student's answer. The results showed that the average value of N-gain

of 0.65 (height) and effect size 4.52 which is in the category is very large. This shows that the application of

collaborative questioning along with web-based formative feedback can improve students' conception

comprehension significantly.

1 INTRODUCTION

One of the focuses of physics learning is to deliver

students to achieve good understanding of the

concepts. Understanding of concepts and principles

of physics is useful for explaining natural events

(Brookes and Etkina, 2015) and helping students

define concepts (Docktor and Mestre, 2014).

Understanding of good concepts in students can be

achieved through the provision of direct experience

centered on students (Goodhew and Robertson,

2017). Students who master the concept are able to

solve problems (Weaver et al., 2017) (Weaver et al.,

2018). Based on this, understanding of the concept

has an important role in physics.

Simple harmonic motion is a complex concept of

physics. Simple harmonic motion learns about the

movement of disturbed objects from equilibrium

positions, macroscopic phenomena (DiSessa and

Sherin, 1998). The characteristics of the pendulum

motion cannot be explained or observed only from

observation of the periodic motion phenomenon of

the pendulum only. Therefore, many students still

have not mastered the concept of simple harmonic

motion (Adolphus, Alamina and Aderonmu, 2013).

This is evidenced by the still low understand of

concepts on simple harmonic motion concepts

(Parnafes, 2010).

Some studies have found that there are still many

students who have difficulty in studying simple

harmonic motion. Students find it difficult to find the

speed of oscillating objects that assume a constant

value (Parnafes, 2010). Another difficulty is to

determine the magnitudes affecting the spring period.

Based on the results of a study of 100 students, more

than 20% of students explained that the spring period

depends on amplitude. Students reveal that the longer

the track, the time it takes to get back to its original

position will be longer (Frank, Kanim and Gomez,

2008). In addition, students have difficulty in solving

problems mathematically and cannot identify the

issues used for calculation (Adolphus, Alamina and

Aderonmu, 2013).

The study also found several models of difficulty

experienced by students in studying the topic of

simple harmonic motion. 1. Students fail to build on

existing knowledge in long term memory (DiSessa

and Sherin, 1998; Frank, Kanim and Gomez, 2008).

Aida, M., Kusairi, S., Sulur, . and Andari, P.

Can a Collaborative Questioning Strategy with Web-based Formative Feedback Improve Understanding of the Simple Harmonious Motion Concept?.

DOI: 10.5220/0008410902670273

In Proceedings of the 2nd International Conference on Learning Innovation (ICLI 2018), pages 267-273

ISBN: 978-989-758-391-9

267

2. Students are wrong in arranging knowledge

relevant to the problem (Hammer, 2000). 3. Students

have difficulty in deciphering and operating

mathematical equations such as when deciphering

force on spring and pendulum (Adolphus, Alamina

and Aderonmu, 2013). 4. Students experience

confusion to understand the characteristics of simple

harmonic motion in which there are some objects

(Parnafes, 2010). It is important for students to have

a proper understanding or understand of the concept

of the concept at the beginning of the lesson.

Collaborative questioning is one model of

learning that can improve understanding of physics

concepts. The results of the study (Anderson, 2012)

states that students who learn with questioning

strategies have improved understanding of concepts

better than inquiry methods. It is shown that students

will be encouraged to optimize their thinking power

through productive, systematic, directional, and

profound questioning so that it is believed to be able

to direct the formation of the correct concept

(Aghekyan, 2015). (Kastner et al., 2016) explains that

the collaborative question and answer pattern in the

discussion group will provide the interaction of

adding or punishing concept justification to other

students so that the formation of the physics concept

becomes better. In addition, (Lupu, 2012) in his

research also shows that learning collaborative

learning can improve the understand of the concept

without telling or explaining to the students.

Nevertheless, at the end of the collaborative

questioning lesson, there are still some students who

are experiencing the problem of learning understand.

One effort that can be done to handle the problem

of learning understand is by implementing web-based

formative feedback. Providing web-based formative

feedback is very important in the learning process

(Burger and Nadirova, 2011). Providing appropriate

target feedback has a positive impact on students

(Valdez et al., 2014). (Watson et al., 2016) found that

students would be motivated to straighten out

thinking or behavior in understanding better concepts.

This is supported by several research results that have

been done by some previous researchers, namely

(Gikandi, Morrow and Davis, 2011; Valdez et al.,

2014) who found that giving feedback (feedback) can

increase learning motivation so that more confident

and gain a better understanding . One other example

is the study of increased learning outcomes conducted

by (Sofianto, Wartono and Kusairi, 2016) which

concluded that the provision of feedback affects

student achievement. Students who were given

formative assessments complete with their feedback

had a higher average learning outcome than students

who were not given feedback in their assessment

(Valdez et al., 2014).

Formative assessment is able to provide feedback

required teachers to detect difficulties or levels of

student understanding clearly, so that the feedback

can provide improvements to improve students'

concept of understanding, and can motivate students

to learn better. Formative assessment using the

multiple choice questions item is one of the types of

formative assessments that are considered to be more

helpful for students to know the lack or weakness of

their understanding of the physics concept (Attali and

van der Kleij, 2017)). In addition, formative

assessments using multiple choice questions can also

help teachers in providing more appropriate feedback

to improve understanding or perform remedial

programs more specifically (Singh, 2008). According

to (Iron, 2008), the most effective feedback is the

feedback given a few minutes after the students

complete the task.

This study aims to apply the collaborative

questioning strategy with web-based formative

feedback and analyze the concept understand.

Questions raised in this study are as follows. 1. How

to master the concept of students on simple harmonic

motion concepts that learn with collaborative

questioning strategy with web-based formative

feedback? 2. What difficulties are still experienced by

students after learning with collaborative questioning

strategy with web-based formative feedback ?

2 METHOD

This study uses mixed design methods with

embedded experimental design developed by

(Creswell, 2012). The subjects consisted of 34

students consisting of 7 male and 27 female students

from X grade students of class MIA 2 Senior High

School One Karangrejo academic year 2017/2018.

The design used in this study is the research model

One Group Pretest Postest, which is done pretest then

subject to treatment in a row. After being given

treatment, the subject is given a posttest to measure

learning outcomes. Stages of the implementation of

the study can be seen in Figure 1. The instrument used

is a matter of double-choice options which consists of

9 questions. Indicator of each item can be seen in

Table 1.

This is evidenced by the learning begins with

working on the problem of right as much as 5 items

in the web-based. Finished to do all the questions,

students will get feedback in the form of a solution of

the problems that have been done. Here are the

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lessons learned during the class. First, learning begins

with apperception activities, students are given a

video about the pendulum associated with the

characteristics of the motion that occurs to check their

understanding taken from SMP whether it is correct

or not about the concept of the direction of the restorer

style on pendulum spring like Figure 2. Next the

teacher asks the students discussion to answer, "Make

an appropriate video question like in PowerPoint

slides? "With its time to teach. The teacher asks the

students to present the learning objectives that will be

learned today in accordance with what has been

discussed with their friends.

Figure 1: Mixed method research design with embedded

experimental design (Creswell, 2012).

Figure 2: Children’s video playing swing in the garden.

Have you ever played a swing in the park?

Yes, Ma’am

How did the swing move?

Direction of swing motion back and forth

ma’am

This is because of the pull or push that is

usually called the style

How did that happen?

If the pull or drive is given greater, then

the swing will also swing higher and

swing for a longer time repeatedly

Table 1: Problem item indicators.

Problem indicators

Number

Students can apply the period and

frequency of the mass-spring system if

different mass and deviation

1, 2

Students can determine the concept of

position, speed and acceleration through the

graph

5, 6, 7,

Students can compare the frequency

and period of a simple swing if the mass

and different angular deviations

3, 4

Students can compare the potential

energy of two mass-spring systems that

have the same initial deviation

The student's initial knowledge is correct, that is,

if the attraction or encouragement is given greater,

then the ayuna will also swing higher and swing for a

longer time repeatedly. Second, the teacher asks the

students to hold group discussions by answering the

questions that are on the student worksheet as shown

in Figure 3. Students conduct group discussions for

20 minutes.

Figure 3: Students discussing the direction of style of

restorer.

Based on group discussions, students have

understood the direction of the restoring force in

pendulum. One member of the pendulum group

conducts his time-to-teach discussion with one

member of the spring group as Fig. 4.

Figure 4: Its time to teach.

Can a Collaborative Questioning Strategy with Web-based Formative Feedback Improve Understanding of the Simple Harmonious Motion

Concept?

269

Fourth, each student must record the concept that

has been obtained in each notebook and write self-

assessment in order to know the extent to which the

understand of student concepts. Fifth, students do the

tasks in the form of multiple-choice questions as

much as 5 items in the web-based and finished doing

all the questions, students will get feedback in the

form of a solution of the problems that have been

done. Sixth, students do multiple choice questions in

order to strengthen the understand of the concept that

has been owned and will be directly given feedback

completed working on one problem and so on.

3 RESULT AND DISCUSSION

The value of students after working on the summation

problem of simple harmonic motion shows the

understand of the concept of simple harmonic motion.

Students working on multiple choice questions

reasoned with levels C2 to C5. Prior to use in the

study, the item was validated by three experienced

validators. The instrument used needs to be tested to

know the quantity of statistics. Analysis of the

instruments performed are different power and level

of difficulty, correlation score of each item to the total

score and reliability. Furthermore, the instrument

consisting of 9 valid questions is analyzed reliability

using Cronbach's Alfa. From the calculation results,

obtained Cronbach Alfa value of 0.818. The value is

included in the category of "very high".

Before being given research treatment, students

are given a pre-test to know the student's initial

ability. Here is a histogram of pre-test and post-test

result of understanding of physics concept shown in

Figure 5 and descriptive statistics Table 2.

Figure 5: Histogram of students’ pre-test and post-test

scores.

Table 2: Descriptive statistics pre-test and post-test concept

understanding of students.

Variable

Pre-test

Post-test

Deviation Standard

1.045

1.152

Minimum

Maximum

Mean

1.18

6.35

Skewness

0.332

-0.502

*The score of the test scale is 0-9

The values of skewness on pretest and posttest are

0.332 and -0.502. The skewness value of the pretest

and posttest data is greater than -1 and less than +1.

so both data can be said normal distributed (Morgan

et al., 2004) because normal distributed hence can be

tested using parametric test that is paired sample t-

test. The results of paired sample t-test obtained

significant values of 0.00 and less than 0.05 so that

differences in pretest and posttest score is significant.

Based on these results can be concluded that the

understand of student concepts increased after

learning with collaborative questioning with web-

based formative feedback. The effectiveness of

learning using collaborative questioning with web-

based formative feedback can be seen based on the

effect size and the average value of N-gain. The result

of effect size and average N-gain calculation is

presented in Table 3.

Table 3: Descriptive statistics pre-test and post-test concept

understanding of students.

Statistics

Score

Category

Cohen’s d-effect size

4.5

Vey high

Average N-gain

0.62

High

Figure 6: Difficulties in the concept of pendulum

frequency.

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Table 4: Changes in student responses from pre-test to post-

test: pre-test*post-test crosstabulation.

Post-test

Total

Pre-test

Not

answering

Total

*Correct answer

After learning with collaborative questioning

along with web-based formative feedback, the

students' correct answers increased to 23 students.

This increase was followed by changes in student

reasons that fit the scientific concept. From Table 4

can be explained 4 students answered the choice of A

with the reason that the fastest to the starting position

is Dian, because he has a smaller mass so he is easy

to get ahead of Ani. The mass of a pendulum has an

effect on the swing period. The lighter the swing mass

the greater the period of a simple swing. 6 students

answered option B with the fastest reason to get to the

starting position is Ani, because he has a heavier mass

than Dian. The larger the mass the greater the period.

That the greater the mass the greater the period. 23

students answered option C with the reason which can

be seen in Figure 7.

Figure 7: Students’ reason for answered option C.

Based on the data, as many as 23 students

answered correctly. However, the average student

holds that the period of the swing is influenced by the

mass of the swing. As many as 4 students answered

A, students assumed that the mass of a pendulum had

an effect on the swing period. The lighter the swing

mass the greater the period of a simple swing. A total

of 6 students answered B, the students assumed that

the larger the mass the greater the period.

This student error is suspected because students

are still difficult to distinguish the magnitude related

to determine the spring period and swing period.

Difficulties of students in differentiating magnitudes

on simple harmonic vibrations according to research

(Adolphus, Alamina and Aderonmu, 2013). Students

are still having difficulty in solving simple harmonic

motion problems due to lack of skills training in

identifying the magnitudes on simple harmonic

motion concept, the students only understand it not

yet in the deeper stage of understand.

Based on the results of research that has been done

through collaborative questioning strategy along with

web-based formative feedback can improve the

understand of the concept of simple harmonic motion.

The results showed that the average value of N-gain

of 0.65 (height) and effect size 4.52 which is in the

category is very large. This shows that the application

of collaborative questioning along with web-based

formative feedback can improve students' conception

comprehension significantly.

One of the causes of student difficulties is to

distinguish quantities of periods and frequencies.

Difficulties of students in differentiating magnitudes

on simple harmonic vibrations according to research

(Adolphus, Alamina and Aderonmu, 2013).

Adolphus states, students still have difficulty in

solving simple harmonic motion problems due to lack

of skills training in identifying the quantities on

simple harmonic motion concepts. Students

understand only not yet in the deeper stage of

understand. Formative assessment using the right

items is wrong and multiple choice through web-

based is one of the types of formative assessments

that are considered to be more helpful for students to

know the lack or weakness of their understanding of

the concept of physics (Attali and van der Kleij,

2017). In addition, formative assessment using

wrongly false and multiple-choice items can also help

teachers in providing more accurate feedback to

improve conceptual understanding more specifically

(Singh, 2008). According to Iron (2008), the most

effective feedback is the feedback given a few

minutes after the students complete the task. Thus,

providing web-based formative feedback can help

students' difficulties in understanding the concept of

simple harmonic motion.

According to (Atan et al., 2011; Anderson, 2012)

the application of collaborative questioning in the

study of physics can improve students' better

understanding of concept and able to build questions

and skills to ask students and research conducted by

(Burger and Nadirova, 2011) stated that the provision

of formative feedback is very important in learning

process. Web-based formative feedback is a means to

help the student's concept forming properly because

basically development and learning takes place while

working on various practice questions. Activities of

exchanging opinions and mutual learning in

collaborative questioning have involved students to

Can a Collaborative Questioning Strategy with Web-based Formative Feedback Improve Understanding of the Simple Harmonious Motion

Concept?

271

develop thinking and improve conceptual understand

through web-based formative feedback so that

learning becomes more effective. Students who feel

embarrassed to ask the teacher, can ask with friends

in their respective groups. Therefore, it is necessary

to do the learning with collaborative questioning

strategy with web-based formative feedback to

improve the understand of the concept of simple

harmonic motion. Recommendations for further

researchers, the authors suggest to do research in

place of internet access smoothly so that later will

facilitate students in following the learning through

web-based.

4 CONCLUSIONS

Integrating web-based formative feedback to the

collaborative questioning can help student to

understand physics concept especially on harmonic

motion. Student understanding will be better after

learning. However there are still some difficulties

experienced by students.

ACKNOWLEDGEMENTS

Part of this research activity was finance by the PNBP

research of State University of Malang fiscal year

2018.

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