期刊名称：Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan
印刷版ISSN：0216-1370
电子版ISSN：2442-8620
出版年度：2011
期号：1
页码：30-45
DOI：10.21831/cp.v1i1.4189
语种：Indonesian
出版社：Universitas Negeri Yogyakarta
摘要：Implementation of Multiple-Representation-Based Instructions to Improve the Mastery of Quantum Physics Concepts.This study aimed to design and investigate the role of multiple-representation-based instructions in the improvement of student teachers’ quantum physics mastery.This study used a quasi-experimental control group pretest-posttest design as quantitative part of a mixed-methods study.The subjects were student teachers of physics in the Department of Mathematics and Science Education in a state university in Lampung Province in the 2009-2010 academic year.For assessing the quantum physics mastery,the Quantum Physics Concept Achievement Test (QPCAT) was used.The quantitative analyses were conducted using the Mann Whitney U test.The results showed that multiple-representation-based instructions had a significant effect on student teachers’ quantum physics concept mastery.The results of semi-structured interviews as qualitative part of this study indicated that in the experimental group the students used a variety of representation modes in the learning process and were capable of using the most appropriateone to solve a given quantum physics concept problem.
