Muhammad Reyza Arief Taqwa, Selly Feranie, Anderias Henukh
Many students experience difficulties in understanding kinematics concepts in depth. This study aims to determine whether students taught using active learning (AL) with multiple representations (MR) have a higher level of deep concept understanding than those taught using conventional learning (CL) methods. The study employed a quasi-experimental design with a nonequivalent control group design. The research was conducted on 68 undergraduate physics education students at a university in East Java, Indonesia (34 students in each of the control and experimental groups). Conceptual understanding was measured using 23 multiple-choice questions with justifications. Data analysis involved descriptive analysis, difference tests, n-gain calculations, and d-effect size calculations. The results showed that students' deep understanding of concepts in AL with MR learning was higher than that of students in CL learning, with high n-gain in the experimental class and moderate n-gain in the control class. Although the d-effect size of both classes was in the high category, AL with MR was more helpful for students in comprehensively understanding concepts. However, future research has the potential to develop learning by emphasizing MR in a dynamic format, not limited to a static format. © Published under licence by IOP Publishing Ltd.
Science Education Study Program, Universitas Pendidikan Indonesia, Bandung, Indonesia; Physics Department, Universitas Negeri Malang, Malang, Indonesia; Physics Education Study Program, Universitas Musamus, Merauke, Indonesia
