Muhammad Reyza Arief Taqwa, Eni Kusuma Wardani, Fauzan Sulman
We use the perspective of resource theory (knowledge in pieces) to find out the difficulties of students in understanding the concept of AC circuits. This study aims to identify conceptual understanding and determine the level of understanding and activated resources. The study was conducted on 64 first-year physics students for the 2020/2021 academic year. This study is a descriptive research. The data obtained are quantitative data from students' correct answer scores and qualitative data from written reasons given by students in answering questions. Quantitative data was processed using descriptive statistics while qualitative data was analysed using the Miles and Huberman stages to determine the level of understanding and activated resources in students. The results showed that students' conceptual understanding of AC circuits was included in the very low category. This is indicated by the average conceptual understanding score of only 45.2. Furthermore, the results of the average level of students' conceptual understanding are 29.8% for Sound Understanding, 15.8% for Partial Understanding, 6.3% for Partial Understanding with Specific Misconceptions, 22.4% for Specific Misconceptions, and 25.6% for No Understanding. For resources that are activated by students in answering test questions, there is a tendency for partial understanding and not coherently structured. © 2023 Author(s).
Replace Departement of Physics, Faculty of Mathematics and Natural Science, Universitas Negeri Malang, Semarang Street No 5, East Java, Indonesia; Physics Education Departement, Faculty of Tarbiyah and Teacher Training, Islamic University of Sulthan Thaha Saifuddin Jambi, Jambi, Indonesia