Yessi Affriyenni, Nelya Eka Susanti, Galandaru Swalaganata
Electricity is one of the contents delivered through Fundamental Physics III course. Within the Physics Study Program, this course is provided alongside the Fundamental Physics II course in the regular-term program. It might cause difficulties since students have to understand physics concepts in Fundamental Physics II and III together. Moreover, Fundamental Physics III course only offers 3 credits while the Fundamental Physics II course offers 4 credits making students give less attention to Fundamental Physics III. The method used to deliver the course content also made an impact on students' conceptual understanding of electricity. The hybrid-learning strategy proposed in this research with an introduction to an open-questionnaire was distributed to know students' thoughts about their ability, their previous study of electricity, their opinion about exact cases of electricity, and their opinion about the short-term program. Students' conceptual understanding progress on electricity was tested using conceptual understanding inventories by pretest and posttest technique towards 4 students enrolled in Fundamental Physics III Course in Short-Term Program. The pretest was done prior to joining the short-term program and the posttest was done after the electricity chapter was delivered. The pretest was done to diagnose students' initial understanding, and the posttest was done to know the progress of their physics understanding. The results show that by joining the short-term program, students' understanding was improved as shown by the 0.44 maximum N-gain and increased average score from 25 to 39.5. © 2020 Author(s).
Natural Science Study Program, Universitas Negeri Malang, Malang, Indonesia; Geography Education Study Program, Universitas Kanjuruhan Malang, Malang, Indonesia; Department of Mathematics Education, Institut Agama Islam Negeri Tulungagung, Tulungagung, Indonesia
