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Asia-Pacific Forum on Science Learning and Teaching, Volume 19, Issue 1, Article 12 (Jun., 2018) |
Guided Inquiry
The inquiry model that will be used in this research is guided inquiry. The guided inquiry has a strong theoretical foundation based on constructivist learning theory (Khulthau, Maniotes, & Caspari, 2007; Sund & Trowbrigdge, 1973). The inquiry process requires considerable abstraction, so there is a need to accommodate inquiry tasks according to the level of cognitive development of the child (Wenning, 2011). In high school students, the learning process can be done through inquiry that is by building knowledge and strategies obtained from elementary and junior high school. Their capacity for abstraction and independence increases (Khulthau et al., 2007). Through guided inquiry model, students have guided release responsibility gradually. The goal is as in preparation for learning, living, and working in society (Nivalainen, Asikainen, & Hirvonen, 2013; Wilcox & Lewandowski, 2016). In line with the above, the application of guided inquiry model to high school students is considered appropriate for the purpose of this study.
Describes the steps in guided inquiry learning as 1) identification and problem formulation, 2) formulating the hypothesis, 3) collecting Data through Experiments; 4) analyzing data, and 5) taking conclusion. The application of guided inquiry model in learning does give a problem that takes a long time and teacher will have difficulty in managing the class (Hsu, Lai, & Hsu, 2014; Pritchard, 1998). The difficulty of applying inquiry steps occurs in the step of formulating hypotheses and analyzing data (Emden & Sumfleth, 2014; Fatmaryanti, Suparmi, Sarwanto, & Ashadi, 2017b).
Multiple Representations
The ability of learners to represent concepts in different ways is an interesting topic in modern science and mathematics education. A particular idea or problem can be expressed in various forms of representation (Kohl & Finkelstein, 2008; Kohl et al., 2007). Physics as a science that studies the phenomena of nature requires the ability to represent different to understand the same concept or theme. Capacity to describe the physics process in multiple representations can help learners solve physically challenging problems. Therefore, the mastery of physics content can be seen adequately from the mastery of physics in a multi-representation, namely in verbal, mathematical, image and graphic representation (Dufresne, Gerace, & Leonard, 1997; Ivanjek, Susac, Planinic, Andrasevic, & Milin-Sipus, 2016)
Mathematics Modeling Ability
Learning physics will be more meaningful if the students play an active role in connecting real phenomena with laws and rules in physics both concepts and mathematics (Wenno, 2015). One of the main ways to bridge the understanding process is with mathematical modeling. Through mathematical modeling, students learn to rediscover concepts or laws that have been discovered by scientists. At first, students can create a simple mathematical model, then gradually do the test, formalize and generalize the model (Pospiech, 2012; Redish & Kuo, 2015).
Mathematical modeling ability in this research is focused in some indicator that has been developed based on multiple representations and characteristic of magnetic field concept (Fatmaryanti et al., 2015a, 2017b). The indicators are 1) revealed the problem in the form of field line diagram sketch, 2) revealed phenomena in formulas, 3) using the vector rules, and 4) proposed an alternative problem-solving.
Characteristic of Magnetic Concepts
In the study of magnetism, hand rules became pronounced, where cross products are used to describe numerous phenomena, such as the force on a charge moving in a magnetic field. Since it is one of the most common ways for finding the direction of a cross product, many researchers have speculated that poor performance on it (Knight, 1995; Kustusch, 2011; Scaife & Heckler, 2010).
Several studies have shown that in learning magnets, learners have difficulty in using relationships and models that are specific to magnetic phenomena (Saarelainen et al., 2007; Saarelainen, 2011). Learners can detect the presence of electricity indirectly through the senses, such as electric shock, electric spark, electrostatic repulsion and pull, but cannot feel the magnet in the same way. Other difficulties that arise are when dealing with problems solving and mathematical forms such as the use of vectors and integral calculus with the physics description on the concept of magnetic field and flux (Bagno & Eylon, 1997). The use of magnetic rules in various situations is also an obstacle to teach (Doughty, McLoughlin, & van Kampen, 2014; Dunn & Barbanel, 2000). These findings are also reinforced by the conclusion (Albe et al., 2001; Michelsen, 2015) that mathematical rules are used almost in all learning, which in turn makes the physics relationship understood only as a calculus operation.
Learning using GIMuR Model
In this magnetic force learning, we use an inquiry learning model combined with multi-representation. The development of this model refers to the results of Carolan et al., (2008) and Tytler et al. (2013), which has developed a multi-representation framework in topic planning (I and F), involves the role of teachers and learners through the representation of learning materials (S and O) (Tytler & Hubber, 2015). The combination has been adapted to the findings of the identified problem of students' mathematical modeling abilities. Combining this model resulted in a new model of Guided Inquiry model with Multi Representation (GIMuR).
The consideration of using inquiry model with multi-representation is as follows: 1) according to Wenning (2011) Inquiry learning model is ideal for physics learning and in some research results have been proven to train students' thinking ability and improve learning outcomes of students (Fatmaryanti, Suparmi, Sarwanto, & Ashadi, 2015b; Sen & Yilmaz, 2016), 2) multi-representation learning models help to learn abstract concepts, facilitate learners in expressing their thoughts with various forms of representation and potentially encouraging learners to discuss each other (Cock, 2012; Fatmaryanti et al., 2017b; Kustusch, 2016). So with that consideration, GIMuR learning model is expected to improve the students' mathematical modelling ability.
Learning by Guided Inquiry with Multiple Representations (GIMuR) that applied in the classroom has five phases, namely: Organization and orientation, Sequence and hypothesis, Investigation, Representation, and Evaluation and reflection. The phases of GIMuR models have the following steps as seen in Figure 1 with some supporting theory.
Figure 1. Syntax of GIMuR model with its supporting theory
