Using knowledge sketching strategy to increase ability in solving the multi-concept physics problem

This research was conducted on a group of physics students of Makassar State University who took a basic physics course. They were 23 students who have the same background knowledge. Given the number of research groups was only one group, the research design used was "single-group pretest-posttest design".

The research mechanism was conducted through four stages. The first stage was to give the 23 students a pretest. The test given was a multi-concept physics problem. The problem consists of three concepts, the concept of momentum, the concept of conservation of energy, and the concept of projectile motion (balls and bullets). The pre-test form and the rubric are shown in appendix-1. After the test, the answer sheets were collected, then examined to determine the students' score and at the same time learning how they tried to solve it. The purpose is: (1) to get an idea of why students have difficulties solving pretest problems, and (2) to plan classroom teaching strategy.

The second stage was to give treatment to 23 students in the form of physics teaching by using the knowledge sketching strategy. The teaching process was done six times face-to-face in class.The third stage was to give posttest to find out the increase in score in solving the problem of multi-concept physics. The posttest given consisted of the concept of momentum, the concept of conservation of energy, and the concept of projectile motion. The posttest form and the rubric are shown in Appendix-2.

The data collected were pretest and posttest scores, analyzed in statistics description to see an increase of score in solving the problem of multi-concept physics after being taught the knowledge sketching strategy. The results will be presented on the research results.