Are Feedback and Reinforcement Questions in The Recitation Program Able to Improve Students^ Concept Mastery?
Handy Faishal Rahim, Teddy Amin Romansyah, Arif Hidayat*, and Sutopo

Departement of Physics, Faculty of Mathematics and Natural Sciences, State University of Malang, Semarang Street No 5, East Java, Indonesia, 65145
*arif.hidayat.fmipa[at]um.ac.id

Abstract

This study aims to identify the improvement of students^ conceptual mastery through a multi-representation-based recitation program accompanied by feedback and reinforcement questions. The method used in this research is descriptive quantitative, carried out on 84 students of the S1 Physics Study Program, the State University of Malang. They took the Basic Physics course for the 2020/2021 academic year. The recitation program is multi-representational and multi-context-based, which contains reinforcement questions and feedback used by students outside of lecture hours to help master the concepts obtained in class. The results showed the mastery of concepts of momentum and impulse students increased, indicated by the transition of student^s answers and the average of students from 30.8 to 52.8. The increase in students^ mastery of concepts is shown in questions in the context of determining impulses in related problems and the conservation of momentum in related problems. The multi-representation and multi-context presented in the recitation program and pretest and posttest questions affect students^ mastery of concepts in solving problems.

Keywords: Recitation Program- Student^s Improvement- Concept Mastery

Topic: Physics Education