TY - JOUR
AU - Herlinda Lulu Cahya Andari
AU - Wati Susilawati
AU - Hamdan Sugilar
PY - 2024/04/26
Y2 - 2024/11/13
TI - Improved Metacognition Reviewed Based on Mathematical Resilience through Flipped Classroom
JF - KnE Social Sciences
JA - KSS
VL - 9
IS - 13
SE - Articles
DO - 10.18502/kss.v9i13.15936
UR - https://knepublishing.com/index.php/KnE-Social/article/view/15936
AB - This study investigates studentsâ€™ interpretation of kinematics graphs. A total of 121 students taking a physics class were selected to solve problems involving the analysis of graphs depicting position, velocity, and acceleration versus time. Conducting interviews aimed to uncover studentsâ€™ difficulties while solving kinematics problems. The result emphasizes that students were able to determine velocity (if given positiontime graph) and acceleration (if given velocity-time graph). However, students faced difficulty in selecting textual descriptions and choosing the corresponding graph when given a kinematics graph. These findings suggest that in learning physics, there should be an increased emphasis on deep analysis of kinematics graphs.Keywords: flipped classroom, mathematical resilience, metacognition
ER -