Focus group discussion in mathematical physics learning

• Published in: Journal of physics. Conference series Vol. 983; no. 1; pp. 12010 - 12015
• Main Authors: Ellianawati, Rudiana, D, Sabandar, J, Subali, B
• Format: Journal Article
• Language: English
• Published: Bristol IOP Publishing 01.03.2018
• Subjects: Focus groups; Learning; Physics; Problem solving; Scaffolding; Sketches; Students
• ISSN: 1742-6588; 1742-6596
• DOI: 10.1088/1742-6596/983/1/012010

The Focus Group Discussion (FGD) activity in Mathematical Physics learning has helped students perform the stages of problem solving reflectively. The FGD implementation was conducted to explore the problems and find the right strategy to improve the students' ability to solve the problem accurately which is one of reflective thinking component that has been difficult to improve. The research method used is descriptive qualitative by using single subject response in Physics student. During the FGD process, one student was observed of her reflective thinking development in solving the physics problem. The strategy chosen in the discussion activity was the Cognitive Apprenticeship-Instruction (CA-I) syntax. Based on the results of this study, it is obtained the information that after going through a series of stages of discussion, the students' reflective thinking skills is increased significantly. The scaffolding stage in the CA-I model plays an important role in the process of solving physics problems accurately. Students are able to recognize and formulate problems by describing problem sketches, identifying the variables involved, applying mathematical equations that accord to physics concepts, executing accurately, and applying evaluation by explaining the solution to various contexts.