S.E. Nugroho, Sunarno, F. Setiani
Problem-solving skills in a test are suspected to depend on the representation of the issues presented in the test. The purpose of this study is to describe the ability of the student in solving problems in various forms of representation, especially on the topic of direct current electricity. The research was used the qualitative descriptive method. Subjects in this study students class X-1, and sampling techniques used in this study purposive sampling. Research data obtained from the results of written tests, interviews, and field notes. One-course-variant analysis result for the influence of problem representation form resulting F = 49.35 which was bigger than F table. Percentage of student skills analysis result in problem-solving were; 67% in sketch problem representation, 63% in verbal problem representation, 51% in graphics problem representation, and 41% in table problem representation. Research result showed that students problem-solving skill belong to the fair category, and appropriate to Heller's premise of problem-solving steps. But, student visualized each problem representation form in different ways. The result can be concluded that problem representation was affecting students' physics problem-solving skill. Student physics problem-solving skill in a sketch, verbal, graphics form, is sufficient, while in table form is low. © 2019 Published under licence by IOP Publishing Ltd.
Physics Department, Universitas Negeri Semarang, Semarang, Indonesia
