Abstract It is often taken for gran

Abstract
It is often taken for granted that students who are enrolled in a said
Bachelor’s Degree course in a university should have a much better understanding of
the said subject then when they were in school. Studies conducted have shown that
this may not necessarily be the case. They are often unable to apply the concepts
that have been studied in the introductory Physics course to the task of solving
related problems. The purpose of this study was to ascertain the level of Newtonian
Physics conceptual understanding of university students enrolled in Science
Education courses in order to investigate their preparedness in becoming future
Physics teachers. This survey-based study involved a sample of 200 third-year
B.Sc.Ed students from three universities in Malaysia. Data collected from the Test of
Conceptual Understanding of Newtonian Physics was analyzed descriptively and
inferentially to determine the level of the students’ Newtonian Physics conceptual
understanding. The findings confirmed that generally, undergraduates’ students are
still having problems to conceptually understand physics concepts taught at them.
Keywords: Conceptual understanding of Newtonian Physics, B.Sc. Ed. Students,
Physics Education
Introduction
Conceptual understanding of Newtonian Physics in its most basic form means
understanding the principles of science, especially the concepts of Newtonian Laws
used to explain and predict observations of the natural world and knowing how to
apply this understanding efficiently in the design and execution of scientific
investigations and in practical reasoning (NAEP, 2005). Girad and Wong (2002) state
that conceptual understanding requires both knowledge of and the ability to use
scientific concepts to develop mental models about the way the world operates in
accordance with a current scientific theory. It is important to ensure the mastery of
science concepts among students (NAEP, 2005). Furthermore, it develops a student’s
ability to apply facts and events learned from science instruction and from personal
experiences with the natural environment, to use scientific concepts, principles,
laws, and theories that scientists use to explain and predict observations from the
natural world.

Results (Indonesian) 1:

Abstrak Hal ini sering diambil diberikan itu siswa yang terdaftar di berkataProgram gelar sarjana di Universitas harus memiliki pemahaman yang jauh lebih baik darisubjek kata kemudian ketika mereka berada di sekolah. Studi yang dilakukan telah menunjukkan bahwaini mungkin tidak selalu menjadi kasus. Mereka tidak sering mampu menerapkan konsep-konsepyang telah belajar di kursus fisika Pengantar ke tugas memecahkanmasalah-masalah terkait. Tujuan dari penelitian ini adalah untuk memastikan tingkat NewtonianPemahaman konseptual mahasiswa terdaftar dalam Ilmu fisikaProgram pendidikan untuk menyelidiki kesiapan mereka menjadi masa depanGuru fisika. Studi berbasis survei ini terlibat sampel 200 tahun ketigaB.Sc.Ed mahasiswa dari tiga Universitas di Malaysia. Data yang dikumpulkan dari ujianPemahaman konseptual fisika Newton dianalisis deskriptif daninferentially untuk menentukan tingkat siswa fisika Newton konseptualpemahaman. Temuan menegaskan bahwa secara umum, mahasiswa sarjana'masih mengalami masalah untuk konseptual memahami konsep-konsep fisika mengajar mereka.Kata kunci: Pemahaman konseptual fisika Newton, B.Sc. Ed. siswa,Pendidikan fisikaPengenalanPemahaman konseptual fisika Newton di berarti bentuk paling dasarmemahami prinsip-prinsip ilmu pengetahuan, terutama konsep hukum Newtondigunakan untuk menjelaskan dan memprediksi pengamatan dunia alami dan mengetahui bagaimanaapply this understanding efficiently in the design and execution of scientificinvestigations and in practical reasoning (NAEP, 2005). Girad and Wong (2002) statethat conceptual understanding requires both knowledge of and the ability to usescientific concepts to develop mental models about the way the world operates inaccordance with a current scientific theory. It is important to ensure the mastery ofscience concepts among students (NAEP, 2005). Furthermore, it develops a student’sability to apply facts and events learned from science instruction and from personalexperiences with the natural environment, to use scientific concepts, principles,laws, and theories that scientists use to explain and predict observations from thenatural world.