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Seminar Nasional Fisika Unesa 2022 (SNF Unesa 2022) IOP Publishing
Journal of Physics: Conference Series 2392 (2022) 012009 doi:10.1088/1742-6596/2392/1/012009

Analysis Multi Representation Ability and Learning Outcomes

of Optical Materials

T Sunarti* and M Z B Amiruddin

Department of Physics, Universitas Negeri Surabaya, Indonesia

*E-mail: titinsunarti@unesa.ac.id

Abstract. The purpose of this study was to describe students' ability of multi-representation in
solving physics problems on optical material and students' learning outcomes in Physics
Department, Universitas Negeri Surabaya. This study is quantitative descriptive research. The
sample of this research is one class of students in the physics education study program and one
class of students in the physics study program who took program courses in the odd semester of
2021/2022. The research data are multi-representation abilities and learning outcomes of optical
materials. The test instrument used is based on multi-representation, which has been validated
theoretically and is declared valid. The results of the analysis show that students' multi-
representation abilities that are quite good are verbal and visual representation abilities, each
with a percentage, while the ability to very good representation is a mathematical representation
and symbolic. There is no very significant difference between the multi-representation abilities
of students in physics education study programs and students of physics study programs. It is
hoped that in the future, the results of the study can become information and references for
teachers and lecturers in carrying out physics learning on optical material.

1. Introduction
Physics has importance in several sectors, one of which is the education sector. This is because physics
has linkages with science in the fields such as mathematics, chemistry, and biology [1-6]. However,
physics is a science that is difficult to understand. In line with research from [7] which says that physics
is a science that requires a high level of reasoning to be understood. Thus, a special treatment is needed
for students and students to determine the ability of each individual in learning physics analysis multi-
presentation can be one of the benchmarks for students' abilities in learning physics, especially in an
optical material. The optical material was chosen because it is one of the most difficult materials in
learning physics. This has been proven through the results of preliminary studies conducted by
researchers. In addition, it is also supported by several studies previously saying that optics is one
material difficult to learn [8-14]. Thus, researchers are interested in conducting an analysis of multi-
representation to students to determine the extent to which multi-achievement in an optical material.
This is very important to do in order to know the ability of a student's complete problems in optical
materials. Furthermore, here are some studies that have been carried out on various types of variables,
such as the following, multi-representation abilities can enrich the student context diagramming correct
helps students in solving challenging problems [15], and multi-representation is important in learning
Physics [16], multi-representations can help formulate goals and load students' memory during the
problem-solving process[17], approach multi-representation can improve students' cognitive
abilities[18], multi-representation can improve mental models [19], and correct visual representation

Content from this work may be used under the terms of the Creative Commons Attribution 3.0 licence. Any further distribution
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Seminar Nasional Fisika Unesa 2022 (SNF Unesa 2022) IOP Publishing
Journal of Physics: Conference Series 2392 (2022) 012009 doi:10.1088/1742-6596/2392/1/012009

correlates with an understanding of students' physics concepts [20], there is a tendency: the higher the
skill multi-representation of students, the higher the student's conception [21]. Based on the description
above, this study has a specific purpose, namely to determine the ability of multi outcomes learning of
physics students of the 2020 State University of Surabaya on optical material. This research was
conducted in accordance with the urgency of learning that applies to make it easier for the lecturers to
find out the ability of each student. In addition, it can also be a reference or provide information to
teachers and lecturers in designing learning in the classroom so that the given physics concepts can be
well received by students and students.

2. Methods
This research is a quantitative descriptive study with the aim of analyzing the multi-representation of
physical optics concepts and how they relate according to gender and learning outcomes. The subjects
of the research were 53 students of the Physics Education Class A and Physics Regular Class E who
programmed the Optics course in the Odd Semester of 2021/2022. Female students and male students
were involved in the research determined by the proportional sampling technique [22,23].
The instrument is presented in the form of a table in which each column contains types of verbal,
drawing/sketching, physical and mathematical representations. Some of the columns present
representations, others are empty columns whose representations must be formed by students and are
relevant to the representations presented. The test questions in the form of essays consist of 14 questions
with equivalent cognitive levels. The reliability level of this research instrument is high (Cronbach's
Alpha 0.79) and is declared valid by two validators based on the score. Student answer data was
analyzed by giving a score of 0-4 based on the rubric developed by Physics Education Research (PER)
about scoring students' ability to represent information in various ways [24,25].
Each level of the score reflects the quality of representation formed by students. A score of 0
(missing) is given if there is no representation formed by the student or the answer is empty. Score 1
(inadequate) indicates that some important information is not displayed on the student's representation
or contains a large error. Score 2 (need improvement) indicates that the representation formed by
students has represented most or all of the information presented but is still unclear. Score 3 (adequate)
means that all important information is displayed on a representation that is formed, organized and
clear.
The percentage of multi-representation abilities is determined by dividing the score obtained by
students from the results of the study with the ideal score, which is the score that is set if each question
the student answers with the highest score (score 3). Then, the unpaired T-test (normally distributed
data) was used to answer the next two problems, namely whether there were differences in students'
multi-representation abilities based on gender and learning outcomes (one class). The students used in
this research are those who follow Optics Material courses.

2.1 The Research Instrument

Optical Materials include; Interference patterns on thin films verbal, mathematical, visual/physical, and
Diffraction lattice for polychromatic and polarization. The multi-representation test grid is presented in
Table 1.
Table 1. Multi-representation test grid
Indicator Multi-representation skill
Describes the trajectory of light through the thin film Visually
Calculates the thickness of the thin film Symbolic and mathematical
Calculates the phase angle difference between 2
Symbolic and mathematics
different phenomena
Explains which event gives a phase jump of phi Verbal
Describes the diffraction pattern on the lattice for
Visual
polychromatic rays
Gives an explanation of the image Verbal

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Seminar Nasional Fisika Unesa 2022 (SNF Unesa 2022) IOP Publishing
Journal of Physics: Conference Series 2392 (2022) 012009 doi:10.1088/1742-6596/2392/1/012009

Indicator Multi-representation skill

Calculates the phase angle difference between the light
Symbolic and mathematical
reflected by surface 1 and surface 2
Describes the path chart light Visually
Calculate the polarization angle or brewster angle Symbolic and mathematical
Give an explanation of when polarization occurs due to
Verbal
reflection and refraction.
Determine the intensity of polarized light Mathematical and symbolic
Describe the polarization position tor and analyzer with
Visual
a certain angle
Provides an explanation of the working principle of
Verbal
optical fiber
Describes the GEM transmission pattern on optical
Visual
fiber

3. Results and Discussion

3.1 The abilities of multi-representation of students
Data collection is carried out in the odd semester of 2021-2022 and given to students who program
courses. The students selected were 1 class student from Physics Education Class A and 1 class of
Physics Regular Class E, who is Program 2020. The data obtained is primary data in the form of the
student's answers in solving problems on physical optics material for 100 minutes simultaneously
carried out online, presented in Figure 1.

(a) (b)
Figure 1. Abilities of multi-representation PFA and FRE
Information: PFA (Physics Education Class A) and FRE (Physics Regular Class E)

The two images state the results of the analysis of multi-representation students' courses from the
two classes, namely PFA and FRE of 2020. The use of two classes is done because we want to know
the ability of multi-representation on average per class to make it easier to evaluate learning in the class.
Figure 1a is the result of an analysis of multi-representation abilities of students studying program
physics education that shows that there are 30 % in the category and 70% in the good category.
Meanwhile, Figure 1b is the result of an analysis of the ability multi of students physics study program.
From the two classes, it was stated that the ability of physics students at the State University of
Surabaya, especially for PFA and FRE, class of 2020, it was seen that students who had the ability to
multi-representation average in the good category.

3
Seminar Nasional Fisika Unesa 2022 (SNF Unesa 2022) IOP Publishing
Journal of Physics: Conference Series 2392 (2022) 012009 doi:10.1088/1742-6596/2392/1/012009

(a) (b)
Figure 2. Multi-representation ability of PFA and FRE 2020 on optical material

Figure 2 shows the number of students who have multi-presentation skills from both classes, namely
PFA and FRE 2020 classes. In the PFA class, there are 23 students. Based on numbers, there are 7
students who have very good representation abilities and 16 students who have good multiples.
Meanwhile, the FRE has a total of 30 students. Based on the number of students, there are 11 students
who have excellent multi-representation abilities, and 19 have good multi-representation. The two
classes were still dominated by multi-representation abilities in the good category. One of the reasons
why students' abilities are still in the low or good category is due to a lack of learning experience [26-
28].

3.2 Capabilities of multi-representation by gender

The following multi-representation students in terms of the female and male gender.

(a) (b)
Figure 3. Multi-representation ability by gender class PFA and FRE 2020

Figure 3 shows the ability multi participant students PFA by gender. From the graph that can be
read, it can be known that the multi-representation ability of FPA is dominated by women with 3
students in the very good category and 13 students in the good category. As for male students PFA 2
students are in the very good category and 5 students are in the category. Then for the student from FRE
2020, it is the same as the PFA class, which is still dominated by women, with a total of 6 students in
the very good category and 17 students in the category good. As for students male the 5 category is very
good and 2 in category is good. This gives information that from both the PFA and FRE classes, the
multi-representation students are dominated by women. In line with the results of research [29, 30]
stated that overall multi-presentation ability is dominated by women. Even in terms of indicators,
women and men have their respective advantages.

4
Seminar Nasional Fisika Unesa 2022 (SNF Unesa 2022) IOP Publishing
Journal of Physics: Conference Series 2392 (2022) 012009 doi:10.1088/1742-6596/2392/1/012009

3.3 Ability based on indicators

There are four indicators of multi-representation ability, namely: 1) visual, 2) mathematical, 3)
symbolic, and 4) verbal. The following Figure 4 shows the results of the multi-representation of students
according to the indicators in Table 1.

(a) (b)
Figure 4. Multi-representation ability based on indicators

In accordance with the indicators in Table 1, which shows the results of students' multi-
representation abilities on optical material, it can be seen in Figure 4 above. Figure 4a shows the multi-
representation ability of the PFA 2020 class with five indicators. The first and third indicators test all
aspects, namely visual, mathematical, symbolic, and verbal aspects. Meanwhile, indicator four only
examines the visual, mathematical, and symbolic aspects. Then indicator five only tested two aspects,
namely visual and verbal. Based on the results obtained, the aspects that get the highest average value
are the symbolic and mathematical aspects. This is also the same as the results of the multi-
representation ability of the 2020 FRE class, with the average aspect having the highest score being the
symbolic and mathematical aspects. This is because the optical or physics material relies more on the
ability to read symbols and mathematical abilities in solving existing problems. In accordance with the
results of research [31, 32] stated that in learning physics, symbolic and mathematical abilities become
the main basis for solving problems given.

3.4 The different tests of students' multi-representation abilities on optical material

The following independent sample t-test was conducted to determine whether there were differences
between PFA and FRE classes related to multi-representation abilities.
Table 2. The results of the PFA and FRE 2020 different tests on the optical material
Group Statistics
CLASS N Mean Std. Deviation Std. Error Mean
PFA 23 79.35 9.188 1.916

TEST FRE 30 79.50 8.842 1.614

Information: PFA (Physics Educations Class A), FRE (Physics Regular Class E), N (Total students)

Table 2 shows the results of the independent sample test conducted between the PFA and FREE
classes to determine whether there is a difference between the two classes. Based on the results of the
exams that have been carried out in both classes related to multi-representation abilities in an optical
material, it turns out that there is no very significant difference between the abilities of PFA and FRE
2020 students, respectively 79.35% and 79.50%. Based on these results, it can be seen that the two
classes have almost the same multi-representation ability.

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Seminar Nasional Fisika Unesa 2022 (SNF Unesa 2022) IOP Publishing
Journal of Physics: Conference Series 2392 (2022) 012009 doi:10.1088/1742-6596/2392/1/012009

4. Conclusion
Based on the results of the research that has been done, it can be concluded that the ability to multi-
representation is one of the most needed abilities by students and students in solving a problem. Multi-
achievement ability is dominated by women but not based on all indicators. Meanwhile, the different
tests stated that there was no significant difference between the two multi-representation abilities of the
FFA and FRE 2020 classes, especially in the optical material tested. It is hoped that in the future, the
results of this research can be a provision and additional information for teachers and lecturers in doing
physics learning. And make it easier to carry out learning, especially on optical material. This study has
several limitations, including; (1) this study only uses two classes of PFA and FRE 2020 Physics
students, State University of Surabaya, (2) This study only focuses on optical material using five
indicators with four aspects, namely visual, verbal, mathematical, and symbolic.

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