The phenomenon of buying and selling as a bridging analogy of learning work and energy

Abstract

Effective physics learning can be designed by recognizing students' difficulties in understanding the concepts of physics. One of the students' difficulties is the difference in work and energy definitions in physics and in everyday life. Learning using analogies is offered in the design of learning to improve understanding of students' work and energy concepts. An incorrect analogy can cause misunderstandings, so bridge analogy is needed as a conceptual link. The analogy bridge is designed using a phenomenon of buying and selling that is relevant to everyday life. The analogy bridge is used to relate the concept that students have understood (reference concept) with the concept of physics (target concept). This research stage includes identification of the reference concept, preparing a mapping of source concept with target concept, as well as the identification of relevant and irrelevant concept between the reference concept and the target concept. Teachers can take advantage of this alternative method as one way to trace students 'analogy abilities and improve students' thinking skills. This bridging analogy can be used as an alternative to train analogy skills and improve students' thinking ability. This analogy introduces a new paradigm in physics learning to improve the understanding of work and energy concepts with different perspectives.