THE INFLUENCE OF IMAGE ANALYSIS DEMONSTRATION ON PHYSICS DECLARATIVE AND PROCEDURAL KNOWLEDGE TO THE BEGINNING SEMESTER PHYSICS TEACHER CANDIDATE STUDENTS

Abstract

This study focused on the impact of learning by demonstration of image analysis on declarative and procedural knowledge of the beginning semester physics teacher candidate students. The purpose of this study was to examine the influence of image analysis demonstration of declarative and procedural physics knowledge of the beginning semester physics teacher candidate students. The design of the study was a randomized posttest control group design. It was conducted on the beginning semester physics teacher candidate students, Physics Educational Program, Faculty of teacher Training and Education, Jember University, year 2009-2010. Sample of the research was the first semester students 2009-2010 as many as 62 people taken at random, each taken at random 31 for the experimental group and 31 people for the control group. The technique used to collect data was a test and interview. The technique used to analyze the data was t- test for independent samples with 2- tailed. The results showed that the demonstration of image analysis have a significant effect on learning both declarative knowledge of physics and procedural knowledge of physics of the beginning semester physics teacher candidate students.