Mapping Students' Mental Models on the Material of Uniform Motion through Graphical Representation: A Cross Sectional Study

Abstract

Understanding uniform motion is fundamental in physics education as it serves as a basis for comprehending more advanced physical phenomena. Despite its importance, students often struggle with interpreting graphical representations of relationships between position, velocity, acceleration, and time, leading to misconceptions. This study aims to map students' mental models of uniform motion through graphical representations to identify their conceptual understanding and common misconceptions. A cross-sectional study design was used, involving 198 senior high school students aged 16–17 from a private school in Tangerang, Indonesia. Students completed five essay-based tasks requiring them to construct and interpret graphs related to uniform motion. Responses were analyzed using a rubric categorizing mental models into scientific, synthetic, or initial levels based on accuracy and depth of understanding. Results revealed diverse mental model categories, with most students displaying a partial knowledge of alternative conceptions or scientifically inaccurate interpretations. Findings emphasize the significance of visual representations in facilitating conceptual change and addressing misconceptions. The study concludes by offering insights into instructional strategies that enhance students’ understanding of uniform motion, mainly through improved graphical representations. This research contributes to physics education by emphasizing the integrating mental models and visualizations to strengthen conceptual learning.