Analysis of students’ understanding and difficulty on vector concept through modelling instruction with formative e-assesment

This study was designed to analyze students' understanding of the concept of vectors and their difficulties after the learning process. In this study, using a mixed-method approach with an embedded experimental. In this study, we recruited 34 students from an Islamic-based public school located in Pasuruan, East Java, Indonesia. They consisted of 20 female students and 14 male students. To collect data, we distributed reasonable multiple-choice questions to participants. The study administered pre-test and post-test to find out students' understanding of vector material. Use formative e-assessments integrated into modelling teaching for learning. This learning is done by developing a distributed model. In addition to learning within the classroom, that support the implementation of formative e-assessments, Google forms were used for online learning. Findings suggest that integrated formative e-assessment in modelling instruction learning significantly increased students' understanding of the concept of vectors with an N-gain of 0.42 and an effect size of 1.871. Our study also documented several difficulties experienced by students after the learning enactment, including difficulties in analyzing the direction, addition, subtraction, components, and unit vectors of a vector. The combination of modelling instruction with formative e-assessment can be an alternative for increasing students' understanding during learning vector concepts.