PARALLEL CONCEPTION OF PHYSICS STUDENTS ON

THERMODYNAMICS
Akhmad Musyafak, Suharto Linuwih and Sulhadi
Physics Department, Mathematics and Natural Science Faculty, Semarang State
University, Indonesia
Abstract
The purposes of this research are to explore kind of parallel conceptions of
physics students on thermodynamics concepts and to explore the factors that due
to these parallel conceptions. In this research, we used written test and interview.
Respondents consisted of 76 students of second semester were not passing yet
thermodynamics subject and 67 students of sixth semester passing
thermodynamics subject. Students were given three question about temperature,
heat, and the ideal gas law. The study result shows that (1) in studentss mind
there are parallel conceptions about temperature, heat, and the first law of
thermodynamics; (2) parallel conceptions existed on students of second semester
are caused by learning factor, intuition, specific theoretical framework, conceptual
appreciation, and surface pattern understanding; (3) parallel conceptions existed
on students of sixth semester are caused by fragmentation factor, intuition,
specific theoretical framework, conceptual appreciation, and surface pattern
understanding.
Keyword: heat, parallel conceptions, temperature, the ideal gas law
I. INTRODUCTION
Physics is a science learning about natural behavior in all aspects to
understand what is controlling and determining them. Based on that, someone
learning physics absolutely need to master the physics concepts through
understanding.1 Conceptual understanding is a very important aspect that students
need to learn physics. Conceptual understanding used by students to solve
problem in physics.2
Students understanding for a concept is called conception. Conception in a
students mind can be in accordance with the experts conception or not. An
accordance conception is called scientific conception and an inaccordance
conception is called alternative conception. A student can have two or more
conception competing each other and called parallel conception. Parallel
conception can be formed by scientific and alternating conceptions or by only
alternative conceptions.3

Thermodynamics is a subject learning in physics. It is a branch of physics

which learning heat and its transfer.4,5 Thermodynamics material in university is
usually taught in Elementary Physics and Thermodynamics subjects. Mostly they
are must passed subjects taked by Physics or Physics Education students in every
university in Indonesia. By these subjects it can be hoped that students get a good
understanding for every subject in thermodynamics.
But the facts show that there are still many students which dont have a
good understanding in physics completely. Students understanding about physics
is still fragmented and not integrated well. There are 5000 students in an
institution show an unsatisfactory results in understanding of physics concepts. In
solving problems, students prefer to use formula-based strategies rather than
working hard to arrange conceptual understanding. Especially in thermodynamics,
students understanding is still not good. Research conducted by Loverude (2001)
and Kautz (2005) prove that students understanding of the ideal gas law and the
first law of thermodynamics is still not good.
Research on students conception or understanding in physics concepts
have ever done before abroad in almost all topics of physics. Research on
students parallel and alternative conceptions in Indonesia is just held in
mechanics (Linuwih, 2010) and electromagnetic (Yusup, 2009). Therefore, we
want to investigate the existence of parallel conceptions of physicss students on
thermodynamics. Hopefully by this researchs success, we can get types of
parallel conceptions and the factors causing them, so we can arrange more
effective and efficient learning strategies for students.
Table 1. Researchs instruments
1. A syringe containing an ideal gas and
having a frictionless piston of mass M
is moved from an ice-water bath to a
beaker of boiling water, where it
comes to thermal equilibrium. Which
statements are true about ideal gas
confition from the ice-water bath to
the beaker,
i. ( ) The pressure is constant. The temperature increases so the volume increases
ii. ( ) The volume is constant. The temperature increases so the pressure increases.
iii. ( ) The temperature is constant. The pressure increases so the volume increases.

iv. ( ) The temperature increases so the volume and pressure are increases.
v. ( ) The temperature increases so the volume and the pressure are decreases.
vi. ( ) The temperature, volume, and pressure are remain constant.
2. Sebuah silinder dengan piston licin berisi gas ideal. Silinder ditempatkan di dalam
selubung adiabat. Tekanan, volume, dan temperatur gas ideal
mula-mula P1, V1, dan T1. Di atas piston kemudian diberi
tambahan massa-massa kecil sedikit demi sedikit sehingga
posisi piston turun,seperti gambar di samping. Tekanan,
volume, dan temperatur gas ideal sekarang P2, V2, dan T2.
i. ( ) Tekanan gas tetap. Volume gas berkurang sehingga
temperaturnya berkurang.
ii. ( ) Volume gas tetap. Tekanan gas bertambah sehingga
temperaturnya bertambah.
iii. ( ) Temperatur gas tetap. Tekanan gas bertambah sehingga
volumenya berkurang.
iv. ( ) Tekanan gas bertambah, sedangkan temperatur dan volume gas tetap.
v. ( ) Temperatur gas bertambah, sedangkan tekanan dan volume gas tetap.
vi. ( ) Temperatur, tekanan, dan volume tetap karena gas ideal mencapai
kesetimbangan.
3. Seorang siswa meletakkan sebuah mangkuk berisi air dingin dari kulkas di bawah
terik matahari. Terik matahari menghangatkan air dingin di dalam mangkuk.
i. ( ) Air dingin awalnya memiliki sejumlah energi.
ii. ( ) Air dingin awalnya tidak memiliki energi.
iii. ( ) Air dingin mendapat tambahan energi dari matahari sehingga temperaturnya
bertambah.
iv. ( ) Air dingin energinya berkurang sehingga temperaturnya bertambah.
v. ( ) Air dingin menyerap energi dari sekitarnya sehingga temperaturnya
bertambah.