PROFILE OF UNDERSTANDING THE CONCEPT OF STRAIGHT MOTION KINEMATICS IN STUDENTS OF SMAN 8 KOTA BENGKULU

This study aims to determine the understanding of the concept of straight motion kinematics at SMAN 8 Kota Bengkulu. The research method used is the Cross-sectional Survey method, with data analysis techniques using descriptive analysis. The sample in this study was class X students, amounting to 72 people with a sampling technique using Random Sampling. The research instrument used is a multiple-choice test instrument, an indicator of concept understanding with valid criteria. The test instrument already covers 3 aspects of understanding the concept. From the results of the study, the average score of student concept understanding was 8.26 with the highest score of 14 and the lowest score of 3. The highest percentage in the aspect of understanding the concept was interpretation and extrapolation with the results of the average score of 33% in the medium category, while the the lowest in the aspect of translation obtained an average score of 26% in the low category


INTRODUCTION
In learning physics, students are expected to be active in thinking and acting.This is related to students' problem solving abilities which are still relatively low.When working on physics problems given by the teacher, students tend to use mathematical equations without analyzing them first, guess formulas to solve problems and memorize examples of questions they have worked on to work on other problems.Even though the problems in studying physics are diverse and varied, you can solve them using derivative formulas obtained from basic formulas.Simply put, students experience difficulties when faced with complex problems.Students are able to solve simple quantitative problems but lack the ability to solve more complex problems (Ibrahim et al., 2019).
Physics learning usually tends to be teacher centered.The learning method used is quite monotonous and students are less involved when asked to discover a concept during learning.Such learning creates ignorance in students regarding the process and nature of the physics concepts being studied (Abriani & Nursalam, 2016).Apart from that, teachers should also be able to provide stimulus or encouragement to students in the learning process, because this will influence students' learning motivation and will achieve success in learning.Based on Thorndike's connectionist learning theory, the existence of closeness between teachers and students does not mean there is a relationship between the stimulus from the teacher and the student's response in learning, but the provision of stimulus from the teacher must get a reciprocal response from the students so that balance occurs (Suryani et al., 2024).
Understanding concepts is a very important aspect in learning, because by understanding concepts students can develop their abilities in each subject matter.Understanding concepts has a close relationship in students' interest in learning (Höft et al., 2019).Understanding concepts in the context of science based on expert opinions is the ability of students to understand a concept and relate it to other concepts so that it's application is able to solve problems.Lack of understanding of concepts is characterized by not understanding the meaning of knowledge, definitions, and reasons of interconnected knowledge (Holme et al., 2015).Understanding concepts can help students understand the main concepts of a subject, not just memorizing and knowing isolated facts.
Teachers can play a role in developing students' understanding of concepts by helping students explore a topic and providing appropriate and interesting examples of the concepts discussed (Nofendra, 2019).According to Bloom (in Sagala, 2014), there are three aspects of understanding, namely: 1) understanding of translation, understanding an idea that was previously known to be expressed in another way.2) the ability to interpret (Interpretation), namely the ability to understand changes or arrangements in other forms of recorded material or ideas.3) understanding extrapolation, this ability to predict existing trends from certain data by revealing consequences and implications that are in line with the conditions described.Students must master these three aspects in order to achieve a mature understanding of the concept.
Physics is a branch of science whose scientific literacy can be studied (Nurwulandari, 2018).Based on the 2018 PISA assessment, the score for students' scientific literacy in Indonesia decreased from 403 to 396 from the average score of OECD countries.Physics is included in scientific literacy as measured by PISA (McComas, 2014).This decline is related to the decline in physics learning in Indonesia.Physics as a subject that is considered difficult requires active involvement of students, not just teachers who are active in the classroom.Because physics is not just studying a collection of formulas, but rather studying various phenomena that occur in this world.With the language and everyday experiences involved, students' reasoning will be stimulated to connect phenomena in their daily lives with the physics concepts explained by the teacher (Arista & Kuswanto, 2018).
Some physics concepts are abstract concepts, and students do not even recognize the key concepts to understand these concepts.This causes students to be unable to develop a fundamental understanding of concepts when they initially study physics (Maruf, 2019).Understanding students' concepts in physics is very important and needed.If students do not understand previous physics concepts, it will be quite difficult for students to understand new physics concepts.Because of this, students have difficulty solving problems by changing one form into another, such as changing writing (reading) and changing it into images or graphics.These difficulties can affect students' conceptual understanding which emphasizes conceptual understanding (Suhartin et al., 2017).
Researchers revealed that students often experience difficulties when learning physics concepts.Many students experience misconceptions about the acceleration of gravity.Students spontaneously say that an object with a greater mass will be much faster than a lighter object in the event of free motion in free fall.In relation to the concepts of distance and displacement, students think that these two concepts are the same (Nim, 2018).
However, not all of the students answering incorrectly are classified as misconceptions, this could happen because the students don't understand the concept.The facts in the field, when given problems with questions about physics, students still have difficulty distinguishing between uniform straight motion and uniformly changing straight motion.Even students are still confused about what motion has a constant speed and what motion has a constant acceleration.Thus, it is necessary to conduct a study to analyze students' conceptual understanding in a school.
Based on the description above, research was conducted with the title "Profile of Concept Understanding of Rectilinear Motion Kinematics of Students at SMAN 8 Kota Bengkulu" which aims to analyze the understanding of concepts in the material of kinematics rectilinear motion at SMAN 8 Kota Bengkulu.Researchers involved 72 respondents from class X of SMAN 8 Kota Bengkulu, divided into 2 classes.The initial step taken was to collect data in the form of test instruments at one time, then analyzed with the results in the form of a description of the student's level of understanding of the concept.Apart from that, researchers also carried out direct observations of the student learning process and documentation as evidence that the research was actually carried out.This research emphasizes understanding the concept of kinematics of rectilinear motion.The reason for studying the material of kinematics of rectilinear motion is that mastering and understanding the concept of kinematics is important for students.Kinematics is a basic science before studying dynamics because dynamics will be discussed in more detail, so the kinematics material must first be well understood so that it is easier to study the dynamics.In kinematics, it discusses straight motion which is divided into Regular Straight Motion (GLB) and Regular Changing Straight Motion (GLBB) (Handayani et al., 2019).
When students misunderstand the direction, speed and acceleration of objects, it will have a fatal impact on understanding other physics concepts such as Newton's laws (Purwanti et al., 2017).To minimize this, a study needs to be carried out in an effort to find a solution if it is known that students' understanding of concepts is low.But before that, the first thing to do is determine and analyze the profile of understanding of the concept of kinematics of rectilinear motion at the school.The concept of rectilinear motion kinematics can be observed in everyday life, and there are many applications so students can easily learn the material.Apart from that, material on the kinematics of rectilinear motion was also studied previously in junior high school.The question instrument used is divided nto 3 aspects of conceptual understanding, so that each question item is included in one of the aspects.

METHOD
The research method used was a cross-sectional survey.This research method is included in the survey research type.Cross sectional survey design is a research design that collects data at one time for a sample (Creswell, 2012).The cross-sectional survey method collects various information from samples taken from the population.This information can be collected at one point in time (Fraenkel et al., 2012).The population in this study was class X students at SMAN 8 Kota Bengkulu, totaling 144 students, involving 72 respondents as samples from class The sampling technique used is random sampling.
The research instrument used was a test of understanding the concept of straight motion kinematics from Hardianti's (2018) research.These questions are questions that have been validated and have been tried at SMAN 8 Kota Bengkulu.The test questions are arranged in multiple choice form with 26 questions covering 3 aspects of conceptual understanding: Translation, Interpretation, and Extrapolation.The translation aspect is found in questions number 3, 4, 7, 10, 11, 18, and 26.The interpretation aspect is found in questions number 2, 6, 8, 9, 12, 15, 17, 20, 23, and 24, while the Extrapolation is found in questions number 1, 5, 13, 14, 16, 19, 21, 22, and 25.The data analysis technique in this research uses descriptive analysis.Descriptive analysis is analyzing phenomena that are currently occurring.The process is to collect and compile data and interpret the data in descriptive form.Descriptive analysis can provide a reflective or comparative picture by comparing similarities, differences in cases, or certain phenomena (Samsu, 2017).
In analyzing the data, researchers used percentage techniques in the aspect of understanding concepts.Formula for calculating percentages: The concept of understanding score categories shown in  1, the question most students answered correctly was question number 7 with a percentage of 82% and the question with the least number of correct answers was question number 3 with a percentage of 0%.
Meanwhile, based on three aspects of conceptual understanding, students got the highest scores on questions with interpretation and extrapolation aspects.The lowest percentage was obtained in questions with a translation aspect.If calculated as a percentage, the overall average score for correct answers from understanding concepts with three aspects is 31%.With a percentage of correct answer scores in the translation aspect of 26%, interpretation of 33% and extrapolation of 33%.In detail, the percentage of correct answer scores for aspects of understanding the concept can be seen in Figure 2. In the test instrument used, it is certain that there are questions that are divided into 3 aspects.In the translational aspect, the concept mapping can be seen in Table 3.The students' ability to translate data was obtained in the form of a percentage of 26%.Based on the score category, the translation aspect is included in the low category.There are 7 questions included in the translation aspect, namely questions number 3, 4, 7, 10, 11, 18, and 26.Students answered most correctly on question number 7 with a total correct score of 59 out of 72 respondents.Meanwhile, the question with the fewest correct answers was question number 3, no students answered correctly.This is due to students' lack of ability to translate images of car oil droplets to see their acceleration.In the questions in the table above, it turns out that the GLBB concept is dominant.According to Pujianto (2013), most students do not understand the concept of GLBB.
Not only question number 3, but also questions number 10, 11, 18 and 26, few people could answer correctly.These questions are about calculating distances and are related to GLBB.
According to Sutrisno (2019), before determining distances and interpreting graphs, students must first understand the concepts related to graphs.For example, students must understand changes in speed on a graph with respect to time.Based on the data obtained, it shows that students' conceptual understanding of graphics is also lacking.The translation aspect gets the smallest average score percentage, which means a lack of ability to translate.Even though translation is the lowest level, starting from translation with real meaning, which is related to the student's ability to translate sentences into a form that is more appropriate to his or her condition (Ernawati, 2016).

Interpretation Aspect (Ability to interpret)
In the interpretation aspect, the concept mapping can be seen in Table 4.The relationship between speed, distance and time 20 GLBB example is accelerated 9 Graph showing the relationship between v and t 24 The students' ability to interpret the data obtained in the form of a percentage was 33%.Based on the score category, the interpretation aspect is included in the medium category.There are 10 questions included in the interpretation aspect, namely questions number 2, 6, 8, 9, 12, 15, 17, 20, 23 and 24.Students answered most correctly in question number 6 regarding the graph of the relationship between speed (v) and time (t) from a straight motion, with a total correct score of 54 out of 72 respondents.Meanwhile, the question with the fewest correct answers was question number 23 regarding the relationship between speed, distance and GLB time.In this case, there is a lack of understanding of students' interpretation of the relationship between GLB formulas.According to Pujianto (2013) in his research, most students do not understand the concept of GLB.This is proven by the answers which were answered approximately.This statement is in line with the results of direct observations carried out at SMAN 8 Kota Bengkulu, many students asked what the questions meant and asked what the basic concept was.
Students only answer using reason and logic in daily life to answer concept questions.Students are used to working on calculation questions to get the results, but are not used to working on concept questions with answers in the form of words.The lack of emphasis on concepts in the material is also one of the causes of students only focusing on reading the material and modules provided by the teacher (Eliza et al., 2022).However, compared to translation, the percentage of the interpretation aspect is higher.The questions are predominantly graphic images, making it easier for students to interpret the meaning of the questions given.

Extrapolation Aspect (Ability to Forecast)
In extrapolation, the concept mapping can be seen in Table 5.The students' ability to predict data obtained in the form of a percentage was 33%.Based on the score category, the extrapolation aspect is included in the medium category.There are 9 questions included in the extrapolation aspect, namely questions number 1, 5, 13, 14, 16, 19, 21, 22, and 25.Students answered the most correctly in question number 5 regarding the condition of objects in the picture, with a total correct score of 57 of 72 respondents.Meanwhile, the question with the fewest correct answers was question number 1 regarding the characteristics of free fall motion, with a total correct score of 5 out of 72 respondents who answered.Free fall motion is the accelerated motion of the GLBB caused by the acceleration of the earth's gravity.However, many students assume that heavier objects will hit the ground first than lighter objects when dropped at the same time.In fact, the component of free fall motion that must be considered is air friction.When air friction is ignored, both objects will fall to the ground simultaneously without depending on the shape or mass of the object (Pujianto, 2013).This is in accordance with question number 1, most students answered by assuming that the speed of an object depends on mass.
Overall, this illustrates that students still lack understanding in forecasting and predicting how a movement will occur.According to Jusman & Hajeriati (2020), extrapolation abilities develop well if students find their own conclusions from the concepts they have constructed, because to predict a trend that will occur, they must be able to know the concepts of the material being studied.The learning theory that is appropriate and supports this statement is the nature of learning in constructivist learning theory.Learning theory with a learning process that involves students' activeness in building new concepts, new knowledge and new understanding based on previously existing concepts.
The role of students in this case is very important to build constructive habits of mind.Freedom and a good learning attitude are needed so that students can train their thinking skills (Dangnga & Muis, 2015).If this learning theory is implemented into learning kinematics of rectilinear motion, it can help improve students' extrapolation abilities.

CONCLUSION AND RECOMMENDATION
Based on the discussion and results of data analysis, it can be concluded that the understanding of physics concepts of class and is in the medium category.From a maximum total score of 26, the highest score was 14 and the lowest score was 3.Meanwhile, the average score of the 72 respondents was 8.26.Based on the category of conceptual understanding, students' conceptual understanding of SMAN 8 Kota Bengkulu is in the medium category.If divided into 3 aspects of conceptual understanding, the translation aspect has the lowest percentage, namely 26% in the low category.
Meanwhile, the interpretation and extrapolation aspects have a 33% higher percentage than translation and are included in the medium category.
This research can be a reference for teachers to determine the level of students' ability to understand concepts.So that teachers can develop appropriate learning strategies to achieve good understanding of concepts.Suggestions for future researchers, it would be better if future researchers could better analyze the suitability of the test instruments applied to their schools if the instruments were taken from previous research.Researchers can also create new test instrument questions, carry out validity, reliability, and carry out tests so that the test instrument is more accurately suited to the school being researched.

Figure 2 .
Figure 2. Diagram of the percentage of correct answers for 3 aspects of concept understanding

Table 1 .
Concept understanding score category (Sari et al., 2017)Profile of understanding the concept of straight motion kinematics in students of sman 8 kota bengkulu Figure 1.Diagram of the percentage of students who answered correctly (26 question test instrument) In Figure

Table 3 .
Concept mapping on questions with translational aspects

Table 4 .
Concept mapping on questions with interpretation aspects

Table 5 .
Concept mapping on questions with extrapolation aspects