Use of representation of unit vector semiotics hrough Cartesian coordinate

Abstract

Research has been conducted related to the use of vector semiotic representations in physics learning. The purpose of this study was to determine differences in learning outcomes using the Model of Model-Based Instruction (MOMBI) learning model on the use of unit vector semiotic representations through the Cartesian coordinate system and to determine the use of MOMBI in improving learning outcomes about semiotic representation in physics learning. This research was conducted based on group exercises and individual exercises. The results of this study found that there were differences in physics learning outcomes using the MOMBI learning model based on group exercises and individual exercises on the use of unit vector semiotics through the Cartesian coordinate system and the use of MOMBI can improve student physics learning outcomes. More than 68% of students cannot determine the unit vector correctly in the Cartesian coordinate system