Measuring student mathematical representation abilities in physics on heat and temperature topic: Learning mode and gender




heat, high school students, mathematical representation abilities, physics, temperature


This research examined an in-depth analysis of students' MRAP: (1) the students’ MRAP score in each sub-topic (temperature, expansion, heat, heat transfer); (2) the students’ MRAP score in terms of learning mode (online and offline); (3) the students’ MRAP level based on gender. The study used the survey method as a quantitative approach. The study sample consisted of 260 grade 11 students from three public senior high schools in Yogyakarta, Indonesia, with low, medium, and high ability levels. The Mann-Whitney U test was performed to determine if there was a statistically significant difference in the pupils' test results by learning mode and gender. The study’s findings concluded that the students’ scores in each sub-topic of temperature, expansion, heat, and heat transfer are 67.66; 63.67; 56.86; and 60.43; respectively. There are significant differences in students’ mathematical representation abilities in physics between students learning modes (offline and online learning. At the same time there are no significant differences in students’ mathematical representation abilities in physics between males and females.


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How to Cite

D. Fairuz Zulaikha, H. Putranta, and W. Sunu Brams Dwandaru, “Measuring student mathematical representation abilities in physics on heat and temperature topic: Learning mode and gender”, Rev. Mex. Fis. E, vol. 21, no. 2 Jul-Dec, pp. 020204 1–, Jul. 2024.