“Knowledge in pieces” view: conceptual understanding analysis of pre-service physics teachers on direct current resistive electrical circuits

In agreement with problem-solving skills, identifying conceptual understanding is an supreme topic in physics. The purpose of this study was to analyze the conceptual understanding of pre-service physics teachers, on direct current based electric material “Knowledge in Piece” Theory. The study used a mixed-method approach with an explanatory model with 148 pre-service physics teachers at Jambi University, Indonesia. Data were collected using concept understanding tests and interviews. The students were given a concept understanding test using reasoned multiple-choice question developed to find out the understanding of student concepts, while unstructured interviews were conducted to confirm student answers that were not clear. Data analysis was done by using a rubric which has developed based on the possible reasons for student’ answer to the concept of direct current electricity. The result of this study showed that understanding the concept of students in direct current electricity material is still substandard, it is shown from the study data that only 6 people out of 148 students can activate the concept properly and entirely. The findings showed that students’ understanding is still in the form of concept pieces. Students are not able to connect concepts appropriately. When students are asked about sub-material, they show a clear understanding, but when the problem is given as a whole, students are not able to connect concepts to the sub-material that they understand correctly. The results were interpreted that the students’ understanding had not been coupled coherently, thus consequently that the less dominant resource would be delayed activating than the more dominant resource