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Level-graded physics problem sets (PPM levels 1–3) distinguished by the number of linked cases and equations

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The article uses a three-level problem scheme introduced by Abdullah (2014) that distinguishes test difficulty "based on the number of equations needed to solve the problem". Level-1 items need a single embedded formulation (S = vt); level-2 items connect two cases with different conditions; level-3 items link three cases and require deep thought across multiple concept schemes. The pattern was applied to linear motion at constant speed with escalator problems at each level.

Design Implications

Context

Requirements

  • Problems must be graded by the number of linked cases and equations rather than by surface topic

Constraints

  • The article applies the pattern only to linear motion at constant speed in this study

Target Learners

  • physics education graduate students
  • physics students generally

Learning Goals

  • metacognitive knowledge
  • problem solving across difficulty levels

Claims

Examples

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Key Sources

  • Bunga D. Amin, Helmi Abdullah and Jasruddin D. Malago. (2018). Sketch strategy of knowledge in physics learning and its influence on metacognitive. Educational Research and Reviews. https://doi.org/10.5897/ERR2017.3293
Page metadata
Field Value
type design
id ppm-three-level-problem-difficulty
title Level-graded physics problem sets (PPM levels 1–3) distinguished by the number of linked cases and equations
description The article uses a three-level problem scheme introduced by Abdullah (2014) that distinguishes test difficulty "based on the number of equations needed to solve the problem".
status review
generated by process:settle-candidates on 2026-11-03
trust unverified — no one has confirmed this page's content
sources 1 — bunga-d-amin-2018

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