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Recitation programs have been developed and tested on the topic of force and motion. The program consists of 63 multiple choice questions with feedback made in 3 packages (one package every week). This study aims to analyze the effectiveness of the program, using embedded experimentally research with one group pretest-posttest design. The program was given for 3 meetings, by giving 1 recitation package at each meeting (there are 21 questions for every package). The study was conducted on 38 Physics Education students’ who took the course Material and Learning Physics I. The pretest-posttest questions consisted of 15 reasoned multiple-choice questions. Student answer scores are a source of quantitative data while qualitative data is obtained from the reasons given when answering questions and from interviews. Quantitative data analysis was performed by determining descriptive statistics, paired sample t-test, N-gain, and d-effect size. Qualitative data analysis was carried out according to Miles & Huberman's stages. The research found that the program significantly improved students’ conceptual understanding with N-gain of 0.498 and d-effect size of 1.559. These results indicate that the provision of recitation programs can improve students' ability to understand the concept of force and motion. Especially in determining the F(t) graph from the v(t) graph, where initially the ability to solve problems in the form of graphical representations is one of the things that is difficult for students.

Recitation program, conceptual understanding, force and motion