Physics Learning and Education

Analysis of the Needs of Cognitive Conflict-Based Teaching Materials Integrated with Augmented Reality on Heat

2024-07-31T02:41:56+00:00

In the 21st century, the increasing development of technology and informatics has brought significant changes in the world of education. The independent curriculum is a response to the demands of education in the era of evolving technology. The main goal is to deepen concept understanding and strengthen student skills. Concept understanding is one of the basic competencies in the independent curriculum that students must have. But in fact, based on research of preliminary, it was got that the problem of concepts understanding from students was still low and tended to occur misconceptions, the use of cognitive conflict learning could contribute to improving understanding of concepts in the independent curriculum. The research purposes was to analyze the characteristics, validity, and practicality of teaching materials based on cognitive conflict.

This research type is preliminary research. Three Padang City High School teachers were given a questionnaire to complete in order to assess how physics is being taught in classrooms. Subsequently, the survey was distributed to 130 students in class XI F across two distinct high schools in Padang City, with the objective of examining the requirements for physics educational resources in the classroom. Journal analysis was done in addition to the questionnaire to examine high school students' conceptual grasp of heat topic. Both quantitative and qualitative analyses were done on the data. Misconceptions about hot content and low concept understanding among students are the outcome of an analysis of multiple published papers. Furthermore, there are still few teaching resources available, less technology-integrated learning media, and a teacher-centered approach to education. Consequently, based on the findings of preliminary research, physics instructional materials integrating augmented reality technology and cognitive conflict must be developed

Meta Analysis of the Effect of Applying the Problem Based Learning Model in Physics Learning to Improve Students' Ability to Solve Problems

2024-06-04T12:31:43+00:00

The meta-analysis method in this research was used to determine how problem-based learning activities influence problem-solving abilities. Analysis is carried out based on material units and levels/classes. Based on the results of the analysis, it was found that the mechanical material unit had an effect size of 0.83 in the high category, for the electric magnetic material unit it had an effect size value of 1.12 in the very high category, for the optical wave material unit it had an effect size of 1.66 with very high category, for thermodynamic material units it has an effect size of 1.41 in the very high category, and for fluid material units it has an effect size of 1.56 in the very high category. Then for class X it has an effect size of 1.19 in the very high category, for class XI it has an effect size of 1.35 in the very high category and for class In conclusion, for the optical wave material unit, it has an effect size of 1.81 which has a very high influence on students' ability to solve problems and for class XI level it has an effect size of 1.35 which has a very high influence on students' ability to solve problems.

THE INFLUENCE OF THE DISCOVERY LEARNING MODEL ON STUDENTS' COLLABORATION ABILITY AT SMAN 2 PADANG

2024-01-25T16:51:16+00:00

This research aims to see whether there is an influence of the discovery learning model on the collaboration abilities of students at SMAN 2 Padang. The research method used was quasi-experimental with a posttest control design. Sampling in this study used purposive sampling and class XI phase F (physics 5) was obtained as the experimental class and class XI phase F (physics 2) was the control class. Data on students' collaboration abilities was taken using an observation sheet assessing students' collaboration abilities which was analyzed descriptively. To see the magnitude of the influence of the discovery learning model on students' collaboration abilities, effect size calculations are used. The results of the research showed that the average value of collaboration ability of students in the experimental class was (68.19 ± 2.49) with good criteria, whereas the average value of collaboration ability of students in the control class was (63.43 ± 2.45) with good criteria. The magnitude of the influence of the discover learning model on students' collaboration abilities is obtained from an effect size index of 1.9 and has a high category in improving students' collaboration abilities. The discovery learning model can be concluded to have an influence on students' collaboration abilities.

Validity of IntegratedE-Modules Contextual Teaching and Learning Approaches SubjectMatterElasticity to ImproveCritical Thinking Abilityof Students Senior High School

2024-05-01T02:26:47+00:00

Students need to develop their critical thinking skills, which include the 4Cs of the 21st century: creativity, collaboration, communication, and critical thinking. These 4Cs are qualities that are essential for success in the modern world. So it's important to acquire knowledge that can sharpen critical thinking abilities. In three high schools in Sungai Punuh City, the pupils' critical thinking abilities were not as good as anticipated. The first research revealed that the lack of connections between the teaching materials and the usage of physics in daily life was the root of the students' poor critical thinking skills. 77% of students said that the professors' teaching resources did not incorporate real-world applications of physics. Textbooks predominate in the instructional resorces utilized, however they do not promote critical thinking or self-learning. Therefore, in order to develop students' critical thinking abilities, autonomous learning tools are required that meet their demands. In order to enhance critical thinking abilities, research was done on the construction of integrated e-modules using the CTL technique on material elasticity. The findings of expert validity tests are especially communicated in this study. Three experts from the Faculty of mathematics and natural sciences UNP Physics Department conducted the validity test, which had an average validity score of 85.7% in the extremely valid category. According to the validity test results, the e-module is combined with the CTL method to resources elasticity to improve critical thinking abilities that are prepared to be evaluated for applicability and efficacy in the actual world.

THE EFFECT OF THE SEARCH, SOLVE, CREATE, AND SHARE (SSCS) LEARNING MODEL ON THE LEARNING OUTCOMES OF STUDENTS

2024-08-19T12:40:02+00:00

This research is motivated by the low learning outcomes from physics of students caused by the models of learning utilized by teachers in schools that are less varied in related to demands of Curriculum 2013. The research purpose is to analyze the model of SSCS learning impact on learning outcomes of students'. The model of SSCS learning is a variation of a methodology that emphasizes problem-solving and has the ability to raise student achievement levels. The Randomized Posttest Only Control Group Design is a quasi-experimental methodology utilized in this research. The sample in this study consisted of 68 students through two classes for sample, known as classes for experimental and control was got by technique of purposive sampling. The instruments used in this research were valid and reliable tests. Based on the research results obtained that the price of t is outside of H0's acceptance region, allowing H1 to be accepted at a real level of 0.05. This indicates that students receiving treatment have different learning results in physics. Thus the conclussion that there is an impact of SSCS learning model on physics learning outcomes of students who are given treatment.

ANALYSIS OF STUDENT MISCONCEPTIONS AND THEIR CAUSES ON PARABOLIC MOTION USING A SIX-TIER MULTIPLE CHOICE

2023-08-24T16:46:28+00:00

The goal of learning physics in institutions using the 2013 curriculum is to develop a solid conceptual grasp of each subject. Students experience misconceptions while having a solid conceptual grasp that contradicts accepted notions. Learning about parabolic motion might lead to misconceptions, which are common in physics. Teachers need to be aware of the causes in addition to the misconceptions. This study attempts to identify students' misconceptions and determine the root causes of the parabolic motion material. The Six-Tier Multiple Choice Instrument, which has 18 items, was the tool utilized in this study. The sort of research used is descriptive research using the survey method. pupils from class X MIPA MAN in Padang City made up the population of this study, with a total sample size of 514 pupils. Overall, this investigation of the three MANs in Padang City discovered a 28.0% misunderstanding. According to the study's findings, there were 25.8% misconceptions in MAN 3, 29.2% mistakes in MAN 1, and 26.6% misconceptions in MAN 2. With a percentage of 45.4%, students' individual opinions are the primary source of misconceptions.