scholarly journals Analysis of Student’s Difficulties in Solving Physics Problem: Impulse and Momentum Topics

2021 ◽  
Vol 10 (1) ◽  
pp. 24-33
Author(s):  
Tri Adianto ◽  
Muhammad Aqil Rusli
Keyword(s):  
Learning Strategies ◽  
Physics Education ◽  
Mathematical Skills ◽  
Problem Solving Skills ◽  
Physics Learning ◽  
Physics Teachers ◽  
Data Collection Process ◽  
Mathematical Difficulties ◽  
Mathematical Operations ◽  
Physics Problems

Physics education essentially intends to cultivate student’s analytical and reasoning capabilities. However, this objective is hard to achieve because there are many students who facing difficulties in solving physics problems. This research was conducted to identify the types of student’s difficulties in solving momentum and impulse problems, along with the factors causing it. This research was conducted using a descriptive qualitative approach to 66 students of Senior High School 2 Makassar who had studied momentum and impulse topics. The data collection process was carried out using test and interviews. Based on the results, it can be identified that there are two types of student’s difficulties in solving momentum and impulse problems. The first type was physical difficulties which consisted of student’s difficulty in understanding the questions (26%) and student’s difficulty in determining the useable equations (25%). Then, the second type was mathematical difficulties which consisted of student’s difficulty in substituting the data to the equation (63%) and student’s difficulty in performing mathematical operations (76%). Based on interviews and analysis, it can be concluded that these difficulties was commonly faced by students while solving physics problems, including in momentum and impulse topic. Futhermore, the difiiculties were caused by several factors, namely: 1) the lack of student’s understanding about physics concepts, 2) the weakness of student’s mathematical skills, 3) the lack of physics learning process which is not honing student’s problem-solving skills and  4) the lack of student’s motivation on developing their problems solving skills in physics subjects. Thus, researchers recommend to all physics teachers in Indonesia to immediately develop or implement learning strategies or methods which are considered capable of overcome all student’s difficulties that have been found.

scholarly journals MEASURING STUDENTS’ PROBLEM-SOLVING SKILLS ON DIRECT CURRENT CIRCUITS WITH MULTIPLE REPRESENTATIONS

2020 ◽  
Vol 8 (3) ◽  
pp. 725-736
Author(s):  
Maria Dewati ◽  
A. Suparmi ◽  
Widha Sunarno ◽  
Sukarmin ◽  
C. Cari
Keyword(s):  
Problem Solving ◽  
Physics Education ◽  
Multiple Choice ◽  
Multiple Representations ◽  
Assessment Instruments ◽  
Multiple Choice Questions ◽  
Multiple Representation ◽  
Problem Solving Skills ◽  
Electrical Circuits ◽  
Physics Problems

Purpose of study: This study aims to measure the level of students' problem-solving skills, using assessment instruments in the form of multiple-choice tests based on the multiple representation approach on DC electrical circuits. Methodology: This research is a quantitative descriptive involving 46 students of physics education. Students are asked to solve the problem of DC electrical circuits on 12 multiple choice questions with open reasons, involving verbal, mathematical, and picture representations. Data were analyzed by determining means and standard deviations. Main findings: The results of the study showed that there were 3 levels of students' problem-solving skills, namely 7 (15%) students in the high category, 22 (48%) students in the medium category and 17 (37%) students in the low category. Applications of this study: The implication of this research is to continuously develop assessment instruments based on multiple representations in the form of various types of tests, to help students improve their conceptual understanding, so students can solve physics problems correctly. The novelty of this study: Researchers explain the right way to solve physics problems, 1) students are trained to focus on identifying problems, 2) students are accustomed to planning solutions using a clear approach, to build an understanding of concepts, 3) students are directed to solve problems accordingly with understanding the concepts they have built.

scholarly journals MENINGKATKAN PROFESIONALISME GURU DALAM MELAKSANAKAN PEMBELAJARAN FISIKA MELALUI BIMBINGAN TEKNIK KERJA KELOMPOK

2013 ◽  
Vol 2 (2) ◽  
pp. 17 ◽  
Author(s):  
Penjelasan .
Keyword(s):  
Learning Strategies ◽  
Group Work ◽  
Work Group ◽  
Learning Experience ◽  
Lesson Plan ◽  
Assessment Instrument ◽  
Physics Learning ◽  
Physics Teachers ◽  
Research School ◽  
Technical Guidance

The objective in this research is to improve the professionalism ofteachers in implementing the guidance of physics learning through groupwork techniques in Sub Rayon 05 SMA Negeri 1 Percut Sei Tuan. Thesubjects were high school physics teachers are included in Sub Rayon 05 SMA Negeri 1 Percut Sei Tuan, amounting to 15 people. The research methodapplied is Action Research School through two cycles, with each cycleconsisting of planning, implementation, observation and reflection. Results ofdata analysis showed that (1) through the application of technical guidance tothe group work of teachers in the Physics Sub Rayon 05 SMA Negeri 1 Percut Sei Tuan, their knowledge of the methods, strategies, models and learningapproach that includes the model of physics learning experience improvement.(2) There is an increase in the ability of physics teachers in Sub Rayon 05SMA Negeri 1 Percut Sei Tuan in implementing models learning toimplement technical guidance group work. (3) Through the implementation oftechnical assistance work group, an increase in the ability of physics teachersin Sub Rayon 05 SMA Negeri 1 Percut Sei Tuan in preparing lesson plan inaccordance with the model or learning strategies. (4) There is an increase inthe ability of physics teachers in Sub Rayon 05 SMA Negeri 1 Percut SeiTuan in making the assessment instrument.

scholarly journals Verification Concept of Assesment for Physics Education Student Learning Outcome

2018 ◽  
Vol 7 (3.21) ◽  
pp. 321 ◽  
Author(s):  
Herni Yuniarti Suhendi ◽  
Muhammad Ali Ramdhani ◽  
Ferli S. Irwansyah
Keyword(s):  
Learning Strategies ◽  
Physics Education ◽  
Technology Development ◽  
Group Discussion ◽  
Learning Outcome ◽  
Measurement Tool ◽  
Education Student ◽  
Physics Learning ◽  
Student Learning Outcome ◽  
Analytical Verification

Physics learning is one of the principal pillars in learning science and a foundation of technology development, so that required effective physics learning strategies that is with a good assessment technique. The purpose of this article is to discuss about verification of assessment on learning physics. The methodology for this study is a qualitative analysis with study main source obtained from literature review, then clarified through focus group discussion in lecturers scope. The verification concept reviews the effectiveness of learning outcome asessment system based on the indicators of the improvement of student’s cognitive, affective, and psychomotor domain.  This study showed that the verification of assessment tehnique in learning physics can be done in several approaches, including analytical verification and operational verification. This study recommended that learning physics can work effectively are necessary to apply the design of verified technique assessment so the measurement tool of student’s domain can be accounted objectively and academically.  This study contributed in providing academic paradigm and operational reviews to see the objectivity of assessment in learning physics.  

scholarly journals Analisis Persepsi Calon Guru Terhadap Pengembangan Keterampilan Probem Solving Melalui Pembelajaran Fisika

2019 ◽  
Vol 3 (1) ◽  
pp. 20-28
Author(s):  
Erwin Erwin ◽  
N Y Rustaman ◽  
H Firman ◽  
T R Ramalis
Keyword(s):  
Problem Solving ◽  
Prospective Teachers ◽  
Subject Matter ◽  
Field Experience ◽  
Problem Solving Skills ◽  
Physics Learning ◽  
Physics Teachers ◽  
Physics Instruction ◽  
Learning Data ◽  
Or Modelling

A study about development of problem solving skills in physics learning was conducted to investigate how prospective teachers were able to integrate this ability into physics instruction.  This article discusses the responses of prospective teachers to the development of problem solving skills through physics learning. Data were collected by using questionnaires and interviews. To strengthen data obtained through questionnaires, data were analyzed descriptively. The results of the study show that prospective physics teachers who have participated in Field Experience Program 2 (PPL 2) or who are currently participating in PPL 1, in general, agree that problem solving skills can be developed through subject matter learning, especially in physics learning. However, there are some prospective physics teachers who gave anomalous responses to several statements in the questionnaire, for example there are students who do not approve the statement that reads “Facilitating and analyzing problems for problem solving is done by drawing or sketching”. Based on these findings, it is necessary to provide a good understanding of the steps that should be taught in developing problem solving skills, such as giving example or modelling. Furthermore, prospective physics teachers need to be assessed their ability to teach the development of problem solving skills which was integrated with/in physics learning.

scholarly journals PENERAPAN PENDEKATAN STUDENT CENTERED LEARNING (SCL) UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KREATIF DAN KOMUNIKATIF MAHASISWA PENDIDIKAN FISIKA SEMESTER III UNIVERSITAS BENGKULU

2020 ◽  
Vol 3 (1) ◽  
pp. 67-74
Author(s):  
Rosane Medriati ◽  
Eko Risdianto
Keyword(s):  
Learning Strategies ◽  
Physics Education ◽  
Creative Thinking ◽  
Learning Strategy ◽  
Action Observation ◽  
Thinking Skills ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Physics Learning

ABSTRAK Penelitian ini bertujuan untuk medeskripsikan peningkatan keterampilan berpikir kreatif dan keterampilan komunikasi setelah diterapkan pendekatan student centered learning pada matakuliah Strategi Pembelajan Fisika. Penelitian ini menggunakan pendekatan statistik deskriptif. Penelitian ini merupakan penelitian tindakan kelas yang terdiri dari 3 siklus, dimana setiap siklusnya terdiri dari 4 komponen diataranya; perencanaan, tindakan, observasi dan refleksi. Subyek dalam penelitian ini adalah seluruh mahasiswa pendidikan fisika FKIP UNIB semester  III tahun ajaran 2019/2020 yang terdiri 25 orang. Instrumen yang digunakan untuk mengumpulkan data dalam penelitian ini adalah lembar observasi. Analisis penelitian dilakukan dengan menggunakan statistik deskriptif, yaitu untuk mendeskripsikan gambaran terhadap tes dan observasi oleh observer. Berdasarkan hasil penelitian dapat di simpulkan bahwa Penerapan pendekatan Student Centered Learning pada matakuliah Strategi Pembelajaran Fisika dapat meningkatkan keterampilan berpikir kreatif, dan keterampilan komunikatif  mahasiswa Pendidikan Fisika semester III dari siklus satu sampai ke tiga. Kata kunci: Student Centered Learning (SCL), Keterampilan Berpikir Kreatif, Keterampilan Komunikasi ABSTRACT This study aims to describe the improvement of creative thinking skills and communication skills after applying the student centered learning approach to the Physics Learning Strategies Course. This research used a descriptive statistical approach. This research was a classroom action research (CAR) and consisted of 3 cycles, each cycle consisting of 4 components; planning, action, observation and reflection. The subjects in this study were all students of physics education FKIP UNIB semester III of 2019/2020 school year consisting of 25 people. The instruments used to collect data in this study were observation sheets. The research analysis was carried out using descriptive statistics, namely to describe the description of the test and observation by the observer. Based on the results of the study it can be concluded that the application of the Student Centered Learning approach to Physics Learning Strategy courses can improve creative thinking skills and communicative skills of Physics Education students in the third semester from cycle one to three. Kata kunci: Student Centered Learning (SCL), Keterampilan Berpikir Kreatif, Keterampilan Komunikasi 

scholarly journals The Effect of Students’ Metacognition and Digital Literacy in Virtual Lectures during the Covid-19 Pandemic on Achievement in the “Methods and Strategies on Physics Learning” Course

2020 ◽  
Vol 9 (4) ◽  
pp. 477-488
Author(s):  
S. Sukarno ◽  
M. El Widdah
Keyword(s):  
Learning Strategies ◽  
Physics Education ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Survey Method ◽  
Education Students ◽  
Physics Learning ◽  
Physics Students ◽  
Anova Table ◽  
Two Stages

This study aims to determine the effect of students’ metacognition and digital literacy skills on virtual lectures in the COVID-19 pandemic on achievement in the “Methods and Strategy on Physic Learning (MSPL)” course. The data was collected using a survey method which involved all 42 physics education students. The data analysis was carried out in two stages, namely the categorization stage and the correlation stage. Based on the data and analysis, it is known that the metacognition skill of physics education students is dominated by the “high” category with 40.47%, followed by the “medium” category at 35.71%, and the remaining 23.82% are at “low” category. As for the digital literacy, the variable is not much different from the metacognition skill, which is dominated by students with high category digital literacy skills at 42.85%, “moderate” category at 33.33%, and the rest 23.82% are at “low” category. Likewise, in the variable conceptualization of the concept of physics and physics learning strategies, physics students who are in the “high” category is more dominant than the “medium” and “low” categories, which are 33.33% and 28.58%, respectively. Based on the ANOVA table, it is known that the value of sig. 0,000, which is less than (<) 0.05. It can be said that X1 (metacognition) and X2 (digital literacy) simultaneously affect the Y variable (mastery of the MSPL concept). This is also reinforced by the calculated F value of 313.111> F table 3.22. It means that the two variables X1 and X2, simultaneously affect the Y variable (mastery of the MSPL concept).

scholarly journals Project brief effects on creative thinking skills among low-ability pre-service physics teachers

2020 ◽  
Vol 9 (2) ◽  
pp. 415
Author(s):  
Habibi Habibi ◽  
Mundilarto Mundilarto ◽  
Jumadi Jumadi ◽  
Syifaul Gummah ◽  
Sukainil Ahzan ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Creative Thinking ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Physics Teachers ◽  
C 30 ◽  
Physics Problems ◽  
Low Ability

Creative thinking is high-order thinking that is not easy to stimulate with conventional learning, especially to solve complex physics problems. However, the learning strategy chosen must be in accordance with the teaching materials and students characteristics. Creative thinking is very important especially for low-ability characteristic in solving complicated physics problems; therefore, it needs to be triggered by student-centered learning strategies such as project briefs. This research was to analyze the effect of project brief learning on creative thinking skills (CrTS) of low-ability pre-service physics theacers. Sample was selected using purposive sampling (97 people) in the initial semester pre-service physics teachers which consisted of three classes A (32 people), B (35 people), and C (30 people). Data collection through essay tests on vibration and wave material and adjusted according to the CrTS-Kim indicators. The results show that the project brief has a positive effect on creative thinking skills. The highest effect on the fluency indicator has an average of 15.7 compared to the lecture strategy, as well as the mixture with an average of 9.89, and the lowest on the originality indicator.

scholarly journals PENGARUH FASILITAS BELAJAR TERHADAP MOTIVASI DAN HASIL BELAJAR FISIKA MAHASISWA

2018 ◽  
Vol 1 (1) ◽  
pp. 001-008 ◽  
Author(s):  
Andi Reski
Keyword(s):  
Physics Education ◽  
Structural Equation ◽  
Learning Motivation ◽  
Equation Modeling ◽  
Direct Influence ◽  
Study Program ◽  
Physics Learning ◽  
Modeling Analysis ◽  
Data Collection Process ◽  
Positive Direct

This study is an "expost-facto" study which aims to analyze the influence of: (1) learning facilities on physics learning results of students; (2) learning facilities on learning motivation of students at; and (3) ) learning motivation on physics learning results of students. The population in this study were all students of class 2015 and class of 2016 Study Program of Physics Education at with a total of 224 people. The research sample was taken using the Slovin technique with a total of 145 students. The data collection process was carried out using questionnaires and tests of physics learning outcomes that have been empirically tested. The results of the research data were analyzed using Structural Equation Modeling analysis method with Analysis of Moment Structures technique. Through this model it can be concluded: (1) learning facilities have a positive direct influence on students learning motivation at; (2) learning facilities do not have a positive direct influence on the results of students studying physics at; and (3) learning motivation has a positive direct influence on the results of students learning physics.

scholarly journals Pendampingan Eksperimen Fisika Bagi Siswa-Siswa SMA di Surabaya

2019 ◽  
Vol 4 (1) ◽  
pp. 78
Author(s):  
Elisabeth Pratidhina ◽  
Kurniasari Kurniasari ◽  
Budijanto Untung ◽  
Herwinarso Herwinarso ◽  
Anthony Wijaya ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Community Service ◽  
Physics Education ◽  
Learning Activity ◽  
School Students ◽  
Physics Learning ◽  
Physics Teachers ◽  
Physics Experiment

ABSTRAK Fisika adalah ilmu yang sangat erat dengan kehidupan sehari-hari dan menjadi tonggak perkembangan teknologi. Oleh sebab itu, mata pelajaran fisika diberikan pada siswa-siswa Sekolah Menengah Atas (SMA). Pembelajaran Fisika harusnya menekankan pada pengalaman langsung untuk mengembangkan kompetensi agar siswa mampu memahami fenomena alam. Hal ini akan membantu siswa untuk memperoleh pemahaman yang lebih mendalam. Akan tetapi, banyak sekolah-sekolah di Indonesia tidak memiliki peralatan yang cukup memadai untuk menunjang pembelajaran eksperimen, termasuk beberapa SMA di daerah Surabaya dan sekitarnya. Program Studi Pendidikan Fisika sebagai institusi yang mencetak calon guru-guru fisika perlu memberikan andil dalam mengatasi keterbatasan yang dimiliki oleh SMA-SMA di Surabaya dan sekitarnya. Program Studi Pendidikan Fisika memiliki peralatan dan sumber daya manusia yang cukup memadahi sehingga memungkinkan untuk mengadakan program pengabdian masyarakat berupa Pendampingan Eksperimen Fisika untuk Siswa-Siswa SMA. Program ini telah terlaksana sejak September 2018 hingga April 2019 melibatkan 14 sekolah mitra dengan jumlah siswa yang berpartisipasi sebanyak 1259 siswa. Kegiatan ini mendapatkan respon yang baik dari pihak sekolah, guru fisika, dan para siswa. Melalui kegiatan ini, keterbatasan peralatan eksperimen di sekolah cukup teratasi. Para siswa juga antusias sebab dengan kegiatan eksperimen pembelajaran fisika menjadi lebih menarik.Kata Kunci: eksperimen fisika; pengabdian kepada masyarakat; sekolah menengah atas.ABSTRACT Physics is closely related to our daily life and becomes a fundamental subject for technology development. That is why physics is given to high school students. The physics learning process should emphasize direct experience to guide students in understanding phenomena in nature. The direct experiment will stimulate students to develop their in-depth knowledge.   However, most schools in Indonesia, including in Surabaya, do not have adequate experiment apparatus to support that physics learning activity with experiments.  Department of Physics Education, as an institute that educates pre-service physics teachers, should contribute to solving the limitation of some senior high schools in Surabaya. Department of  Physics Education in Widya Mandala Catholic University has sufficient experiment facilities and human resources to conduct a community service program in the form of Physics Experiment Assistance for High School Students. The program has been conducted from September 2018 until April 2019. There are 14 schools attendinng this program, with 1259 students involved. This program gains positive responses from school principals, physics teachers, and students. Through this program, the limitation of several high schools in providing experiment facilities can be partially solved. Students who involve in this program are enthusiastic because, through experiments, physics learning activity becomes more interesting. Keywords: community service; physics experiment; senior high school.

Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities

2021 ◽  
Author(s):  
Trisha Gupte ◽  
Field M. Watts ◽  
Jennifer A. Schmidt-McCormack ◽  
Ina Zaimi ◽  
Anne Ruggles Gere ◽  
...  
Keyword(s):  
Organic Chemistry ◽  
Learning Strategies ◽  
Learning Experience ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Writing To Learn ◽  
Chemistry Laboratory ◽  
Primary Data ◽  
Survey Analysis ◽  
Problem Solving Skills

Teaching organic chemistry requires supporting learning strategies that meaningfully engage students with the challenging concepts and advanced problem-solving skills needed to be successful. Such meaningful learning experiences should encourage students to actively choose to incorporate new concepts into their existing knowledge frameworks by appealing to the cognitive, affective, and psychomotor domains of learning. This study provides a qualitative analysis of students’ meaningful learning experiences after completing three Writing-to-Learn (WTL) assignments in an organic chemistry laboratory course. The assignments were designed to appeal to the three domains necessary for a meaningful learning experience, and this research seeks to understand if and how the WTL assignments promoted students’ meaningful learning. The primary data collected were the students’ responses to open-ended feedback surveys conducted after each assignment. These responses were qualitatively analyzed to identify themes across students’ experiences about their meaningful learning. The feedback survey analysis was triangulated with interviews conducted after each assignment. The results identify how the assignments connected to students’ existing knowledge from other courses and indicate that assignment components such as authentic contexts, clear expectations, and peer review supported students’ meaningful learning experiences. These results inform how assignment design can influence students’ learning experiences and suggest implications for how to support students’ meaningful learning of organic chemistry through writing.

Sign in / Sign up

Export Citation Format

Share Document