The level of understanding of students' learning in studying physics material deserves attention so that things do not happen that are not in accordance with the realm of concepts set by experts. The concept of physics is indeed fun to learn but it is enough to make students feel difficult when learning every material concept. The cause is the abstract concept of physics and its complicated mathematical calculations, especially in the matter of momentum and impulses. Although several studies state that misconceptions in studying physics concepts can be overcome, they do not last long and will definitely happen again. Therefore, this study aims to identify misconceptions among high school students regarding the concept of momentum and impulse. The research method used is descriptive quantitative. The participants in this study were 37 students who were obtained using a purposive sampling technique. The instrument used is the Three-tier diagnostic test which is formulated based on the indicators contained in the school curriculum used. The research data were obtained from the results of an analysis of the answers and patterns of students' answers on the three-tier diagnostic test items. The results of the study showed that it was identified that more than fifty percent of students had misconceptions.
{"title":"Identifying senior high school students’ misconception on the momentum and impulse concepts uses three-tier diagnostic test","authors":"Nurul Sakinah, I. F. Amalia, R. Adimayuda","doi":"10.31980/ripe.v2i1.2377","DOIUrl":"https://doi.org/10.31980/ripe.v2i1.2377","url":null,"abstract":"The level of understanding of students' learning in studying physics material deserves attention so that things do not happen that are not in accordance with the realm of concepts set by experts. The concept of physics is indeed fun to learn but it is enough to make students feel difficult when learning every material concept. The cause is the abstract concept of physics and its complicated mathematical calculations, especially in the matter of momentum and impulses. Although several studies state that misconceptions in studying physics concepts can be overcome, they do not last long and will definitely happen again. Therefore, this study aims to identify misconceptions among high school students regarding the concept of momentum and impulse. The research method used is descriptive quantitative. The participants in this study were 37 students who were obtained using a purposive sampling technique. The instrument used is the Three-tier diagnostic test which is formulated based on the indicators contained in the school curriculum used. The research data were obtained from the results of an analysis of the answers and patterns of students' answers on the three-tier diagnostic test items. The results of the study showed that it was identified that more than fifty percent of students had misconceptions.","PeriodicalId":284459,"journal":{"name":"Research in Physics Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114740510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The rapid development of technology today does not only require problem solving skills, other thinking skills such as computational thinking skills are needed in solving complex problems. This study aims to investigate the relationship between problem solving abilities in physics, especially vibrations and waves, and computational thinking skills. This study uses a correlation research design in which the relationship between two variables of problem-solving ability and computational thinking is observed. By using data from 21 eighth grade junior high school students who had participated in wave learning, it was found that the correlation between the two variables was in the moderate category. These data indicate that problem solving abilities contribute to students' computational thinking skills. Discussion of the results of this study will be discussed in more detail in this article.
{"title":"Relationship between problem solving ability in physics and computational thinking skills","authors":"Ihsan Walimudin, Iman Nurzaman, Lasmita Sari","doi":"10.31980/ripe.v2i1.2537","DOIUrl":"https://doi.org/10.31980/ripe.v2i1.2537","url":null,"abstract":"The rapid development of technology today does not only require problem solving skills, other thinking skills such as computational thinking skills are needed in solving complex problems. This study aims to investigate the relationship between problem solving abilities in physics, especially vibrations and waves, and computational thinking skills. This study uses a correlation research design in which the relationship between two variables of problem-solving ability and computational thinking is observed. By using data from 21 eighth grade junior high school students who had participated in wave learning, it was found that the correlation between the two variables was in the moderate category. These data indicate that problem solving abilities contribute to students' computational thinking skills. Discussion of the results of this study will be discussed in more detail in this article.","PeriodicalId":284459,"journal":{"name":"Research in Physics Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132838295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The structure of the vocational school curriculum is different from the structure of the high school curriculum in that the vocational school curriculum contains vocational subjects which causes students to set aside non-vocational subjects such as science. One of them is science subjects, whose role is unknowingly very important because the learning process prioritizes direct experience and does not become an important concern for students. The purpose of this study was to explore empirical data regarding the perceptions of vocational school students with the expertise of Fashion Design regarding the science learning process. So far, very few or even rare empirical reasons have been found for the perceptions of Vocational High School students of fashion skills regarding the science learning process. This research uses a type of case study research method with a quantitative and qualitative approach. The sampling process in this study used purposive sampling with participants totaling 37 students with an age range of 15-16 years. The instruments used in this study were questionnaires and interviews. The results of the study revealed that there were several different student perceptions in terms of interest, competence, effort, pressure, and values related to science learning activities in fashion design vocational schools.
{"title":"Vocational school students’ perceptions toward science learning activities in the context of fashion design","authors":"Dila Nur Fadhilah, Lasmita Sari, Arip Nurahman","doi":"10.31980/ripe.v2i1.2380","DOIUrl":"https://doi.org/10.31980/ripe.v2i1.2380","url":null,"abstract":"The structure of the vocational school curriculum is different from the structure of the high school curriculum in that the vocational school curriculum contains vocational subjects which causes students to set aside non-vocational subjects such as science. One of them is science subjects, whose role is unknowingly very important because the learning process prioritizes direct experience and does not become an important concern for students. The purpose of this study was to explore empirical data regarding the perceptions of vocational school students with the expertise of Fashion Design regarding the science learning process. So far, very few or even rare empirical reasons have been found for the perceptions of Vocational High School students of fashion skills regarding the science learning process. This research uses a type of case study research method with a quantitative and qualitative approach. The sampling process in this study used purposive sampling with participants totaling 37 students with an age range of 15-16 years. The instruments used in this study were questionnaires and interviews. The results of the study revealed that there were several different student perceptions in terms of interest, competence, effort, pressure, and values related to science learning activities in fashion design vocational schools.","PeriodicalId":284459,"journal":{"name":"Research in Physics Education","volume":"515 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116208179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to find out that the application of the Socio-Scientific Issues (SSI) learning approach to the Solar System learning in junior high schools could affect the improvement of students’ written argumentation skills. To find out differences in junior high school students’ written argumentation abilities, the results of the treatment between learning using the Socio-Scientific Issues (SSI) approach and the conventional approach in learning the Solar System were compared. This research is a quantitative research with the type of quasi experimental research. This research was conducted in one of the junior high schools with the research sample chosen non-randomly. The instrument used is in the form of argumentative ability test questions which consist of six essay questions with argumentation indicators namely Claim, Evidence, and Reasoning. Based on the results of the analysis, it shows that the application of the Socio-Scientific Issues (SSI) learning approach to the Solar System learning in junior high schools can affect the improvement of students’ written argumentation skills. In addition, there were also differences in the ability to write arguments after being given treatment between students who applied the SSI and students who applied the conventional approach. Thus, the application of the SSI approach is quite effective in training junior high school students’ written argumentation skills.
{"title":"Application of the Socio-Scientific Issues (SSI) learning approach to the Solar System learning to improve written argumentation skills","authors":"Hana Pertiwi, I. F. Amalia, S. Gumilar","doi":"10.31980/ripe.v2i1.2209","DOIUrl":"https://doi.org/10.31980/ripe.v2i1.2209","url":null,"abstract":"The purpose of this study was to find out that the application of the Socio-Scientific Issues (SSI) learning approach to the Solar System learning in junior high schools could affect the improvement of students’ written argumentation skills. To find out differences in junior high school students’ written argumentation abilities, the results of the treatment between learning using the Socio-Scientific Issues (SSI) approach and the conventional approach in learning the Solar System were compared. This research is a quantitative research with the type of quasi experimental research. This research was conducted in one of the junior high schools with the research sample chosen non-randomly. The instrument used is in the form of argumentative ability test questions which consist of six essay questions with argumentation indicators namely Claim, Evidence, and Reasoning. Based on the results of the analysis, it shows that the application of the Socio-Scientific Issues (SSI) learning approach to the Solar System learning in junior high schools can affect the improvement of students’ written argumentation skills. In addition, there were also differences in the ability to write arguments after being given treatment between students who applied the SSI and students who applied the conventional approach. Thus, the application of the SSI approach is quite effective in training junior high school students’ written argumentation skills.","PeriodicalId":284459,"journal":{"name":"Research in Physics Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130198805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to examine the increase in students’ understanding of the optical geometry concept after being given treatment using the discovery learning model assisted by PhET simulation media and to test the effectiveness of this learning model to improve understanding of the optical geometry concepts. The method used in this research is quasi-experimental and uses the research design The Static Group Pretest-Post-test Design. The sampling technique in this study was taken using purposive sampling, namely where the control and experimental classes were selected based on the suitability of the student’s character with the researcher’s goals. Each experimental and control group consisted of 35 participants. The experimental class used the discovery learning model assisted by PhET simulation media and the control class uses the conventional learning model. The instrument in this study was using a multiple-choice test of 20 questions. Based on the test results of the Independent Sample Test, it obtained a significance value (α = 0.0001 < 0.05), which means that there is a difference in increasing understanding of the optical geometry concept between classes using the discovery Learning model assisted by PhET simulation media using the learning model conventional. Keywords: Discovery Learning model, learning media simulation PhET, conceptual understanding
{"title":"The Effectiveness of discovery learning model integrating PhET simulation media to enhance understanding of optical concepts","authors":"N. N. Aghniya, A. Ismail, Lasmita Sari","doi":"10.31980/ripe.v2i1.2280","DOIUrl":"https://doi.org/10.31980/ripe.v2i1.2280","url":null,"abstract":"This study aims to examine the increase in students’ understanding of the optical geometry concept after being given treatment using the discovery learning model assisted by PhET simulation media and to test the effectiveness of this learning model to improve understanding of the optical geometry concepts. The method used in this research is quasi-experimental and uses the research design The Static Group Pretest-Post-test Design. The sampling technique in this study was taken using purposive sampling, namely where the control and experimental classes were selected based on the suitability of the student’s character with the researcher’s goals. Each experimental and control group consisted of 35 participants. The experimental class used the discovery learning model assisted by PhET simulation media and the control class uses the conventional learning model. The instrument in this study was using a multiple-choice test of 20 questions. Based on the test results of the Independent Sample Test, it obtained a significance value (α = 0.0001 < 0.05), which means that there is a difference in increasing understanding of the optical geometry concept between classes using the discovery Learning model assisted by PhET simulation media using the learning model conventional. Keywords: Discovery Learning model, learning media simulation PhET, conceptual understanding","PeriodicalId":284459,"journal":{"name":"Research in Physics Education","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130273304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to determine the effectiveness of STAD with the help of PhET interactive simulations in increasing student activity and learning outcomes and to find out the difference in improving student learning outcomes before and after the implementation of Student Team Achievement Division (STAD) cooperative learning with the help of PhET interactive simulations about momentum and impulse. This research was conducted because there are still many students who get unsatisfactory learning outcomes in physics subjects because students think that physics subjects are difficult to understand. One of the reasons is that learning is dominated by the teacher so students do not have the opportunity to exchange ideas. In addition, students need tools to get an overview of the material presented by the teacher. So that STAD learning with the help of interactive PhET simulation can help students to improve student learning outcomes. The research method used is a quasi-experimental design with a non-equivalent control group. Based on the Wilcoxon test, the Z value was obtained (Z=-2.532; p=0.11), and the hypothesis was that there was a difference in the improvement of student learning outcomes between those using STAD learning with the help of PhET interactive simulation and conventional learning methods.
{"title":"Implementing STAD cooperative learning model integrated interactive PhET simulation to enhance high school students’ learning outcomes: a case of momentum-impulse concepts","authors":"Zikry Aulia Ghiffary","doi":"10.31980/ripe.v1i1.2157","DOIUrl":"https://doi.org/10.31980/ripe.v1i1.2157","url":null,"abstract":"This study aims to determine the effectiveness of STAD with the help of PhET interactive simulations in increasing student activity and learning outcomes and to find out the difference in improving student learning outcomes before and after the implementation of Student Team Achievement Division (STAD) cooperative learning with the help of PhET interactive simulations about momentum and impulse. This research was conducted because there are still many students who get unsatisfactory learning outcomes in physics subjects because students think that physics subjects are difficult to understand. One of the reasons is that learning is dominated by the teacher so students do not have the opportunity to exchange ideas. In addition, students need tools to get an overview of the material presented by the teacher. So that STAD learning with the help of interactive PhET simulation can help students to improve student learning outcomes. The research method used is a quasi-experimental design with a non-equivalent control group. Based on the Wilcoxon test, the Z value was obtained (Z=-2.532; p=0.11), and the hypothesis was that there was a difference in the improvement of student learning outcomes between those using STAD learning with the help of PhET interactive simulation and conventional learning methods.","PeriodicalId":284459,"journal":{"name":"Research in Physics Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128155896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learning science including physics cannot be separated from the nature of science or Nature of Sciencen (NoS). Understanding of NoS is very important in the world of education in schools because by understanding NoS students will find it easier to understand the concept of physics in learning at school. For this reason, this study aims to determine the representation of NoS in eleventh grade high school physics textbooks for the concepts of temperature and heat using the content analysis method. The research sample was taken using a purposive sampling technique. Of all the physics textbooks for eleventh grade of high school, only 5 physics textbooks with different publishers analyzed 10 aspects of NoS. The results showed that the frequency of the appearance of the ten aspects of NoS in the five physics textbooks for eleventh grade was different. Book 1 (Erlangga) has 36.64 percent, book 2 (Mediatama) has 18.32 percent, book 3 (Grafindo Media Pratama) and book 4 (Yrama Widya) has the same percentage, namely 14.50 percent. Meanwhile, book 5 (Yudhistira) has an appearance frequency of 16.03 percent. The number of NoS aspects of the five books mostly raises aspects of social and cultural cultivation in science. On the other hand, the aspect that is not raised at all in the five textbooks above is the creative aspect. In general, the five physics textbooks that were analyzed had explicit aspects of NoS, but some were conveyed implicitly. Based on the results of this study it can be concluded that the five physics textbooks have not conveyed aspects of NoS explicitly, correctly and completely.
学习包括物理在内的科学，离不开科学的本质或科学的本质(no)。在学校教育的世界里，理解非物理现象是非常重要的，因为通过理解非物理现象，学生会发现在学校学习中更容易理解物理概念。因此，本研究旨在利用内容分析法确定高二物理教科书中no对温度和热概念的表征。研究样本采用了有目的的抽样技术。在所有的高二物理教科书中，只有5本不同出版社的物理教科书对NoS的10个方面进行了分析。结果表明，这10个方面的NoS在5本高二物理教科书中出现的频率是不同的。第一册(Erlangga)占36.64%，第二册(Mediatama)占18.32%，第三册(Grafindo Media Pratama)和第四册(Yrama Widya)的比例相同，为14.50%。与此同时，第5卷(Yudhistira)的出现频率为16.03%。《五书》的NoS方面的数量多是提出科学方面的社会文化修养。另一方面，在上述五本教材中根本没有提到的一个方面是创造性方面。总的来说，被分析的五本物理教科书有明确的NoS方面，但有些是隐含的。研究结果表明，五种物理教科书对NoS的各个方面的表达都不够清晰、正确和完整。
{"title":"Representation of Nature of Science (NoS) in Indonesian Physics Textbooks: a case of heat and temperature concepts","authors":"Rahmah Salamah Nur Azizah","doi":"10.31980/ripe.v1i1.2109","DOIUrl":"https://doi.org/10.31980/ripe.v1i1.2109","url":null,"abstract":"Learning science including physics cannot be separated from the nature of science or Nature of Sciencen (NoS). Understanding of NoS is very important in the world of education in schools because by understanding NoS students will find it easier to understand the concept of physics in learning at school. For this reason, this study aims to determine the representation of NoS in eleventh grade high school physics textbooks for the concepts of temperature and heat using the content analysis method. The research sample was taken using a purposive sampling technique. Of all the physics textbooks for eleventh grade of high school, only 5 physics textbooks with different publishers analyzed 10 aspects of NoS. The results showed that the frequency of the appearance of the ten aspects of NoS in the five physics textbooks for eleventh grade was different. Book 1 (Erlangga) has 36.64 percent, book 2 (Mediatama) has 18.32 percent, book 3 (Grafindo Media Pratama) and book 4 (Yrama Widya) has the same percentage, namely 14.50 percent. Meanwhile, book 5 (Yudhistira) has an appearance frequency of 16.03 percent. The number of NoS aspects of the five books mostly raises aspects of social and cultural cultivation in science. On the other hand, the aspect that is not raised at all in the five textbooks above is the creative aspect. In general, the five physics textbooks that were analyzed had explicit aspects of NoS, but some were conveyed implicitly. Based on the results of this study it can be concluded that the five physics textbooks have not conveyed aspects of NoS explicitly, correctly and completely.","PeriodicalId":284459,"journal":{"name":"Research in Physics Education","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127067839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The National Exam is a refinement of learning evaluation carried out by elementary school to high school students, and is held every year, the implementation of this exam aims to improve the quality of education in Indonesia. Although the implementation is held regularly, the facts show that the quality of education in Indonesia is still low. In accordance with the results of PISA and TIMSS which show that Indonesia is in the bottom 10, it means that Indonesian students are still low in terms of literacy and science. This fact changed the evaluation of education which originally used the National Examination, was changed to a Minimum Competency Assessment. The rolling out of this new assessment since 2021 will certainly change the views of teachers and students on the learning they are doing. Therefore, this study aims to investigate the perceptions of high school students and teachers regarding various aspects of changes in classroom learning, especially physics subjects since the drinking competency assessment was lacked. This study uses non-experimental quantitative methods with questionnaires and interviews data collection methods. The questionnaire data analysis used descriptive statistics while the interview data analysis used thematic analysis. By using purposive sampling technique, the participants in this study were 6 high school physics teachers and 172 high school students. The results of the study revealed that most of the students and teachers agreed with the change of the National Examination to the Minimum Competency Assessment in terms of juridical, pedagogical, and psychological aspects.
{"title":"Perceptions of physics teachers and students in Indonesian senior high schools toward the changes of National Examination to Minimum Competency Assessment","authors":"Dalfa Darul Wasilah, A. Ismail","doi":"10.31980/ripe.v1i1.2113","DOIUrl":"https://doi.org/10.31980/ripe.v1i1.2113","url":null,"abstract":"The National Exam is a refinement of learning evaluation carried out by elementary school to high school students, and is held every year, the implementation of this exam aims to improve the quality of education in Indonesia. Although the implementation is held regularly, the facts show that the quality of education in Indonesia is still low. In accordance with the results of PISA and TIMSS which show that Indonesia is in the bottom 10, it means that Indonesian students are still low in terms of literacy and science. This fact changed the evaluation of education which originally used the National Examination, was changed to a Minimum Competency Assessment. The rolling out of this new assessment since 2021 will certainly change the views of teachers and students on the learning they are doing. Therefore, this study aims to investigate the perceptions of high school students and teachers regarding various aspects of changes in classroom learning, especially physics subjects since the drinking competency assessment was lacked. This study uses non-experimental quantitative methods with questionnaires and interviews data collection methods. The questionnaire data analysis used descriptive statistics while the interview data analysis used thematic analysis. By using purposive sampling technique, the participants in this study were 6 high school physics teachers and 172 high school students. The results of the study revealed that most of the students and teachers agreed with the change of the National Examination to the Minimum Competency Assessment in terms of juridical, pedagogical, and psychological aspects.","PeriodicalId":284459,"journal":{"name":"Research in Physics Education","volume":"151 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121609936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Electricity is a material that is considered difficult for science teachers to provide understanding to students so as to encourage researchers to find out what are the obstacles for science teachers in teaching the concept of electricity in junior high schools. The focus of this research is trying to uncover what obstacles are experienced by science teachers in teaching electricity in terms of facilities and infrastructure, preparation of lesson plans, learning processes, and assessment of learning outcomes. This study uses a case study research design with quantitative and qualitative approaches with the subject being a science teacher who is a member of the science teacher community in Garut Regency. Based on the results of the study, it can be concluded that: (1) teachers experience obstacles in terms of facilities because of inadequate teaching aids and also the absence of laboratory personnel so that activities in the laboratory are limited, (2) teachers also experience obstacles in terms of lesson planning, the obstacles experienced are the teachers are not yet creative in developing learning media for dynamic electricity, there is also no development of modules and worksheet, (3) in the implementation of electricity learning the teacher has difficulty in delivering electricity material related to equations/formulas because the teacher’s understanding of dynamic electric formulas is limited and students’ mathematical abilities are low, (4) in the assessment and evaluation of learning teachers experience obstacles in developing affective and psychomotor assessments, the ability of teachers to develop tests is low, and the use of various forms of assessment instruments.
{"title":"Analysing science teachers’ difficulties in teaching the concept of electricity in junior high school","authors":"Tina Hermawati","doi":"10.31980/ripe.v1i1.2154","DOIUrl":"https://doi.org/10.31980/ripe.v1i1.2154","url":null,"abstract":"Electricity is a material that is considered difficult for science teachers to provide understanding to students so as to encourage researchers to find out what are the obstacles for science teachers in teaching the concept of electricity in junior high schools. The focus of this research is trying to uncover what obstacles are experienced by science teachers in teaching electricity in terms of facilities and infrastructure, preparation of lesson plans, learning processes, and assessment of learning outcomes. This study uses a case study research design with quantitative and qualitative approaches with the subject being a science teacher who is a member of the science teacher community in Garut Regency. Based on the results of the study, it can be concluded that: (1) teachers experience obstacles in terms of facilities because of inadequate teaching aids and also the absence of laboratory personnel so that activities in the laboratory are limited, (2) teachers also experience obstacles in terms of lesson planning, the obstacles experienced are the teachers are not yet creative in developing learning media for dynamic electricity, there is also no development of modules and worksheet, (3) in the implementation of electricity learning the teacher has difficulty in delivering electricity material related to equations/formulas because the teacher’s understanding of dynamic electric formulas is limited and students’ mathematical abilities are low, (4) in the assessment and evaluation of learning teachers experience obstacles in developing affective and psychomotor assessments, the ability of teachers to develop tests is low, and the use of various forms of assessment instruments.","PeriodicalId":284459,"journal":{"name":"Research in Physics Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127466857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The High School Physics curriculum would not be complete without some basic concepts of Quantum Physics. The basic concepts of Quantum Physics are attractive to students, but the material is challenging to teach. This is because the phenomenon of Quantum Physics experienced by students is different from the real world and many principles of Quantum Physics may not be in accordance with the ideas that students know. Although the results of previous studies revealed a lot of research on the context of students' understanding of the concepts of Quantum Physics. However, limited empirical data regarding the difficulties of high school teachers in teaching quantum physics are still rarely encountered in physics education research. This study aims to explore data on the difficulties of high school physics teachers in teaching quantum physics concepts. This research design uses quantitative and qualitative case study methods. To get three participants, namely 3 twelfth grade high school physics teachers, the researcher used a purposive sampling technique. The age range of participants is between 45-55 years while the teaching experience of teachers ranges from 10 to 30 years. The instruments used in this study were a questionnaire and a semi-structured interview protocol. In this study, the questionnaire analysis used descriptive statistical analysis, while the interview data analysis used thematic analysis. The results of the study revealed that high school physics teachers had difficulty understanding the concept of quantum physics, and had little difficulty in determining the right pedagogical approach, conducting laboratory activities, and building an evaluation system.
{"title":"Physics teachers’ difficulties in teaching introduction to quantum physics in senior high school","authors":"Putri Paransucia, I. F. Amalia","doi":"10.31980/ripe.v1i1.2095","DOIUrl":"https://doi.org/10.31980/ripe.v1i1.2095","url":null,"abstract":"The High School Physics curriculum would not be complete without some basic concepts of Quantum Physics. The basic concepts of Quantum Physics are attractive to students, but the material is challenging to teach. This is because the phenomenon of Quantum Physics experienced by students is different from the real world and many principles of Quantum Physics may not be in accordance with the ideas that students know. Although the results of previous studies revealed a lot of research on the context of students' understanding of the concepts of Quantum Physics. However, limited empirical data regarding the difficulties of high school teachers in teaching quantum physics are still rarely encountered in physics education research. This study aims to explore data on the difficulties of high school physics teachers in teaching quantum physics concepts. This research design uses quantitative and qualitative case study methods. To get three participants, namely 3 twelfth grade high school physics teachers, the researcher used a purposive sampling technique. The age range of participants is between 45-55 years while the teaching experience of teachers ranges from 10 to 30 years. The instruments used in this study were a questionnaire and a semi-structured interview protocol. In this study, the questionnaire analysis used descriptive statistical analysis, while the interview data analysis used thematic analysis. The results of the study revealed that high school physics teachers had difficulty understanding the concept of quantum physics, and had little difficulty in determining the right pedagogical approach, conducting laboratory activities, and building an evaluation system.","PeriodicalId":284459,"journal":{"name":"Research in Physics Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116542456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：