Understanding the concept and having a positive attitude towards studying physics is a requirement to succeed in studying physics. Studies have shown that students have low conceptual understanding and do not yet have positive attitudes toward learning physics. This research aims to analyze students' conceptual understanding of Straight Motion for class X, analyze students' attitudes towards learning physics, and analyze the correlation between conceptual understanding and students' attitudes towards teaching physics. This type of research is descriptive research with a quantitative approach and the population of all students of class X SMAN in Payakumbuh City and a sample of 205 students. The sampling technique used the purposive sampling technique using the Four-Tier Multiple Choice and Likert Scale. The research results revealed: Students understood the concept of 33.93% in the medium category. Students' attitudes towards studying physics are good, but the indicators of interest in increasing the time to study physics tend to be in the reasonably good category. The correlation between conceptual understanding and student attitudes with a significance value of 0.000 and a correlation value of 0.490 means that the correlation between the concept understanding variable and the student attitude variable is moderate.
Understanding the concepts and attitudes of students is one of the essential things in learning. Based on previous researchers’ research, many students have low conceptual understanding or high misconceptions. In addition, students' attitudes towards learning physics are also considered less good. This study aims to determine: 1) students' conceptual understanding of the parabolic motion material, 2) students' attitudes towards learning physics, and 3) the relationship between conceptual understanding and student attitudes towards learning physics.This study uses a quantitative descriptive method. The sample consisted of 81 students from 3 high schools in Kota Pariaman, representing low, mediu, and high-level schools. The research instrument was in the form of a four-tier multiple-choice concept test about parabolic motion and a questionnaire about students' attitudes towards learning physics. The data analysis technique used is a combination of answers for the concept test and Likert Scale scoring to analyze the questionnaire. The relationship between conceptuaal understanding and attitude was analyzed using Pearson's product-moment correlation.The results showed that students experienced more misconceptions with a fairly high percentage (42,6-72,3). The results of the student attitude questionnaire showed that the indicators of student social implications had the highest percentage (72.3-77.4), and pleasure in learning physics had the lowest percentage (64.8-66.1). The relationship of understanding of concept with te attitude of the student using product moment correlation with a 5% significance three level for high school category show a moderate show a medium correlation and weak correlation with a positive relation of meaning that if the student’s attitude rose then the understanding of the concept of student will also rise or increase as well as otherwise. For students' attitudes, who found that the students' social implication indicators had a higher percentage and the pleasure in learning physics had a lower percentage. Regarding the relationship between attitudes and understanding of students' concepts, there is a moderate correlation, which means that students' attitudes also influenced students' understanding
This study aimed to analyze the factor model affecting the implementation of the Generative Learning Model with a Cognitive Conflict Strategy in the Computational Physics Course during the COVID-19 pandemic era. This study used quantitative descriptive data. The research respondents were 105 Physics study program students who took the Computational Physics course for the 2020/2021 academic year. A questionnaire with the Likert Scale used for the survey has been tested for validity by experts and limited tryout. The questionnaire used has high validity and reliability. Data were used for modeling structural equations through Exploration Factor Analysis (EFA). EFA results were used to determine the level of Confirmatory Factor Analysis (CFA) to obtain a complete Structural Equation Modeling. The results show that dynamic interactions and interdependent correlations are formed between variables that affect the implementation of Computational Physics learning. After analyzing the 20 (twenty) variables, it was formed 5 (five) factors affecting the implementation of the Generative Learning Model with a Cognitive Conflict Strategy in the Computational Physics Course. The five influencing factors are 1) the learning syntax and teaching materials used (x1); 2) the activity of expressing ideas (disclosure) and model practice (x2); 3) learning styles and creative thinking (x3); 4) Attitudes and final target score of learning (x4); 5) attitude towards learning materials and learning methods (x5). The five factors produce a model F = 0.366 x1 + 0.161 x2 + 0. 959 x3 + 0.682 x4 + 0. 549 x5.
Almost all students already have a smartphone, but it has not been maximally used for media of learning. This problem was to develop interactive multimedia based on the conflict of cognitive using a smartphone. The study's purpose was to describe the characteristics and produce multimedia of interactive based on a conflict of cognitive that was valid on the material of mechanical wave characteristics. The research conducted was a research of development using the Plomp model. The research procedure consists of preliminary research and development/prototyping phases. This limited research was in the expert review stage. The data collection instruments from this study were the educator's questionnaire sheet, the literature study sheet, the self-evaluation questionnaire sheet, and the validity test sheet. The data analysis techniques used were the percentage technique and the V Aiken technique. In the Develop / Prototyping Phase, interactive multimedia has been designed based on the syntax of the conflict of the cognitive model in learning. The self-evaluation result was obtained with very valid criteria. The validity result of the test obtained an average of 0.77 with a valid category. Therefore, multimedia of interactive based on the conflict of cognitive on mechanical wave characteristics material has been valid in terms of the substance of the material, design of learning, display of visual communication, and utilization of software.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.