This study aims to analyze differences in understanding of physics concepts between students taught using the guided discovery method with varied lectures, both overall, for high learning interest and for low learning interest. In addition to knowing the interaction between learning methods and learning interest in understanding students' physics concepts. To achieve this goal, an experimental study using a 2 x 2 factorial design was conducted. The population of the study was 193 students of class XI IPA of SMAN 18 Makassar in 2018/2019 Academic Year. The sample subjects of this study were taken through cluster sampling techniques, amounting to 64 people. Two classes as an experimental group were taught using the guided discovery method and two classes as a control class were taught with a varied lecture method. Data were analyzed using descriptive statistics and inferential satelistic two-way ANAVA at a significance level of 5%. The results of the descriptive analysis showed that the average score of understanding the physics concepts of the experimental group students was 18.57 with a standard deviation of 2.53. The average score of understanding the physics concepts of the control group students was 14.56 with a standard deviation of 2.86. The results of inferential analysis show that overall, there are differences in understanding of physical concepts between students taught using the guided discovery method and those taught with varied lectures. Further results, both for high learning interest and those with low learning interest, there are differences in understanding of physics concepts between students taught using the guided discovery method with varied lectures. Finally, the results obtained that there is no interaction between learning methods with interest in learning about understanding students' physics concepts.
Penelitian ini adalah penelitian Kuantitatif deskriptif menggunakan desain Survey yang bertujuan untuk mengetahui pemahaman konsep fisika peserta didik kelas X MIA SMA Negeri 3 Soppeng pada materi getaran harmonis. Subjek penelitian adalah kelas X MIA 3 sebanyak 21 siswa dan kelas X MIA 4 sebanyak 19 siswa di SMAN 3 Soppeng. Data hasil penelitian diperoleh dengan memberikan tes pemahaman konsep berupa post tes dalam bentuk pilihan ganda. Data dianalisis secara statistik deskriptif, diperoleh persentase pemahaman konsep setiap indikator secara berturut-turut adalah menafsirkan 75%, mencontohkan 73%, mengklasifikasikan 26%, membandingkan 14%, dan menjelaskan 61%. Berdasrkan hal ini dapat disimpulkan bahwa pemahaman konsep fisika kelas X MIA SMA Negeri 3 Soppeng yang paling dominan adalah indikator menafsirkan dan berada pada kategori tinggi sedangkan yang sangat tidak dominan adalah indikator membandingkan dan berada pada kategori sangat rendah. Faktor yang menyebabkan pemahaman konsep peserta didik rendah yaitu, kurangnya minat dan motivasi peserta didik untuk mengulang materi yang telah dipelajari, terbiasa belajar dengan menghafal rumus, belum mampu memanipulasi persamaan yang mengandung tiga variabel dan kurang teliti dalam memahami soal.
This study aims to analyze the effect of metacognitive knowledge-based physics teaching materials (MKBPTM) on the ability to analyze metacognitive knowledge. These teaching materials were used in online learning during the Covid-19 pandemic. The research employed a post-test only control group design. The participants were divided into two groups: the experimental group consisting of 120 students and the control group comprising 124 students, who came from public senior high schools. The results showed that the MKBPTM experimental group had better learning outcomes than the control class using conventional-based teaching materials (CBPTM). The hypothesis testing results indicate a difference in the average score between the experimental and control groups’ metacognitive knowledge analysis skills (MKAS). The results suggest that MKBPTM has an influence on MKAS compared to CBPTM.
This research is descriptive research. The research aimed to analyze the learning result after using Basic Physics I teaching material to the First Semester Students of Physics Department in Unmus (University of Musamus). The subject of the research is 31 first semester students of Physics Education Department. The data collecting process is conducted by using learning result test instrument. Based on the result of the analysis, the completeness of students learning results after using Basic Physics I teaching materials reaches 97%, where 7 students obtain A score, 11 students obtain B score, and 12 students obtain C score. Although, there is 1 student who obtains D score which means he/she failed.
This study aims to determine the characteristics of the test instruments in the mechanics of SMA to measure higher order thinking skills. This study also aims to see the validity, reliability, level of difficulty, and differentiation of items using the classical theory approach. This study adapted the development model from Mardapi. The items developed were tested on 114 students at one of High School in Makassar, South Sulawesi. The results show that the items that have been developed have content validity with a coefficient of 0.860. Of the 35 test items developed, there were 7 invalid items, with a test reliability of 0.593. The proportion of item difficulty level has the distribution of 0% hard items,74.3% medium items, and 25.7% easy items. The distinguishing power of test items has shown good criteria.
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