This study obtained the current situation of physics teaching, learning, and assessment at the senior high school in Surakarta, Indonesia based on various skills in 21st century. A need-based analysis was conducted to explore students’ current situation that lead to misconception in understanding concept of physics as learning objectives. Through random sampling, students’ questionnaires and teachers questionnaires to over 120 students and 12 teachers were held respectively. The implications showed that generic science skill and interpersonal skills had influenced students’ understanding of physics as the two affecting factors could be the reasons for misconception. From the questionnaires result, it showed that teachers and students of senior high school in Surakarta need a proper diagnostic test to investigate and map students’ misconception in physics classroom especially in difficult learning object such as kinetic gas theory. The four-tier diagnostic test with five possible answers was developed based on the result of need-based analysis and factors affecting students’ misconception which were students’ generic science and interpersonal skills.
The study reports on the cause of misconceptions in physics have not been done in a major area. The source of misconceptions are students, teachers and learning resources. Thus misconceptions are often caused by preconception, reasoning, intuition and associative thinking. This study aimed to find other factors affecting misconceptions that lead to students’ alternative conceptions in learning physics, especially in kinetic theory of gases. The identification of factors affecting that influence students’ misconception was conducted by using a set of responses in the questionnaires and administrated to 16 teachers and 66 students from six senior high schools in Surakarta. Interview to six teachers and twelve students as representatives was also held to support the data from questionnaire result. Misconceptions score were collected from the kinetic theory of gases test to explore students’ alternative conceptions in learning physics. Two genuine factors affecting the cause of misconceptions were identified namely interpersonal skills and generic science skills.
Abstract.In this study an interactive simulation of Alternating Current circuit was developed by using Articulate Storyline 2 and Adobe Flash CS 6 programs. The aim of this study was providing a computer interactive simulation as essential learning support for Senior High School student. One of the most important features of AC circuit simulation is the easily and continuous material to attain learning objectivity and interest toward students. This AC circuit simulation is built to create real-time sine wave graphs so that student could compare the result if the variable were changed gradually. The validation is held through several experts and reviewers due to get obtained through questionnaires. The results of this research could be concluded that AC circuit simulation for Senior High School Physics have good criteria based on user interface, i.e. 50% of respondents rated enough, 16.67% of respondents rated good, and 33.33% of respondents rated very good. Based on maintenance, i.e. 50% of respondents rated enough, 20% of respondents rated good, and 30% of respondents rated very good. Then based on usability, i.e. 6.67% of respondents rated good and 93.33% rated very good. Furthermore, based on understanding, i.e. 6.67% of respondents rated enough, 30% of respondents rated good, and 73.33% of respondents rated very good. The use of AC circuit simulation could improve the senior high school students' cognitive ability on the Physics's course, i.e. with the average score increased from 68.67 to 80.5 based on 30 students.
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