There is growing interest in the introduction of Einsteinian concepts of space, time, light and gravity across the entire school curriculum. We have developed an educational programme named 'Einstein-First', which focuses on teaching Einsteinian concepts by using simple models and analogies. To test the effectiveness of these models and analogies in terms of student attitudes to physics and ability to understand the concepts, various short and long interventions were conducted. These interventions were run with Years 6 to 10 academically talented and average IQ students. In all cases, we observe significant levels of conceptual understanding and improvement in student attitudes, although the magnitude of the improvement depends on age group and programme duration. This paper reports an unexpected outcome in regard to gender effects. We have compared male and female outcomes. In most cases, independent of age group, academic stream and culture (including one intervention in Indonesia), we find that female students enter our programmes with substantially lower attitude scores than males, while upon the completion of the programme, their attitudes are comparable to the boys. This provides a compelling case for widespread implementation of Einsteinian conceptual learning across the school curriculum. We discuss possible reasons for this effect.
The detections of gravitational waves, which culminated in the 2017 physics Noble Prize award have again confirmed the triumph of the theory of general relativity. This theory, together with quantum mechanics, forms the backbones of our modern understanding of the world and significantly contributes to modern technologies we are using today. Despite the importance of these theories, they are still rarely part of high school physics curricula worldwide, including the Indonesian physics curriculum, due to assumptions that these theories are too difficult for students to grasp. However, there has been a growing interest to bring these theories to younger students and general public and there is growing evidence that appropriate teaching can result in measurable learning. The purpose of this research was to explore the impact of activity-based learning using models and analogies on high school students’ conceptual understanding of general relativity related concepts. It was conducted in one class of 31 students who participated in a three-week period program. Testing of their conceptual understanding used identical pre/post-tests. The results indicated a strong and statistically significant improvement in students’ conceptual understanding with a large effect size. Interestingly, the results showed that the change in conceptual understanding to physics of girls was higher than boys.
The purpose of this research was to identify physics concepts embedded in moke making process. The research was conducted in Munerana village, Flores Island, East Nusa Tenggara province, Indonesia. The research data were mainly obtained through in-depth interviews and direct observations at the location of moke making process. The results showed that there are physics concepts embedded in moke making process that can be further explored.
This study aims to describe students' multi-representation ability in solving physics evaluation questions carried out by the qualitative description method in class X MIA 1 SMA Katolik St. Gabriel Maumere for the 2019/2020 school year. The data were obtained from the matter of physics evaluation on Newton's law material about the force of gravity. Data analysis is based on student work steps in solving evaluation questions. Data analysis results show that the ability of multi-representation in solving physics problems on Newton's law material about the force of gravity in the high category. The number of mathematical representations of 100%, image representation of 10%, then in the medium type only uses a mathematical description of 100% and in the low category using a mathematical representation of 100% and a verbal representation of 40%.
<div><em>Penelitian ini bertujuan untuk meningkatkan keterampilan berpikir kritis dan kreativitas siswa kelas XII pada materi rangkaian arus searah dengan menerapkan model pembelajaran Discovery Learning berbantuan aplikasi LiveWire. Penelitian ini menggunakan metode penelitian tindakan kelas dengan 4 tahap, yaitu observasi awal, pelaksanaan tindakan, observasi, dan refleksi. Penelitian ini dilaksanakan di SMAN 1 Nita. Subjek penelitian ini adalah 29 siswa kelas XII MIPA 1 tahun ajaran 2022/2023. Adapun teknik pengumpulan data yang di gunakan adalah tes dan observasi.</em> <em>Teknik analisis data yang digunakan adalah kuantitatif deskriptif. Hasil penelitian menunjukkan</em> <em>pada siklus </em><em>I, rata-rata hasil tes keterampilan berpikir kritis siswa adalah 50 masih belum mencapai nilai kriteria ketuntasan minimum (KKM) yaitu 75 dan rata-rata kreativitas siswa adalah 71% dengan kategori baik. Berdasarkan hasil tersebut maka penelitian perlu dilanjutkan pada siklus II. Pada siklus II, rata-rata hasil tes keterampilan berpikir kritis siswa adalah 82,4 telah meningkat melebihi nilai KKM dan rata-rata kreativitas siswa juga mengalami peningkatan menjadi 75,3% dengan kategori baik. Ini menunjukkan bahwa penerapan model Discovery Learning berbantuan aplikasi LiveWire dapat meningkatkan keterampilan berpikir kritis dan kreativitas siswa kelas XII MIPA 1 pada materi rangkaian arus searah.</em></div><p><strong><em>Kata Kunci</em></strong><strong><em>:</em></strong></p><p><em>Discovery Learning</em>; Keterampilan Berpikir Kritis; Kreativitas; <em>Livewire</em>; Rangkaian Arus Searah</p><p> </p><p><strong>Implementation of the Discovery Learning Model Assisted by the LiveWire Application to Improve Students’ Critical Thinking Skills and Creativity on Direct Current Circuits</strong></p><p><strong><em>ABSTRACT</em></strong><strong><em></em></strong></p><p><em>This study aims to improve the critical thinking skills and creativity of class XII students on direct current circuits by applying the Discovery Learning model assisted by the LiveWire application.</em><em> </em><em>This study used a class action research method with 4 stages, namely initial observation, implementation of action, observation, and reflection.</em><em> </em><em>This research was conducted at SMAN 1 Nita.</em><em> </em><em>The subjects of this study were 29 students of class XII MIPA 1 for the 2022/2023 academic year.</em><em> </em><em>The data collection techniques used tests and observations.</em><em> </em><em>The data analysis technique used descriptive quantitative.</em><em> The results showed i</em><em>n cycle I, the average test result for students' critical thinking skills was 50, they still did not reach the minimum completeness criteria (KKM) score of 75 and the average student creativity was 71% in the good category.</em><em> </em><em>Based on these results, the research needs to be continued in cycle II. In cycle II, the average test result for students' critical thinking skills was 82.4 which had increased beyond the KKM score and the average student creativity had also increased to 75.3% in the good category.</em><em> </em><em>This showed that the implementation of the Discovery Learning model assisted by the LiveWire application can improve the critical thinking skills and creativity of class XII MIPA 1 students on direct current circuits.</em></p>
This research is a descriptive study which aimed to describe the comfort level of respondents in applying each type of right-hand rule (RHR) to determine the direction of the Lorentz force (forward reasoning) and the direction of the velocity of a charged particle (backward reasoning) moving in a homogeneous magnetic field. The respondents of this study were 10 Pre-Service Physics teachers who were at 2nd, 4th and 6th semesters. The results showed that although each type of right-hand rule, when applied accurately, would show the same result, the comfort level of the respondents in applying each type the right hand rule (RHR) is different. This difference is influenced by the clarity and simplicity of the instructional description of each type of the RHR and the ease of matching or pairing the position of fingers (and also the palm) on each type of RHR with vectors positions. The study revealed that the right hand rule type III is the most preferable RHR for the majority of respondents (80%).
In this study, we probed high school students’ understanding of Einstein’s theory of gravity by implementing an approach which mainly consists of two steps: firstly, exposing students to TEs describing the Equivalence Principle; secondly, applying the analogy of parallel lines on a curved surface with the path of two falling balls in a real gravitational field to help students deduce the idea of gravity as the spacetime curvature. A total of 12 high school students voluntarily participated in this study where data regarding their understanding were measured by means of an identical pen-and-paper test and interviews. Even though none of the students could explain what the Einstein’s version of gravity is in the pre-test, their responses in the post-test indicated that the approach we applied could help them understand the Einstein’s theory of gravity. Not only could they recall what the gravity is, most of them managed to provide related analogy they have learnt to explain their thoughts. Apart from its easily comprehensible steps, the study suggested that the approach is worth adopting to teach Einstein’s theory of gravity as it reflects the similar path ever taken by Einstein when starting to formulate his theory of gravity.
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