Analysis of Mathematical Critical Thinking Ability and Mathematical Creativity: Judging from the Process of Deriving the Fermi-Dirac Formula

This research aims to determine student learning outcomes in work and energy subjects at the Jambi City Madrasah Aliyah Laboratory for the 2022/2023 academic year. The type of research that researchers have carried out is descriptive qualitative. The population in this study were students of class X MIPA 1 and class X MIPA 2 at the Madrasah Aliyah Laboratory, Jambi City. The sample in this research was class X MIPA 1, totaling 20 students, using a purposive sampling technique. Researchers collected data using essay questions adjusted to the material work and energy indicators. The research results show that students' learning outcomes in work and energy materials are or are categorized in the Sufficient category.

Section: Resultsmentioning

confidence: 99%

Analysis of Student Learning Results on Work and Energy Materials

Marina,

Padmi Adika

2023

“…Meanwhile, a novice starts the problem solving process by writing a formula that is matched with the values in the problem statement (Hull et al, 2013;Rosengrant et al, 2009;Walsh et al, 2007). An expert solves problems in an organized manner and always prioritizes concepts in the process of determining answers (Ogilvie, 2009;Rosengrant et al, 2009) (Nehru et al, 2022;Ramadhani & Nurita, 2022;Yusuf et al, 2022), while a novice usually focuses on variables or quantitative values in questions (Ryan et al, 2016) such as variables in the known problem (Rosengrant et al, 2009;Yerushalmi et al, 2010) (Misbah et al, 2022;Rahim & Nadira, 2022). Experts organize knowledge very structured while novices are not based on knowledge structures, their understanding consists of random facts and has little conceptual meaning (Perkins et al, 2006).…”

Section: Difference Between Expert and Novice In Problem-solvingmentioning

confidence: 99%

Analysis of Student Problem Solving Processes in Physics

Riantoni

Rusdi

Maison

et al. 2023

The main goal of learning physics is to understand physics concepts in-depth and apply them in the problem solving process. This article presents a synthesis of what students do when solving physics problems. The five topics discussed in this article consist of: (1) the difference between expert and novice in problem solving, (2) Physics Problem Solving Approach, (3) the use of examples in problem solving, and (4) the use of representation in physics problem solving. This article is the result of studies of problem solving research literature. Each topic section will be discussed related to the development of research results for each topic and problem solutions for future research. Although we do not limit the year as the reference source for this article, most of the reference sources are taken from the research of the last 20 years on solving physics problems.

“…Physics is a science that studies natural phenomena and symptoms that are presented systematically and can be studied by conducting research (Misbah et al, 2022;Nehru et al, 2022;Rahim & Nadira, 2022), measurements and experiments in accordance with general regulations. Physics is one of the most basic sciences that understands how the universe works.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Student Learning Interest In Physics In Subject Force Material

Sofna¹,

Sakinah²,

Misbah³

et al. 2023

This study entitled "Analysis of Student Learning Interest in Physics in Force Material" aims to measure and determine the level of student interest in physics at SMA Negeri 11 Muaro Jambi. The method used by the researcher is a method in the form of a quantitative descriptive method with an instrument in the form of a student interest questionnaire. The population of this study were students in class X with a total of 32 students, students in class XI with a total of 33 students, and students in class XII with a total of 23 students. The sample technique used in this study is the total sampling technique. Researchers used a total sampling technique because the total population did not reach 100 students, so researchers used all students of class X, XII, and XII IPA 1, totaling 88 students as samples in this study. After the questionnaire was given to students and then calculated using Microsoft Excel, the results were obtained, then they were made into 4 categories with the final results in percent form and a bar chart was made. Based on the results that have been calculated, it is obtained that the level of student interest in physics class X IPA is in the good category which can be seen from Table 1 that as many as 46,8% of students have a high interest in physics subjects. Furthermore, students' interest in learning physics in class XI and XII IPA is in the low category which can be seen from Table 2 and Table 3 that 48,4% and 47,8% of students have a low interest in physics. In addition, students also do not understand the concept of force, classification of force and examples of force.