Analysis of the impact of labeling on students’ interest in learning physics

Abstract

This study aims to determine the relationship between labeling with students’ interest in learning physics and its impact. This type of research is a mix-method research, and the design used is a sequential explanatory design which prioritizes quantitative method in the data collection process followed by qualitative method. The research subjects consisted of 30 people as quantitative subjects and 4 of them were informants for collecting qualitative data. The instruments used were sociometry and questionnaires about students’ interest in learning physics. The results showed that labeling students had a strong relationship towards students’ interest in learning physics, where the correlation coefficient value of biserial points coefficient was rpbi = 0.61. Meanwhile, the impact of giving negative labels to students caused them to develop feelings of hurt, offense, embarrassment, insecurity, and feeling discouraged from participating in physics learning. Positive labeling has an impact in the form of feeling happy, feeling appreciated, excited to learn and increase students’ self-confidence.

Personalized Learning Resources Recommendation for Interest-Oriented Teaching

“…In English teaching, interest-oriented teaching method refers to how to make students have a strong need for English, stimulate their interest, and thus generate great internal drive [3][4][5][6][7]. Stimulating students' interest in learning is to make students have the enthusiasm to learn English, which usually comes from both needs and interests [8][9][10][11][12][13][14]. Personalized recommendation technology, which is widely used in Internet platform, can also be applied to the field of higher education, so as to achieve accurate matching between learning resources and college students, meet students' personalized learning preference needs, reduce students' learning resource selection cost, and provide students with more diversified and rational learning resource supply [15][16][17][18][19][20].…”

Physics E-book with Augmented Reality to Improve Students’ Interest in Physics

“…Students' interest in learning is needed to help optimize student learning outcomes. Students who have interests, students will have desires that are accompanied by attention and activeness that cause students to feel happy about changes in behavior both in the form of knowledge, attitudes and skills (Ikbal et al, 2021;Maison et al, 2020). Based on the results of interviews JPI P-ISSN: 2303-288X E-ISSN : 2541-7207 with students, it shows that students have difficulty in understanding physics concepts because according to students in learning physics too many formulas are understood.…”

“…Students' interest in learning is needed to help optimize student learning outcomes (Kwarikunda et al, 2020;Maison et al, 2020). Students who have interests, students will have desires that are accompanied by attention and activeness that cause students to feel happy about changes in behavior both in the form of knowledge, attitudes and skills (Ikbal et al, 2021;Wahyuni et al, 2020). This has resulted in researchers want to develop an Augmented Reality-assisted learning e-book that can be used in learning activities, so that it is more varied so that students are not bored when carrying out learning activities.…”