Difficulty Analysis of Physics Students in Learning Online During Pandemic Covid-19

Fauza, Naila; Ernidawati, Ernidawati; Syaflita, Dina

doi:10.31258/jgs.8.1.49-54

Cited by 9 publications

(4 citation statements)

References 1 publication

(1 reference statement)

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“…Complex materials and high levels of difficulty can lead to student misconceptions. One of the challenges of online learning for teachers/lecturers/tutors is to prepare online lecture materials and a way to stimulate student interest in learning to explore further information through assignments (Fauza et al, 2020;Ratnawati & Utama, 2021). Some students stated that there was a Tuweb module material that was very disparate with what they faced in the field, especially curriculum subjects, thus reducing their motivation to learn.…”

Section: Discussionmentioning

confidence: 99%

Students' Learning Difficulties at the Open University Webinar Tutorial

Suwardika

Sopandi

Indrawan³

2022

j. pendidik. indonesia.

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The Open University (UT) is one of the pioneer universities that implement distance learning. However, students still encounter learning difficulties which become obstacles in distance learning. The purpose of this research is to analyses the construct of learning difficulties of students’ learning at Open University and to compare the contribution of indicator variables to the construct. This research uses a combination method of Concurrent Embed model, the primary method used is factor analysis method (EFA and CFA) and qualitative descriptive method as a secondary method. The research respondents were 126 students who had attended the webinar tutorial (Tuweb) at least twice and voluntarily filled out the questionnaire. Primary data were collected through online questionnaires and interviews. Quantitative data were analyzed using EFA and CFA, while quantitative data were analyzed descriptively qualitatively. The results showed that there are six factors of learning difficulties, each of which consisted of 4-9 indicator variables. The indicator variables that contribute the most to learning difficulties in Tuweb according to student perceptions include: (1) there are no clear guidelines regarding the online learning procedures that are carried out; (2) learning materials/content delivered by online tutors are difficult to understand; (3) the internet signal is not stable/good from students’ location; (4) students' families are constrained in providing facilities for online learning/webinar tutorials due to low income; (5) students do not understand how to study online; (6) The device used by the tutor is constrained during the Tuweb learning process.

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Section: Discussionmentioning

confidence: 99%

Students' Learning Difficulties at the Open University Webinar Tutorial

Suwardika

Sopandi

Indrawan³

2022

j. pendidik. indonesia.

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“…Sebelumnya, kegiatan pembelajaran diusung dengan konsep Pembelajaran Jarak Jauh (PJJ) dengan memanfaatkan jaringan internet (online). Akan tetapi, pembelajaran fisika yang identik dengan kegiatan belajar berbasis "tatap muka" tidak dapat diimplementasikan secara efektif melalui pembelajaran jarak jauh (Almaiah et al, 2020) dan cenderung menyebabkan miskonsepsi (Fauza et al, 2020). Banyak peserta didik yang kurang memahami konsep materi sehingga mengakibatkan keterampilan pemecahan masalah (KPM) mereka menjadi rendah (Abtokhi et al, 2021;Jua et al, 2018).…”

Section: Pendahuluanunclassified

Analisis Kebutuhan Video Pembelajaran Bermuatan Keterampilan Pemecahan Masalah untuk Meningkatkan Hasil Belajar

Sasmita¹,

Purwaningsih

Amelia³

2022

J. Ilm. Pendidik. Fis

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Penelitian ini bertujuan menganalisis kebutuhan video pembelajaran bermuatan keterampilan pemecahan masalah untuk meningkatkan hasil belajar. Jenis penelitian yang digunakan adalah penelitian dan pengembangan (Research and Development) dengan desain penelitian ADDIE (analysis, design, development, implementation, dan evaluating). Adapun artikel ini hanya berfokus pada tahapan analisis sebagai bagian dari studi pendahuluan. Subjek uji coba pada penelitian ini ialah 111 orang peserta didik kelas X program MIPA di salah satu SMA Negeri di Banjarmasin. Teknik pengumpulan data diperoleh melalui dokumentasi dan kuesioner. Dokumentasi dilakukan terhadap hasil ulangan harian peserta didik, sementara kuesioner dilakukan dengan menyebar angket secara online mengenai kebutuhan video pembelajaran bermuatan keterampilan pemecahan kepada peserta didik. Analisis data dilakukan dengan menganalisis jawaban hasil ulangan harian peserta didik berdasarkan indikator pemecahan masalah dan menghitung persentase skor angket. Hasil penelitian menunjukkan bahwa: (1) dari lima indikator pemecahan masalah, indikator memfokuskan permasalahan peserta didik berkategori cukup; (2) indikator mendeskripsikan masalah dalam konsep fisika, merencanakan solusi, melaksanakan rencana pemecahan masalah, dan mengevaluasi solusi berkategori gagal; (3) peserta didik beranggapan fisika adalah pelajaran yang sulit; (4) peserta didik membutuhkan alternatif bahan ajar yang mudah dan menarik. Dengan demikian, diperoleh simpulan bahwa dibutuhkan video pembelajaran bermuatan keterampilan pemecahan masalah yang dapat diakses secara online melalui laman Youtube sebagai alternatif pembelajaran fisika. Hasil penelitian ini diharapkan dapat menjadi salah satu referensi pembelajaran fisika untuk mengembangkan video pembelajaran bermuatan keterampilan pemecahan masalah yang dapat diakses secara online melalui laman Youtube. This research focuses on analyzing the need for learning videos to solve physics problems to improve student's learning outcomes. This research is research and development (Research and Development) with ADDIE research design (analysis, design, development, implementation, and evaluation). This research only focuses on the analysis stage as part of the preliminary research. The test subjects in this research are 111 students of X grade from the MIPA program at one of the senior public high schools in Banjarmasin. Data collection techniques were obtained through documentation and questionnaires. Documentation is carried out on the students' formative test, while questionnaires are distributed online regarding the need for learning videos to learn students' problem-solving skills. Data analysis was carried out by analyzing students' formative tests' answers based on problem-solving indicators and calculating the percentage score from questionnaires. This research showed that: (1) from the five problem-solving indicators, an indicator that focuses on students' problems is categorized as sufficient; (2) indicators that describe problems in physics concepts, plan solutions, implement problem-solving plans, and evaluate solutions are categorized as failed; (3) students who studied physics students think physics is a difficult subject, and (4) students need alternative learning materials that are easy and interesting. Thus, it is concluded that the videos needed to learn problem-solving skills that can be accessed online through Youtube are an alternative to learning physics.

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“…Hal ini senada dengan penelitian Zakiah bahwa keberhasilan pembelajaran tergantung pada persiapan guru dalam merancang materi pembelajaran (Zakiah et al, 2019). Analisis materi dilakukan melalui perancangan materi pembelajaran (Fauza, et al, 2020). Analisis potensi daerah dilakukan, karena wilayah Riau yang secara umum rawan terhadap kabut asap dan kebakaran hutan yang cenderung berulang terjadi di Riau.…”

Section: Analisisunclassified

The Validity of the Integrated Physics Module for Natural Disasters and Mitigation for Middle Schools

Fauza

Ernidawati

Syaflita

2022

jgs

Self Cite

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This research aim was to test the validity of the integrated physics module for natural disasters and mitigation for middle schools. This research uses research and development (R&D) with the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). Specifically for this research, it is limited to development. Specifically for this research, it is limited to development. The analysis in the analysis phase includes material analysis and regional potential analysis. The material analysis results show that several materials can be integrated with natural disaster materials, namely particle dynamics, heat and displacement, and static and dynamic fluids. At the design stage, two stages were carried out: the physics module's design and the validation instrument's preparation. At the development phase, validation of the physics module is carried out. Improvement or revision of the module product based on the validation sheet and suggestions from the experts involved. The research data is quantitative data based on the data from the validity of the physics module. The study used a validation assessment sheet instrument. The validity data analysis technique uses a Likert scale. The results of the validation of the physics module for aspects of content, construct, linguistics, and graphics obtained an average value of 89.8% which is categorized as valid. Therefore, the integrated physics module for natural disasters and mitigation that has been designed is declared suitable for use in physics learning according to the material and level of middle school education and can be tested for practicality and effectiveness.

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Difficulty Analysis of Physics Students in Learning Online During Pandemic Covid-19

Cited by 9 publications

References 1 publication

Students' Learning Difficulties at the Open University Webinar Tutorial

Students' Learning Difficulties at the Open University Webinar Tutorial

Analisis Kebutuhan Video Pembelajaran Bermuatan Keterampilan Pemecahan Masalah untuk Meningkatkan Hasil Belajar

The Validity of the Integrated Physics Module for Natural Disasters and Mitigation for Middle Schools

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