Analysis of Concept Understanding and Students' Attitudes towards Learning Physics in Material of Straight Motion

Authors

Jenny Capriconia , Fatni Mufit

DOI:

10.29303/jppipa.v8i3.1381

Published:

2022-07-31

Issue:

Vol. 8 No. 3 (2022): July

Keywords:

Concept understanding, Students attitudes, Learning Physics, Motion Straight

Research Articles

Downloads

How to Cite

Capriconia, J. ., & Mufit, F. . (2022). Analysis of Concept Understanding and Students’ Attitudes towards Learning Physics in Material of Straight Motion. Jurnal Penelitian Pendidikan IPA, 8(3), 1453–1461. https://doi.org/10.29303/jppipa.v8i3.1381
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Understanding the concept and having a positive attitude towards studying physics is a requirement to succeed in studying physics. Studies have shown that students have low conceptual understanding and do not yet have positive attitudes toward learning physics. This research aims to analyze students' conceptual understanding of Straight Motion for class X, analyze students' attitudes towards learning physics, and analyze the correlation between conceptual understanding and students' attitudes towards teaching physics. This type of research is descriptive research with a quantitative approach and the population of all students of class X SMAN in Payakumbuh City and a sample of 205 students. The sampling technique used the purposive sampling technique using the Four-Tier Multiple Choice and Likert Scale. The research results revealed: Students understood the concept of 33.93% in the medium category.  Students' attitudes towards studying physics are good, but the indicators of interest in increasing the time to study physics tend to be in the reasonably good category. The correlation between conceptual understanding and student attitudes with a significance value of 0.000 and a correlation value of 0.490 means that the correlation between the concept understanding variable and the student attitude variable is moderate.

References

Abriani, A., & Nursalam, N. (2016). Peningkatan Pemahaman Konsep Mata Pelajaran Fisika Dengan Menerapkan Model Pembelajaran Evidence Based Learning Dalam Pelaksanaan Guided Inquiry. J. Pendidik. Fis. A, 4(1), 40–43. https://doi.org/10.24252/jpf.v4i1.3285

Arifin, F., A., Mufit, F., & Asrizal. (2021). Validity and practicality of interactive multimedia based on cognitive conflict integrated new literacy on thermodynamic and mechanical waves material for class xi high school students. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1876/1/012052

Astalini., Dwi, A.K., Rahmat, P., & Wawan, K. (2019). Identification Attitudes of Learners on Physics Subjects. Journal of Educational Science and Technology, 5(1), 39-48. https://doi.org/10.26858/est.v5i1.8231

Astalini, A., Kurniawan, D., & Sumaryanti, S. (2018). Sikap Siswa Terhadap Pelajaran Fisika di SMAN Kabupaten Batanghari. JIPF (Jurnal Ilmu Pendidikan Fisika), 3(2), 59-64. http://dx.doi.org/10.26737/jipf.v3i2.694

Audina, M., Jamal, M.A., & Misbah. (2017). Meningkatkan pemahaman konsep siswa dengan menggunakan model guided inquiry discovery learning (GIDL) di kelas x pmia-2 sman 3 Banjarmasin. Jurnal Ilmiah Pendidikan Fisika, 1(1), 40–52. https://doi.org/10.20527/jipf.v1i1.927

Cindy, A.N. (2016). Proses Berpikir Siswa Gaya Kognitig Reflektif dan Implusif dalam Memecahkan Masalah Matematika di Kelas VII SMPN 11 Jember. UNEJ Jurnal Edukasi, 2(3). https://doi.org/10.19184/jukasi.v2i3.6049

Delvia, T., F., Mufit, F., & Bustari M. (2021). Design And Validity of Physics Teaching Materials Based On Cognitive Conflict Integrated Virtual Laboratory In Atomic Nucleus. Pillar of Physics Education. 14(1), 5-14. http://dx.doi.org/10.24036/10354171074

Dhanil, M., & Mufit, F. (2021). Design and Validity of Interactive Multimedia Based on Cognitive Conflict on Static Fluid Using Adobe Animate CC 2019. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 7(2), 177 - 190. https://doi.org/10.21009/1.07210

Doni S. (2020). Mengungkap Pemahaman Konsep Gerak Lurus melalui Asesmen Four-Tier,†Jurnal Pendidikan Fisika Tadulako Online (JPFT), Vol. 8, No. 3, 17-25. Retrieved from http://jurnal.untad.ac.id/jurnal/index.php/EPFT/article/view/16802

Fauziah, S,. Mufit, F., Ramli, Afrizon, R,. Hidayat, Z. (2021). Analysis Of Concepts Understanding and Students' Attitudes Towards Learning Physics In Parabolic Motion. Pillar of Physics Education. 14(3), 2021, 177-186. http://dx.doi.org/10.24036/11994171074

Helmi, F., Rokhmat, J. (2017). Pengaruh Pendekatan Berpikir Kausalitik Berscaffolding Tipe 2b Termodifikasi Berbantuan LKS Terhadap Kemampuan Pemecahan Masalah Fluida Dinamis Siswa. Jurnal Pendidikan Fisika dan Teknologi, 3(1). https://doi.org/10.29303/jpft.v3i1.332

Hendra, M., D., Mufit, F., Festiyed (2021). Review and Comparison of Four-Tier Multiple Choice and Five-Tier Multiple Choice Diagnostic Tests to Identify Mastery of Physics Concepts. Journal of Research in Science Education. 8(1), 1-12. https://doi.org/10.29303/jppipa.v8i1.838

Ilahi, T., Mufit, F., Hidayati, H., & Afrizon, R. (2021). Disain dan Validitas Multimedia Interaktif Berbasis Konflik Kognitif pada Materi Vektor untuk Kelas X SMA/MA. Jurnal Penelitian Pembelajaran Fisika, 12(2), 182-195. https://doi.org/10.26877/jp2f.v12i2.9324

Kemendikbud. (2013). Permendikbud Nomor 65 Tahun 2013 tentang Standar Proses. Jakarta.

Artiawati, P., Mulyani, R., & Kurniawan, Y. (2016). Identifikasi Kuantitas Siswa Yang Miskonsepsi Menggunakan Three Tier-Test Pada Materi Gerak Lurus Beraturan (GLB). JIPF (Jurnal Ilmu Pendidikan Fisika), 1(1), 13-15. http://dx.doi.org/10.26737/jipf.v1i1.54

Linawati, L., Haratua T.M.S., & Hamdani. (2018). Deskripsi Miskonsepsi Siswa Pada Materi Gerak Lurus Di Sma Negeri 1 Sungai Raya. Artikel Penelitian Fisika FKIP Untan Pontianak, pp. 1-10. http://dx.doi.org/10.26418/jppk.v7i11.29878

Luthfi, I., Mufit, F., & Putri, N., M.,. (2021). Design of Physical Teaching Materials Based on Cognitive Conflict Learning in Direct Current Electricity Integrating Virtual Laboratory. Pillar of Physics Education, 14(1). http://dx.doi.org/10.24036/10771171074

Mufit, F., Festiyed, A. Fauzan , & Lufri. (2018). Impact of Learning Model Based on Cognitive Conflict toward Student’s Conceptual Understanding. IOP Conf. Series: Materials Science and Engineering 335. http://dx.doi.org/10.1088/1757-899X/335/1/012072

Mufit, F., & Fauzan, A .(2019). Model Pembelajaran Berbasis Konflik Kognitif (PbKK) Disertai Penerapan untuk Remediasi Miskonsepsi pada Sains dan Matematika. Malang : CV IRDH.

Mufit, F., Asrizal, A., & Puspitasari, R. (2020). Meta-Analysis of the Effect of Cognitive Conflict on Physics Learning. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 6(2), 267-278. https://doi.org/10.21009/1.06213

Pratama, V., Anggraini, S., Yusri, H., & Mufit, F. (2021). Disain dan Validitas E-Modul Interaktif Berbasis Konflik Kognitif untuk Remediasi Miskonsepsi Siswa pada Konsep Gaya. Jurnal Eksakta Pendidikan (JEP), 5(1), 68-76. https://doi.org/10.24036/jep/vol5-iss1/525

Puspitasari, R., Mufi, F., & Asrizal. (2021). Conditions of learning physics and students’understanding of the concept of motion during the covid-19 pandemic. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1876/1/012045

Saputri, R., Mufit, F., Gusnedi & Silvi Y.S. (2021). Design and Validity of Cognitive Conflict-Based Teaching Materials Integrating Virtual Laboratories to Improve Concept Understanding of Waves. Jurnal Berkala Ilmiah Pendidikan Fisika, 9(3). http://dx.doi.org/10.20527/bipf.v9i3.10348

Riduwan. (2012). Metode & Teknik Menyusun Proposal Penelitian. Bandung: Alfabeta.

Subagya, H., & Wilujeng. I. (2013). Buku Guru Fisika SMA/MA Kelas X. Jakarta: Bumi Aksara

Sugiyono. (2013). Metode Penelitian Pendidikan Pendekatan kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta

Yusuf, A.M. (2017). Metode Penelitian: Kuantitatif, Kualitatif, dan Penelitian Gabungan. Jakarta: Kencana

Author Biographies

Jenny Capriconia, Universitas Negeri Padang

Fatni Mufit, Universitas Negeri Padang

License

Copyright (c) 2022 Jenny Capriconia, Fatni Mufit

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).