Application of generative learning in physics learning

Abstract

This study aims: (1) to determine the application of generative learning in physics learning; (2) to determine the advantages of generative learning in the physics learning process; (3) to determine the constraints of generative learning in physics learning. The research method is literature study. Data was collected based on information obtained from various literature. Research shows that: (1) the application of generative learning in physics learning can improve learning outcomes, understanding of physics concepts, generic science skills, and able to reduce student misconceptions; (2) generative learning makes students more active, creative and critical in developing the knowledge obtained, discovering phenomena and solving problems. Meanwhile, the teacher will be skilled at organizing and understanding students’ ideas; (3) The application of generative learning requires accuracy of methods and modification of strategies as well as careful planning and preparation. In addition, simulation is needed in a generative learning model to familiarize students. Teachers are required to be more observant and creative in expressing students’ ideas. Generative learning is better applied to high school students.