Student score and responses to the analogy approach in learning physics in terms of gender and parents’ work

Abstract

This study aims to identify the types of analogy approaches required in learning physics and analyze physics scores of students based on gender and parent’s occupation. This research uses quantitative and qualitative approaches. Quantitative data is in the form of primary and secondary data. Primary data were collected using a questionnaire, while secondary data were from a teacher. Meanwhile, the qualitative data were collected using an open questionnaire. Quantitative analysis use using non-parametric statistics (Mann-Whitney) with the help of IBM SPSS version 24, while qualitative analysis is descriptive. The results of the study (with a significance of 0.05) showed that gender (sig.-value = 0.584 for PA and 0.874 for physical grades, greater than 0.05) and the type of work of parents (sig.-value = 0.303 for PA and 0.528 for physics scores, greater than 0.05) did not affect student responses about the analogy approach and to the students’ physics scores. Meanwhile, the the open questionnaire results generally stated that the students were happy, interesting, motivated, easier, clearer, more meaningful, more understanding of concepts, effective, and efficient in learning physics. The recommendation is that this analogy approach needs to be developed on other physics concepts and implemented in physics learning.