Solving Physics Problems Research Articles

Analysis of the Difficulty of Solving Physics Problems During Online Learning at SMA Negeri 1 Tikep Against the Online Media Used

Online learning is an alternative in the implementation of education in Indonesia. During the Covid-19 pandemic, education needs to be carried out, because education has an important role in the progress of a nation. Therefore, this study aims to analyze the difficulty of solving physics problems during online learning using online media at SMA Negeri 1 Tikep. The data used in this study were primary data obtained from questionnaires, and interviews with students of class X IPA 1. The location of this study was at SMAN 1 Tikep, in West Muna Regency, Southeast Sulawesi Province. This study uses a quantitative method approach in analyzing the difficulty of solving physics problems during online learning using online media. Based on the results obtained, only 29% of students can participate in online learning, while 71% of students cannot understand the material provided online. In addition, the level of students' ability to understand physics equations is 25, and the level of students' ability to solve problems from physics equations is very low, namely 18%. Based on the results of the study, it can be said that online physics learning has not run optimally. This is influenced by the supporting facilities for the implementation of online learning are not supported, such as the quality of the internet network is good. In addition, the use of the WhatsApp application which has limited features is a problem in online learning. So that the online physics learning that is carried out is not effective, which has an impact on students who are unable to understand and solve physics equations. Based on the results of the study, it is hoped that it can be used as an evaluation material for the government in providing supporting facilities for the implementation of online learning.

E-Book Static Fluid and Dynamic Fluid Web-Based with a Problem-Based Learning Model to Improve Students Physics Problem-Solving Skills

This study aims to develop physics learning media in the form a static fluid and dynamic fluids e-book based on website with Problem Based Learning for students learning. The research subjects were 43 5th semester student of Jakarta State University. The research method used is Research and Development (R&D) research using the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). The result of the instrument validation showed 90.31% for the validation of media experts, 94.94% for the validation of material experts, and 77.09% for the validation of learning experts. Based on the results of the validation of media experts, the material, and learning can show that this e-book in terms of several indicators used for validations has very decent criteria. Based on the result of trials to students, the results obtained an average score of all aspects of 88.39% with a very feasible interpretation and the impact on students Physics Problem Solving was measured. Based on the result of the effectiveness test show that there are differences in physics problem solving among students who use static fluids and dynamic fluids e-book based on Problem Based Learning and static fluids and dynamic fluids e-book based on Non-Problem Based Learning. Based on the D’Cohens test, the use of static fluids and dynamic fluids e-book based on Problem Based Learning made an effective contribution to increasing students Physics Problem Solving by 2.51 in the medium category, so it can be concluded that the developed e-book can increase the Physics Problem Solving students.

Analysing Students’ Problem Solving Skills on The Topics of Modern Physics

The study of problem solving skill has been performed on the subject of Modern Physics. The main objective of this study was to investigate the student’s ability in solving physics problems. Here 45 students were involved in this study. The students worked on two essay tests consisting of two numerical problems and two explanation questions within each test. The score distributions were then analysed qualitatively. It was found that the student’s achievement in the numerical problem is higher than that of the explanation question. The students possess a low skill in selecting and using the data.

Evaluation of self-regulated learning on problem-solving skills in online basic Physics learning during the COVID-19 pandemic

The problems of learning physics have experienced increasingly complex obstacles amid the demands of online learning due to the COVID-19 pandemic. The purpose of this study is to explain the basic physics learning process through an online system during a pandemic, by evaluating the Self-Regulated Learning (SRL) approach to Problem-solving Skills (PSS). Data were collected through distributing questionnaires, interviews and documentation studies, then analyzed. This study shows that the applied SRL has been implemented well, but has not been optimal in improving PSS in online Basic Physics learning. The unpreparedness of technological devices and the competence of educators and students become obstacles that result in difficulties in solving physics problems so that the expected results are not following the expected learning targets. Also, this study shows the difficulty of learning physics online during the pandemic. Thus, a responsive physics learning model is needed with conditions that allow the delivery of physics material to be well understood, even though it is delivered through digital media. This is a demand that needs the attention of all parties so that the achievement of online learning targets remains optimal and effective in increasing the problem-solving skills of students during the COVID-19 pandemic.

Graphical method of solving problems on bistability in physical systems

Solving physics problems is often done superficially, without making an in-depth analysis of the results obtained, limiting itself only to determining the numerical values of some physical quantities. In order to analyze the results obtained after solving physics problems and to more deeply understand the essence of the phenomena that take place, a graphic representation of the obtained results is often necessary. In this paper, we present examples of solving different problems from physical systems for which the effect of bistability occurs. We use the graphical method to analyze the results obtained. We mention that the results presented in this paper are suited for teaching undergraduate students.

Detailed Emotional Profile of Secondary Education Students Toward Learning Physics and Chemistry.

The present research arises from the need to identify the emotions that K-7 to K-10 students experience toward the learning of Physics and Chemistry, since it is a fact that there is a decrease in the number of students choosing itineraries related to Science. Different blocks of contents have been considered in each subject in order to identify emotions toward each one of them. The considered sample consisted of 149 K-8 students, 152 K-9 students and 130 K-10 students from several middle and high schools in Badajoz (Spain) during the 2014–2015 school year. Students experienced more positive emotions toward the content of Chemistry than toward those of Physics. A decrease was detected in the mean frequency of positive emotions such as joy, fun, and tranquility from K-8 to K-10, as well as an increase in negative emotions such as boredom, anxiety, disgust, fear, nervousness, worry, and sadness. It has also been found that positive emotions toward Chemistry contents are mainly related to teachers’ methods and attitudes, while negative emotions toward Physics contents are related to the exclusive use of the textbook, solving Physics problems, or giving oral presentations of the topics in class.

Student’s Problem-Solving Skills in Thermodynamics at Dampelas 1 Senior High School

This study explores students' problem-solving skills in thermodynamics at Grade XI Science Senior High School 1 Dampelas. This research is a qualitative descriptive study. The research subjects consisted of 6 students was conducted in a high school in Dampelas. The research instrument used was a test of student’s problem-solving skills on thermodynamic based on Polya's problem-solving. Respondents consist of various cognitive abilities (high, medium, and low). They were also willing to do an interview. This study indicated that students' problem-solving skills on thermodynamic materials based on Polya's problem-solving steps in the "problem understanding stage" indicator are in the moderate category. Similarly, the "planning stage" indicator is categorized in the moderate category, whereas the "implementation stage" indicator. The "revisiting stage" falls into the moderate medium category with an average percentage of 66.66 %. This research implies that it is hoped that the teacher can use the Polya stages in giving practice questions or homework to students to solve physics problems.

ANALYSIS OF PROBLEM-SOLVING SKILL OF STUDENT AS PROSPECTIVE TEACHER IN SOLVING ROTATIONAL DYNAMICS PROBLEMS

Problem-solving ability becomes an essential part of learning efforts. So that prospective physics teacher students must have good problem-solving skills to educate and guide students to solve physics problems according to appropriate problem-solving procedures. This study uses a quantitative descriptive method that aims to describe the ability of students of the physics education study program at Malikussaleh University to solve problems in mathematical rotational dynamics. In this study, the subjects in this study were 30 students of the Malikussaleh University physics education study program who attended the Vocational Physics Studies course. This study uses a total sampling technique for sampling. Data collection was carried out by providing test instruments in the form of test essays totaling six questions, with indicators for each question adapted from the problem-solving rubric developed by Polya. From the data analysis, it was found that as many as 37% of students were in good criteria for the assessment of problem-solving abilities, 57% of students were in sufficient criteria, while the remaining 6% were in poor criteria. Factors that become difficulties for students in problem-solving efforts are the lack of training of students in solving problems and understanding of initial concepts related to the material given to students is still relatively weak.

Profile of reasoning ability and reduction of mathematical anxiety in analogy-based physics learning

The analogy approach in learning physics encourages students to use logical reasoning in understanding physics concepts without anxious about mathematics. The purpose of this study were to analyze the reasoning abilities and the reduction of mathematics anxiety of students in analogy-based physics learning. This study used a mixed method design with an embedded experimental model by involving 72 students at senior high school. Quantitative data from the test were triangulated with qualitative data from questionnaires, observations, and psychological tests of mathematics anxiety. Based on data analysis, it was found that the ability to explore facts in questions, identify problems, apply physics concepts increased by an average of 41.66%, while making conclusions 22.50%. Meanwhile, based on the psychological scale analysis of anxiety which is divided into three clusters, the mathematics anxiety cluster on assignment (MAA), in the class (MAC), and for the student’s future (MAF) has decreased by 21.76%, 32.87%, and 18.29% respectively. It can be concluded that the analogy-based physics learning significantly improve reasoning skills and reduce mathematical anxiety of students. Analogy-based learning encourages students to be able to solve physics problems by linking concepts with the peculiarities of phenomena which also have an impact on reducing their math anxiety.

IDENTIFIKASI KESULITAN MENGERJAKAN SOAL FISIKA SISWA KELAS VIII SMP IT INSAN MULIA BATANGHARI PADA MATERI GETARAN DAN GELOMBANG TAHUN AJARAN 2017/2018

Abstract: This research was conducted to identify the difficulties of working onphysics problems in the junior high school of the students based on the problemsolving stages. This study uses test and interview methods, for respondentsconsist of 19 students in the eighth grade of SMP It Insan Mulia Batanghari. Theresults showed that the average difficulty at the stage of writing down the knownand asked quantities was 47.93%, writing the formula/equation used was63.16%, operating arithmetic of 85.34%, and writing the final unit of 31.98 %.Forms of difficulty experienced by the students include writing symbols,converting units, writing formulas, performing calculations, and writing down thefinal units.Keywords: Identify, Trouble Working on Questions, Physics Problem Solving

Roles of emotions induced by immediate feedback in a physics problem-solving activity

ABSTRACT The purpose of this study is to find a way to improve students’ performance to solve physics problems by inducing changes in emotion via immediate feedback. To this end, in 2016, we conducted an experiment, doing an interview and survey consecutively. The participants were five second-year male students attending a private high school in Seoul, Korea. The students solved three problems from a lesson on ‘Force and Motion.’ They were asked to express their emotions, both in words and using emoji stickers on their response sheets, so that we could investigate their emotions while they were solving physics problems. Almost all students were sensitive to emotions when attempting to solve difficult problems. To investigate the relationship between feedback, emotion, and confidence, immediate feedback was given after the students solved a problem. We found that the students’ emotions were influenced by immediate feedback after solving physics problems. When given immediate feedback suggesting the correct answers, their negative emotions disappeared, and their confidence in their performance to solve problems increased. In this experiment, the students’ emotions were controlled by immediate feedback. Therefore, this work suggests that students’ performance can be improved by instilling confidence via emotional support.

The Influence Between Self-Concept and Emotional Intelligence on The Ability of Physics Problem Solving

This research aims to know the relationship between self-concept and emotional intelligence on the ability to solve the physics problem of students. The sample used was one hundred and fifteen people determined by simple random sampling. The ability to solve physics problems is measured by test instrument. The research data were processed using simple linear regression techniques and  multiple regression. The results showed there was weak and significant positive relationship between self-concept and the ability to solve physics problems; there is very weak and insignificant positive relationship between emotional intelligence and the ability to solve physics problems; there is weak and significant positive relationship between self-concept and emotional intelligence together to the ability to solve physics problems.

Development of Questionnaire on Students' Perceptions of STEM and Problem-solving (SPSP): a Rasch Modelling Approach

This study aims to prove empirically the validity and reliability of Questionnaire on Students' Perceptions of STEM and Problem-solving (SPSP) in learning physics using Rasch model. The questionnaire was disseminated to 59 (N=59) students class XI MIPA in one of Senior High School in Kuningan Regency. Development of SPSP Questionnaire using procedure of product development model 4-D. The stages that will be used consists of four stages, namely: a) define, b) design, c) development, and disseminate. The data obtained were analyzed by means of the Rasch Model. Based on the result of the study, it shows that the SPSP questionnaire had high reliability that 0.90. So, it can be concluded that SPSP questionnaire is reliable and acceptable. While the item validity analysis shows that there are 8 valid items and 1 item does not match the MNSQ benchmark. Outfit value lies between 0.5 <MNSQ <1.5 and also does not meet the ZSTD Outfit criteria (-2.0 <ZSTD <2, 0). Meanwhile, the students' responses indicate that learning in school has not supported STEM activities and problem solving. So it is necessary to develop learning in schools that can support STEM activities and students' problem solving abilities

Transfer of learning in a mathematical methods in physics course for undergraduate students of physics

This study examined the effect of transfer of learning on undergraduate students of physics education. Because mathematical methods are valuable for presenting and solving physics problems, students of physics must learn to use their knowledge of mathematics in a physical context rather than struggling with complicated mathematical problems. This study sought to determine whether or not practice with physics problems by a physics instructor for the course could help the undergraduate students transfer their mathematics knowledge to a physics context. To do this, the experimental and control groups of physics education students were provided with an exam sheet and interviewed about difficulties after passing the course taught by either a physics or mathematics instructor. After completion of the course, the student responses to the exam and interviews were analyzed qualitatively. It was concluded that simply learning mathematics by the control group suppressed their initiative and caused them to resist completing the physics problems. The experimental group felt capable of attempting this kind of problem, but lacked additional factors that prevented them from producing complete solutions.

Exploration Of Students’ Argumentation Skill Assisted Format Representation In Solving Electrical Concept

The argumentation skill is one of the supporting abilities in determining the quality of thinking in the era of the 4.0 revolution. The development of argumentation skills is important to be implemented in solving physics problems, especially in exploring how they solve problems and understand concepts so that misconceptions do not occur. This study aims to determine the improvement of students' argumentation skills in solving electrical concept problems before and after the intervention. This type of research uses a mixed method model research method with an embedded experimental design. The research subjects consisted of 32 students of the Department of Physics Education at Musamus University who had or are currently taking the magnetic electricity course. The results showed that students' argumentation skills improved along with the help of worksheets assisted with representation formats during lectures

Analysis of Student’s Difficulties in Solving Physics Problem: Impulse and Momentum Topics

Physics education essentially intends to cultivate student’s analytical and reasoning capabilities. However, this objective is hard to achieve because there are many students who facing difficulties in solving physics problems. This research was conducted to identify the types of student’s difficulties in solving momentum and impulse problems, along with the factors causing it. This research was conducted using a descriptive qualitative approach to 66 students of Senior High School 2 Makassar who had studied momentum and impulse topics. The data collection process was carried out using test and interviews. Based on the results, it can be identified that there are two types of student’s difficulties in solving momentum and impulse problems. The first type was physical difficulties which consisted of student’s difficulty in understanding the questions (26%) and student’s difficulty in determining the useable equations (25%). Then, the second type was mathematical difficulties which consisted of student’s difficulty in substituting the data to the equation (63%) and student’s difficulty in performing mathematical operations (76%). Based on interviews and analysis, it can be concluded that these difficulties was commonly faced by students while solving physics problems, including in momentum and impulse topic. Futhermore, the difiiculties were caused by several factors, namely: 1) the lack of student’s understanding about physics concepts, 2) the weakness of student’s mathematical skills, 3) the lack of physics learning process which is not honing student’s problem-solving skills and 4) the lack of student’s motivation on developing their problems solving skills in physics subjects. Thus, researchers recommend to all physics teachers in Indonesia to immediately develop or implement learning strategies or methods which are considered capable of overcome all student’s difficulties that have been found.

Emotional performance on physics and chemistry learning: the case of Spanish K-9 and K-10 students

ABSTRACT We studied the emotions experienced by students during the last two years of compulsory secondary education (15 and 16 years old) when learning physics and chemistry. The objective of this piece of research was to establish different relationship between emotions felt by students and variables like the didactic methodology or the kind of science they are learning. We have collected data from different subject blocks such as those related to matter, energy and electricity or kinematics and dynamics, and they were processed and analysed in order to establish relationships by courses. The sample comprised 282 students. The results revealed that pupils mainly experience more positive emotions towards the content of chemistry than towards that of physics. There is also a decrease in the mean frequency of positive emotions such as joy as they pass from K-9 to K-10, and an increase in negative emotions such as boredom. The pupils who experienced positive emotions towards chemistry content related these to how the teacher taught the subject, rather than to the content itself. Negative emotions towards physics contents were linked to the exclusive use of the textbook, solving physics problems, or giving oral presentations.

Fourier transform method for the electrostatic self-energy of a solid sphere with uniform volume charge density

The problem of a solid sphere with uniform volume charge density is encountered in virtually all undergraduate calculus-based physics textbooks dealing with the topic of electromagnetism. This example illustrates well the use of Gauss’s law and from there one can easily derive all the quantities of interest such as electrostatic field, potential, self-energy, and so on. Undergraduate physics majors are also well aware of the theory of Fourier transforms from having taken mathematics courses. Nevertheless, despite its great utility, the Fourier transform method is rarely mentioned as a powerful tool to solve physics problems at this level. To address this shortcoming, in this work we propose a possible scenario which may allow an instructor to introduce this powerful method to a proper undergraduate audience without any major pedagogical drawback. The case study that we choose is that of a solid sphere with uniform volume charge density. Specifically, we show the calculation of its electrostatic self-energy by using Fourier transform techniques. The main idea of this work is to draw reader’s attention to the versatility of the approach that can, in principle, be applied to other more geometrically complicated bodies where Gauss’s law does not lead to simple solutions. Concurrently, this work also provides instructional approaches that intertwine content-specific and pedagogical viewpoints that can be useful to all undergraduate students and teachers who wish to enhance their command of the subject.

Bibliometric analysis of physics problem solving

Problem-solving in physics learning began to be researched in 2001. The bibliometric approach used in this study aimed to map the research literature on problem-solving in physics learning using Scopus as the metadata source. The downloaded database had been input into the VOSviewer software to be mapped. There were 52 analyzed articles taken from 24 leading journals from January 1st, 2001 to August 31st, 2020 (20 years period). The articles were written by 132 authors affiliated to 85 institutions in 16 countries. Indonesia was the most productive country. 91.7% of authors own 2 publications. From 4 reviewed clusters, the most frequently appeared keywords and topics are students, problem-solving, problem-solving skills, problem-solving abilities, and physics learning. the uncommon variables and have not been widely researched related to problem-solving in physics learning are presented along with future study opportunities.

Profile of Students’ Physics Problem-Solving Skills and the Implementation of Inquiry (Free, Guided, and Structured) Learning in Senior High School

Learning in schools has a significant role in improving 21st-century skills, including problem-solving skills. The objective of this research to determine the profile of students’ physics problem-solving skills and the implementation of inquiry (free, guided, and structured) learning in senior high school. The study was conducted on 84 students of state senior high school. This type of research was conducted using Descriptive Research Design (DRD). Data collection methods using tests, questionnaire, and interviews. The instrument of research used are (1) instrument tests of physics problem-solving skills, (2) response questionnaire sheets, (3) student and teacher interview sheets. The data obtained were analysed qualitatively descriptive. The results of this study show that only a few students can work on the material using problem-solving strategies of ACCES: (1) Assessing the problem, (2) Create a drawing, (3) Conceptualize the strategy, (4) Execute the solution, and (5) Scrutinize the result, in solving dynamic electricity problems. Implementation of inquiry (free, guided, and structured) learning provided is not ideal so that it causes students to be less active so that problem-solving skills are lacking and no laboratory supports the learning process. Students are not introduced to the existence of a virtual laboratory (i.e. PhET) as a laboratory replacement. So, to improve students’ physics problem-solving skills required proper inquiry (free, guided, and structured) learning assisted by PhET.