Physics Learning Outcomes Of Students Research Articles

The Effect of Problem-Based Learning Model Accompanied by the QuizWhizzer Game on Critical Thinking Skills and Physics Learning Outcomes of Vocational Students

Physics learning is learning that influences students' thinking skills so that students can be skilled in the cognitive and psychomotor fields and support students to think systematically, creatively, and objectively. But in fact, the implementation of learning that occurs is not contextual because the way teachers teach in class is still boring and less varied, so student involvement in the learning process in class becomes less active, both asking and answering questions. This study aims to determine the effect of using a problem-based learning model accompanied by a QuizWhizzer game on vocational students' critical thinking skills and physics learning outcomes in Jember Regency. This study used a quantitative approach, specifically a true experimental design of a posttest-only control group. The study population consisted of class X students at SMK Negeri 1 Jember, with the sample comprising two classes selected from all classes at SMK Negeri 1 Jember. Data analysis of students' critical thinking skills using the Mann-Whitney U Test resulted in a significance value (2-tailed) of 0.038 < 0.05, which leads to the rejection of H0 and acceptance of Ha. Data analysis of students' physics learning outcomes using the Mann-Whitney U Test and hypothesis testing results resulted in a significance value (2-tailed) of 0.023 < 0.05, which leads to the rejection of H0 and acceptance of Ha. These findings indicate a significant effect of applying a problem-based learning model assisted by QuizWhizzer on students' critical thinking skills and physics learning outcomes, especially on energy and its changes. With this research, teachers can design more effective learning models to support critical thinking skills and optimal student learning outcomes in physics learning accompanied by learning media by analysing student needs, selecting learning models, developing learning media, planning learning activities, and implementing them.

Exploring student learning outcomes in physics learning using a problem-based learning model with a differentiated learning approach

This study aims to determine differences in student learning outcomes in physics lessons by applying a problem-based learning (PBL) model that uses a differentiated learning approach compared to conventional learning. This research uses quasi-experimental methods in the form of a two-group pretest-posttest design. This study used a sample of 40 students from 2 classes of XI PMIPA: 20 students for the control class and 20 for the experimental class. Research data consists of student learning outcomes using descriptive and comparative analysis supported by test requirements analysis that includes normality, homogeneity, and N-Gain. The results indicated that student learning outcomes score higher with the PBL model using a differentiated learning approach than the conventional learning model. The difference in scores between the two is significant. It means that implementing the PBL model based on a differentiated learning approach can improve student learning outcomes. Thus, this research suggests that the PBL model uses a differentiated learning approach that can be relied upon to improve student learning outcomes, so teachers need to use the PBL model more intensively based on a differentiated learning approach to encourage increased student learning outcomes in physics.

Correcting Students' Misconceptions in Physics Using Experiments Designed by ChatGPT

This study examines the impact of using ChatGPT in a physics classroom on correcting students' misconceptions via ChatGPT creation and experiment procedures. By incorporating artificial intelligence chatbots such as ChatGPT into education, teachers and students may have in-depth conversations to enhance their comprehension of physics ideas and put their knowledge into practice in real-life situations. This method provides individualised feedback and support, helping students correct misconceptions promptly and gain a more profound comprehension of the topic. ChatGPT facilitates experiment-designing activities for students to actively engage in the scientific process, test ideas, and improve their thinking based on results. Integrating ChatGPT in the classroom may improve student learning outcomes in physics by developing critical thinking abilities, boosting cooperation, and building a greater understanding of the scientific process.

Implementation of Problem Based Learning (PBL) Models to Improve Student Physics Learning Outcomes

This study aims to determine the increase in student physics learning outcomes, teacher and student activities, the teacher's ability to manage learning, as well as student responses to the application of the Problem Based Learning (PBL) models in Newton's Law material during the learning process. This type of research is Classroom Action Research (CAR). The subjects in this study were class X students of one of senior high school in Pargodungan for the 2020/2021 academic year with a total of 29 students. Data collection instruments that researchers use in research are observation sheets, tests and questionnaires where the three data are analyzed with descriptive statistics. The results showed that (1) the percentage of individual completeness as a whole increased from cycle I to cycle III, namely 69%, 80%, and 94%, and the percentage of classical completeness as a whole also increased, namely 40%, 70%, and 80%; (2) there is an increase in teacher and student activity during the learning process; (3) there was an increase in the teacher's skills in managing learning from the fairly good category with an average of 2.59 to good with an average of 3.4; (4) student responses tended to be positive where 100% of students expressed pleasure in learning using this Constructivism-Problem Based Learning model. From this study it can be concluded that the application of the Problem Based Learning (PBL) Learning Model can improve the physics learning outcomes on Newton’s Law topic.

The Effect of the Project-Based Learning (PjBL) Learning Model on Cooperative Ability and Physics Learning Outcomes of Students at Madrasah Aliyah Negeri 1 Jambi City

This research aims to determine the effect of the Project-Based Learning learning model on students' cooperative abilities and physics learning outcomes in the Parabolic Motion with Vector Analysis material at Madrasah Aliyah Negeri 1 Jambi City. This research is a Quasi-Experimental research and One Group Pretest-Posttest research design, so that the results of the treatment can be known more accurately because they can compare the situation before being given treatment and after being given treatment. Data collection was carried out using questionnaires and tests. The subjects in this research were all students of class XI 1 Madrasah Aliyah Negeri 1 Jambi City. The sampling technique uses Simple Random Sampling. Data processing and analysis techniques were carried out quantitatively using the paired t-test. The results of this research show that the Project-Based Learning (PjBL) learning model has an effect on students' cooperative abilities and physics learning outcomes with t- test results for both variables of 0,000 and N-Gain test results of 0,49 and 0,64.

Meta-Analysis the Effect of Cooperative Learning Think Pair Share Type on Student Physics Learning Outcomes in Senior High School

Various efforts have been made to realize ideal physics learning, one of which is by applying the right learning model. This study's objective was to ascertain the impact of cooperative model type think pair share on students' physics learning outcomes based on instructional materials and media. This study collected 17 articles from national and international journals to be discussed using the meta-analysis method. Articles used in this study have been analyzed and meet the categories for effect size calculation and are grouped based on two indicators, namely based on subject matter and learning media. The results showed that the think pair share learning approach had an overall positive effect of 1.98 on students' learning outcomes in physics, with a high influence category. According to the learning materials, the material with a magnitude and measurement of 5.03 and a high influence category is where the think pair share model has the most impact. Based on learning media, the most effective influence on animation media is 1.61 with a high influence category. The TPS learning model is most effective in improving the physics learning outcomes of students on the material of quantities and measurements. The most effective learning tool for enhancing students' physics learning outcomes when using the TPS model is animated learning material

The Role of Digital Literacy and Generic Skills on Student Physics Learning Outcomes

Digital literacy is a form of literacy that is very important for students to master along with technological developments. This digital literacy can be applied in learning, one of which is in learning physics. The urgency in this study is that it is hoped that the application of digital literacy in physics learning can improve student learning outcomes and generic skills. The purpose of this study was to determine the effect of applying digital literacy in learning physics on the learning outcomes and generic skills of class A and class B students. This study used a mixed methods research type. Then the data in this study were processed using SPSS 26 software to find values from the regression analysis. The results of the regression test function to determine the effect of implementing digital literacy on student physics learning outcomes. Based on the regression test, it is known that sig. 0.05, namely 0.001, which means that there is an effect of applying digital literacy in learning physics on student learning outcomes and 0.05, namely 0.000, which means that there is an effect of digital literacy on generic skills. The conclusion obtained is that there is an effect of applying digital literacy in physics learning to student learning outcomes and generic skills, where in class B the effect is greater in terms of grades or student learning outcomes

The Effect of Using E-Learning Assisted by Schoology on Physics Learning Outcomes of Students on the Material of Global Warming and Optical Devices

There is new hope for the problems that often occur in education in Indonesia, namely with the existence of alternative solutions to E - Learning assisted by schoology there are functions that are tailored to the needs, for the learning process. From these problems, researchers concluded that applying varied learning media such as teachers using schoology-assisted e-learning which is online-based. The application of schoology in the learning process can reduce these problems. As students often have difficulty understanding physics material that is abstract. With this schoology is a solution for teachers to communicate well between students to help get a role / part in the discussion and cooperation. Schoology is equipped with many media factors such as video, audio and images that can increase student interest. Schoology helps students to apply technology to learning. This study uses a type of quasi-experimental design, this study aims to directly test the effect of a variable and test the hypothesis of a causal relationship to determine the effect of teaching materials. The sampling technique used in this study is Purposive Sampling, which is based on consideration of the classes taught by the same teacher and classes that have an average daily test score in physics subjects that are almost the same value. For the results of this calculation, the coefficient of determination is 85.32%, which means that student achievement of cognitive abilities is seen from schoology-assisted e-learning teaching materials while 14.68% is due to other things.

New Pattern to Improving Student Physics Learning Outcomes

The low student learning outcomes in Physics can be observed by the decreasing average student learning outcomes in the last 3 years at SMA 1 Suger. Lack of precise strategy selection is a major factor in influencing student learning outcomes in Physics. In addition to learning strategy factors, students' initial abilities can be considered by teachers in choosing learning strategies to improve student learning outcomes. The purpose of this study was to compare students' learning outcomes in physics between classes using guided inquiry and discovery strategies by considering initial ability as a moderator variable. This type of research is a quasi-experimental, the sampling technique used is random sampling. This research was conducted at SMA 1 Suger, Padang Pariaman Regency. The results of the study show 1) there is a significant difference between the learning outcomes of physics students who learn to use guided inquiry and discovery strategies, 2) there are significant differences in learning outcomes between students with high and low initial abilities, 3) there is no interaction between the use of strategies and abilities early in influencing student learning outcomes.

The Effectiveness Of The Teams Games Tournament (TGT) Cooperative Learning Model Application On Physics Learning Outcomes Of Students

The purpose of this study was (1) to find out the physics learning outcomes of students who were taught using the Teams Games Tournament (TGT) cooperative learning model in class XI SMA Negeri 2 Makassar. (2) to find out the physics learning outcomes of students who are taught without using the Teams Games Tournament (TGT) cooperative learning model in class XI SMA Negeri 2 Makassar. (3) to analyze the effectiveness of Teams Games Tournament type cooperative learning model application on the physics learning outcomes of students in class XI SMA Negeri 2 Makassar. This type of research is a quasi-experimental design with nonequivalent control group design using descriptive statistical analysis techniques and inferential statistical analysis. The descriptive research results obtained an average physics learning result in class XI IPA-6 which was taught using the Teams Games Tournament type cooperative learning model of 85.50 and was in the Very Good category, while the average student learning outcomes in class XI IPA-7 taught without using the Teams Games Tournament type cooperative learning model of 79.25 are in the Good category. Based on the results of inferential statistical analysis using hypothesis testing (Independent samples t-test) SPSS data processing obtained Sig = 0.000, it can be concluded that Ho is rejected and H1 is accepted because sig (2-tailet) < α or (0.000 < 0.05 ), thus it can be concluded that there is a significant difference in student physics learning outcomes between classes taught with the Teams Games Tournament (TGT) cooperative learning model and classes taught without the Teams Games Tournament (TGT) cooperative learning model.

The Differences Between the Application of the Think Pair Share (TPS) Cooperative Learning Model and the Conventional Model to Student Physics Learning Outcomes

The Differences Between the Application of the Think Pair Share (TPS) Cooperative Learning Model and the Conventional Model to Student Physics Learning Outcomes

Analysis of The Use of Discussion And Question And Answer Methods As an Effort to Improve Student Physics Learning Outcomes

This study aims to find out how the views of teachers and students regarding the use of discussion and question-and-answer methods in learning physics as an effort to improve student learning outcomes, especially in the wave material on class XI MIA students at Madrasah Aliyah Negeri 2 Muaro Jambi for the 2022/2023 academic year. The population in this study were students of class XI MIA with a total of 22 students, with 11 male students and 11 female students. Sampling in research This method uses total sampling, where the entire population is used as a sample. Data was collected through observation through a questionnaire containing items, questions, and teacher interviews. Research results show that the views of teachers and students on how to use the discussion and question method answer in physics subjects are categorized quite well. The average students say that this method is suitable for use in physics lessons but still hesitates to say that using this method of discussion and question and answer can help them better understand the material. Still, the students also do not think negatively about the method. This, too, was put forward by the physics subject teacher at the school; he said that the use of discussion and question-and-answer methods is quite good and effective.

The Effect of Ethnoscience-Based CTL (Contextual Teaching and Learning) Model on Motivation and Physics Learning Outcomes of Students on the topic of Sound Waves

The purpose of this study was to determine the effect of using the ethnoscience-based CTL (contextual teaching and learning) model on student motivation and learning outcomes on the topic of sound waves in class XI MIPA 4 at SMA Negeri 2 Mataram. This research method uses a mixed method, with the sampling technique using the purposive sampling method. The research subjects were 26 students of class XI MIPA 4 SMA Negeri 2 Mataram. Quantitative data were analyzed using statistical analysis techniques through t-test by first doing normality test and homogeneity test. The results showed that the calculated t value was greater than the t table value, which was 9,203 which was greater than 2,068. Based on the results of the interviews showed an increase in the understanding of the concepts possessed by students. Thus, there is an effect of applying the Ethnoscience-based CTL model to students' motivation and learning outcomes

Application of Problem Based Learning to Increase Creativity and Achievement Learning Outcomes of Students at State Vocational High School 3 Yogyakarta

This Classroom Action Research aims to increase the creativity and achievement of Physics learning outcomes of students. This study was carried out in three cycles, each cycle consisting of 3 meetings. Each cycle includes four steps, namely planning, action, observation, and reflection—the results of achievement in learning. Creativity improvement in cycle 1 was 78.00, in cycle 2 was 83.70, and in cycle 3 was 82.34 there was an increase of 5.7. The achievement on average pre-cycle 32.00, cycle 1 on average 59.68, cycle 2 on average 60.71, cycle 3 on average 71.93, This study is 3 cycles because in cycle 3, student creativity has reached 80, and student absorptive capacity reaches 70. The PBL models need to be applied because of an increase in both creativity and learning outcomes

Investigating the Role of Youtube in the World of Education During a Pandemic

The purpose of this study was to analyze the process and learning outcomes of physics students at SMA Negeri 3 Tungkal Jaya through the application media, namely youtube. In this study, a descriptive method is used to analyze the data through a description of the influence of the youtube application media. This research begins with formulating a problem topic and analyzing the research results. Where from the data obtained, the analysis of the use of the youtube application to improve student learning outcomes in physics learning at SMA Negeri 3 Tungkal Jaya is able to improve student learning outcomes with an average percentage of the influence of the youtube application media, namely 60,43%.

Analysis of the Relationship Between Students' Discipline Attitude on Physics Student's Learning Outcomes

This study aims to analyze whether student discipline affects physics learning outcomes in physics subjects at SMAN 8 Jambi City. The population in this study were all students of class X at SMAN 8 Jambi City. The sample of this study was students of class X IPA 1, X IPA 2, X IPA 3, totalling 79 students at SMAN 8 Jambi City. The regression test results stated that there was an influence between students' disciplined attitudes towards physics learning outcomes by 65%, while the remaining 35% was influenced by variables other than the variables studied. Based on the research results above, it can be concluded that there is a positive influence between learning disciplines on physics learning outcomes. Students who have a good discipline attitude will also experience an increase in obedience and perseverance in learning so that it has a good impact on learning outcomes. Vice versa, if students do not have a good learning discipline attitude, it will make students disorganized in the learning process and cause student learning outcomes to be not good.

Meta-Analysis of The Effect of Integration Stem Education in a Various Learning Models on Student Physics Learning Outcomes

The development of science and technology is developing rapidly in the 21st century. The development of knowledge and technology is needed to support human resources to produce quality education. At the 2013 curriculum, integrated learning is important to do to improve students' learning outcomes. One of the skills that students need was problem solving skill. However, the real conditions showed that physics learning outcomes are still low, students have low critical thinking skills, learning is still monodisciplinary, and creative thinking is still low. One solution to solve this problem is to integrate STEM education into learning. This research was conducted by analyzing the data from the article to specify the influence of STEM education integration in learning on student learning outcomes. This research is called a meta-analysis. There were 20 articles analyzed in this research, 6 articles were international and 14 articles were national. The results showed that integration of STEM education in learning has a significant effect on the level of class XI than class X of Senior High School. Then, the integration of STEM education has a significant effect on the sound wave material with an average effect size of 2.45. The integration of STEM education has a significant effect on student learning outcomes in the knowledge aspect with an average effect size of 1.83. The last, integration of STEM education provides a meaningful impact on problem-based learning with an average effect size of 2.17

Development of Physics Students Worksheets with Scientific Approaches to Improve Skills Critical Thinking and High School Student Learning Outcomes

Low critical thinking skills and student learning outcomes in physics, especially in class X students of Muhammadiyah Imogiri High School becomes the background of this research. This research aims to (1) produce student worksheet products with a scientific approach that is appropriate to be used to improve critical thinking skills and high school student learning outcomes, (2) find out the improvement of students' critical thinking skills after using student worksheet with a scientific approach in the physics learning process. (3) knowing the increase in student learning outcomes after using student worksheets with a scientific approach to the development results. This research is a research and development (R&D) development with a 4-D model that is defined, design, develop, and disseminate. The subjects of the study were students of class X IPA of Muhammadiyah Imogiri High School. The results showed: (1) obtained student worksheet with a scientific approach that is suitable for use in learning in class X high school on temperature and heat material, based on the results of the assessment of the material validator included in the category (very good), from the media validator included in the category (good) and language validator is included in the category (Very Good) so that the Development Worksheet is feasible to be used for learning activities, (2) Students' critical thinking skills have increased in terms of the gain value of the pretest-posttest results in the moderate category with a gain value of 0.67. (3) the improvement of cognitive aspects of learning outcomes is indicated by the standard value of gain <g> of 0.73 (high). From these results, it can be concluded that the development worksheet can improve critical thinking skills and student learning outcomes.

The Effect of Gender Towards Self-Discipline Attitudes and Student Learning Outcomes in Physics

Abstract : This study aims to determine the effect of gender towards self-discipline attitudes and student learning outcomes in Physics, the effect of self-discipline attitudes towards student learning outcomes in Physics. This is comparative method. The population is 86 of XI grade students of Public Senior High School 2 and 7 of 2019/2020 school year. Data collection was done using questionnaires, tests, and documentation methods. The results conclude that there is an effect of gender towards students’ self-discipline attitudes; no effect of gender towards student learning outcomes in Physics; no effect of self-discipline attitudes towards student learning outcomes. Key Words : gender, self-discipline attitudes, physics learning outcomes Abstrak : Penelitian ini bertujuan untuk mengetahui pengaruh jenis kelamin terhadap sikap disiplin diri dan hasil belajar fisika siswa, pengaruh sikap disiplin diri terhadap hasil belajar fisika siswa. Penelitian ini menggunakan metode komparatif. Populasi dalam penelitian ini adalah siswa kelas XI SMA Negeri 2 dan 7 tahun pelajaran 2019/2020 yang berjumlah 86 siswa. Pengumpulan data dilakukan dengan metode angket, tes, dan dokumentasi. Hasil penelitian menyimpulkan bahwa ada pengaruh jenis kelamin terhadap sikap disiplin diri siswa; tidak ada pengaruh jenis kelamin terhadap hasil belajar Fisika siswa; tidak ada pengaruh sikap disiplin diri terhadap hasil belajar siswa. Kata kunci : jenis kelamin, sikap disiplin diri, hasil belajar fisika

The Effect of Blended Learning On Physics Learning Outcomes of Students in SMA N 1 Sewon Class XI Rotation Dynamics

This study aims to determine the effect of blended learning on students' physics learning outcomes on rotational dynamics material. This research is a Quasi Experiment with Group Design Pretest-Posttest Control. The research variables include the independent variables in the form of blended learning and the dependent variable in the form of learning outcomes. The population in this study were all grade XI students of SMA N 1 Sewon in the 2019/2020 school year. Sampling was done using the Simple Random Sampling technique, selected class XII IPA 5 as an experimental class and class XII IPA 6 as a control class. Data collection techniques with the form of tests with the test instruments used are written tests in the form of multiple-choice questions. Data analysis techniques used are nonparametric statistics, Normalized-Gain, and effect size. The results showed that blended learning did not affect students' learning outcomes in rotational dynamics material. Treatment is said to be influential if there is a difference in the increase in student physics learning outcomes between the experimental class and the control class as indicated by the rejection of H0 in testing the hypothesis using the U-test. Based on the U-test analysis of the posttest data of the experimental class and the control class the significance value obtained is 0.074, which means it is greater than the significance level so that the given H0 is received or there is no influence from blended learning treatment. The average N-gain of the experimental class was 0.38 and the control class was 0.33. N-gain of both classes is in the medium classification. Effect size test results of 0.22 are in the classification of low effects so that the difference in the increase in physics learning outcomes of students in the experimental class and the control class is not significant.