Senior High School Physics Research Articles

Analysis Of Higher Order Thinking Skills Indicators on Physics Student Worksheet Class XI Semester II

One of the key contents of the implementation of the 2013 program is the application of learning-oriented learning to forge higher-order thinking skills. Observational results show that the student worksheet used in public high schools in Padang city is the student worksheet made by the teachers and the student worksheet released by the publisher. It is yet to be determined whether all student worksheet already contain the HOTS components required by the program. Therefore, a study on Component Analysis of Higher Order Thinking Skills (HOTS) was carried out during the student worksheet XI Semester II Physics Class at SMAN Padang City. This research is a descriptive research with a qualitative approach. The population is all worksheets for class XI senior high school physics students in semester II which are used by 16 public high schools in Padang City. The sample is student worksheet Physics SMA Class XI Semester II with the most 3 student worksheet. The research data used the student worksheet presentation analysis instrument and data collection techniques through documentation studies. Based on the analysis, it can be concluded that the Semester II Class XI Physics student worksheet used by SMAN in Padang City is of the low-facilitation and non-facilitation category. Search results for the HOTS component of student worksheet questions are in the least favorable category. The question sheets with the highest HOTS component are those with the RC-IP code student worksheet XI/II in the moderately supported category. While other student worksheet are of the low-facilitation and non-facilitation type

Adolescents’ Intentions to Study Science: the Role of Classroom-based Social Support, Task Values, and Self-efficacy

AbstractDeclining enrolments in senior secondary science have heightened concerns for meeting the demands for more STEM-qualified workers and a scientifically literate society. Students' attitudes to science are formed during schooling, particularly in adolescence when they are exposed to a variety of science topics. Students’ perceptions of their ability in science and their subjective task values are well established as predictors of their likelihood of engaging with and continuing their study of science. However, the role of classroom-based social support in supporting ability perceptions and task values is less well understood. In this study, we examined relationships between adolescents’ perceived classroom-based social support, task values, and self-efficacy, and how these perceptions and attitudes predicted adolescents’ intentions to study the three major science subjects (biology, chemistry, and physics) in senior high school. Participants were 475 adolescents in Grades 8 to 10 recruited from six schools in Sydney, Australia. Structural equation modelling was employed to test the hypothesised model in which social support from science teachers and peers predicted intended science subject selections through science self-efficacy, intrinsic valuing of science, and utility value of science. Results indicate that science teacher and peer support were not directly related to adolescents’ intentions to study senior science subjects. Instead, they were indirectly related via their positive relationship with science self-efficacy and task values. Utility value was the strongest predictor of adolescents’ intentions to study biology, chemistry, and physics, while self-efficacy and intrinsic value also predicted adolescents’ intentions to study chemistry. These results suggest that classroom-based social supports are important for supporting adolescents’ attitudes towards science, and that science utility value interventions may be useful in efforts to improve enrolments in senior science subjects.

Centre of mass of standard weights: another experiment with Lego and Tracker

Determine the centre of mass (CM) of standard weights is needed when two weights with different heights are compared. However, reproducing related experiments is difficult for high school or higher education institutions with non-expensive instrumentation or low budgets to construct specialised devices. This work addresses that problem in a two-way approach: dynamic video-based analysis and making a low-cost static device with Lego bricks. Published scientific papers support both methods. The experimental results of the video-based procedure were used to fit a polynomial regression model to find the CM location. On the other hand, the Lego device approach gives the ubication of the CM directly. Both methods were compared against geometric formulae publicly available to locate the CM of standard weights. The whole three stages project could be used in a senior high school or undergraduate physics course to teach about the comparison and compatibility of methods in experimental physics.

Reasons for Students Interest in Learning Physics Subjects in Senior High School

The purpose of this study was to identify the reasons of students' interest in learning physics in Senior High School. This type of research is descriptive qualitative. The data collection method used includes a questionnaire. The questionnaire is in the form of closed questions with a Likert scale from 1-5 addressed to students. This research was conducted in local schools in the city of Semarang that were selected in accordance with the direction and objectives of this research. School A represents superior schools, school B represents mediocre schools, and school C represents non-excellent schools.The results showed that 1) the highest percentage of interest in learning physics was at School A which was 78.72%. Meanwhile, the lowest percentage of interest in learning physics is 46.83% (School C). The percentages are 67.59%, 56.76%, and 55.56%, respectively.

Problem Based Learning Models in Senior High Schools: A Literature Review on Learning Physics

Objective: One of the facilities and infrastructure to improve the quality of human resources in education. The challenge must be to create the nation's next generation who can solve a problem, can think creatively, can think critically and make decisions. The way to improve student’s abilities is to use an interactive and not monotonous learning model to make physics learning more effective. The purpose of the research is to investigate the benefits of the PBL learning model in senior high school physics instruction and the influence it has on those subjects. Method: In addition, the research method used examines the literature and collects data from 15 articles from various journals. These both national and international scientific journals that are aligned with the problem-based learning model, which is then analyzed descriptively and qualitatively. Results: The conclusions that can be drawn through this research is that a problem-based learning model is very effective for applying to physics subjects in high school. Novelty: Increased student learning outcomes critical thinking, problem-solving skills and understanding of physics concepts evidence this.

Analysis of compatibility of tornado material with physics material of grade xii senior high school

One way to increase disaster knowledge is integrate disaster material into physics learning in schools. For tornado material to be easily raised in the physics learning process, learning resources are needed such as physics textbooks that are integrated with tornado material. However, not all physics materials can be integrated with tornado materials. So, it is necessary to first analyse the level of compatibility of tornado materials with physics materials in senior high school. This research is descriptive research with a qualitative approach. Research data is primary data collected through documentation studies. The primary tool used in this research is an analysis table of the compatibility of tornado material with physical material. The result of this research is the compatibility of tornado material with Senior High School physics learning material class XII semester 1 with a value of 0.316 and class XII semester 2 with a value of 0.348. In class XII semester 1, only 1 of 5 subject matter has compatibility to be integrated with tornado material, namely static electricity material with a compatibility value of 0.58. In class XII semester 2, there are 2 out of 6 subject materials that have a compatibility to be integrated with tornado material, namely electromagnetic radiation, and technology material with a compatibility value of 0,67 and 0,42. The research’s finding is that physics material for class XII in semesters 1 and 2 is less compatible for integration with tornado material.

Content analysis of the independent curriculum physics science textbook from the perspective of critical thinking aspects and HOTS

This study aims to reveal characteristics of critical thinking and cognitive elements in HOTS category questions from the Independent Curriculum Senior High School Physics Science Textbook in the material of Magnitudes and Measurements. This content analysis study employs the descriptive analysis method, as well as qualitative and quantitative approaches. The Science Textbook Physics independent curriculum for class X Senior High School was utilized as the study's sample. According to the findings of this study, the two text books evaluated elevate critical thinking features such as interpretation, analysis, evaluation, explanation, inference, and self-regulation, with the aspect of interpretation prevailing at 35.14% in book A and 33.35% in book B. While the findings of the HOTS category question analysis for both books revealed that both books discovered HOTS category questions with components of analyzing (C4) and evaluating (C5), no HOTS categories were discovered for the element of creating (C6). Most of the problems in the two books are still dominated by LOTS (low order thinking skill) questions, indicating that learning to think at a higher level requires more than just textbooks and direct instruction from the teacher. As a result, in order for students to think at a higher level, direct instruction from the teacher is required.

Profile of Students’ Conceptual Understanding of Physics in Senior High School

This research aimed to identify the profile of physical concept mastery of Senior High School/Aliyah School students in Semarang as a result of the transition from offline to online learning. The research employed the descriptive quantitative approach in which the tests and questionnaires were used to collect data. The school type (Senior High School/Aliyah School), school ownership (Private/State), and student’s interest in learning are all considered in the profile analysis. This study was carried out in Semarang, Indonesia, with a sample of 250 students from MAN 2 Semarang, SMA Negeri 1 Semarang, and SMA Negeri 9 Semarang. The findings revealed: 1) The percentage of students with concept mastery scores with the highest answer being questioned was 12 (88.2%). The results showed: 1) The percentage of students with concept mastery scores that really the highest answer lies in question 12 with a percentage of 88.2% on fluid material (Bernoulli’s Law) with a cognitive level of C2. While the percentage value of the student’s mastery of concepts which is the lowest, lies in questions number 3 (Uniform Speed and Uniform Acceleration subject matter) and 4 (moment of inertia/center of gravity and rigid body balance subject matter) with a percentage of 57% each with successive levels of cognition, C3 and C4, 2) Following tutoring is not effective because it does not affect physical learning achievement, and 3) there is a positive (unidirectional) significant (mean) relationship between independence and learning motivation on physical learning achievement. The results of this study can be used as a reference for researchers, educational policymakers, and stakeholders related to the handling of post-pandemic education.

Physics teachers’ difficulties in teaching introduction to quantum physics in senior high school

The High School Physics curriculum would not be complete without some basic concepts of Quantum Physics. The basic concepts of Quantum Physics are attractive to students, but the material is challenging to teach. This is because the phenomenon of Quantum Physics experienced by students is different from the real world and many principles of Quantum Physics may not be in accordance with the ideas that students know. Although the results of previous studies revealed a lot of research on the context of students’ understanding of the concepts of Quantum Physics. However, limited empirical data regarding the difficulties of high school teachers in teaching quantum physics are still rarely encountered in physics education research. This study aims to explore data on the difficulties of high school physics teachers in teaching quantum physics concepts. This research design uses quantitative and qualitative case study methods. To get three participants, namely 3 twelfth grade high school physics teachers, the researcher used a purposive sampling technique. The age range of participants is between 45-55 years while the teaching experience of teachers ranges from 10 to 30 years. The instruments used in this study were a questionnaire and a semi-structured interview protocol. In this study, the questionnaire analysis used descriptive statistical analysis, while the interview data analysis used thematic analysis. The results of the study revealed that high school physics teachers had difficulty understanding the concept of quantum physics, had little difficulty in determining the right pedagogical approach, conducting laboratory activities, and building an evaluation system.

Physics teachers’ difficulties in teaching introduction to quantum physics in senior high school

The High School Physics curriculum would not be complete without some basic concepts of Quantum Physics. The basic concepts of Quantum Physics are attractive to students, but the material is challenging to teach. This is because the phenomenon of Quantum Physics experienced by students is different from the real world and many principles of Quantum Physics may not be in accordance with the ideas that students know. Although the results of previous studies revealed a lot of research on the context of students' understanding of the concepts of Quantum Physics. However, limited empirical data regarding the difficulties of high school teachers in teaching quantum physics are still rarely encountered in physics education research. This study aims to explore data on the difficulties of high school physics teachers in teaching quantum physics concepts. This research design uses quantitative and qualitative case study methods. To get three participants, namely 3 twelfth grade high school physics teachers, the researcher used a purposive sampling technique. The age range of participants is between 45-55 years while the teaching experience of teachers ranges from 10 to 30 years. The instruments used in this study were a questionnaire and a semi-structured interview protocol. In this study, the questionnaire analysis used descriptive statistical analysis, while the interview data analysis used thematic analysis. The results of the study revealed that high school physics teachers had difficulty understanding the concept of quantum physics, and had little difficulty in determining the right pedagogical approach, conducting laboratory activities, and building an evaluation system.

Analisis Penggunaan Instrument Penilaian Pemahaman Konsep dan Literasi Sains di SMA Kabupaten Solok

The purpose of 21-st century learning is to create students who have scientific literacy skills and conceptual understanding. One of the efforts that can be done is the use of appropriate forms of assessment instruments. The purpose of this study was to obtain a profile of the use of concept assessment instruments and scientific literacy used by physics teachers at SMA Solok Regency. This research was survey research. The respondents of this research were five senior high school physics teachers teaching in five senior high schools in Solok Regency. The data were collected using interviews and document analysis. The results showed that teachers only knew several forms of concept understanding assessment instruments. Thus, teachers have limited information in assessing students’ conceptual understanding. In addition, teachers have not been maximal in implementing scientific literacy competence in the use of assessment instruments.Keywords: Instruments, Scientific Literacy, Concept Understanding.

Studi Literatur : Penerapan Model Pembelajaran Prediction, Observation, and Explanation (POE) pada Pembelajaran Fisika

This study aims to examine the application of the POE (Prediction, Observation, and Explanation) in learning physics in the last 5 years in terms of advantages and constraints in learning physics in junior high and high school. The process of writing this paper uses a qualitative approach as well as data collection methods for national journal literature studies on POE (Prediction, Observation, and Explanation) in physics learning combined with junior and senior high school physics material. This research activity obtained the results from the application of the POE learning model (Prediction, Observation, and Explanation) which states that it can improve student learning outcomes, improve students' conceptual understanding, improve process skills, improve learning activities and learning outcomes, and improve scientific/process work skills. and learning outcomes. Can be concluded that with the application of the POE learning model as an alternative to physics learning.

Students’ Perception of Their Physics Teachers’ Classroom Practices

The purpose of the study was to investigate students’ perception of their physics teachers’ classroom practices. The study was conducted in eight (8) senior high schools in the Hohoe Municipality in the Volta Region of Ghana. Descriptive cross-sectional survey design was employed in carrying out the study. A total sample of 200 senior high school physics students were involved in the study. A questionnaire consisting mainly of closed ended items was used in collecting data from respondents. Data collected was analysed using frequencies, percentages, mean and standard deviation. It was found that physics teachers do not often motivate students and make them appreciate the fact that the things they learn in physics are important. Based on the findings, it was recommended that physics teachers make learning of physics interesting by making students appreciate the importance of what they teach, often encourage students to study physics and also show interest in the overall success of their students.

Research on Measures to Cultivate Core Literacy in Senior High School Physics Experiment Teaching

Research on Measures to Cultivate Core Literacy in Senior High School Physics Experiment Teaching

Diversified Teaching Strategies in Senior High School Physics Classroom

Diversified Teaching Strategies in Senior High School Physics Classroom

Ethnopedagogy: Traditional games in senior high school physics enrichment module

This research aims to determine expert opinions on the feasibility of high school physics enrichment modules with 21st-century skills based on ethnopedagogy and determine the product's attractiveness. This research employed RD research in conjunction with ADDIE development models. The research subjects were senior high school students from MAN 1 Bandar Lampung, SMA Negeri 12 Bandar Lampung, and SMA Negeri 5 Bandar Lampung. The data collection techniques were questionnaires for expert validation: material expert, media expert, and cultural expert. Then the researchers also distributed student questionnaires. The findings of this study are as follows: 1) the final product met the excellent criteria, 2) the product's attractiveness met the excellent criteria, and 3) the teachers’ responses indicated that the product belonged to the excellent criteria. As a physics learning product, the high school physics enrichment modules with 21st-century skills based on ethnopedagogy were appropriate and attractive to use. It is suggested that further researchers develop learning material other than local Lampung culture and traditional Lampung games so that the physics concepts will differ.

Research on the Strategy of Generating Problem Chain in Senior High School Physics Teaching

Research on the Strategy of Generating Problem Chain in Senior High School Physics Teaching

Analysis of Senior High School Physics Teaching Strategies under the New Curriculum Reform

Analysis of Senior High School Physics Teaching Strategies under the New Curriculum Reform

Development and Validation of Questionnaire for Physics Learning Self-Efficacy among Ghanaian Senior High Schools

This study focused on developing an instrument for assessing Senior High School students Physics learning self-efficacy beliefs. An instrument known as PLSE was administered on-site and in-person. The PLSE was tested on 290 final year Senior High School Physics students. Prior to this, the initial scale was administered to 60 Senior High School Physics students after validation by seven experts of Science educators. The PCA extracted four factors with loadings ranging from 0.588 to 0.889. The four factors were Physics Practical, Every Application of concepts, High-Order Thinking Skills and Physics Content. The calculated Average Variance Extracted (AVE), and Composite Reliability of the PLSE items were also found to range from 0.540 to 0.718 and 0.823 to 0.927 respectively. The subsequent reliability results showed excellent internal reliability for each of the sub-scales with Corrected Item-total Correlation (CIC) values, ranging between 0.571 and 0.752. Validity, and reliability assessments revealed accepted threshold cut-off of Average Variance Extracted (AVE), Composite Reliability (CR,) and Cronbach's Alpha coefficient. This paper suggests that the current proposed Physics learning instrument represent a reliable research scale to measure Senior High students Physics learning self-efficacy belief.

The Implementation of Physics Core Literacy in Senior High School Physics Classroom Teaching

The Implementation of Physics Core Literacy in Senior High School Physics Classroom Teaching