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Assessment is one of the crucial roles in measuring student abilities to face challenges of the 21st century. This study examines how college students' ambitions influence their perceptions and desires for authentic assessment, based on website development. Data series via interviews and closed query questionnaires were given to 131 high school students within the metropolis of Surakarta. Facts analysis used a qualitative method with descriptive strategies. The findings of this look suggest that 64% of 130 senior high school students find it tough to clear up physics questions. Students experience that they consider physics issues harder to resolve than the equations that have been memorized. Students want within the evaluation, they have experienced those actual troubles within the learning system so that the ability to understand principles, abilities, and attitudes can be higher. Therefore, it is far essential to expand real assessment as an incorporated device between getting to know and evaluation of getting to know to degree physics learning outcomes. [ABSTRACT FROM AUTHOR]

This study aimed to determine the average score category of students’ physics learning outcomes and the effect of the PBL-TPACK on students’ physics learning outcomes. This research is a type of quantitative research with a comparative approach. The research design used was a randomized pretest-posttest design. The sample was randomly selected, and two class groups were chosen as the research sample. The data collection technique was carried out using a test technique. The data collection instrument was a test instrument with multiple choice questions of 30 test items with five alternative answers. The results showed that the average score of students’ physics learning outcomes taught by the PBL-TPACK was included in the high category. In contrast, the DI-TPACK was included in the low sort, and there is a significant difference in average physics learning outcomes between students taught through the PBL-TPACK and those taught through the DI-TPACK. The PBL-TPACK has a positive effect on students’ physics learning outcomes.

This study aims to determine the effectiveness of the discovery learning model with the help of video games on student learning outcomes on the concept of momentum and impulse in high school. This research is using an experimental method. The research design used was a pretest-posttest control group design. In this study there was an experimental group and a control group. Data collection using essay test and multiple choice tests. Data analysis using the mean difference analysis and N-Gain. The results showed that the t-value on the multiple-choice test was 2.183 and on the essay test was 2.811, which was greater than t-table 2.037. Referring to the rule of testing the hypothesis that if tcount ttable, then H0 is rejected, H1 is accepted, which means there is a significant influence. So it can be concluded that learning using the discovery learning model with the help of video games has a significant effect on student learning outcomes on the concept of momentum and impulse in high school. Through the n-gain test on the multiple choice test it can be seen that the N-gain value for the experimental class is 0.713 and the control class is 0.582. While on the essay test for the experimental class 0.777 and 0.667 for the control class. So it can be concluded that the increase in student learning outcomes using the discovery learning model with the help of video games is higher than the use of the discovery learning model on the concept of momentum and impulse in high school.

In the process of learning physics, teachers can still not develop ICT-based learning media using Macromedia flash software that is effective and efficient. It is necessary to analyze articles from the results of previous studies to understand the right media for learning physics. This research was conducted to know what types of research have been carried out in the development of physics learning media using Macromedia flash software and to analyze the effect size of the influence of physics learning media using Macromedia flash software in terms of student learning outcomes based on education level, type of media developed and learning materials. The type of research used is a meta-analysis study. The subjects of this research are 21 articles on the development of physics learning media using Macromedia flash software in terms of student learning outcomes that have been tested in class published in 2011-2020. The data used in this study is a quantitative analysis by calculating the effect size using statistical parameters. The result of the research is that the best effectiveness of physics learning media using Macromedia flash software in terms of student learning outcomes based on education level is in Higher Education. The best effectiveness of the media in terms of student learning outcomes based on the type of media developed is multimedia. The best effectiveness of physics learning media in student learning outcomes based on learning materials is on motion material. It can be concluded that Multimedia that uses Macromedia flash software is a medium that can help students in learning.

The purpose of this study was to determine the effect of the application of Generative learning models on student learning outcomes in the Work and Simple Machine in MTs Nurussalam Sidogede grade VIII. The type of this research is a quantitative research. The population in this research were students of class VIII at MTS Nurussalam Sidogede consisting of 4 classes. Sampling in this study was randomly drawn. The experimental class uses the generative learning model, while the control class uses the conventional learning model. Data collection techniques using tests, and testing of hypotheses using t-test. Based on student learning outcomes obtained tcount = 3.09 which is more than ttable = 2.01; so it can be concluded that there are significant differences in learning outcomes between students with generative learning models and students with conventional learning models.

Abstract: This study aims to determine the effect of the application of a scientific approach assisted by formative assessment of the motivation and results of physics learning students of class XI. The study used a quasi-experimental research design. The study involved 69 students of class XI. The experimental group received treatment in the form of a scientific approach with formative assessment, while the control class used the lecture method varied with assessment in the form of group assignments. The research instrument used a questionnaire to measure learning motivation and multiple choice tests to measure learning outcomes. The results showed that the formative-assisted approach to scientific learning models influenced learning motivation and physics learning outcomes in class XI students. Abstrak: Penelitian ini bertujuan mengetahui pengaruh penerapan scientific approach berbantuan penilaian formatif terhadap motivasi dan hasil belajar fisika siswa kelas XI. Penelitian menggunakan rancangan penelitian eksperimen semu. Penelitian melibatkan 69 siswa kelas XI. Kelompok eksperimen mendapatkan perlakukan berupa pendekatan scientific disertai penilaian formatif, sementara kelas kontrol menggunakan metode ceramah bervariasi disertai penilaian berupa tugas kelompok. Instrumen penelitian menggunakan angket untuk mengukur motivasi belajar dan tes pilihan ganda untuk mengukur hasil belajar. Hasil penelitian menunjukkan model pembelajaran scientific approach berbantuan penilaian formatif berpengaruh terhadap motivasi belajar dan hasil belajar Fisika pada siswa kelas XI.

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

This study aims to determine the anxiety experienced by Islamic high school students in Yogyakarta and find out the efforts of Islamic high school physics teachers in Yogyakarta in minimizing the anxiety that occurs in their students when facing assessment of physics learning outcomes. This study uses qualitative research methods and descriptive approaches. The subjects of this study were Islamic high school physics teachers and Islamic Senior High School students of class X natural science until the XII natural science class in Yogyakarta. The subject of this study was determined using purposive sampling method. The results of this study indicate that the anxiety experienced by Islamic high school students in Yogyakarta when facing the assessment of physics learning outcomes in the form of a lack of mastery of the concept of learning material. Therefore, the efforts made by Islamic high school physics teachers in Yogyakarta to minimize the anxiety experienced by their students when facing assessment of physics learning outcomes is by conveying the concept of physics material that is clear and easy to understand, provides regular practice questions, provides motivation, and applying learning using existing technology. [ABSTRACT FROM AUTHOR]