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All Journal U-Teach: Journal of Young Physics Education Teacher
Cici Aprina
Department of Physics Education, Universitas Samawa
Education Energy Environmental Science Physics

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Cognitive Achievement Paradox in High School Physics: Discrepancy Between Test Performance and Conceptual Understanding Hermansyah Hermansyah; Syarif Fitriyanto; Sri Hartini; Cici Aprina; Armansyah Putra
U-Teach: Journal Education of Young Physics Teacher Vol. 7 No. 1 (2026): June Edition
Publisher : Pendidikan Fisika Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/jh8b5495

Abstract

This study investigated the Cognitive Achievement Paradox in high school physics learning under conditions where high grades are accompanied by shallow conceptual understanding. A convergent-parallel mixed-methods design involved 48 11th-grade students at a public high school in Sumbawa. Data were collected through a concept test on Heat and Temperature, structured interviews, and classroom observations. Quantitative analysis using SPSS 26 showed a class mean of 89.81 (SD = 8.74), 95.8% achieved the KKM (≥75), and Shapiro–Wilk showed non-normality (W = 0.897, p < .001). However, qualitative findings revealed an inability to contextualize thermal phenomena, a reliance on memorization, and inadequate integration of simulation media. Results confirmed that calculation-based assessment systematically overestimates true understanding, threatening construct validity and scientific literacy. A quasi-experimental study testing the Simulation-Anchored Contextual Assessment model based on PhET simulations as an embedded formative assessment tool is recommended
Co-Authors Armansyah Putra Hermansyah Hermansyah Sri Hartini Syarif Fitriyanto