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All Journal International Journal of Contextual Science Education
Silviatul Wardiana
Universitas Mataram
Decision Sciences, Operations Research & Management Education Other

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Analysis of Students' Learning Difficulties in Understanding Thermal Expansion Concepts in Class XI Physics at SMA Negeri 4 Mataram Silviatul Wardiana; Malini Putri Dwianti
International Journal of Contextual Science Education Vol. 4 No. 3 (2026): July - September 2026
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v4i3.1696

Abstract

Learning difficulties in physics represent a prominent issue frequently encountered by high school students, particularly regarding topics requiring robust conceptual comprehension such as thermal expansion. This study aims to analyze the learning difficulties experienced by class XI students at SMA Negeri 4 Mataram in understanding the concepts of solid, liquid, and gas expansion. The research methodology employed is descriptive qualitative with a survey approach, utilizing a student perception questionnaire covering five main indicators: problem orientation, learning organization, conceptual investigation, development and presentation of results, as well as analysis and evaluation. The research respondents consisted of class XI students who had fully completed the topic of temperature and heat. Data analysis reveals that the highest percentage of learning difficulty is located within the conceptual investigation indicator, where students face significant hurdles in distinguishing between linear, areal, and volumetric expansion (83.3%) and explaining the underlying physical mechanism of dimension increases in solids when heated (75.0%). The primary factors driving these difficulties include the abstract nature of microscopic expansion, limited visualization of physical phenomena, and a weak contextual link between theoretical propositions and the surrounding environment. The implications underscore the urgent need for non-conventional, highly interactive instructional strategies that bypass rigid frameworks.
Co-Authors Malini Putri Dwianti