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All Journal Jurnal Ilmiah Pendidikan Fisika Journal of Social Work and Science Education
Safitri, Yustina
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Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Physics

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Learning Interest and Gender Differences in Indonesian High Schools: Their Influence on Understanding the Concepts of Work and Energy Safitri, Yustina; Kusairi, Sentot
Journal of Social Work and Science Education Vol. 6 No. 2 (2025): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v6i2.1182

Abstract

This study examines the influence of gender and learning interest (cognitive [CI] and emotional [EI]) on high school students' conceptual understanding of Work and Energy in physics. A quantitative correlation design was employed with 64 students. A 21-item conceptual test and a 16-item Likert-scale interest questionnaire (7 CI, 9 EI) were administered. Data were analyzed using descriptive statistics, Mann-Whitney U test (gender), and Spearman correlation (interest). Only 28% of students fully understood the concepts, while 42% did not. No gender differences were found, but interest significantly correlated with conceptual understanding (*r* = 0.36, *p* < 0.05). Conclusion: Interest, not gender, predicts conceptual understanding in physics. The study uniquely integrates cognitive and emotional interest dimensions while assessing gender effects. Physics instruction should enhance interest through real-life contexts to improve engagement and learning. Provides empirical evidence that fostering student interest is crucial for conceptual mastery in physics.
An Analysis of The Application of The Arcs Model in Physics Learning: A Systematic Review of Studies from 2016-2024 Artanti, Kafa Pramitha Anggraini Indhira; Kusairi, Sentot; Nasikhudin, Nasikhudin; Safitri, Yustina; Cahayana, Monika Ruth; Irawan, Ivan Danar Aditya; Nisa’, Khoirun
Jurnal Ilmiah Pendidikan Fisika Vol 9, No 3 (2025): OCTOBER 2025
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v9i3.16329

Abstract

This study investigates the development, implementation, and impact of the Attention, Relevance, Confidence, Satisfaction (ARCS) model in physics education. A Systematic Literature Review (SLR) using the PRISMA approach was conducted by analyzing relevant studies published between 2016 and 2024. From an initial search of 687 articles, 9 studies indexed in SINTA and Scopus met the inclusion criteria and were analyzed. This study found that research on the ARCS model in physics education shows a consistent publication trend, dominated by studies at the high school level and focused on basic physics topics such as kinematics, heat, and magnetism. The ARCS model was applied both independently and in combination with modern approaches, including flipped classrooms, e-learning, and mobile learning. The findings indicate that the ARCS model effectively enhances student motivation, learning outcomes, and conceptual understanding, demonstrating its strong pedagogical adaptability across learning contexts. However, most studies emphasize general motivation rather than higher-order outcomes. This study concludes that the ARCS model has significant potential as a flexible motivational framework in physics education, highlighting the need for future research on its effectiveness in promoting critical thinking, creativity, and concept mastery in more complex physics topics.
Co-Authors Artanti, Kafa Pramitha Anggraini Indhira Cahayana, Monika Ruth Irawan, Ivan Danar Aditya Nasikh Nisa’, Khoirun Sentot Kusairi