<![CDATA[Understanding students' perceptions and beliefs about physics and physics learning is crucial for effective pedagogy. This study explores the alignment between students' perceptions of physics and expert viewpoints across various indicators. The study employed a non-experimental quantitative approach, with data collected using The Colorado Learning Attitudes about Science Survey (CLASS) to assess students' attitudes and beliefs. A total sampling technique was applied, involving 120 Grade X high school students as participants. The results show that the overall percentage of questions where a student agrees with the expert response (percent favorable score) is 42.824%, with a standard deviation of 11.187%. Among the categories analyzed, the highest scores are observed in problem-solving confidence and personal interest in physics, with agreement levels of 61.458% and 58.797%, respectively. However, the most critical issues are found in conceptual connection and the ability to apply physics understanding, where students score significantly lower. Gender-based comparisons reveal nuanced differences, underscoring the need for tailored instructional strategies. While efforts to enhance student confidence and interest are evident, challenges persist in fostering robust comprehension and practical application of physics concepts. Future research could expand on these findings with longitudinal designs and diverse cohorts to improve pedagogical practices in physics education.]]>
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