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Natural: Jurnal Ilmiah Pendidikan IPA
Published by Universitas Sarjanawiyata Tamansiswa
ISSN : 23550813     EISSN : 25794078     DOI : -
Core Subject : Education,
Education
Natural: Jurnal Ilmiah Pendidikan IPA offers an interdisciplinary forum for the publication of original peer-reviewed, contributed and invited research articles of the highest quality that address different topics of science education with implications for improving and enhancing science education practices and theories. The topics involves biology, chemistry, physics, as well as some applications pedagogy and teacher development. The journal provides an invigorating and informative variety of research papers that expand and deepen our theoretical understanding. It also provides practice and policy based implications in the relevant contexts of science education. Published biannualy, the journal employs a rigorous peer review process. We do not accept manuscripts which are not easily understandable in English or do not address our major focus.
Arjuna Subject : -
Articles 1 Documents
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Search results for , issue "vol 12 no 2 (2025)" : 1 Documents clear
Association between Computational Physics Achievement and Learning Interest among Physics Education Students in a Research-Based Learning Course Dian Fitrasari
N A T U R A L: Jurnal Ilmiah Pendidikan IPA Vol 12 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/natural.v12i2.23271

Abstract

Research-Based Learning (RBL) integrates research activities into the learning process to promote active participation and improve students’ academic experiences. This study examined the influence of learning outcomes on students’ learning interest in physics learning implemented through the RBL approach. A quantitative explanatory design was employed. The participants were 32 students from the Physics Education Department, Faculty of Tarbiyah and Teacher Training, UIN Alauddin Makassar, selected using simple random sampling. Data were collected through validated and reliable learning outcome tests and learning interest questionnaires. Simple linear regression analysis was conducted after satisfying the assumptions of normality and linearity. The findings indicated that students’ learning outcomes were predominantly in the moderate category (71.875%), while learning interest was generally high (81.25%). The linearity test confirmed a linear relationship between the variables, with a deviation from linearity significance value of 0.057 (>0.05). Regression analysis produced the equation Y = 57.084 + 0.097X and a coefficient of determination (R² = 0.017). These findings indicate that learning outcomes explain only 1.7% of the variance in students’ learning interest, whereas 98.3% is attributable to other factors not examined in this study. Therefore, the relationship between learning outcomes and learning interest in RBL-based physics learning is very weak.

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