The Application of the Relationship between the Ability to Study Kinematics Concepts and Problem Solving with Learning Achievement in Physics Learning

Abstract

The importance of teachers have skills in conveying material and choosing the right learning model so that learning activities are effective and efficient. This study aims to improve the application of the relationship ability to study concepts and to problem-solve to improve student achievement. The population and sample are 40 students of class VII SMP in the Pidie district for the 2021/2022 Academic Year. The instrument in this study was carried out with test questions. Data has been analyzed using SPSS version 17.0 with a correlation test. Results The correlation between understanding the concept and problem-solving shows a value of r = 0.679 and a significance value of 0.000, meaning that H0 is rejected. There is a positive correlation between the two variables, 46.1%. The results of the correlation between understanding the concept and learning achievement show a value of r = 0.939 and a significance value of 0.000, meaning that H0 is rejected that there is a correlation between the two variables of 88.2%. The correlation between problem-solving and student achievement results shows a value of r = 0.887 with a significance value of 0.000; this shows that H0 is rejected, meaning that there is a positive relationship between the two variables of 78.7%. Based on the results of this analysis, there is an increase in physics learning outcomes in kinematics material with a problem-solving approach. Suggestions that can be given by physics subject teachers as alternative learning methods that can solve problems in learning physics always tend to be associated with formulas because they are proven to be able to produce better learning outcomes so that learning using the problem-solving method can be applied in learning physics