Penggunaan Lembar Kerja Digital untuk Mengembangkan Keterampilan Komunikasi Mahasiswa pada Mata kuliah Telaah Kurikulum Fisika

This study aims to develop students' communication skills in the Physics Curriculum Study course through the use of Digital Worksheets. The subjects of this study were 23 students of class 5B. The student came from the Physics Education Study Program, University of Mataram, who attended the Physics Curriculum Study course in the odd semester of the 2021/2022 academic year. The research instrument used was a student communication skill observation sheet with three indicators. Observations were made online at the Learning Management System (LMS) equipped with Digital Worksheets on the Discussion Forum menu. Observations were made every meeting, namely 14 times using a 4-scale rating score. The increase in score from the first meeting to the last meeting was calculated using N-gain. The average score of student communication skills is 79.5 which is in good criteria. The improvement of students' communication skills based on the calculation of N-gain is 72.7 which is in the high category. Thus, the use of Digital Worksheets can develop students' communication skills in the Physics Curriculum Study course.

300 Problems in Special and General Relativity

Einstein's theories of special relativity and general relativity form a core part of today's undergraduate (or Masters-level) physics curriculum. This is a supplementary problem book or student's manual, consisting of 150 problems in each of special and general relativity. The problems, which have been developed, tested and refined by the authors over the past two decades, are a mixture of short-form and multi-part extended problems, with hints provided where appropriate. Complete solutions are elaborated for every problem, in a different section of the book; some solutions include brief discussions on their physical or historical significance. Designed as a companion text to complement a main relativity textbook, it does not assume access to any specific textbook. This is a helpful resource for advanced students, for self-study, a source of problems for university teaching assistants, or as inspiration for instructors and examiners constructing problems for their lectures, homework or exams.

Predicting Physics Achievement of 11th - grade Students through Critical and Logical Thinking Skills

The purpose of this study was to measure the extent to which critical thinking skills and logical thinking skills predicted the achievement in physics of 11th - grade students in Gaza. To this end, (215) students participated in the study. California Critical Thinking Skills Test (CCTST) and Test of Logical Thinking (TOLT), were used as data collection tools in the study. Data were analyzed by multiple stepwise regression analysis. Results indicated that the students’ scores of probabilistic reasoning and proportional reasoning (as logical thinking skills), and inference (as critical thinking skill) were significant predictors of physics achievement scores, explaining (15.7%) of the variance of physics achievement scores. In addition, findings indicated that the best predictor was probabilistic reasoning, explaining (9.2 %) of the variance. The study recommended that a physics curriculum should involve thinking skills, which predict students’ achievement in physics.

Exploration of Student-Centered Teaching Methods: Physics Curriculum Implementation Perspectives

Teaching methods are primary elements of curriculum. National curriculum provides for student-centered teaching methods including for the subject of physics. Focusing on the importance of teaching methods, the current quantitative study was planned to explore student-centered teaching methods used for physics curriculum implementation. The sample of the study comprised 2,880 science students selected through multistage sampling technique. Self-constructed questionnaire having 4-factors; small group discussion, project work, inquiry teaching and debate were used to collect the data from the respondents. The questionnaire was validated from the experts and pilot tested to ensure Cronbach’s Alpha reliability statistics; .823. The data were analyzed through descriptive statistics and independent sample t-test. Results declared that teachers were making 56% use of student-centered teaching methods. Furthermore, urban secondary schools’ teachers were making more use of student-centered teaching as compared to rural secondary schools’ teachers for curriculum implementation. Based on the results, it is recommended that physics teachers should be provided training in student-centered teaching methods for effective curriculum implementation.