Agustina Setyaningsih, Gradina Nur Fauziah, Napsawati Napsawati

ANALISIS KESULITAN BELAJAR PESERTA DIDIK POLITEKNIK ILMU PELAYARAN MAKASSAR TERHADAP MATA PELAJARAN FISIKA PADA MATERI KECAPATAN DAN PERCEPATAN

Introduction

Analisis kesulitan belajar peserta didik politeknik ilmu pelayaran makassar terhadap mata pelajaran fisika pada materi kecapatan dan percepatan. Studi kesulitan belajar Fisika materi kecepatan & percepatan mahasiswa Politeknik Ilmu Pelayaran Makassar. Ungkap kendala konsep, konversi unit, & interpretasi simbol. Rekomendasi perbaikan pengajaran.

Abstract

Analysis of Learning Difficulties of Students of Politeknik Ilmu Pelayaran Makassar in Physics Subjects on Speed and Acceleration Material. This study aims to identify students learning difficulties in applied physics courses at Politeknik Ilmu Pelayaran Makassar especially on the concept of speed and acceleration. This study is a descriptive study with a population of 240 students in the engineering study program in the first semester of the 2024/2025 academic year and a sample of 150 people based on the Taro Yamane formula. Data collection techniques in this study were written tests and interviews. The research instrument in the form of essay questions was used to measure the difficulty of calculating, mastery of concepts, interpretation of symbols, and unit conversion, and interviews aimed to determine the factors that cause learning difficulties experienced by students. The conclusion of this study shows that the main difficulty of students in learning physics lies in mastery of concepts (20.3%), followed by difficulty in converting units (17.5%) and interpreting symbols (15.9%). The lowest difficulty in calculation (1.1%). Factors such as ineffective teaching methods and lack of supporting materials affect conceptual understanding. Therefore, a more varied learning approach, the use of visual aids, and the improvement of basic mathematical skills are needed to improve students' knowledge of physics.

Review

This study, titled "Analysis of Learning Difficulties of Students of Politeknik Ilmu Pelayaran Makassar in Physics Subjects on Speed and Acceleration Material," addresses a pertinent issue in technical education: identifying specific learning challenges faced by students in fundamental scientific subjects. The aim to pinpoint difficulties in applied physics, particularly concerning speed and acceleration concepts, is highly relevant for institutions like Politeknik Ilmu Pelayaran, where a strong grasp of physics principles is critical for professional competence. The descriptive nature of the study, employing a mixed-methods approach with a substantial sample of 150 students, provides a valuable initial insight into student struggles within this specific academic context, making it a relevant contribution to educational diagnostics in vocational settings. The methodology employed, combining written tests with essay questions and interviews, effectively triangulates data to measure various facets of learning difficulty, including calculation, conceptual mastery, symbol interpretation, and unit conversion. The findings are particularly insightful, highlighting that the primary challenge for students lies in conceptual mastery (20.3%), followed by difficulties in unit conversion (17.5%) and symbol interpretation (15.9%). Interestingly, calculation difficulty was found to be remarkably low (1.1%), which might warrant further exploration of its relationship with the higher conceptual and interpretive challenges. The identification of ineffective teaching methods and a lack of supporting materials as contributing factors further enriches the practical implications, leading to well-justified recommendations for a more varied learning approach and enhanced foundational skills. While the study effectively identifies the "what" and provides some "why," future research could delve deeper into the *specific manifestations* of conceptual mastery deficits, such as common misconceptions, or the *precise nature* of ineffective teaching methods observed. Expanding on the types of visual aids recommended and outlining concrete strategies for improving basic mathematical skills would also strengthen the practical utility of the conclusions. Furthermore, exploring the generalizability of these findings to other technical institutions or different physics topics could provide broader insights into vocational physics education challenges beyond this specific institution. Overall, this paper offers a solid foundation for understanding and addressing learning difficulties in a vital educational domain, providing clear directions for pedagogical improvement at Politeknik Ilmu Pelayaran Makassar.

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