5th International Conference on Research and Learning of Physics (ICRLP 2022) IOP Publishing

Journal of Physics: Conference Series 2582 (2023) 012050 doi:10.1088/1742-6596/2582/1/012050

Analysis of Learning Implementation, Skills of 4C, Attitudes

Towards Learning and Students' Understanding Concepts of
Physics

M R Tanjung, F Mufit*
Department of Physics, Faculty of Mathematics and Natural Sciences, Universitas
Negeri Padang, Jl. Prof Hamka, Padang 25131, Indonesia

*[email protected]

Abstract. This research aims to analyze the implementation of learning, skills of 4C, attitudes,
and students’ understanding concept of physics at State Senior High School 1 Kinali. The
research method used was survey research. The sample in this study amounted to 122 students
of eleventh grade major in natural sciences and 3 teachers. In this study, there were four types of
instruments, namely a conceptual understanding test (static fluid material), a questionnaire on
skills of 4C students, a questionnaire on students' attitudes towards learning physics, and a
questionnaire for teachers in the implementation of physics learning. Data was analyzed using
coding and percentage techniques and descriptive analysis. Results was the implementation of
physics learning was not fully in accordance with the demands of the curriculum. The results of
the test for understanding concept of static fluid material obtained by students who understand
the concept were still low (3,6%), and misconceptions by 15.9%. Analysis result of students'
attitudes obtained that students who have a negative attitude of 49,18%. Analysis result of skills
of 4C students, it seems that the lowest skills were creative thinking skills as 62,57%. It can be
seen from the results of the analysis that there is a discrepancy between the results of the concept
understanding test and the students' self-assessment of their attitude towards learning physics
and the 4C skills they have. Therefore, further research is needed such as experimental research
to improve the quality of learning by teachers both in the use of learning models, media or
material learning.

1. Introduction
Challenges the national education system varies greatly in preparing human resources that are strong
and be able to compete at era of the technological 4.0. The most important part this must be a concern
to underpinning the country's economic growth and competitiveness in the revolutionary era industry
4.0 is prepare for more innovative learning systems and improve the competence of graduates with 21st
century skills [1]. In learning at school, teachers must prepare students as well as possible so as not to
be run over by technological sophistication. However, students must still have the competence to
understand the optimal concept of learning material so that it can be applied in the real world later. To
increase students' understanding concepts, they must be trained from an early age and honed to be shaped
[2]. Improving this understanding is not easy and innovation and creativity are needed so that students
are more interested in class conditions and in absorbing the concepts of the material being taught. An
appropriate strategy that can be implemented effectively is needed. This is done so that students are
comfortable in class so that they can absorb learning optimally.

Content from this work may be used under the terms of the Creative Commons Attribution 3.0 licence. Any further distribution
of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI.
Published under licence by IOP Publishing Ltd 1
5th International Conference on Research and Learning of Physics (ICRLP 2022) IOP Publishing
Journal of Physics: Conference Series 2582 (2023) 012050 doi:10.1088/1742-6596/2582/1/012050

Concept understanding is a very important element in physics [3][4]. Physics is part of the basically
sciences that provide an understanding how the universe works [3]. Students were said to understand
physics concepts if they are able to restate physics concepts and principles [5]. Understanding concepts
is not only about mathematical formulas and numbers, it is also about understanding existing concepts
and using those concepts to find or solve solutions and relating them to environment and life. In other
word, it can be stated that conceptual understanding is the student's ability to connect concepts and
principles from one source to another. That means, they can be find solutions to problems in everyday
life form the concepts they have learned.
Increasing students' understanding of concepts needs to be supported by students' attitudes towards
the subject. Attitudes towards physics are very important owned by students in learning. Attitude
towards science can take in an accepting attitude (positive) or dislike (negative) of the natural sciences
themselves, especially of phyisic [6]. Students' positive attitude towards physics subjects is reflected in
their enthusiasm in the process of formal education, students are enthusiastic in asking and answering
questions given by the teacher, especially during group discussions in class [7]. As students gain a better
understanding of physics concepts and are able to learn more effectively in their environment, a positive
attitude towards physics develops in their students [8].
Concept understanding really needs to be supported by skill of 4C students. With the evolution of
technology of Industrial Revolution 4.0, students are required to master the skills of the 21st century,
termed the 4Cs (Communication, Collaboration, Critical Thinking and Problem Solving, and Creativity
skills and Innovation) [11][26]. Communication skills are ability of students to convey their ideas both
orally or in writing. Collaboration skills are the ability of students to work together and accept individual
differences in teams. Critical thinking skills are student's ability to spot problems and find solutions to
those problems. Creativity thinking skills are students’ ability to find new ideas or innovation to solve a
problems. If these four skills are mastered well, students will have a very good understanding of
concepts.
Physics subject is an important to be taught because it can foster 4C skills of students. This critical
thinking ability is not innate from birth but appears when trained or applied through the learning process
by educators as facilitators in learning [9]. Critical thinking skills helps solve problems in everyday life.
Critical thinking skills train students to make decisions carefully, thoroughly and logically from multiple
perspectives. Students need sufficient understanding of physics concepts and then apply them, where to
apply physics concepts, students need good critical thinking skills [10].
Critical thinking and the creative thinking skills was complementary skills. The creative thinking
skill is related to the skill that implements a new approach to solve a problem and be an innovation [17].
Creative thinking skills can be fostered by teachers and a good learning environment encourage
questioning, openness to new ideas, and learning from mistakes and failure [1]. Like any other skill,
creative thinking requires constant practice and habituation. Learning must be designed by teachers to
enable students to develop creative thinking skills and innovation. Teachers should be a facilitator and
motivator to make it happen the result of creativity and innovation developed by students. If creative
thinking skills have been trained, students will automatically understand the concept of physic well.
One’s creativity requires other people to develop it. Collaboration skills useful when participating in
activities together [18]. Cooperation in learning can be established through collaborative learning [19].
During the learning process in class, the teacher should condition students can study together (team
work), so as to create a learning process that democracy where students can learn respect differences of
opinion, acknowledge mistakes, and can improve sense of responsibility in doing given responsibility.
In addition, collaboration will help teachers provide understanding of concepts to students with help
from students who understand more to students who do not understand.
Effective colaboration will bring up good comunication. Communication skill means that students
can express their desires, and communication can build social relationships and show their true selves
[21]. Communicative competence is a very important.aspect in learning. Communication can be orral
or in written. There are students who can communicate through writing but are less able to speak, and
the opposite. In this case, the teacher must facilitate learning that explores students' communication.

2
5th International Conference on Research and Learning of Physics (ICRLP 2022) IOP Publishing
Journal of Physics: Conference Series 2582 (2023) 012050 doi:10.1088/1742-6596/2582/1/012050

The facts show that there are still various problems in learning physics. These include issues related
to how students understand physics concept. Teacher-centered learning is the source of
misunderstandings and no understanding physics concept by students [20]. One of the physics materials
related to natural phenomena and around student life is Static Fluids. Static fluid is one of the materials
that make students' understanding of concepts a lot [12][27]. Data from journal analysis shows that
students' conceptual understanding of static fluid material is relatively low [13]. The researcher's direct
experience as a teacher at State Senior High School 1 Kinali, West Pasaman Regency who found that
students always had errors in learning the concept of Fluids. students who are in high school now are
students who have gone through online learning during the Co-19 pandemic. They are used to using
smartphones for about 3 years ago. So it is very important to know the basic problems in students in
order to design proper post-pandemic learning. Therefore, researchers are interested in analyzing
implementation of physics learning, attitudes towards physics, skills of 4C and understanding concepts,
especially static fluid materials. This analisis will be used by the teacher to design learning that is
appropriate to the condition of students after pandemic Co-19.

2. Methods
This study is the first observation for experimental research. The purpose of this study was to determine
the conditions for physics learning, attitudes towards learning physics, skills of 4C and understanding
of students' physics concepts, especially for static fluid. Survey method is survey research.
The population was the students of eleventh grade major in natural sciences and physics teachers at
State Senior High School 1 Kinali, West Pasaman Regency. The sample for this study was 122 students
and 3 physics teachers. Sampling using the saturated sampling technique, meaning that all the population
was sampled.
There were four instruments in study, namely 1) four-tier concept understanding test questions about
static fluid material, 2) student attitude questionnaires towards learning physics modified from CLASS,
3) skills of 4C questionnaire adopted from research results [14], and 4) teacher's questionnaire in the
implementation of physics learning. Data analysis using coding, percentage and descriptive analysis.
The conceptual understanding test results were analyzed in terms of the students' level of conceptual
understanding using coding techniques. There are five levels of students' initial concept understanding,
namely; level 1 is Sound Understanding, level 2 is Partial Understanding, level 3 is Partial
Understanding with specific Misconception, level 4 is Specific Misconception and level 5 is No
Understanding. [3][15]. Combination of answer criteria according Puspitasari, et al [3] and Mufit, et al
[13]. These five criteria were simplified into 3 levels of concept understanding, namely; 1) Sound
Understanding (SU), 2) Specific Misconception (SM), and 3) No Understanding (NU).
Analysis form questionnaire results of attitudes towards learning physics and the questionnaire on
the implementation of physics learning using a Likert scale (1-5) [16]. Scale 1 is Strongly Disagree
(SD), scale 2 is Disagree (D), scale 3 is Fairly Agree (FA), scale 4 is Agree (A), and scale 5 is Strongly
Agree (SA) [16]. The Weight Means Score used to interpret results of the Likert scale, with the formula
(1) [16]:
Ʃ𝑓𝑥
M= 𝑛
(1)
Description:
M = Gained interpretation number
f = frequency
x = weighting of the value scale (score)
n = Number of respondents

Criteria of Respondents Attitudes toward learning physic of Students interpreted into 5 point, namely,
1) Not good (1.00-1.80), 2) Not good (1.81-2.61), 3) Fairly good (2.61-3.41), 4) Good (3.41-4.20), and
5) Very good (4.21-5.00) [16].
Assesment on the questionnaire skills of 4C students were analyzed using a Likert scale (1-4). Scale
1 indicates SD (Strongly Disagree), scale 2 indicates D (Disagree), scale 3 indicates A (Agree), and

3
5th International Conference on Research and Learning of Physics (ICRLP 2022) IOP Publishing
Journal of Physics: Conference Series 2582 (2023) 012050 doi:10.1088/1742-6596/2582/1/012050

scale 4 (Strongly agree) [24]. Interpretation criteria are presented in five point, namely, very not good
(<20%), not good (21% - 40%), not good (41% - 60%), good (61% - 80%), and very good (81%-100%)
[24].

3. Result and Discussion

Students' conceptual understanding, student attitudes toward physics classes, skills of 4C and
observations of physics class performance, especially fluid material can be described as follow:

3.1. Students’ undestanding concepts.

Data of tes for understanding the concept of static fluid for 122 students is divided into 3 results, namely
SU (Sound Understanding), SM (Specific Misconception), and NU (No Understanding) as shown in the
following graph:

Understanding students concept of static fluid

NU
average (%)

80,49

SU SM
3,58 15,93

1 2 3
category of understanding student concept
Figure 1. Understanding students concept of static fluid

The graph in Figure 1 shows that the results of understanding concept of students test on static fluid
material are still very low, at 3.58%. 15.93% of students still have specific misconceptions and 80.49%
have no understanding. There are several factors that cause this to happen, one of which is the lack of
maximum learning that students have experienced for the last 3 years due to the covid-19 pandemic.
This causes learning to be meaningless so that students do not have a good initial concept and analitycal
skill of the material, especially static fluids. Even though the questions given are questions related to
events in everyday, for example cars lifted with pistons in the washroom.

3.2. Students' attitudes towards learning physics

Student attitude questionnaires towards learning physics modified from CLASS. CLASS stands for
Colorado Learning Attitudes about Science Survei. CLASS is a widely used tool for measuring student
attitudes towards physics and learning physics [22]. Analysis of the data on student attitudes towards
learning physics is divided into 2, namely analysis based on indicators and analysis per individual
student. Questions about students' attitudes towards physics were given as many as 30 items. Results of
data analysis of student attitudes to physics learning using Likert scale indicators are shown in Table 1.

4
5th International Conference on Research and Learning of Physics (ICRLP 2022) IOP Publishing
Journal of Physics: Conference Series 2582 (2023) 012050 doi:10.1088/1742-6596/2582/1/012050

Table 1. Data analysis of students' attitudes towards learning physics based on indicators
Indikator Score Description
1). Social Impact of Physics 3,77 Good
2) Interested in adding time to study 3,60 Good
more physics
3) Adopting attitude toward sciences 3,58 Good
4) Enjoyment learning Physics 3,44 Good

The results of the data analysis of students' attitudes toward learning physics classes expressed as
percentages are shown in the following graph:
Percentage of students' attitudes towards learning physics
78,00
75,50
76,00
74,00
average (%)

72,00 71,60
72,00
70,00 68,70
68,00
66,00
64,00
1 2 3 4
indicator

Figure 2. analysis of students' attitudes towards learning physics based on indicators

Description of indicator:
1. Social Impact of Physics
2. Interested in adding time to study
3. Adopting attitude toward sciences
4. Enjoyment learning physics

Base on Table 7. and figure 2, attitudes towards studying physics showed a good attitude. From the
four indicators, it can be seen that indicator enjoyment in Learning Physics shows the lowest percentage
of 68, 7%. Classically, students realize that learning physics is useful in their lives. This can be seen in
the indicator sosial implication of physic show in 75,50% students agree. At first students were
interested in learning physics, but they felt less enjoyment when they learned and met formula and
numbers. This is in line with the teacher's statement that in teaching they rarely guide students to
understand the concept. Should be, if students understand the concept correctly, then physics will be
enjoyed materials.

Results of a person-based data analysis of students' attitudes toward physics learning are divided into
2, namely positive attitudes and negative attitudes as shown in the following table:

Table 2. Distribution of attitudes towards learning physic of students

Category attitudes towards learning physic
Nu Class
Positive Negative

5
5th International Conference on Research and Learning of Physics (ICRLP 2022) IOP Publishing
Journal of Physics: Conference Series 2582 (2023) 012050 doi:10.1088/1742-6596/2582/1/012050

Frequency Criteria Frequency Criteria

(%) (%)
1 A1 14 50,00 14 50,00
2 A2 18 54,55 15 45,45
3 A3 15 46,88 17 53,12
4 A4 15 51,72 14 48,28
Amount 62 50,82 60 49,18

Table 2 above shows that 49,18 % of students still have a negative attitude towards studying physics.
It mean, from 122 students, 60 students still don't enjoy studying physic. The analysis of students'
attitudes towards learning physics obtained 5 problems, namely; first, students feel that they are not
interested in studying physics (56,6%). Second: students have not solved physics problems using the
correct equation and have not guessed the answer by 50%. Third: students are not interested in solving
cases in everyday life with the physics they have learned (53.3%). The four, students did not understand
the physics equation before being able to use it correctly (62.3%). Fifth: students often do not find a way
to solve physics problems (50.8%). This shows that there is a correlation between attitudes towards
physics lesson and students' understanding of concepts. This is in line with statement of teacher, that
students were less enthusiastic in learning. Only a few gave feedback or statements during the lesson.

3.3. Skills of 4C students

Analysis of skills of 4C students divided into 4 things ie; 1) communication, 2) collaboration, 3) critical
thinking and 4) creative thinking skills. Indicator to measure students’ 4C skills modified form Festiyed,
et al [12]. The analysis results for each indicator are shown in the form of below.

3.3.1. Communication skills. Analysis of students’ communication skills data was based on indicators.
This indikator consist of 5 points. The results of data are shown in figure 3;

Percentage of students’ communication skills

84,84
77,66 76,64

64,86
average (%)

61,89

1 2 3 4 5
indicator
Figure 3. Data analysis of students’ communication skills

6
5th International Conference on Research and Learning of Physics (ICRLP 2022) IOP Publishing
Journal of Physics: Conference Series 2582 (2023) 012050 doi:10.1088/1742-6596/2582/1/012050

In figure 3, it’s seen that average students’ communication skill in good criteria. There were 5
indicators to asses students’ communication skills. Indicator 1 about ability to extend knowledge using
appropriate communication (77,66 %), in good criteria. Indicator 2 about ability to use formal language
style (76,64%), in good criteria. Indicator 3 about ability to actively listen when peers are speaking
(84,84 %), in very good criteria. Indikator 4 about ability to present information concisely, clearly, and
logically (64,86%). Indikator 5 about ability to present information using formal body languange
(61,89%), in good criteria. There were fifth indicator was lowest, This means that there are still many
students who have not been able to harmonize their speaking skills using their formal body languange.
But, indikator ability to listen actively when peers talk that are very good. This good communication
skills must be supported by appropriate learning so that students' understanding of concept is achieved
well too.

3.3.2. Collaboration skills. Analysis of students’ collaboration skills data was based on indicators. The
analysis results of data are shown in figure 4:

Percentage of students’ collaboration skills

90,00
78,48 80,12
80,00 76,84 77,66
75,20
71,72
70,00 64,34 64,14
60,00
average (%)

50,00

40,00

30,00

20,00

10,00

0,00
1 2 3 4 5 6 7 8
indicator

Figure 4. Data analysis of students’ collaboration skills

There were 8 indicators to asses students’ collaboration skill . Indicator 1 about ability to manage
group work (76,84%), in good criteria. Indicator 2 about ability to help the group solve problems
(64,34%), in good criteria. Indicator 3 about ability to provide suggestions to groupmates (78,48), in
good criteria. Indicator 4 about ability to facilitate group progress in completing tasks (77,66%), in
good criteria. Indicator 5 about ability to work in groups without teacher assistance (75,20%), in good
criteria. Indicator 6 about ability to recognize and respect the opinions of peers (71,72%), in good
criteria. Indicator 7 about ability to assume roles in a group (80,12), in good criteria. Indicator 7 about
ability to deliberate in the group for decision making. Based on figure 4, it can seen students were in
good kategory regarding collaboration skills. This student's ability should be able to support the student-
oriented learning process. The lowest indicator was seen in ability to deliberate in the group for decision
making.

7
5th International Conference on Research and Learning of Physics (ICRLP 2022) IOP Publishing
Journal of Physics: Conference Series 2582 (2023) 012050 doi:10.1088/1742-6596/2582/1/012050

3.3.3. Critical thinking skills. Analysis of students' critical thinking skill data was based on 9 indicators.
Analysis of students' critical thinking skills based on indicators percentages are shown in figure 5;
Percentage of students' critical thinking skill
80,00 75,82 73,16
68,44 69,47
70,00 64,14
59,22 58,61 59,63 57,79
60,00
average (%)

50,00

40,00

30,00

20,00

10,00

0,00
1 2 3 4 5 6 7 8 9
indicator

Figure 5. Data analysis of students' critical thinking skill

On the basis of figure 5, there were 9 indicator to asses critical thinking of students. There were
4 indicators not good. That were ability to evaluate peer arguments (59,22%), ability to provide
feedback on peer arguments (58,61%), ability to deliver explanations (59,63%), and ability to conclude
the quality of information (57,79%). There were 5 indicators in good criteria. That were ability to
recognize strengths and weaknesses of self and group (64,14%), ability to use knowledge flexibly
(68,44%), ability to understand questions asked by peers (75,82%), ability to ask clarifying questions
(69,47 %), and ability to interpret information (73,16%). This shows that students’ critical thinking are
not maksimal.

3.3.4. Creative thinking skills. Analysis of students’ creative thinking skills data was based on
indicators. This indikator consist of 6 points. The results of data are shown in figure 6;

Percentage of students’ creative thinking skills

67,42 68,03
average (%)

62,91 62,09

58,20
56,76

1 2 3 4 5 6
indicator

Figure 6. Data analysis of students’ creative thinking skills

8
5th International Conference on Research and Learning of Physics (ICRLP 2022) IOP Publishing
Journal of Physics: Conference Series 2582 (2023) 012050 doi:10.1088/1742-6596/2582/1/012050

Description of indicator creative thinking skills of students were ability to:

1. present ideas clearly
2. present original ideas
3. present many alternative solutions in solving a problems
4. collect various information/data to solve problems
5. implement existing knowledge in several situations
6. create unique product/thought

Base on figure 6, it’s seen that students creative thinking skills in good criteria. Even though there
are 2 indikator were not good. Students were still not able to present original ideas and present many
alternative solution in solving a problems. The best skills seen in ability to collect various information
or data to solve problems, even with value 68,03%.

3.3.5. The average value of each skill of 4C. Description of the indicators for each 4C skills is shown
in the following graph;

The average value of each skill of 4C

73,57
72,48
average (%)

65,14
62,57

Communication Collaboration critical thinking Creative Thinking

skills of 4C

Figure 7. Data analysis of each skills of 4C

Figure 7 above shows creative thinking skills are the lowest. i.e. 62,57 %. This shows that there are
more students who have not been able to express ideas or works with their own thoughts. They are still
used to imitating other people. Collaboration skills shown in the highest skills at 73,57%. While skills
of critical thinking at 65,14 % slightly better than creative thinking, and communication skills at 72,48%.
All of 4C skills were in good criteria on the likert scale. However, to get maximum understanding of
concepts, these 4C skills must also be improved.

3.4. Learning Implementation

The findings demonstrated that physics instruction was not fully implemented in accordance with the
demands of the 2013 curriculum. Learning is still dominant using the direct learning model, and omits
students from the discovery process. Understanding of students' concepts and misconceptions is rarely
identified. There is no application of teaching materials and learning models that can specifically
improve students' understanding of concepts, especially static fluid material. Analysis results of the
questionnaire of the implementation of learning by the teacher are divided into 2 parts, namely:

9
5th International Conference on Research and Learning of Physics (ICRLP 2022) IOP Publishing
Journal of Physics: Conference Series 2582 (2023) 012050 doi:10.1088/1742-6596/2582/1/012050

3.4.1. How to identify student concept understanding on Fluid. The results of the identification of
Student Concept Understanding on Fluid Materials are depicted in the following graph:

How to identify of Student Concept Understanding on Fluid Materials

73,33
66,67 66,67 66,67
average (%)

53,33 53,33
46,67
40,00 40,00 40,00 40,00 40,00
33,33

1 2 3 4 5 6 7 8 9 10 11 12 13
indicator

Figure 8. The identification of student concept Understanding on fluid material

Description:
1. The teacher gives an initial test to find out the students' initial knowledge
2. The teacher identified misconceptions (misconceptions) of student
3. The teacher carry out learning according to students' initial
4. The teacher emphasized memorizing formulas/physical
5. The teacher emphasized the discussion of question
6. The teacher emphasized the presentation of the material
7. The teacher emphasized experimental or experimental activities in finding
8. The teacher conducted group discussions & class discussions to clarify understanding of concept
9. The teacher gived students the opportunity to present data in graphic form
10. The teacher discussed more and give calculation question
11. The teacher discussed more and provide concept questions without counting
12. The teacher directed students to identify valid scientific opinion
13. The teacher guided students through effective literature

Base on figure 8, it can be seen that the teacher still has not carried out learning that improves
students' conseptual understanding. Especially on fluid material. Lowest indikator seen that the teacher
gives an initial test to find out the students' initial knowledge as 33,33%. This means that students do
not understand the concept of physics well because it is not supported by appropriate learning. In term
of teacher identified misconceptions of student, emphasized experimental or experimental activities in
finding, gived students the opportunity to present data in graphic form, and directed students to identify
valid scientific opinion was still low.

3.4.2. Use of Media and Materials of teaching in Fluid materials. The results of the use of teaching
Materials and Media in fluid materials are depicted in the following graph:

10
5th International Conference on Research and Learning of Physics (ICRLP 2022) IOP Publishing
Journal of Physics: Conference Series 2582 (2023) 012050 doi:10.1088/1742-6596/2582/1/012050

Teaching Materials and Media used in fluid material

80,00
average (%)

40,00 40,00 40,00 40,00

20,00 20,00 20,00

1 2 3 4 5 6 7 8
Materials and media

Figure 9. Teaching Materials and Media used in fluid Material

Description:
1. Textbook
2. Module or handbook
3. Student Worksheet
4. Interactive multimedia
5. Digital teaching material ( e-book, etc)
6. Demonstration of teacher-designed simple media
7. Animation media
8. Tutorial video
The provisional hypothesis is that the use of ICT-based teaching materials and media is still low,
which is one of the reasons why there are still many students who have a negative attitude towards
physics and there are still who have low critical thinking skills and creative thinking skills. This is
certainly the cause of the low understanding of students' physics concepts. Students born and raised in
the digital era should receive digital-based learning, such as; interactive multimedia, digital teaching
material and animation media. Should be learning in schools using technology because the era of
industrial revolution 4.0 is characterized by the existence of digital industries reference for life [23]. The
results of this data analysis can be a consideration for teachers to conduct research in this school, what
about the potential of students, teachers can choose the right teaching model. The choice of the teaching
model as a solution is a teaching model can be seen as a methodical and comprehensive instruction
manual for teachers to use in their instruction [25]. Research products in the form of specific learning
media or materials to improve students' understanding concept and skills of 4C are also widely available.
This can be used by teachers in schools, so that teachers are more focused in the teaching and learning
and learning process. It is hoped that this research can be continued to the experimental research stage
and be able to bridge the 2013 curriculum towards an independent curriculum.

4. Conclusion
Based on the analysis of the data from the first test, which 122 students took to learn about static fluid,
it was found that students still had an not understanding of the concept. The fact that 80, 49 % of students
do not comprehend the concept of static fluid demonstrates this. Although from student self assesment
obtained of data analysis of attitudes towards learning physics which show that 49.18% of students have
negative attitudes towards learning physics and the analysis result of skills of 4C students, it seems that
the lowest skills were creative thinking skills as 62,57%. However the teacher has not been maximal in
implementing the 2013 curriculum in schools. This can be seen from the results of the analysis of the
implementation of learning carried out by teachers in the classroom who have not facilitated students to

11
5th International Conference on Research and Learning of Physics (ICRLP 2022) IOP Publishing
Journal of Physics: Conference Series 2582 (2023) 012050 doi:10.1088/1742-6596/2582/1/012050

develop conceptual understanding. Another reason is that teachers have not used varied media and
teaching materials in learning. Therefore further experimental research is needed by teachers both in the
use of learning models, media or materials. So that the basic potential of students, namely attitudes
towards learning physics and 4c skills which are partly good, can be honed even better and improved
understanding of concepts by students in physics education.

References
[1] Zubaidah S. 2018. Mengenal 4C: Learning and innovation skills untuk menghadapi era revolusi
industri 4.0 In 2nd Science Education National Conference Vol 13, pp 1-18.
[2] Mufidah L, & Budiyanto M. 2022. Penerapan Model Pembelajaran Konsep Berbantuan LKS
Mind Mapping Untuk Meningkatkan Pemahaman Konsep Siswa SMP Pada Materi Getaran
Dan Gelombang Pensa: E-Jurnal Pendidikan Sains 10(1) 102-108.
[3] Puspitasari R, Mufit F, & Asrizal. 2021. Conditions of learning physics and students'
understanding of the concept of motion during the covid-19 pandemic. In Journal of Physics:
Conference Series (Vol 1876, No 1, p 012045). IOP Publishing.
[4] Novitasari D, Widyaningsih S W, & Sebayang S R B. 2021.. Analisis Pemahaman Konsep Fisika
Peserta Didik Kelas X IPA di SMA Negeri 1 Manokwari melalui Pembelajaran
Online. Silampari Jurnal Pendidikan Ilmu Fisika, 3(1), 39-57.
[5] Fauziah S, Mufit F, Afrizon R, & Hidayat Z. 2021. Analysis Of Concepts Understanding And
Students 'attitudes Towards Learning Physics In Parabolic Motion At Sman Kota
Pariaman. Pillar Of Physics Education, 14(3), 177-186.
[6] Darmawangsa R, Astalini, & Kurniawan DA. 2018. Pengembangan instrumen sikap siswa
sekolah menengah atas terhadap mata pelajaran fisika. Jurnal Pendidikan Fisika, 6(1), 107-
114.
[7] Putra D S, & Wiza O H. 2019. Analisis sikap siswa terhadap mata pelajaran fisika di SMA Ferdy
Ferry Putra Kota Jambi UPEJ Unnes Physics Education Journal, 8(3) 299-311.
[8] Kurniawan D A, Astalini A, & Sari D K. 2019. An evaluation analysis of students’ attitude
towards physics learning at senior high school. Jurnal Penelitian dan Evaluasi
Pendidikan, 23(1) 26-35.
[9] Wijayanti R, & Siswanto J. 2020. Profil Kemampuan Berpikir Kritis Siswa SMA pada Materi
Sumber-sumber Energi. Jurnal Penelitian Pembelajaran Fisika, 11(1) 109-113.
[10] Rosdiana S R, Sutopo, & Kusairi R. 2019. Kemampuan Berpikir Kritis Siswa SMA pada Materi
Fluida Statis Jurnal Pendidikan Vol 4(6) 731-737.
[11] Arifin F A, Mufit F, & Asrizal. 2021. Validity and practicality of interactive multimedia based on
cognitive conflict integrated new literacy on thermodynamic and mechanical waves material
for class xi high school students. In Journal of Physics: Conference Series (Vol 1876, No 1,
p. 012052). IOP Publishing.
[12] Prastiwi V D, Parno, Wisodo H . 2018. Identifikasi pemahaman konsep dan penalaran ilmiah
siswa SMA pada materi fluida statis Momentum: Physics Education Journal 2 (2) 56-63.
[13] Dhanil M, & Mufit F. 2021. Design and Validity of Interactive Multimedia Based on Cognitive
Conflict on Static Fluid Using Adobe Animate CC 2019 Jurnal Penelitian & Pengembangan
Pendidikan Fisika 7(2) 177-190.
[14] Festiyed, Novitra F, Yohandri, & Asrizal. 2022. Networked-based Inquiry: An effective physics
learning in the new normal Covid-19 era in Indonesia International Journal of Instruction
15(2) 997-1016
[15] Mufit F, Asrizal, Hanum S A, & Fadhilah A. 2020. Preliminary Research In The Development
Of Physics Teaching Materials That Integrate New Literacy And Disaster Literacy. Faculty
Of Mathematics And Science, Universitas Negeri Padang. The 2nd International Conference
On Research And Learning Of Physics IOP Conf. Series: Journal Of Physics: Conf. Series
1481 (2020) 012041
[16] Capriconia J & Mufit F. 2022. Analysis of Concept Understanding and Students' Attitudes

12
5th International Conference on Research and Learning of Physics (ICRLP 2022) IOP Publishing
Journal of Physics: Conference Series 2582 (2023) 012050 doi:10.1088/1742-6596/2582/1/012050

towards Learning Physics in Material of Straight Motion Jurnal Penelitian Pendidikan IPA
8(3) 1453-1461.
[17] Supena I, Darmuki A, & Hariyadi A. 2021 The Influence of 4C (Constructive, Critical, Creativity,
Collaborative) Learning Model on Students' Learning Outcomes International Journal of
Instruction 14(3) 873-892.
[18] Asrizal A, Yurnetti Y, & Usman E A. 2022. ICT Thematic Science Teaching Material with 5E
Learning Cycle Model to Develop Students' 21st-Century Skills Jurnal Pendidikan IPA
Indonesia 11(1) 61-72
[19] Desnita, Festiyed, Afradisca E, & Sari I P. 2020. Comparison of learning media using teachers of
Physics Senior High School in West Sumatra with curriculum demands. In Journal of Physics:
Conference Series Vol 1481 No 1 p 012103. IOP Publishing.
[20] Mufit F, & Fauzan A. 2019. The application of real experiments video analysis in the CCBL
model to remediate the misconceptions about motion’s concept In Journal of Physics:
Conference Series Vol 1317 No 1 p 012156 IOP Publishing.
[21] Firda S, & Sunarti T. 2022. The Learning Implementation of Project Based Learning (PjBL) to
Analyze Students’ 4C Skills Ability Prisma Sains:Jurnal Pengkajian Ilmu dan Pembelajaran
Matematika dan IPA IKIP Mataram 10(3) 567-576.
[22] Douglas K A, Yale M S, Bennett D E, Haugan M P, & Bryan L A. 2014. Evaluation of colorado
learning attitudes about science survey Physical Review Special Topics-Physics Education
Research 10(2) 020128.
[23] Yurnetti, Asrizal, Murtiani, & Usman E A. 2021. Effects of science learning material of motion
in daily life theme on new literacy of students In Journal of Physics: Conference Series Vol
1876 No 1, p. 012062. IOP Publishing.
[24] Ridha M R, Zuhdi M, & Ayub S. 2022. Pengembangan perangkat pembelajaran PjBL berbasis
STEM dalam meningkatkan kreativitas fisika peserta didik Jurnal Ilmiah Profesi Pendidikan
7(1) 223-228.
[25] Asrizal, Amran, A., Ananda, A., & Festiyed. 2018. Development of adaptive contextual teaching
model of integrated science to improve digital age literacy on grade VIII students. In Journal
of Physics: Conference Series Vol 1116 No 3, p. 032004. IOP Publishing.
[26] Yurnetti, Asrizal, & Murtiani. 2020. Need analysis to develop science learning material based on
thematic teaching by integrating the new Literacy In Journal of Physics: Conference
Series Vol 1481 No 1, p. 012122. IOP Publishing
[27] Atmam, P. L., & Mufit, F. 2023. Using Adobe Animated CC in Designing Interactive Multimedia
Based on Cognitive Conflict on Parabolic Motion Materials. JIPF (Jurnal Ilmu Pendidikan
Fisika), 8(1), 64-74.

13
Reproduced with permission of copyright owner. Further reproduction
prohibited without permission.