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Analysis of Students' Learning Difficulties in Fluid Dynamics Material as a Basis for Implementing a Contextual Approach at MAN 1 Mataram

Abstract

Abstract 

Dynamic fluid is one of the physics topics that is often considered difficult by students because it requires both conceptual understanding and mathematical skills. This study aimed to analyze students’ learning difficulties in dynamic fluid materials at MAN 1 Mataram and identify the factors causing these difficulties as a basis for implementing a contextual learning approach. The research employed a descriptive qualitative method involving Grade XI students and a physics teacher as research subjects. Data were collected through student questionnaires, teacher questionnaires, diagnostic tests, classroom observations, and interviews. The results showed that students experienced high levels of learning difficulties in dynamic fluid concepts. The student questionnaire yielded an average score of 3.6, while the teacher questionnaire showed an average score of 3.7, both categorized as very high. Diagnostic test results indicated an average achievement of 80%, revealing that students still experienced misconceptions related to Bernoulli’s principle, continuity equations, and the relationship between fluid velocity and pressure. Observation results also revealed limited practical activities and learning media utilization, which affected students’ conceptual understanding. The findings indicate that learning difficulties are influenced by internal factors, including limited conceptual understanding and mathematical ability, as well as external factors such as insufficient learning media and practical activities. Therefore, the implementation of a contextual learning approach is recommended to improve students’ understanding, reduce misconceptions, and enhance problem-solving skills in dynamic fluid learning.

Keywords : dynamic fluid;  learning difficulties;  conceptual understanding;  contextual learning;  physics education

Abstrak

Fluida dinamis merupakan salah satu materi fisika yang sering dianggap sulit oleh siswa karena menuntut pemahaman konsep dan kemampuan matematis secara bersamaan. Penelitian ini bertujuan untuk menganalisis kesulitan belajar siswa pada materi fluida dinamis di MAN 1 Mataram serta mengidentifikasi faktor-faktor penyebabnya sebagai dasar penerapan pendekatan kontekstual dalam pembelajaran. Penelitian menggunakan metode deskriptif kualitatif dengan melibatkan siswa kelas XI dan guru fisika sebagai subjek penelitian. Data dikumpulkan melalui angket siswa, angket guru, tes diagnostik, observasi pembelajaran, dan wawancara. Hasil penelitian menunjukkan bahwa siswa mengalami tingkat kesulitan belajar yang tinggi pada materi fluida dinamis. Hasil angket siswa memperoleh rata-rata skor 3,6 dan angket guru sebesar 3,7 yang keduanya termasuk kategori sangat tinggi. Hasil tes diagnostik menunjukkan tingkat pemahaman siswa sebesar 80%, namun masih ditemukan miskonsepsi pada konsep Persamaan Bernoulli, Persamaan Kontinuitas, serta hubungan antara kecepatan dan tekanan fluida. Hasil observasi juga menunjukkan bahwa kegiatan praktikum dan penggunaan media pembelajaran masih terbatas sehingga memengaruhi pemahaman konsep siswa. Kesulitan belajar siswa dipengaruhi oleh faktor internal berupa rendahnya pemahaman konsep dan kemampuan matematis serta faktor eksternal berupa keterbatasan media pembelajaran dan minimnya kegiatan praktikum. Oleh karena itu, pendekatan kontekstual direkomendasikan sebagai alternatif pembelajaran untuk meningkatkan pemahaman konsep, mengurangi miskonsepsi, dan meningkatkan kemampuan pemecahan masalah siswa pada materi fluida dinamis.

Kata kunci : fluida dinamis;  kesulitan belajar;  pemahaman konsep;  pendekatan kontekstual;   pendidikan fisika