Correlation between Mathematics and Physics Achievement of Senior High School Students

Abstract

Physics and mathematics are the two most closely related natural rudimentary subjects. In the study of physics, often need to rely on mathematical rigorous reasoning and argumentation and need to use a variety of mathematical methods for investigation, reasoning, calculus, test, discussion, but students often appear in these difficulties. To explain the influence of mathematics achievement on physics achievement from the high school mathematics achievement and physics achievement. The results of math and physics in the first semester of 6 classes of senior high school student's grade 12 were selected, and the data were analyzed with SPSS.22 software, and three students of different learning abilities were interviewed in detail. The innovation of this paper lies in the use of hierarchical research methods to compare classes of mathematics achievement and physics achievement. The conclusions are (1) in objective level, there is a positive linear relationship between math achievement and physics achievement; (2) on the subjective level, students accept the view that the performance of mathematics can promote the performance of physics; students' subjective cognition will affect their cognitive structure and learning behavior, to actively seek for the relationship between mathematical knowledge and physical knowledge, and then slowly affect the objective level of students, and then in mathematics and physics performance, and (3) applying mathematical thinking to physics learning can improve the efficiency of learning physics. Use mathematical knowledge of trigonometry to solve the force analysis problem of physical movement. This shows that math scores play a very important role in physics scores. Remind us that in the process of teaching, we should pay attention to the integration of mathematical ideas into physics learning, and help students to learn physics knowledge better with mathematical ideas.

A Bourdieusian Analysis of the Conversion Between Mathematical Achievement and Science Capital

“…The largest difference was seen in physics, where students had early secondary mathematical abilities that were, on average, more than 7 months ahead of those who did not study it. Consistent with earlier observations in this field, physics and engineering courses require a high level of mathematical knowledge and application (Tariq, 2002), and students may struggle with the advanced maths skills required in these subjects (Chen et al, 2021). In chemistry, the average early secondary mathematical ability of students was, on average, more than 6 months ahead of those who did not study it.…”

Analisis Kebutuhan Video Pembelajaran Bermuatan Keterampilan Pemecahan Masalah untuk Meningkatkan Hasil Belajar

“…Dari hasil analisis terhadap hasil ulangan harian, diketahui bahwa rendahnya keterampilan matematika menjadi salah satu penyebab rendahnya kemampuan pemecahan masalah dan hasil belajar fisika. Sebagaimana dikemukakan (Jihe et al, 2021) bahwa kognisi subjektif peserta didik akan mempengaruhi struktur kognitif dan perilaku belajar untuk secara aktif mencari hubungan antara pengetahuan matematika dan pengetahuan fisika, sehingga mempengaruhi tingkat objektif dan cara berpikir matematis pada pembelajaran fisika. Murni (2018) juga menyatakan hal serupa, bahwa terdapat hubungan signifikan antara keterampilan matematika dan pemecahan masalah fisika, di mana penerapan matematika pada masalah fisika secara fisik akan meningkatkan pemahaman untuk menginterpretasikan fungsi matematika dan hasil belajar fisika.…”