The Brain Game Ranking One to Increase Learning Interest in Physics: A Case Study

Abstract

Learning physics in the school often become the scourge of frightening and avoided by the students because it is considered difficult to understand. This case caused the student's interest in learning physics becomes reduced. The way to overcome this case is to create an atmosphere of learning physics through various teaching styles, for example, using brain games ranking one. Brain games Ranking One was a form of the game to improve and test students' ability, whether cognitive, affective, and psychomotor. Brain games ranking one is a way of answering questions with writing down answers on the board answers that had been provided with a limited time of each item, after a written response on the board, the teacher asked students to lift the whiteboard to show answers. A student with the wrong answer will be disqualified until only one student left will be the Ranking one's winner. This research aims to find out a relationship between brain games ranking one and increased interest in learning physics. Sample of this research is 180 students from tenth-grade and eleventh-grade. This study uses a qualitative descriptive and questionnaire instrument at the beginning of class and the end of course. At the beginning of class, there are 41 students (34% respondents) not interest in study physics and 62 students (34% respondents) not interest in study physics. After the class with Ranking One games, there are 93 students (51% respondents) became interested in studying physics, 68 students (38% respondents) interest to study physics and only seven students (4% respondents) not interest to study physics. This matter points out that brain games Ranking One can increase student's physics learning the importance.

Influence of Interest In Learning and How to Learn on Understanding Concepts: Work and Energy Cases

“…So that new learning is needed that can improve students' conceptual understanding. Effort to choose the right learning strategy will determine a good understanding of the concept (Donuata, et al, 2019). Usually, each student has a different concept with expert knowledge (Docktor & Mestre, 2014).…”

“…Students' lack of curiosity about information in learning cause to lazy in following the learning process (Oktalia, et al, 2017). This is a negative impact so that the student becomes less interested in learning (Donuata, et al, 2019).…”