Developing an Emancipated Learning Model to Enhance High School Students’ Understanding of Physics Concepts

Abstract

Introduction: This research focuses on developing the emancipated learning model for high school Physics students.

Objective: The study aimed to improve students’ understanding of Physics concepts by creating a model based on project-based, differentiated, and technology-based learning approaches. 

Method: The model development followed the Plomp and Nieveen method, with data obtained on criteria for validity, effectiveness, and students’ responses. 

Results: The syntax of the emancipated learning model consists of seven stages, namely (1) diagnostics of students’ diversity, (2) the essential question, (3) setting study groups and facilitating the learning environment, (4) discussing ideas and determining the schedule for project work, (5) project implementation and learning progress monitoring, (6) project presentation, and (7) assessment. Experts validated the emancipated learning model with a score of 88.87%, classifying it as highly suitable for learning model books and 91.20% as ideal for textbooks. The model effectively improved students’ understanding of the concepts of work and energy, with a medium effectiveness criterion of 0.64. Student responses to the emancipated learning model were 83.8%, indicating positive feedback. 

Conclusion: Therefore, this model can be an innovative method to enhance the understanding of Physics concepts.