Analysis of the impact of labeling on students' interest in learning physics

Abstract

This study aims to determine the relationship between labeling with students' interest in learning physics and its impact. This type of research is a mix-method research, and the design used is a sequential explanatory design which prioritizes quantitative method in the data collection process followed by qualitative method. The research subjects consisted of 30 people as quantitative subjects and 4 of them were informants for collecting qualitative data. The instruments used were sociometry and questionnaires about students' interest in learning physics. The results showed that labeling students had a strong relationship towards students' interest in learning physics, where the correlation coefficient value of biserial points coefficient was rpbi = 0.61. Meanwhile, the impact of giving negative labels to students caused them to develop feelings of hurt, offense, embarrassment, insecurity, and feeling discouraged from participating in physics learning. Positive labeling has an impact in the form of feeling happy, feeling appreciated, excited to learn and increase students' self-confidence.