Student's Perceptions about Physics, Teacher's Influence, Online Learning Access, and Student's Motivation: A Qualitative Descriptive Study

Abstract

This study aims to describe students' perceptions about physics, teachers' influences, online learning access, and students' motivation on online physics learning during the covid-19 pandemic. The qualitative descriptive method is used as the research method, and the sample is 305 high school students. The form of open-ended questions accompanied by explanation statements is used as the research instrument. The results show that most students think that physics is a difficult subject, but they also think physics is fun. In general, online physics learning can be done well. Still, it is very dependent on teachers' influences, the quality of teachers in teaching, and learning access, that is, the internet speed. Then, students' motivation to study physics is influenced by three factors from the lowest percentage to the highest percentage: students' interest in physics, physics characteristics that are important for understanding the natural phenomena, and future career factors in physics. The results of this study can be a basis for considerations for teachers in designing a good quality physics learning to assist students in achieving good physics learning outcomes, which are not only based on the personal teacher's attention but also consider students' perceptions. Future research could investigate the changes in these factors in various learning conditions, whether during the covid-19 pandemic or not.