Analysis of the Implementation of Laboratory Activities in High School Physics Learning from the Perceptions of Teachers and Principals

The laboratory is the main means of learning contextual physics. The results of observations in high schools of Padang Pariaman Regency, West Sumatra, showed that the implementation of laboratory activities in learning physics was still low. An analysis was conducted to highlight the implementation of these laboratory activities in high school physics learning in terms of teachers’ and principals’ perceptions. Aspects that can be disclosed are a) the implementation of laboratory activities in terms of; availability of infrastructure and perceptions of teachers and school principals on laboratory activities, and b) the relationship between teachers’ and principals’ perceptions of laboratory activities in physical education. Sampling was done using the Cluster Random Sampling technique. The data obtained were described using the percent technique. The results of data analysis and processing concluded that a) in terms of the availability of facilities and infrastructure for the implementation of laboratory activities, the average was in the very low category (17.86%), b) The perception of teachers and principals on laboratory activities in physical learning was on average the same for the lower criteria (43.00%) and 45.20%); and c) data on the relationship between the perceptions of teachers and principals on laboratory activities is in a very strong (0.816) and strong (0.788) relationship with their respective contributions of 66.60% and 62.10%. In general, this analysis concludes that a very low percentage The implementation of laboratory activities is largely influenced by the low perception of teachers and principals’ perceptions of the role of laboratory activities in learning physics.


Introduction
Physics is one of the science subjects and in the 2013 curriculum it is included in the specialization group studied in high school.Physics knowledge is built based on the results of observations and experiments in an effort to reveal the nature and state of natural phenomena investigated by physicists [1].Based on this argument, contextually learning Physics should be carried out through students' interactions with various material objects and natural phenomena.One of the means for the implementation of contextual Physics learning is the existence of a Physics laboratory.Confucius' teaching states that "I hear, I forget.I see and I remember.I do and I understand".This statement implies that students will understand a physics concept not only by listening to the teacher's explanation and discussion, but also through laboratory activities [2].
One of the reasons why Physics is felt to be difficult for most students is because it is often done by presenting the final concept and not done contextually through laboratory activities or demonstrations of Physics events in front of the class [3].To accommodate learning activities can be done through data and facts of laboratory activities and teacher demonstrations in class [4].The existence of laboratory activities in learning in schools is a determining factor for the quality of the process and student learning outcomes.Laboratory activities in learning Physics will strengthen students' Physics insights, in terms of understanding theory and learning outcomes [5].Good Physics learning is learning based on laboratory activities because Physics is a collection of knowledge based on facts, which is built in the form of concepts, principles, laws, theories and formulas [6].The process of observation and investigation becomes an important activity in Physics, so that without this process, Physics cannot develop as it is currently felt [7].
In order for laboratory activities to run properly, tools and materials are needed for each set of experiments as well as the commitment of the teacher and principal.Referring to Permendikbud Number 8 of 2018 there are 13 types of experimental sets that schools must at least have so that laboratory activities in Physics learning can be carried out optimally.The number of experimental sets must match the number of students.The ideal standard set by Permendikbud Number 8 of 2018 is 1 set for 4 students [8].The number of sets is certainly none other than so that each student can carry out laboratory activities independently.
Referring to Permendikbud Number 37 of 2018, for class XI SMA level there are 12 Basic Competencies for KI-3 and KI-4.The analysis carried out shows that there are 6 Basic Competencies that can be carried out in laboratory activities, namely Basic Competencies 4.2, 4.3, 4.5, 4.8, 4.9 and 4.10.Of the six topics, 14 different laboratory activities can be carried out [9].The observation results show that the implementation of laboratory activities in physics learning is still low.Of the 13 experimental sets that must be at least available in every high school, it shows that only 6 or 7 experimental sets are available in schools and the implementation of laboratory activities in learning physics is still low.This is demonstrated by the implementation of Physics laboratory activities which are only carried out two to three times in two semesters [10].
Several studies related to the obstacles to physics laboratory activities include the research conducted by Katili, Sadia, and Suma (2013) which concluded that laboratory activities were not carried out due to a) limited facilities and infrastructure available, b) teaching hours that were c) the absence of laboratory assistants who help [11], while research by Putri, Sutarno and Risdianto (2014) shows that laboratory activities are not carried out, namely a) limited facilities and infrastructure, b) busy teacher teaching hours, c) the absence of laboratory assistants who assist teachers in preparing laboratory activities, d) laboratory activities that require a long time and e) the unavailability of student worksheet [12].
Knowledge is not only obtained from the teacher, but also by interaction with nature so that it must be integrated with student learning sequences [13].Learning Physics without laboratory activities is like learning to memorize which tends to be forgotten, because basically learning by memorizing the more you have to remember, the more you forget.The cone of experience put forward by Edgar Dale states that learning experience is obtained through a process of action or experiencing for yourself what has been learned, what has been observed and listened to through a medium and the process of listening through language [14].The laboratory is a place for a group of people to carry out various research activities [15].In general, the laboratory serves to strengthen the theory that has been learned and provide scientific work skills for students [16].Theory learning activities in class alone do not provide much benefit and only fulfill memory.As a result, it will create a negative perception for students that Physics is only a subject full of formulas that are difficult to remember, boring and not contextual.With the existence of laboratory activities consisting of observation activities, collecting data, processing data, interpreting and concluding it is hoped that it can build positive perceptions for students towards Physics and Physics learning [17].
Another factor that is thought to determine whether or not laboratory activities are carried out in physics learning is the perception of teachers and school principals.Perception is defined as a person's way of interpreting a message, object or the surrounding environment that depends on the system adopted [18].Perception can be said as a sensing process which is the process of receiving stimuli or stimuli by individuals through the senses [19].Perception can also be interpreted as a process that is closely related to the entry of messages into the brain of an individual [20].Perception consists of three indicators, namely cognition, affection and conation.Cognition indicators refer to the basic knowledge or information possessed by a person about the object of his attitude.The affective indicator is closely related to one's emotions and feelings.Furthermore, conation indicators are closely related to the attitude an individual will take towards certain situations [21].
The factors that influence a person's perception consist of two factors, namely internal factors and external factors.Internal factors come from within the individual itself, such as feelings, attitudes, one's personality, prejudices, hopes, concerns, learning processes, physical conditions, mental states, needs, interests and motivations.Meanwhile, external factors come from outside the individual, such as the environment, family background, information obtained, surrounding needs, new things and familiar objects [22].Another opinion says that several factors that influence a person's perception are the individual concerned who is influenced by the characteristics of the individual himself, the target of the perception in the form of people, objects or events and meaningful perception situations where perceptions arise and must receive attention [23].
Teachers are directly related to the implementation of laboratory activities, while the principal is related to efforts to fulfill the experimental set required in carrying out laboratory activities.Perception greatly influences individual psychology.If an individual has a positive perception of an object, then that individual will tend to have a positive attitude towards an object and vice versa, if an individual has a negative perception of an object, then the individual will tend to have a negative attitude towards the object [20].The teacher's commitment to carrying out laboratory activities requires a positive perception of Physics, Physics learning and laboratory activities.Likewise with school principals, a positive perception of science learning is also needed.With positive perceptions of teachers and school principals towards laboratory activities, it is hoped that laboratory activities will be carried out properly and physics learning will be carried out in a quality manner.

Methods
namely the teacher's perception of laboratory activities in physics learning, the principal's perception of laboratory activities in science learning and the implementation of laboratory activities in physics learning.
The population used in this study were all public high schools in Padang Pariaman Regency, West Sumatra which consisted of 20 schools that could be categorized as high, medium and low, where each school had a number of teachers involved in learning who had at least 3 Physics teachers.Overall, all SMA can be distributed as follows.A variable is something that researchers can study and draw conclusions from [24].As for The independent variables in this study include two things, namely the teacher's perception of laboratory activities (X1) and the principal's perception of laboratory activities (X2), while the dependent variable in this study is the implementation of laboratory activities in physics learning (Y).P represents the percentage, f represents the frequency of each answer/questionnaire, n represents the number of respondents and 100 is a fixed value [25].Inferential statistics are used to perform a requirement analysis test consisting of a normality test and a linearity test.Both conditions must be met, then proceed with hypothesis testing by analyzing the Pearson Moment Product correlation.Correlation test was conducted to find out how the relationship between the independent variable (independent) and the dependent variable (dependent).The equations that can be used are as follows: rxy represents the correlation coefficient, X represents the value of independent variable, Y represents the value of dependent variable.To determine the amount of contribution given by the variable X (free) to the variable Y (bound), the following equation can be used, namely: The correlation coefficient value obtained is then interpreted into the correlation coefficient table as follows.

Results and Discussion
The research data obtained were data on the completeness of the set of physics experiments, data on the implementation of laboratory activities in learning physics, data on teachers' perceptions of physics laboratory activities and data on principals' perceptions of physics laboratory activities.Which can be seen in Table 2. below.The data in Table 4 above shows the percentage of experimental equipment available in the physics laboratory at four different public high schools.The highest percentage of availability of experimental equipment in the Physics laboratory was 61.54% and the lowest was 46.15% with an average of 53.85% and this was included in the sufficient category.Data on the implementation of laboratory activities in learning Physics is shown in Table 5 below.6 above displays the overall final average value of each object of perception.Based on the table above, the lowest teacher perception is found in the third perception object, namely the teacher's perception of the role of laboratory activities in learning Physics with an average value of 1.55.This average value in percentage shows a percentage of 38.75% and this is in the Very low criteria.Meanwhile, the highest teacher perception is found in the first perception object, namely the teacher's perception of the nature of Physics with an average score of 1.91 and a percentage of 47.83%.The average score on this first perception object is in the Low category.Overall, the table above displays the final average value of each object of perception of 1.72 from a maximum value of 4, so that the final average percentage of the object of the Physics teacher's perception of laboratory activities is 43.00%.
The perception data which is then analyzed is the principal's perception of laboratory activities which consists of two objects of perception, namely the principal's perception of the nature of physics learning and the principal's perception of the role of laboratory activities in physics learning.In this section, it will be analyzed how the relationship or how big the influence of the principal's perception on the completeness of the Physics experiment tool itself.The average value of each of these perceptions can be seen in the table below.Based on Table 7 above, it can be seen the overall final average value of each object of perception.The data shows that the principal's perception is the lowest in the second perception object, namely the principal's perception of the role of laboratory activities in learning Physics with an average value of 1.68 and when written in percentage form it becomes 42.08% and this percentage when referring to in the interpretation table respondents' responses are in the low criteria.Meanwhile, the highest perception of the principal is in the first perception object, namely the principal's perception of the nature of learning Physics with an average score of 1.93 and a percentage of 48.33%.The average score on this first perception object is in the Low category.Overall, The table above shows the final average value of each perception object of 1.80 from a maximum value of 4, so that the final average percentage of the principal's overall perception object towards laboratory activities is 45.20%.
After obtaining data on the completeness of the experimental set, the implementation of laboratory activities and the perceptions of teachers and school principals, a normality test was carried out which can be seen in the following table.
The data presented in Table 5 above shows the implementation of practicum activities for class XI SMA at SMA Negeri in Padang Pariaman Regency.In general, it can be seen that most of the practical activities are not carried out.It is known that the lowest percentage of practicum implementation is 7.14% and the highest is 28.57%.Furthermore, data regarding teacher perceptions of laboratory activities are shown in Table 6 below.Furthermore, each data in the table above is tested for linearity.Data on the principal's perception of laboratory activities showed a linear relationship with the completeness of the experimental set with the Fcount = 3.26 and Ftable = 18.51.If Fcount < Ftable, meanwhile the teacher's perception data on laboratory activities also shows a linear relationship with the implementation of laboratory activities in Physics learning by obtaining Fcount which is obtained at 4.03 with a value of Ftable = 18.51 or Fcount < Ftable.
After conducting analysis prerequisite tests consisting of a normality test and a linearity test, the next step is to conduct a Pearson Product Moment correlation analysis to determine the relationship between Physics teachers' perceptions of laboratory activities and the implementation of Physics laboratory activities.Based on statistical tests, a Pearson correlation value of 0.816 was obtained.From this Pearson correlation value, the determinant coefficient value is 66.60%.The coefficient value of this determinant indicates that the physics teacher's perception of physics laboratory activities contributes 66.60% to the implementation of physics laboratory activities and the other 33.40% is influenced by other factors.Based on the value of the determinant coefficient, it is known that there is a very strong relationship between Physics teacher's perceptions of Physics laboratory activities and the implementation of Physics laboratory activities.Roughly speaking, laboratory activities are only carried out if the teacher has a positive perception of laboratory activities and several other factors will have little effect on the implementation of laboratory activities, such as teacher opportunities, teacher competence and so on.
Based on the statistical tests that have been carried out, the Pearson correlation value is 0.788.Based on this value, the determinant coefficient value is 62.10%.The value of the coefficient of this determinant indicates that the principal's perception of the physics laboratory activity contributes 62.10% to the completeness of the physics experimental equipment and 37.90% is influenced by other factors.Based on the value of this determinant coefficient, it can be concluded that there is a strong relationship between the principal's perception of laboratory activities and the completeness of Physics experimental equipment.
The principal plays an important role in the quality of education because the principal is responsible for various aspects of school life, such as school management which is directly related to the learning process, one of which is providing facilities for carrying out laboratory activities, especially in learning Physics [26].The results of the study are sufficient to provide an answer why the data in the field shows things that are not as expected.The school principal plays an important role in meeting laboratory needs.The negative perception of the principal greatly affects the implementation of laboratory activities because even though the teacher wants to carry out laboratory activities, if the resources are inadequate, the teacher will also find it difficult to implement it.Then, the teacher's perception determines whether or not laboratory activities are carried out.Referring to the percentage of the contribution of teachers' perceptions to the implementation of laboratory activities, it can be said that teacher perceptions are the pillars of the implementation of laboratory activities.If the teacher's perception of laboratory activities is very low in the sense of negatively viewing laboratory activities, of course laboratory activities will not be carried out.

Conclusion
Based on the data analysis and discussion that has been carried out, several conclusions can be drawn, namely 1) the availability of experimental equipment to support laboratory activities in learning Physics ranges from 46% to 62% with an average completeness of experimental equipment is 53.85% which is within the criteria sufficient, 2) the implementation of laboratory activities in physics learning is still minimal with the percentage of implementation ranging from 7% to 29% with an average percentage of implementation of 17.86% in the sense that the implementation of laboratory activities in physics learning is very low, 3) teacher perceptions on the implementation of laboratory activities ranged from 38% to 48% with an average perception percentage of 43.00% which indicated that teachers' perceptions of laboratory activities were still low, 4) school principals' perceptions of laboratory activities ranged from 42% to 49% with the average percentage of perception is 45.20% which indicates that the principal's perception of laboratory activities is still low, 5) the teacher's perception contributes 66.60% to the implementation of Physics laboratory activities means that laboratory activities can be carried out if the teacher has a positive perception of Physics laboratory activities, and 6) principal's perception of laboratory activities contributed 62.10% to the completeness of the experimental equipment.

Figure 1 .
Figure 1.Dual paradigm with two independent variables and one dependent variable The research data was obtained through two kinds of research instruments, namely observation sheets and questionnaires.The observation sheet contains data on the availability of experimental sets for Physics laboratory activities referring to Permendikbud Number 8 of 2018.Meanwhile, the questionnaire used in this study consisted of two types of questionnaires, namely the perception questionnaire of Physics teachers and school principals regarding laboratory activities which was developed based on theory perception by Allport as well as Baron and Byrne which consists of three kinds of indicators, namely cognition, affect and conation.The research data obtained from the observation sheet is processed using the following equation.% 100   n f P

Table 1 .
DistributionBased on the total population in Table1, to represent based on the average range of the 2019 UNBK Physics subjects, it was determined that there were 4 schools as samples.The sampling used in this study using the Cluster Random Sampling technique.Using this sampling technique, samples were collected in lots and sampling schools were obtained, namely SMAN 1 Lubuk Alung, SMAN 1 2×11 Kayutanam, SMAN 1 2×11 Enam Lingkung and SMAN 1 Enam Lingkung.

Table 2 .
Distribution of Research Samples

Table 3 .
Interpretation of Determinant Coefficient

Table 4 .
Completeness of Physics Experiment Equipment at Padang Pariaman Regency Public High School

Table 5 .
Implementation of Laboratory Activities at State Senior High Schools in Padang Pariaman Regency

Table 6 .
Average Value for each Object of Teacher's Perception of Physics Laboratory Activities

Table 7 .
Average Value for each Object of the Principal's Perception of Physics Laboratory Activities

Table 8 .
Normality Test Results of Data Completeness of Experimental Sets, Implementation of Physics Laboratory Activities, Perceptions of Teachers and Principals on Laboratory Activities

Table 8
above shows that the probability value for each variable starting with the completeness of the experimental set, the implementation of Physics laboratory activities, the teacher's perception of Physics laboratory activities and the principal's perception of Physics laboratory activities are 0.964; 0.964; 0.821 and 0.826.These results indicate that all data are normally distributed because the probability value is greater than the level of significance (p >α).