Analysis of Learning Implementation, Skills of 4C, Attitudes Towards Learning and Students’ Understanding Concepts of Physics

This research aims to analyze the implementation of learning, skills of 4C, attitudes, and students’ understanding concept of physics at State Senior High School 1 Kinali. The research method used was survey research. The sample in this study amounted to 122 students of eleventh grade major in natural sciences and 3 teachers. In this study, there were four types of instruments, namely a conceptual understanding test (static fluid material), a questionnaire on skills of 4C students, a questionnaire on students’ attitudes towards learning physics, and a questionnaire for teachers in the implementation of physics learning. Data was analyzed using coding and percentage techniques and descriptive analysis. Results was the implementation of physics learning was not fully in accordance with the demands of the curriculum. The results of the test for understanding concept of static fluid material obtained by students who understand the concept were still low (3,6%), and misconceptions by 15.9%. Analysis result of students’ attitudes obtained that students who have a negative attitude of 49,18%. Analysis result of skills of 4C students, it seems that the lowest skills were creative thinking skills as 62,57%. It can be seen from the results of the analysis that there is a discrepancy between the results of the concept understanding test and the students’ self-assessment of their attitude towards learning physics and the 4C skills they have. Therefore, further research is needed such as experimental research to improve the quality of learning by teachers both in the use of learning models, media or material learning.


Introduction
Challenges the national education system varies greatly in preparing human resources that are strong and be able to compete at era of the technological 4.0.The most important part this must be a concern to underpinning the country's economic growth and competitiveness in the revolutionary era industry 4.0 is prepare for more innovative learning systems and improve the competence of graduates with 21st century skills [1].In learning at school, teachers must prepare students as well as possible so as not to be run over by technological sophistication.However, students must still have the competence to understand the optimal concept of learning material so that it can be applied in the real world later.To increase students' understanding concepts, they must be trained from an early age and honed to be shaped [2].Improving this understanding is not easy and innovation and creativity are needed so that students are more interested in class conditions and in absorbing the concepts of the material being taught.An appropriate strategy that can be implemented effectively is needed.This is done so that students are comfortable in class so that they can absorb learning optimally.
Concept understanding is a very important element in physics [3] [4].Physics is part of the basically sciences that provide an understanding how the universe works [3].Students were said to understand physics concepts if they are able to restate physics concepts and principles [5].Understanding concepts is not only about mathematical formulas and numbers, it is also about understanding existing concepts and using those concepts to find or solve solutions and relating them to environment and life.In other word, it can be stated that conceptual understanding is the student's ability to connect concepts and principles from one source to another.That means, they can be find solutions to problems in everyday life form the concepts they have learned.
Increasing students' understanding of concepts needs to be supported by students' attitudes towards the subject.Attitudes towards physics are very important owned by students in learning.Attitude towards science can take in an accepting attitude (positive) or dislike (negative) of the natural sciences themselves, especially of phyisic [6].Students' positive attitude towards physics subjects is reflected in their enthusiasm in the process of formal education, students are enthusiastic in asking and answering questions given by the teacher, especially during group discussions in class [7].As students gain a better understanding of physics concepts and are able to learn more effectively in their environment, a positive attitude towards physics develops in their students [8].
Concept understanding really needs to be supported by skill of 4C students.With the evolution of technology of Industrial Revolution 4.0, students are required to master the skills of the 21st century, termed the 4Cs (Communication, Collaboration, Critical Thinking and Problem Solving, and Creativity skills and Innovation) [11] [26].Communication skills are ability of students to convey their ideas both orally or in writing.Collaboration skills are the ability of students to work together and accept individual differences in teams.Critical thinking skills are student's ability to spot problems and find solutions to those problems.Creativity thinking skills are students' ability to find new ideas or innovation to solve a problems.If these four skills are mastered well, students will have a very good understanding of concepts.
Physics subject is an important to be taught because it can foster 4C skills of students.This critical thinking ability is not innate from birth but appears when trained or applied through the learning process by educators as facilitators in learning [9].Critical thinking skills helps solve problems in everyday life.Critical thinking skills train students to make decisions carefully, thoroughly and logically from multiple perspectives.Students need sufficient understanding of physics concepts and then apply them, where to apply physics concepts, students need good critical thinking skills [10].
Critical thinking and the creative thinking skills was complementary skills.The creative thinking skill is related to the skill that implements a new approach to solve a problem and be an innovation [17].Creative thinking skills can be fostered by teachers and a good learning environment encourage questioning, openness to new ideas, and learning from mistakes and failure [1].Like any other skill, creative thinking requires constant practice and habituation.Learning must be designed by teachers to enable students to develop creative thinking skills and innovation.Teachers should be a facilitator and motivator to make it happen the result of creativity and innovation developed by students.If creative thinking skills have been trained, students will automatically understand the concept of physic well.
One's creativity requires other people to develop it.Collaboration skills useful when participating in activities together [18].Cooperation in learning can be established through collaborative learning [19].During the learning process in class, the teacher should condition students can study together (team work), so as to create a learning process that democracy where students can learn respect differences of opinion, acknowledge mistakes, and can improve sense of responsibility in doing given responsibility.In addition, collaboration will help teachers provide understanding of concepts to students with help from students who understand more to students who do not understand.
Effective colaboration will bring up good comunication.Communication skill means that students can express their desires, and communication can build social relationships and show their true selves [21].Communicative competence is a very important.aspectin learning.Communication can be orral or in written.There are students who can communicate through writing but are less able to speak, and the opposite.In this case, the teacher must facilitate learning that explores students' communication.
The facts show that there are still various problems in learning physics.These include issues related to how students understand physics concept.Teacher-centered learning is the source of misunderstandings and no understanding physics concept by students [20].One of the physics materials related to natural phenomena and around student life is Static Fluids.Static fluid is one of the materials that make students' understanding of concepts a lot [12] [27].Data from journal analysis shows that students' conceptual understanding of static fluid material is relatively low [13].The researcher's direct experience as a teacher at State Senior High School 1 Kinali, West Pasaman Regency who found that students always had errors in learning the concept of Fluids.students who are in high school now are students who have gone through online learning during the Co-19 pandemic.They are used to using smartphones for about 3 years ago.So it is very important to know the basic problems in students in order to design proper post-pandemic learning.Therefore, researchers are interested in analyzing implementation of physics learning, attitudes towards physics, skills of 4C and understanding concepts, especially static fluid materials.This analisis will be used by the teacher to design learning that is appropriate to the condition of students after pandemic Co-19.

Methods
This study is the first observation for experimental research.The purpose of this study was to determine the conditions for physics learning, attitudes towards learning physics, skills of 4C and understanding of students' physics concepts, especially for static fluid.Survey method is survey research.
The population was the students of eleventh grade major in natural sciences and physics teachers at State Senior High School 1 Kinali, West Pasaman Regency.The sample for this study was 122 students and 3 physics teachers.Sampling using the saturated sampling technique, meaning that all the population was sampled.
There were four instruments in study, namely 1) four-tier concept understanding test questions about static fluid material, 2) student attitude questionnaires towards learning physics modified from CLASS, 3) skills of 4C questionnaire adopted from research results [14], and 4) teacher's questionnaire in the implementation of physics learning.Data analysis using coding, percentage and descriptive analysis.
The conceptual understanding test results were analyzed in terms of the students' level of conceptual understanding using coding techniques.There are five levels of students' initial concept understanding, namely; level 1 is Sound Understanding, level 2 is Partial Understanding, level 3 is Partial Understanding with specific Misconception, level 4 is Specific Misconception and level 5 is No Understanding.[3][15].Combination of answer criteria according Puspitasari, et al [3] and Mufit, et al [13].These five criteria were simplified into 3 levels of concept understanding, namely; 1) Sound Understanding (SU), 2) Specific Misconception (SM), and 3) No Understanding (NU).

Result and Discussion
Students' conceptual understanding, student attitudes toward physics classes, skills of 4C and observations of physics class performance, especially fluid material can be described as follow:  The graph in Figure 1 shows that the results of understanding concept of students test on static fluid material are still very low, at 3.58%.15.93% of students still have specific misconceptions and 80.49% have no understanding.There are several factors that cause this to happen, one of which is the lack of maximum learning that students have experienced for the last 3 years due to the covid-19 pandemic.This causes learning to be meaningless so that students do not have a good initial concept and analitycal skill of the material, especially static fluids.Even though the questions given are questions related to events in everyday, for example cars lifted with pistons in the washroom.

Students' attitudes towards learning physics
Student attitude questionnaires towards learning physics modified from CLASS.CLASS stands for Colorado Learning Attitudes about Science Survei.CLASS is a widely used tool for measuring student attitudes towards physics and learning physics [22].Analysis of the data on student attitudes towards learning physics is divided into 2, namely analysis based on indicators and analysis per individual student.Questions about students' attitudes towards physics were given as many as 30 items.Results of data analysis of student attitudes to physics learning using Likert scale indicators are shown in Table 1.The results of the data analysis of students' attitudes toward learning physics classes expressed as percentages are shown in the following graph:  7. and figure 2, attitudes towards studying physics showed a good attitude.From the four indicators, it can be seen that indicator enjoyment in Learning Physics shows the lowest percentage of 68, 7%.Classically, students realize that learning physics is useful in their lives.This can be seen in the indicator sosial implication of physic show in 75,50% students agree.At first students were interested in learning physics, but they felt less enjoyment when they learned and met formula and numbers.This is in line with the teacher's statement that in teaching they rarely guide students to understand the concept.Should be, if students understand the concept correctly, then physics will be enjoyed materials.
Results of a person-based data analysis of students' attitudes toward physics learning are divided into 2, namely positive attitudes and negative attitudes as shown in the following table: Table 2 above shows that 49,18 % of students still have a negative attitude towards studying physics.It mean, from 122 students, 60 students still don't enjoy studying physic.The analysis of students' attitudes towards learning physics obtained 5 problems, namely; first, students feel that they are not interested in studying physics (56,6%).Second: students have not solved physics problems using the correct equation and have not guessed the answer by 50%.Third: students are not interested in solving cases in everyday life with the physics they have learned (53.3%).The four, students did not understand the physics equation before being able to use it correctly (62.3%).Fifth: students often do not find a way to solve physics problems (50.8%).This shows that there is a correlation between attitudes towards physics lesson and students' understanding of concepts.This is in line with statement of teacher, that students were less enthusiastic in learning.Only a few gave feedback or statements during the lesson.

Skills of 4C students
Analysis of skills of 4C students divided into 4 things ie; 1) communication, 2) collaboration, 3) critical thinking and 4) creative thinking skills.Indicator to measure students' 4C skills modified form Festiyed, et al [12].The analysis results for each indicator are shown in the form of below.

Percentage of students' communication skills
In figure 3, it's seen that average students' communication skill in good criteria.There were 5 indicators to asses students' communication skills.Indicator 1 about ability to extend knowledge using appropriate communication (77,66 %), in good criteria.Indicator 2 about ability to use formal language style (76,64%), in good criteria.Indicator 3 about ability to actively listen when peers are speaking (84,84 %), in very good criteria.Indikator 4 about ability to present information concisely, clearly, and logically (64,86%).Indikator 5 about ability to present information using formal body languange (61,89%), in good criteria.There were fifth indicator was lowest, This means that there are still many students who have not been able to harmonize their speaking skills using their formal body languange.But, indikator ability to listen actively when peers talk that are very good.This good communication skills must be supported by appropriate learning so that students' understanding of concept is achieved well too.

Collaboration skills.
Analysis of students' collaboration skills data was based on indicators.The analysis results of data are shown in figure 4:

Figure 4. Data analysis of students' collaboration skills
There were 8 indicators to asses students' collaboration skill .Indicator 1 about ability to manage group work (76,84%), in good criteria.Indicator 2 about ability to help the group solve problems (64,34%), in good criteria.Indicator 3 about ability to provide suggestions to groupmates (78,48), in good criteria.Indicator 4 about ability to facilitate group progress in completing tasks (77,66%), in good criteria.Indicator 5 about ability to work in groups without teacher assistance (75,20%), in good criteria.Indicator 6 about ability to recognize and respect the opinions of peers (71,72%), in good criteria.Indicator 7 about ability to assume roles in a group (80,12), in good criteria.Indicator 7 about ability to deliberate in the group for decision making.Based on figure 4, it can seen students were in good kategory regarding collaboration skills.This student's ability should be able to support the studentoriented learning process.The lowest indicator was seen in ability to deliberate in the group for decision making.On the basis of figure 5, there were 9 indicator to asses critical thinking of students.There were 4 indicators not good.That were ability to evaluate peer arguments (59,22%), ability to provide feedback on peer arguments (58,61%), ability to deliver explanations (59,63%), and ability to conclude the quality of information (57,79%).There were 5 indicators in good criteria.That were ability to recognize strengths and weaknesses of self and group (64,14%), ability to use knowledge flexibly (68,44%), ability to understand questions asked by peers (75,82%), ability to ask clarifying questions (69,47 %), and ability to interpret information (73,16%).This shows that students' critical thinking are not maksimal.

Creative thinking skills.
Analysis of students' creative thinking skills data was based on indicators.This indikator consist of 6 points.The results of data are shown in figure 6 6, it's seen that students creative thinking skills in good criteria.Even though there are 2 indikator were not good.Students were still not able to present original ideas and present many alternative solution in solving a problems.The best skills seen in ability to collect various information or data to solve problems, even with value 68,03%.i.e. 62,57 %.This shows that there are more students who have not been able to express ideas or works with their own thoughts.They are still used to imitating other people.Collaboration skills shown in the highest skills at 73,57%.While skills of critical thinking at 65,14 % slightly better than creative thinking, and communication skills at 72,48%.All of 4C skills were in good criteria on the likert scale.However, to get maximum understanding of concepts, these 4C skills must also be improved.

Learning Implementation
The findings demonstrated that physics instruction was not fully implemented in accordance with the demands of the 2013 curriculum.Learning is still dominant using the direct learning model, and omits students from the discovery process.Understanding of students' concepts and misconceptions is rarely identified.There is no application of teaching materials and learning models that can specifically improve students' understanding of concepts, especially static fluid material.Analysis results of the questionnaire of the implementation of learning by the teacher are divided into 2 parts, namely: Base on figure 8, it can be seen that the teacher still has not carried out learning that improves students' conseptual understanding.Especially on fluid material.Lowest indikator seen that the teacher gives an initial test to find out the students' initial knowledge as 33,33%.This means that students do not understand the concept of physics well because it is not supported by appropriate learning.In term of teacher identified misconceptions of student, emphasized experimental or experimental activities in finding, gived students the opportunity to present data in graphic form, and directed students to identify valid scientific opinion was still low.The provisional hypothesis is that the use of ICT-based teaching materials and media is still low, which is one of the reasons why there are still many students who have a negative attitude towards physics and there are still who have low critical thinking skills and creative thinking skills.This is certainly the cause of the low understanding of students' physics concepts.Students born and raised in the digital era should receive digital-based learning, such as; interactive multimedia, digital teaching material and animation media.Should be learning in schools using technology because the era of industrial revolution 4.0 is characterized by the existence of digital industries reference for life [23].The results of this data analysis can be a consideration for teachers to conduct research in this school, what about the potential of students, teachers can choose the right teaching model.The choice of the teaching model as a solution is a teaching model can be seen as a methodical and comprehensive instruction manual for teachers to use in their instruction [25].Research products in the form of specific learning media or materials to improve students' understanding concept and skills of 4C are also widely available.This can be used by teachers in schools, so that teachers are more focused in the teaching and learning and learning process.It is hoped that this research can be continued to the experimental research stage and be able to bridge the 2013 curriculum towards an independent curriculum.

Conclusion
Based on the analysis of the data from the first test, which 122 students took to learn about static fluid, it was found that students still had an not understanding of the concept.The fact that 80, 49 % of students do not comprehend the concept of static fluid demonstrates this.Although from student self assesment obtained of data analysis of attitudes towards learning physics which show that 49.18% of students have negative attitudes towards learning physics and the analysis result of skills of 4C students, it seems that the lowest skills were creative thinking skills as 62,57%.However the teacher has not been maximal in implementing the 2013 curriculum in schools.This can be seen from the results of the analysis of the implementation of learning carried out by teachers in the classroom who have not facilitated students to interpretation number f = frequency x = weighting of the value scale (score) n = Number of respondents Criteria of Respondents Attitudes toward learning physic of Students interpreted into 5 point, namely, 1) Not good (1.00-1.80),2) Not good (1.81-2.61),3) Fairly good (2.61-3.41),4) Good (3.41-4.20),and 5) Very good (4.21-5.00)[16].

3. 1 .
Students' undestanding concepts.Data of tes for understanding the concept of static fluid for 122 students is divided into 3 results, namely SU (Sound Understanding), SM (Specific Misconception), and NU (No Understanding) as shown in the following graph:

Figure 1 .
Figure 1.Understanding students concept of static fluid

Figure 2 .
Figure 2. analysis of students' attitudes towards learning physics based on indicators

10 3. 4 . 1 .Figure 8 . 1 .
Figure 8.The identification of student concept Understanding on fluid material Fluid materials.The results of the use of teaching Materials and Media in fluid materials are depicted in the following graph:

11 Figure 9 .
Figure 9. Teaching Materials and Media used in fluid Material Description: 1. Textbook 2. Module or handbook 3. Student Worksheet 4. Interactive multimedia 5. Digital teaching material ( e-book, etc) 6. Demonstration of teacher-designed simple media 7. Animation media 8. Tutorial videoThe provisional hypothesis is that the use of ICT-based teaching materials and media is still low, which is one of the reasons why there are still many students who have a negative attitude towards physics and there are still who have low critical thinking skills and creative thinking skills.This is certainly the cause of the low understanding of students' physics concepts.Students born and raised in the digital era should receive digital-based learning, such as; interactive multimedia, digital teaching material and animation media.Should be learning in schools using technology because the era of industrial revolution 4.0 is characterized by the existence of digital industries reference for life[23].The results of this data analysis can be a consideration for teachers to conduct research in this school, what about the potential of students, teachers can choose the right teaching model.The choice of the teaching model as a solution is a teaching model can be seen as a methodical and comprehensive instruction manual for teachers to use in their instruction[25].Research products in the form of specific learning media or materials to improve students' understanding concept and skills of 4C are also widely available.This can be used by teachers in schools, so that teachers are more focused in the teaching and learning and learning process.It is hoped that this research can be continued to the experimental research stage and be able to bridge the 2013 curriculum towards an independent curriculum.

Table 1 .
Data analysis of students' attitudes towards learning physics based on indicators

Table 2 .
Distribution of attitudes towards learning physic of students

indicator Percentage of students' creative thinking skills
;