Senior high school students learn physics while playing: how

This research was conducted to improve the quality of physics learning at grade X Science-1 SMAN 1 Padang. Collaboration was conducted between lecturers and physics teachers in the activities of teaching lecturers in schools. The subjects were 35 students of Class X Science-1, which prefer play than study. Their participation and learning outcomes while studying were low. Game-based learning was packed to overcome this problem. Research was conducted for vector addition and straight motion. The research lasted for two circles along eight weeks. The quality of the process was measured by 9 indicators of student activity. The quality of learning outcomes was measured by the proportion of the students who reach the minimum level of completeness. Field notes throughout the learning process showed that all students really enjoy the game and learning. The level of effectiveness of students learning in the first cycle reached 80.32% and classical completeness 91.43%. Level of student activity in the second cycle was 89.21% and classical completeness 88.57%. The quality of the process and learning outcomes in both cycles are very good. These results indicate that the game-based learning can improve the quality of physics learning at Grade X Science-1 of SMAN 1 Padang.


Introduction
There is one subject that is considered the most difficult and least liked by students, namely physics (1).Because they don't like the lesson, students are not motivated to learn, this attitude leads to a lack of student activity during learning.Activeness in learning physics lies in two aspects, namely active in action (hands activity) such as conducting experiments and active thinking (minds activity), for example applying knowledge of physics to everyday problems (2).
Based on the results of discussions conducted with physics teachers about the subject of this research, students prefer to play rather than study, because of their low interest in learning physics.The information conveyed by the teacher was supported by the condition of the class when the research team entered the class before the treatment.Only students two rows in front pay attention and are involved in learning.others are busy with their cellphones, talking to their classmates, leaving class, or doing other activities.although it has been discussed with the parents of the students, but did not provide a solution.
Starting from dislike, then has an impact on low motivation and activeness in learning, creating a domino effect in the form of not achieving learning objectives.One of the objectives of learning physics is that students are able to solve everyday problems.The failure to achieve the objectives of learning physics can be seen from the low ability of students to solve problems.The results of measurements carried out by PISA in 2015 showed that for science, Indonesian students were ranked 64th out of 72 participating countries.One indicator that is used as a benchmark is the ability to solve problems (3)(4)(5).
The difficulty of solving physics problems in students is influenced by several factors, namely their preference for physics lessons, the material they study, the learning activities experienced by students, and the teaching style of the teacher (6), students' perceptions of physics teachers in a school that produce high interest and learning outcomes are perceptions of physics teachers who can package fun physics learning and can create a comfortable learning atmosphere for students with a humorous attitude, friendly with students, and not easily angry when teaching (7).
As an effort to increase students' motivation to learn physics, researchers have the option of using games in learning (8).Using games to learn physics will make students happy when learning (9).Many games are developed as a medium and source for learning physics, especially online games.Games are a good way to engage people with physics, although it is recognized that with only one level of the game completed learning outcomes are limited.The findings suggest that gamification is a valuable educational tool (10).Educational games can increase student activity in learning, student activity in the learning process, and their achievement and use of ICT (11).
Traditional games are events or phenomena that are planned or designed by humans.In contrast to modern games found in individual gadgets, traditional games are generally played in groups of two, three, four, or more.All games rely on cooperation and mutually reinforcing each other in competition.So it is suitable to be used as a medium and learning resource.Traditional games teach us about the meaning of life and how to collaborate (12).
Online games have very high attractiveness, but this medium has a weakness.The weakness of games as a learning medium is that it requires relatively expensive hardware and software, requires specific use of skills, requires clear, concise, and concise manuals.Even though we are already in the millennium era or the industrial era 4.0, not all schools have the infrastructure that can apply online games in learning.
Research shows that games are proven to be able to create student activity in learning.Among other things, the Dakocan Game is Fun to Improve Activeness and Learning Outcomes of Accounting Recording Service Companies, able to increase student activity by 87.35% (13).Playgrounds can be integrated into physics learning according to the 2013 Curriculum (14).Both online games and traditional games have the same ability to activate students in learning.
The game is an object of physics study that occurs because of human engineering.One of the traditional cheap and easy games that can be used as a source and medium for learning physics is the snake and ladder game.Snakes and ladders game include a group of traditional games that use a sheet of picture paper with 100 picture boxes, a dice and a number of cones.This game comes from India with the name Moksha Patam.This game contains a philosophy of life between avoiding bad deeds and deadly traps and taking advantage of opportunities to achieve true goodness, heaven or nirvana (15).
The game of snakes and ladders results in the displacement of the cone position which is determined by the results of shuffling and releasing the dice.The number of players can be 2-4 people or even more.Each player's cone represents a position and always moves every time the dice are played.The displacement that occurs in each game produces a vector.The number of vectors produced by each player is determined by the number of players playing the dice.The result of the displacement of each player or all players is the resultant vector.The magnitude and direction of the vector can be drawn on grid paper.The addition of vectors can algebraically be determined directly by counting the number of squares vertically and horizontally.The total displacement of each player directly describes the vector sum in polygons.
Running competitions between groups in one study group or class, become interesting and useful if packaged and planned well.The number of students who are directly involved could be more.And this game can be an experiment of uniformly changing straight motion in the real world.One group requires at least 8 members consisting of one runner who competes, one judge for another group competition, 5 people as a timer in positions 10 meters apart from each other, and one student as a data logger on the student worksheet.Smartphones owned by students can be used as a timekeeping tool.This game can be used as a learning strategy for straight motion material.

Research Method
The purpose of this study was to improve the quality of high school physics learning in class X MIPA 1 SMA Negeri 1 Padang.This study applied the classroom action research method, which took place from the fourth week of July to the first week of October.Action research as a scientific research has the following characteristics: 1) Starting from concerns about teacher performance, 2) The purpose of improving learning, 3) Self-reflective inquiry (self-reflection, a bit loose, but according to research rules), 4 ) Wanting to know the consequences of action / something done, 5) Research focus on teaching and learning activities, 6) Take follow-up actions as a result of previous actions, 7) Autonomy in assessing performance (capable of researching), 8) Situational, 9) contextual, 10) Collaborative and participatory, 11) Self-evaluation: evaluated continuously for improvement, 12) flexible and adaptive, utilizing observational data from empirical behavior, 13) situational specific (not generalized), CAR aims to improve and enhance the quality of learning in schools ( 16).
The research was carried out in two cycles.The first cycle for vector addition application material applies to the snakes and ladders game.The second cycle of straight motion material uses a 50meter running race.The research subjects were students of Class X MIPA 1 SMA Negeri 1 Padang who were registered in the odd semester of 2020/2021, totaling 35 people consisting of 18 males and 17 females.The students in this class were chosen as the subject, because they did not seem to like learning physics.The quality of learning was measured using an instrument of observation format, video recording of learning, and interview guidelines.The quality of the learning process measured refers to Sudjana's opinion on indicators of student activity in learning; such as: (a) Participate in carrying out their learning tasks, (b) Involved in problem solving, (c) Ask other students/teachers if they do not understand the problems they facing, (d) Try to find various information obtained for problem solving, (e) Carry out group discussions, (f) Assess his abilities and the results he gets, (g) Opportunity to use/apply all he had in completing the tasks/problems he faces, (h) Opportunity to use/ apply what he gets in completing assignments/ the problem he faces (17).While the quality of learning outcomes is assessed from the ability of students to do assignments in the student worksheet and post-test.The quality of the results is expressed in the level of achievement of the minimum passing level, with an MPL of 75.
The data can be processed simply, where each process indicator that is assessed for each student is added up and the average value is calculated, then the average value per for all indicators is calculated.While the result data were analyzed in a simple way, the value of each student was compared with the MPL, then the percentage of students who achieved the MPL was calculated.3) Demonstrating the use of snakes and ladders as a medium and learning resource for vector addition, (4) dividing groups, (5) taking game tools (1 group of a set of snakes and ladders game), (6) learning addition applications vector while playing snakes and ladders in each group, (7) presentation of the group's work to determine the resultant vector of displacement from the snakes and ladders game, (8) post test, and ( 9) closing activities.Stages of learning in the second cycle: (1) delivery of the basic concepts of straight motion, (2) delivery of learning strategies to apply the 50 meter running competition as a medium and source of learning straight motion, (3) dividing students into groups of 7-8 people, (4) explanation of the rules of the game, (5) division of tasks in each group by the group leader, ( 6) taking the rope, Students worksheet hereinafter referred to as SW, and setting the HP function as a stop watch , it takes 5 stop watches by each group, (7) going to the school field , (8) attaching a rope between runners competing, ( 9) determining the groups that will compete and the judges, (10) arranging the students' positions according to the tasks that have been previously set, (11) playing the game and recording the distance and time, five times , (12) went back to class and took a short break, (13) filled in the student worksheet to paint a graph and found the relationship between s, v, a, and t, ( 14) posttest, and (15) closing activity.

Result and Discussion
Improving the quality of physics learning at grade X Science-1 SMAN 1 Padang done using game-based learning.In this research, there are two different cycles.Each cycle using different stage to help improving quality of physics learning.

First Cycle
The cycle starts with explanation of how to learn vectors using Snakes and Ladders game.The instructor simulates how to play, how to describe, and how to add the vectors obtain from the group game, as shown in figure 2. Explanation and simulation motivated the student to know more clearly by standing or approaching the instructor.

Figure 2. Explain how to learn vector with Snakes and Ladders game
The second step of the cycle is student carry out experiments about drawing vector, and add vector with 3 ways.In this case the data collected in the games.Figure 3 show, all off the student actively involved in the experiment.No student joking around, going in and out of class, or talking each other.

Figure 3. Experiment with Snakes and Ladder s Game
After collect and analyzing the data and answering question, in the student worksheet, the student presented their work as shown in figure 4. Each group presented their experimental results and it can be seen that the data differed from one group to another, but their goal was the same as drawing and adding vectors.

Figure 4. Presentation
Based on the results of learning recordings using photo and video cameras, observation formats, and interviews, information was obtained that only two of the eight groups still had difficulties in depicting the transfer vector from the game results to square paper.But after being directed by the teacher, the two groups were able to complete the task in the SW.They were able to describe displacement vectors and add vectors in three ways.
Besides there are still two groups who still can't finish work on time, some students still look less serious during presentations.When standing in front of the presentation, there are still joking, it seems that they have not done the division of tasks before advancing, so sometimes they fight, sometimes there is silence for a moment, waiting for each other to talk.However, when compared with learning activities before being treated, the quality of learning in the first cycle was much better.Students sitting in the front row to the back row are actively involved in learning.The most obvious change is seen for student attendance in class, no more students are allowed to leave during learning activities.
Recording of student learning activities using a brief observation format is as follows: (a) Participate in carrying out their learning tasks 100%, (b) Involved in problem solving 77,14% (c) Ask other students/teachers if they do not understand the problems they are facing 22,86%, (d) Try to find various information obtained for problem solving 22,86%, (e) Carry out group discussions 100%, (f) Assess his abilities and the results he gets 100%, (g) Opportunity to use/apply what he gets in completing the tasks/problems he faces 100%, dan (h) 100%, and average for all indicators is 80,32%.
During the learning process students look happy and enjoy learning.this turned out to not only have a positive impact on the level of student activity in learning.After a formative test was carried out for the material for applying the principle of vector addition through the game of snakes and ladders, 91.43% of students succeeded in exceeding the completeness limit, which was set by the teacher at 75.One of the students who was randomly assigned to represent his friend to convey his impressions and messages after the first cycle, said that learning is very fun and learning physics feels easier.If possible, the teacher often conducts learning with games.

Second Cycle
As already stated in the method, in this second cycle learn straight motion from the 50 meter race.Each group records the time it takes for each friend to move 10 meters.Each group recorded 5 times in each event.they did the race 3 times.This group collected a 15 data of distance and time.
The second cycle lasted three steps.The main meeting where students learn to move straight from the 50 meters race in the school yard.Students are divided into five groups; each group consists of 7 or 8 people.Even though students' study in the school yard, none of the students leave the game arena during the learning activities.Because during the briefing in the class students have been given a student worksheet and they have divided the tasks into each member.All members get assignments.The learning atmosphere is presented in the figure 5.

Figure 5. Photos of Cycle 2 Learning Activities
The enthusiasm of students in learning in the second cycle has been seen since the activity of opening the lesson.When the teacher says there will be another game in learning.they were even more curious when it was said that it was a 50-meter race between groups.Students look very diligent in listening to explanations about how to play and the results that must be obtained from the game.
After the groups are formed, all groups immediately choose a group leader and share tasks according to the instructions given by the teacher.Each group takes the equipment and materials needed.Armed with SW students immediately headed to the school field.
During the match, all group members carry out their duties according to the agreement in the group.So that all the data that must be collected was successfully collected by all groups.The most interesting thing is that there are no students who are unemployed during learning activities in the school field.
Records of student learning activities using research instruments briefly are as follows: (a) Participate in carrying out their learning tasks 100%, (b) Involved in problem solving 100%, (c) Ask other students/teachers if they do not understand the problems, they are facing 45.71%,(d) Try to find various information obtained for problem solving 57.14%, (e) Carry out group discussions 100%, (f) Assess his abilities and the results he gets 100%, (g) Opportunity to use/apply what he gets in completing the tasks/problems he faces 100%, (h) Opportunity to use/apply what he gets in completing assignments/ the problem he faces100%; with average 89,21%.The results of the running races recorded by students in the SW are the distances of 10m, 20m, 30m, 40m, and 50m, along with the time on each movement segment.Students were asked to paint a graph of distance versus time, determining the slope of the graph in each segment.The results of data processing are presented in a new graph of speed against time.Finally, students can find which segment is moving in a straight line with constant speed and which part shows motion with constant acceleration.so that students are able to formulate the relationship between displacement, velocity, acceleration, and time in straight motion.
There was an increase in student learning activities from the first cycle to the second cycle, where the level of student activity was almost reached 90%.So, the quality of the process occurs in line with the improvement of the quality of learning outcomes.This shows that the game in learning physics, for class X MIPA 1 SMA 1 Padang, when packaged in such a way, is adjusted to the character of the material, and the character of the students, has a positive impact on the quality of the learning process and results.Students enjoy learning and it becomes easy to achieve competence, because they are guided by the student worksheet to lead them to be able to analyze the observed data while playing.In this case, playing can replace practice activities which usually take place in a closed laboratory. in the second cycle, the minimum passing level was achieved at 88.57%.
The high level of student involvement in learning using traditional games is an indication that traditional games are as interesting as online games when used in physics learning.If learning was planned carefully, responsibly, and packaged attractively, then the game will have a positive impact.Students who were initially less interested in studying physics became very enthusiastic.This can be seen clearly from the recording of the learning process presented in this article.
The results of the research and the field notes of the research team show that teachers should not give up if students are not interested in studying physics.Because it is proven that students can be attracted without being forced.Not only interested in learning, they are even very enthusiastic about learning physics.The experience in the first cycle when not all of the presentation groups had 15 minutes remaining, the teacher wanted to close the lesson immediately because they had to do the closing part which was no less important.But the students argued that all groups performed presentations, so they were willing to be late for home.In the second cycle, the teacher told the female participants that it was enough for them to compete in only three rounds of the five planned rounds, because the teacher had already seen that some were tired.But all of them answered that we are still strong and can continue this game ma'am.This shows that the game strategy that has been applied has succeeded in involving students physically, mentally, and emotionally throughout the learning process.
The level of student activity in learning which reached 80.32% in the first cycle was a very good participation.And the participation rate of 89.21% in the second cycle is also in the very good category.This means that the quality of the learning process in both cycles was very good or students are very active during the learning activities.
Although the main purpose of this CAR is only to improve the quality of the learning process, it turns out that this traditional game is able to improve the quality of the learning process and results.Before the treatment was given, the minimum passing level was only set at 51%, with an MPL of 75.Of course, this was adjusted to the character and abilities of the students in the subject class of this study.Unexpectedly in the first cycle only 3 of 35 were achieved a minimum passing level of 91.42%.Meanwhile, in the second cycle, a minimum passing level of 88.57% was achieved.Although there was a slight decrease in the minimum passing level, it was not significant, because it was still in the same category as very good.Of course, this is also influenced by the level of difficulty of the material in straight motion which is more than vector addition.The use of games in effective learning improves the quality of learning (18,19).With games students are more active and more interested in learning so that the subject matter is mastered more deeply (20).
There is an increase in the quality of the process and learning outcomes before being given treatment (pre-cycle) and after being given treatment.There was also an increase from cycle 1 to cycle 2.This condition indicates that there is an increase in direct student participation in learning which has an impact on improving their learning outcomes.This is reasonable, because the games used in this lesson are close to students' daily lives, bringing real conditions into learning (21), has a positive impact on students' ability to understand the material being studied (22).When students work together to complete a task in groups, they motivate each other, help each other, and exchange information (23).Direct involvement and collaboration between students make it easier for them to overcome learning difficulties (24).
The success of the game that is able to improve the quality and learning outcomes, of course, cannot be separated from careful planning.Where an in-depth study is carried out on the character of students in the classroom, facilities and infrastructure, conditions of the school environment, the willingness and ability of teachers, learning needs, and impact measurement plans.When planning, the time allocation, form and content of the SW are carefully considered as learning guidelines, learning strategies so that the concept of playing while learning is effective, decreasing student concentration, forms of group work, forms of bills, instruments, and the synergy of the research team.
After carefully preparing the treatment, the next step is to strictly control the implementation of the treatment.During the implementation of the research team consisting of 3 people (lecturers, teachers, and students) collaborated to complement each other.Where one is in charge of providing explanations or conveying basic concepts in front of the class, the other two monitor student activities.When students work in groups, the three research teams spread out to groups that need attention.The continuous attention and encouragement given to students has a good impact on their concentration during learning.Before the children play, the teacher gives signs such as how to play, what to note or write, what is the task of each group member, how much time is allotted, and what to report.

Conclusion
Based on the results and discussions that have been presented, it can be concluded that traditional games can improve the quality of the process and learning outcomes of physics in Class X IPA 1 SMA Negeri 1 Padang.Careful preparation, teacher direction before starting learning activities while playing, student worksheets that help students carry out learning activities, take measurements, process data, and find knowledge, as well as strict control during implementation, are of course the keys to successful learning from these games.

Figure 1 .
Figure 1.Snake and ladder board games Stages of learning in the first cycle: (1) delivery of learning objectives and strategies.(2) explaining vector addition, (3) Demonstrating the use of snakes and ladders as a medium and learning resource for