Experimental Time Series Design for Continuous Assessment in Physics Learning: A Qualitative Exploration of Teacher Perspectives
DOI:
https://doi.org/10.37251/sjpe.v7i3.3404Keywords:
Continuous Assessment, Experimental Time Series Design, Physics Education, Teacher PerspectivesAbstract
Purpose of the study: This study explored teachers’ perspectives on physics learning problems and examined the potential of Experimental Time Series Design for continuous assessment. It also identified opportunities to improve assessment practices through repeated measurements and evidence-based monitoring of students’ learning progress.
Methodology: This study employed descriptive qualitative research. Data were collected through observation and semi-structured interviews involving one physics teacher with twenty-one years of teaching experience at Dharmawangsa Private High School Medan. Observation sheets and interview guidelines were used as research instruments. The data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing.
Main Findings: The findings indicated that students experienced difficulties in understanding abstract physics concepts and maintaining learning motivation. Existing assessment practices were mainly based on written tests and focused on final achievement rather than continuous learning development. Digital platforms such as Google Forms, Kahoot, and Quizizz had been utilized, but the resulting data were primarily used for documentation purposes. The participant expressed positive perceptions regarding the potential use of Experimental Time Series Design for supporting continuous assessment and monitoring students’ progress over time.
Novelty/Originality of this study: This study offers a new perspective by exploring teachers’ views on the potential implementation of Experimental Time Series Design for continuous assessment in physics learning. Unlike previous studies emphasizing learning difficulties and instructional media, this study highlights repeated measurements as an alternative framework for monitoring learning development and supporting evidence-based assessment practices in physics education.
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