Identification and Analysis of Factors Contributing to Senior High School Students' Lack of Interest in Learning Physics: A Structural Equation Modeling

winda afriani Desmaniza; Pakhrur Razi; Desnita Desnita; Dea Stivani Suherman

doi:10.24036/jipt/vol4-iss2/169

Authors

Winda Afriani Department of Physics, Universitas Negeri Padang, Indonesia.
Pakhrur Razi Department of Physics, Universitas Negeri Padang, Indonesia.
Desnita Department of Physics, Universitas Negeri Padang, Indonesia.
Dea Stivani Suherman Department of Physics, Universitas Negeri Padang, Indonesia.

DOI:

https://doi.org/10.24036/jipt/vol4-iss2/169

Keywords:

Physics learning interest, Internal Factor, External Factor, Intention to pursue physics related higher education, PLS-SEM

Abstract

Interest in learning physics plays an important role in students’ academic success and their motivation to pursue further education in science-related fields. However, many senior high school students still show low engagement in physics learning, making it necessary to examine the factors that influence this condition. This study aimed to analyze the effects of internal and external factors on students’ interest in physics and their intention to continue higher education in physics-related disciplines. A quantitative research design was applied using the PLS-SEM approach. The participants consisted of 300 eleventh-grade science students from various senior high schools and Islamic senior high schools in West Sumatra, Indonesia, selected through proportionate stratified random sampling. Data were collected using a validated five-point Likert-scale questionnaire with good reliability and analyzed using SmartPLS4.0. The results showed that both internal and external factors significantly influenced students’ interest in physics, with external factors having a stronger effect. In addition, students’ interest significantly affected their intention to pursue higher education in physics-related fields. The model demonstrated strong explanatory power with R² values of 0.852 for interest and 0.804 for intention. These findings highlight the importance of supportive learning environments, effective teaching strategies, and self-efficacy in improving physics learning interest.

Downloads

Download data is not yet available.

References

Aini, M., et al. (2023). Analysis of students' interest and motivation to learn physics. Journal of Physics Education Research, 15(1), 45–53.

Ainley, M. (2019). Interest: Knowns, unknowns, and basic processes. In K. A. Renninger & S. E. Hidi (Eds.), The Cambridge handbook of motivation and learning (pp. 89–115). Cambridge University Press.

Aldila, et al. (2020). Identifikasi minat belajar siswa terhadap fisika. Jurnal Pendidikan Sains Indonesia, 8(2), 98–105.

Astalini, A., Darmaji, D., Kurniawan, D. A., Perdana, R., & Putra, D. S. (2019). Identification of student attitudes toward physics learning at senior high schools in Indonesia. Jurnal Pendidikan IPA Indonesia, 8(1), 34–42.

Bandura, A. (2021). Self-efficacy: The exercise of control. Routledge.

Bøe, M. V., Henriksen, E. K., Lyons, T., & Schreiner, C. (2011). Participation in science and technology: Young people's achievement-related choices in late-modern societies. Studies in Science Education, 47(1), 37–72.

Byrne, B. M. (2022). Structural equation modeling with AMOS: Basic concepts, applications, and programming (4th ed.). Routledge.

Chen, X., & Soldner, M. (2013). STEM attrition: College students' paths into and out of STEM fields. National Center for Education Statistics.

Darmaji, D., Astalini, A., Kurniawan, D. A., & Perdana, R. (2019). A study relationship attitude toward physics, motivation, and character discipline student senior high school in Indonesia. International Journal of Learning and Teaching, 11(3), 99–109.

Deci, E. L., & Ryan, R. M. (2020). Intrinsic motivation and self-determination in human behavior: Contemporary perspectives in self-determination theory. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (2nd ed., pp. 15–38). Oxford University Press.

Dheafriska, D. A., & Nofiana, M. (2023). Analisis kebutuhan guru dalam implementasi Kurikulum Merdeka. Jurnal Pendidikan dan Kebijakan Pendidikan, 8(1), 67–75.

Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 101859.

Fatonah, et al. (2020). Analisis tingkat minat belajar fisika siswa. Jurnal Inovasi Pendidikan Fisika, 10(1), 21–28.

Ghozali, I. (2015). Structural equation modeling: Metode alternatif dengan partial least squares (PLS). Badan Penerbit Universitas Diponegoro.

Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2021). A primer on partial least squares structural equation modeling (PLS-SEM) (3rd ed.). Sage Publications.

Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127.

Hulleman, C. S., Barron, K. E., Kosovich, J. J., & Lazowski, R. A. (2016). Student motivation: Current theories, constructs, and interventions within an expectancy-value framework. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of motivation at school (2nd ed., pp. 241–278). Routledge.

Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2022). Kurikulum Merdeka: Konsep dan implementasi kurikulum dalam pembelajaran. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.

Lent, R. W., Brown, S. D., & Hackett, G. (2024). Social cognitive career theory. In D. Brown & R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (3rd ed., pp. 129–167). John Wiley & Sons.

Li, Y., & Singh, C. (2021). Students' motivation and self-efficacy in learning physics: A study of their impact on academic performance. Physical Review Physics Education Research, 17(1), 010101. https://doi.org/10.1103/PhysRevPhysEducRes.17.010101

Organisation for Economic Co-operation and Development. (2023a). Education at a glance 2023: OECD indicators. OECD Publishing. https://doi.org/10.1787/e13bef63-en

Organisation for Economic Co-operation and Development. (2023b). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing.

Pusat Asesmen Pendidikan. (2025). Hasil Tes Kemampuan Akademik Provinsi Sumatera Barat Tahun 2025. https://tka.kemendikdasmen.go.id/hasiltka/

Rahmasari, D. (2023). Strategi mengajar guru dalam meningkatkan minat belajar siswa. Jurnal Citra Pendidikan, 3(3), 1075–1079.

Renninger, K. A., & Hidi, S. (2022). Interest development and learning. In K. R. Wentzel, D. B. Miele, & A. C. Anderman (Eds.), Handbook of motivation at school (2nd ed., pp. 265–286). Routledge.

Riduwan. (2019). Metode dan teknik menyusun proposal penelitian. Alfabeta.

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860

Saputra, M. D., & Asrizal, A. (2022). Analisis faktor yang memengaruhi minat belajar fisika siswa pada implementasi Kurikulum Merdeka. Jurnal Penelitian Pendidikan IPA, 8(6), 2988–2996.

Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832.

Sugiyono. (2022). Metode penelitian kuantitatif, kualitatif, dan R&D (2nd ed.). Alfabeta.

Wahyuni, I., et al. (2021). Analisis minat belajar siswa pada mata pelajaran fisika. Jurnal Pendidikan Fisika, 9(2), 123–130.

Wang, M. T., & Degol, J. L. (2017). Gender gap in science, technology, engineering, and mathematics (STEM): Current knowledge, implications for practice, policy, and future directions. Educational Psychology Review, 29(1), 119–140.

Wigfield, A., Rosenzweig, E. Q., & Eccles, J. S. (2017). Achievement values: Interactions, interventions, and future directions. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation (2nd ed., pp. 116–134). Guilford Press.