Aida Nurul.

S, Rosita Sari

The Influence of Mathematic Learning

Outcomes towards Physics Ability in Senior
High School through Authentic Assessment
System.

Abstract Physics is science which in its learning there are

some product such as theory, fact, concept, law and formula. So that
to understand physics lesson, students not only need a theory or
concept but also mathematical calculation to solve physics problem
through formula or equation. This is can be taken from mathematics
lesson which obtained by students. This research to know the
influence of mathematics learning outcomes towards physics ability
in Senior High School through authentic assessment system. Base on
the researchs have been discussed, is obtained that mathematic lesson
have an important role in physics learning but it according to one
aspect only, namely cognitive aspect. In Indonesia, curriculum of
2013 reinforce displacement in the assessment, from assessment
through test (measuring the competence of knowledge based on the
result) toward authentic assessment (measuring the competence of
attitudes, skills and knowledge based on the process and results). In
other researchs are mentioned that authentic assessment system give
positive respons for students to improve their motivation and increase
the physics learning in the school.
KeywordsPhysics, mathematic, authentic assessment
I. INTRODUTION

oday education in Indonesia needs special concern. The

poor quality of education in Indonesia is not only a concern of

government, but all of people in order to improve the quality
of education itself to produce the qualified of Human
Resources who capable of managing Natural Resources
effectively and efficiently. Development of technology also
influence the educational system. Therefore, the curriculum is
appropriate to follow the development of increasingly
advanced technology so that education in Indonesia can
produce human resources who have creativity and skilled in
technology.
Since 2013 until today, curriculum that is applied in
Indonesia is curriculum of 2013. One of supression in the
curriculum of 2013 were using authentic assessment .
Curriculum of 2013 is really forcing teachers to assess
students using authentic assessment. Authentic assessment is
the assessment that measures students abilities based on three
aspects, including the knowledge aspect, attitude aspects, and
skills aspects adapted to the characteristics and abilities of
The Ministry of National Education. Faculty of education,
Jember University, Indonesia. Phone (0331)-330224, 336579,
336580, 333147, 334267, 339029. Fax. (0331)-339029 Jember
(68121)

students in each level. Through authentic assessment , teachers

to be more objective in measuring the ability of their students,
because are found often the problems of students who have a
good value in knowledge aspect is considered as smart
students in these levels, though not certainly have also a great
ability in skill or attitude. In addition a teacher gives
assessment based on his thoughts without using the
assessment tool, so that the one with the other teachers will
give different assessment for one student in the same test.
Assessment is important in the learning process, it can show
the success of teachers in learning. In the authentic
assessment, teachers give an assessment based on KI (The
Core Competence), KD (Basic Competence), and SKL
(Standard Competencies of Graduates).
Authentic assessment is very important in the learning of
physics. In learning physics there are theory , calculation , and
lab work . Physics is closely related to mathematics. Many
theories of physics expressed in mathematical notation, and
the mathematics used is usually more complicated than the
mathematics used in other scientific side. In fact, learning of
physics in classes implemented separately with the learning of
mathematics. Sometimes the problems are found is that certain
mathematical techniques needed to study physics, but has not
been taught in the learning of mathematics. This is often an
obstacle for students to understand calculations in physics.
Teachers as one of the factors that influence the educational
have a importance role in education. The task of teachers in
formal education not only give a learning, but also give an
assessment of student learning outcomes. Therefore, the
evaluation is required to know the success of teachers give the
material and the extent to students absorb the material is
given. By paying attention to the cognitive learning of
mathematics which obtained by student, then a physics teacher
will know the characteristics of their students, so that to
evaluate well to improve the quality of learning physics.
Besides of that, a physics teacher can also make a adjustments
the matery of physics with mathematic that has been accepted
students in the learning of mathematics.
Based on the above explanation, this paper is structured to
determine the extent of The Influence of Mathematic Learning
Outcomes towards Physics Ability in Senior High School
through Authentic Assessment System.

II. LITERATURE REVIEW

A. Authentic Assessment
Assessment in education is a process of collecting data or
information about results of student learning, then the data that
has been obtained will be reprocessed to determine or measure
achievement of student learning outcomes.
In curriculum of 2013to reinforce there is displacement in
the assessment, from assessment through test (measuring the
competence of knowledge based on the result), toward
authentic assessment (measuring the competence of attitudes,
skills and knowledge based on the process and results) [5].
Cognitive aspect closely related to intellectual learning
outcomes. This aspect includes several parts including,
knowledge or memory, comprehension, application, analysis,
synthesis, and evaluation. Affective aspect related to attitude.
This aspect includes, the invention an answer or response,
assessment, organization and internalization. Psychomotor
aspect closely related to the results of the skills and ability to
act. This aspect includes reflex, aspects of basic movement
skills, perceptual abilities aspect, the aspect of harmony or
accuracy and expressive and interpretive aspects of movement
[12].
Kunandar states that teachers can do assessment
competency of students knowledge by using a variety of
ways, including through written tests using items, an oral test
by asking directly to the students using a questionnaire, and
assignment or a project with a specific worksheet to be done
by students in certain period of time. Furthermore, Kunandar
also states that teachers can make an assessment based on
authentic assessment in the competence students attitudes by
using a variety of ways, such as through observation, selfassessment, peer assessment, journal assessment and interview
[5]. Imas Kurinasih and Berlin Sani also explained that
teachers assess students' skills using performance assessments,
product, project, and portfolio [6].
Authentic assessment refers to the Assessment of Standard
Reference, namely the achievement of learning outcomes is
based on scores position earned toward an ideal score
(maximum). Thus, the achievement of students not in the
context compared to other students, but compared to certain
standards or criteria, the Minimum Completeness Criteria [5].
B. Mathematics Learning Outcomes
Mathematics is a universal science that underlies the
development of modern technology, have an important role in
a variety of disciplines and advance human thinking power
[7]. As examples of the important role of mathematics in a
variety of disciplines are in science, especially physics.
Mathematics is used as a means of logical reasoning
according to certain premises. Results of experiments to find a
relationship between the amount of 2 pieces can be formulated
in the form of mathematics. Mathematics also serves to
develop the ability to calculate, measure, lowering and using
mathematical formulas that are required in everyday life
through the material measurement, geometry, algebra, and
trigonometry. Mathematics also serves to develop the ability,
to communicate ideas with mathematical equations, diagrams,

graphs, or tables [12].

The results of studying is ability obtained by an individual
after learning that can provide behavioral changes of
knowledge, understanding, attitudes and skills, so as to be
better than before [9]. So, the result of learning mathematics is
a final process learning after student understanding and
mastering a science or mathematics.
C. Learning of Physics
Physics is science that much about the nature and
symptoms, from real (visible) to abstract or even simply in the
form of a theory that the discussion involves the ability of
imagination or involvement a strong mental [10].
The purpose of learning physics in secondary schools in
general is to give knowledges about physics, the ability in
process skills, and increase creativity and scientific attitude
[1]. The learning process of physics emphasizes providing
direct experiences to develop competency, in order to explore
and understand the surroundings scientifically [3]. Students
should be given the opportunity for doing experiments or lab
work using a physical object which is supported by the
interaction with peers and assisted by a teacher's question [8].
Physics relating to how find out about nature systematically,
so that science is not just mastery of collection the knowledge,
such as facts, concepts or principles but also a process of
discovery, so that it can develop the ability to inductive and
deductive analytic thinking in solve the problems associated
with using the equation (formula) and can develop the
knowledge, skills and confidence attitudes [2].
Based on the above explanation, we can understand that in
the teaching of physics is not limited to give a product in the
form of theory or formula to students, but must also fully
engage students to develop their skills to provide hands-on
experience for students.
D. Relatedness of Mathematics and Physics
Physics is part of the science which outlines by analyzing
the structure of natural events. Physics is built on the basic of
the facts or the reality of nature then researched and studied
simply as possible that will generate rules and laws. Many
purpose teaching are similar between science and
mathematics, for example, the development of critical
thinking. Sciences explore the patterns of nature through
critical thinking, mathematic help to build these patterns by
showing the relationship, using logic and statistics involving
the students to solve the problem dynamically, steps of
troubleshooting not only to follow certain steps to reach a
conclusion but continues to solving the next problem that may
arise after the issue is resolved [12].
In learning of physics, students not only learn the concepts
or formulas, but also learn how to use physics concepts to
discuss issues that may be questions of physics. To understand
the physics well are required the ability to apply various
formulas in accordance with the processes and procedures to
solve physics problems [4].
Physics lessons relate directly to math, any problems in
physics can be solved with mathematical way. Wardoyo et al
say that in physics, mathematics places a major role, in

addition its ability to solve physics problems from simple to

the most complex forms, mathematical very helpful one's in
explore the intricacies of physics that fact was not easy. Utari
give results that achievement of students reasoning ability of
logic it is not use optimally, understanding and reasoning have
a relationship substantially to understanding the concept of
mathematics and physics, so the students ability and
understanding of mathematical concepts is required in
supporting the learning of physics [11].
III. RESEARCH METHODOLOGY
Technique is made to collect data in this study, namely the
literature study . The literature study is a data collection
techniques to collect and analyze the documents, both written
documents and electronic images.
The purpose of using this literature study is to amplify the
problem as well as the basic theory to answer the problem, it is
to know the influence of mathematic learning outcomes
towards physics ability in senior high school through authentic
assessment system. By using literature study, references theory
which used should be relevant to the case or the issues raised.
As for the references that are relevant to the issues in this
study consists of, among others:
1. Authentic assessment system
2. Mathematics learning outcomes
3. Physics Ability
4. Influence of mathematics learning outcomes
towards physics ability through authentic
assessment system
Based on data collection techniques to the literature study,
the authors collect data from previous studies which similar or
corresponding to the issues that were examined and discussed
further in the discussion, so that be able to get a conclusion
about the influence of mathematic learning outcomes towards
physics ability through authentic assessment system.
IV. RESULT
In this chapter, the influence of mathematics learning
outcomes towards physics ability through authentic
assessment system, discussed base on research that has been
done before or referred to the results of literature study.
According Jajay Suharto (2007) in his research was
obtained the conclusion that ability or mastery of students
towards mathematics strongly support the ability of students to
master the subject of physics, this conclusion is obtained base
on the processing of report (report book) and a list of value of
49 students in the class XII IPA 1 MAN Cikarang, obtained
value correlation of mathematics with physics is 0.99, in
addition the influence of independent variable (value of
mathematic) on dependent variable (the value of physics) is
very large, that was 98.01%.
The result research of Ika Fitri Rahayu, Mitri Irianti and
Zulirfan through survey method, There are significant
influence between the mathematic basic skills and study habits
towards physics learning outcomes in the class XI IPA SMAN
11 Pekanbaru either partially or simultaneously. It also

obtained the contribution mathematic basic skills and study

habits towards physics learning outcomes was 23.4%.
The research of Tri Wardanik (2009) using experimental
methods and data collection is used by taking the cognitive
value of math and physics lessons, there was a difference
influence between the students initial ability of mathematics
high and low categories towards students cognitive ability of
physics. Students who have initial knowledge of Mathematics
higher category, has the cognitive abilitybetter than the
students who have lower initial ability.
Based on some result, it can be seen that there are
significant influence of mathematic learning outcomes
towards physics ability in Senior High School. As we know in
Senior High School, physics lesson has a mathematical
calculation. Therefore learning physics is closely associated
with mathematics. In accordance the statement of Irianti Mitri
(2008), that in physics students not only learn the concepts or
formulas, but also learn how to use physics concepts to discuss
issues physics. To understand the physics well required the
ability to apply various formulas in accordance with the
processes and procedures to solve physics problems. So that
important when learning physics, a physics teacher is able to
explain the concept of mathematical related to calculation of
physics before teach the physics matter. So that students are
not confused when doing mathematical problems in physics.
Some research already mentioned above, have analyzed the
influence of mathematical value towards physics in students'
cognitive aspect, whereas in assessment of learning outcomes
not only in cognitive aspect, but also in affective and skill
aspect. The assessment done by teachers are sometimes not
fully achieve the real competence of students, so that
sometimes students is stated mastered one competencies but
actually no they are not. Therefore it is important for a teacher
is able to make an assessment of three aspect, namely
cognitive, affective, and psychomotor or skills.
Base on the above and some researchs are discussed, until
today there are not similar research which discuss problem the
influence of mathematic learning outcomes towards physics
ability through authentic assessment system, but through only
one aspect is cognitive aspect. So that in this discussion, the
author got a obstacle to find literature which relevan.
However, according to the results of I Wayan Suastra (2007),
that the authentic assessment system was developed through
an innovative learning model (guided inquiry model, problembased learning, and eLearning with starter experimental
approach) was effective in improving students physics basic
competence. In addition, the students response to authentic
assessment systems through physics learning was very positif.
This research is able to explain that the authentic assessment
system give a positive response for students to increase
motivation and improved the physics learning outcomes at
school.
V. CONCLUSION
According to the discussion, can be understood that
mathematic lesson have an important role in physics learning.
Consider in physics there are mathematical calculation to

solve the problem. Base on viewpoint the earlier researchs, the

mathematic learning outcomes is influential towards physics
ability in Senior High School but it according to one aspect
only, namely cognitive aspect. The influence of mathematic
learning outcomes towards physics ability in attitude and skills
are not known certainly. Consider there are not the research
which discuss about that but in other research is mentioned,
that authentic assessment system give positive respons for
students to improve their motivation and increase the physics
learning in the school.
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