JEP | Volume 6 | Nomor 2| November 2022 e-ISSN 2579-860X p-ISSN 2614-1221 Doi: https://doi.org/10.24036/jep/vol6-iss2/599 Copyright © 2022, Author et al. This open access article is distributed under a (CC-BY License) Analisis Pemahaman Konsep dan Sikap Siswa Terhadap Belajar Fisika Pada Materi Hukum Newton Tentang Gerak Nur Ifani Rizkita 1) , Fatni Mufit 2) 1) Program Studi Pendidikan Fisika FMIPA Universitas Negeri Padang 2) Departemen Fisika FMIPA Universitas Negeri Padang Nurifanirizkita@gmail.com Corresponding author: fatni_mufit@fmipa.unp.ac.id ABSTRACT Understanding the concept is very important in learning physics. Many studies show that students' understanding of physics concepts is at a low level, including Newton's law of motion in class X SMA. While misconceptions in students are at a high level. Misconceptions can occur because the concepts embedded in students are not the same as expert opinions. The aims of this study were; (1) to determine students' conceptual understanding of Newton's laws of motion, (2) to determine student attitudes towards learning physics and (3) to determine the correlation between students' understanding of physics concepts in Newton's law of motion and students' attitudes towards study physics. The sample or subject in this study were 61 grade X students who had studied Newton's laws of motion. Research data collection was carried out in two ways, namely tests and questionnaires. The instrument for collecting data on understanding Newton's law concepts is the diagnostic four-tier test Newton’s law. The instrument to determine student s' attitudes towards learning physics is a questionnaire adopted and then modified from the CLASS (Colorado Learning Attitude about Science Survey). The test data were analyzed statistically and the questionnaire descriptively. The results showed that the students' understanding of Newton's law concepts was very low. The majority of students have misconceptions, especially on Newton's first, second, and third Newton law. Based on the analysis of students' attitudes, it was found that; there are still 29% students who do not like physics lessons and are not interested in increasing the time to study physics. Then, Correlation between student’s understanding of physics concept and attitude towards learning physics, the result showed that the both variable had a correlation value of 0,420. Which means that the both variable has a moderate correlation with a positive direction. Keywords : Misconception, Concept understanding, Attitudes, Newton’s law, Learning outcomes This is an open access article distributed under the Creative Commons 4.0 Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2022 by author and Universitas Negeri Padang. PENDAHULUAN Fisika merupakan ilmu pengetahuan yang sangat penting dalam kehidupan (Saregar, 2016). Mata pelajaran fisika di dalamnya menjelaskan tentang alam semesta (Riwanto et al., 2019). Pelajaran fisika yang berkaitan dengan fenomena alam diperoleh melalui eksposisi yang dikenal sebagai komposisi ilmiah dan interaksi dengan alam (Puspitasari & Mufit, 2021). Disamping itu, pembelajaran fisika juga menuntut siswa untuk terlibat aktif dalam penemuan konsep dan prinsip fisika bukan hanya sebagai penampung penjelasan materi yang diberikan oleh pendidik (Illahi et al., 2021). Peranan fisika sangat penting dalam perkembangan sain dan teknologi, sehingga sudah mulai diajarkan sejak siswa berada pada tingkat sekolah menengah pertama (SMP). Salah satu tujuan pembelajaran fisika menurut Permendikbud No. 59 Tahun 2014 tentang kurikulum 2013 SMA/MA adalah agar siswa menguasai konsep dan prinsip fisika serta mengedepankan pembentukan sikap yang positif dalam proses belajar fisika. Dalam memahami fisika secara lebih dalam, maka harus dimulai dengan kemampuan memahami konsep dasar yang ada dalam pelajaran fisika (Arifin, et.al. 2021). Pembelajaran fisika akan menja di bermakna bagi siswa jika mereka mempu nyai kemampuan untuk memahami konsep dalam belajar (Capriconia & Mufit, 2022). Urgensi pemahaman berkaitan dengan kemampuan untuk menjelaskan sesuatu dengan struktur individu yang disesuaikan