Teaching Physics in Scientific Information Disclosure Era Through Daily Physics Learning

Abstract Daily physics is the study of physics that raises problems and applications in everyday human life. This study aims to describe the structure of physics learning in everyday life that supports physics learning in the era of scientific information disclosure and its implementation. This qualitative descriptive research was conducted by examining the structure of everyday physics learning and observing the responses of research subjects with physics and social backgrounds who participated in the daily physics lessons. The results of this study indicate that the structure of learning physics in everyday life is designed to be followed by all participants from both exact and non-exact groups as part of the Whole Person Education program. Subjects with a background in Physics explain daily physics learning followed by discussions based on popular events in everyday life that are studied from the physics side easily and strengthen the understanding of physics concepts that they already have. Subjects with social backgrounds explain daily physics learning, followed by presenting examples that occur in everyday life, such as birthday balloons that can be attached to walls and others. These examples can be easily accepted and understood by all participants. However, participants with social backgrounds find it quite difficult when the discussion enters the discussion of abstractions such as equations and formulas. This research concludes that the structure of everyday physics is very supportive of learning physics for many people in the era of scientific information disclosure.