Meta Analysis of the Effect of Using Student Worksheets on Aspects of Knowledge in High School Physics learning

The physics learning process is generally teacher-centered and does not provide opportunities for students to develop their potential by issuing their ideas. The learning is not by the demands of the 2013 curriculum, which is student-centered, students who find a concept in learning. Learning resources such as worksheets are needed to guide students in the learning process. Many studies use student worksheets that measure aspects of student knowledge. Therefore, this study aims to determine the effect size of worksheets on aspects of student knowledge. This research uses the metaanalyst method. Data collection was done by browsing e-journals, sinta, and google scholar. The data used are several articles published from 2013-2021 through national and international accredited journals. The sample of this study was 55 articles, consisting of 45 national articles and 10 international articles. The articles used have met the criteria for calculating the effect size. Four indicators compare the effect of using LKS based on student knowledge, grade level, subject matter units, and learning models. Based on the study results, it was found that the effect size of the use of LKS on the three indicators was (1) The largest effect size is obtained on the class level indicator, with the high category in class XI of 0,73 with medium category. (2) on the unit subject indicator, the largest effect size is on the fluid material unit of 0,77 with a high category. And (3) on the indicator of the learning model, the largest effect size on the project based learning model is 0,86 with a high category.