Lecturer’s Capability to Improve Quality of

Teaching and Learning Process: a Case Study

on Statistical Physics Course

I Made Joni
Physics Department, Faculty of Mathematics and Natural Science
Padjadjaran University, Bandung
Phone:022-7796014, e-mail:madejoni93@[Link]

ABSTRACT
In this article, I shall describe my experience of developing instructional tools of course on
Statistical Physics as well as the implementation of Instructional Technology. I shall discuss
the approach I took, the difficulties I faced, and the experiences I drawn from this education
experiment during teaching and learning process.

1. INTRODUCTION
In recent years there has been a tendency for Learner (or Student) Centered Education
and this being paradigm shift from teaching to learning. Besides, the development of
instructional technology allow instructors at all levels to put their teaching materials on the
Internet, either for distance-learning or ease-of-access purposes. Designing instructional
materials for online teaching and learning is quite a challenge to instructors in any field.
Teaching materials of this kind can be quite different to those used in traditional classrooms or
lecture theatres, in the sense that they must somehow replace or compensate the role or
presence of the instructor.
I intent to discuss about student learning related to the capability of lecturer as a
designers of learning environments; they study and apply best methods for producing learning
and student success. A lecturer expecting to be able to identify students’ problem with
learning: how they learn, how they feel about their learning, what problems they encounter
when learning, what helps /hinders their learning, what they have actually learned, and how
they have changed as learners. Therefore, one of our goals as instructors is to provide students with
opportunities to become active, critical thinkers who move beyond a view of learning as information-
gathering to a view of learning as knowledge-building. Real learning is transformative. It changes the
nature of what is learned because it involves the learner's ability to synthesize, evaluate, and
accommodate new information into old systems of knowledge. Traditionally, the “best” teachers
are assigned to teach the highest achievers. On the other hand, low-achieving students require
the most effective teachers. The question arise is how to make a good teacher and what are the
observable qualities of teachers who positively impact the academic performance of low-achieving and
at-risk students? The aim of this article is to take a case study on statistical physics discussing the
methodologies used and report the difficulties encountered during the course design.

2. FUNDAMENTAL LEARNING THEORY

Learning is multi dimensional includes the following aspect:

1. Understanding and comprehending knowledge; learning terms, concepts, and vocabulary.
2. Developing advanced cognitive abilities including critical thinking, problem solving, analysis,
and evaluation.
3. Improving communication skills including writing, reading, speaking, listening, and working
in teams.
Instructional Knowledge
Effective teachers exhibit a breadth of knowledge, bring information together from a variety of sources,
analyze concepts effectively, and stay up to date in their specialty. Just how we present our knowledge
will depend on our approach to teaching in general, but we can take advantage of the expertise we have
over mere textbook presentations by:
1. Revealing our thought processes and demonstrating and sharing our thinking so that students
get a sense of what it means to think like a psychologist or a chemist or an art historian and
tackle problems in the discipline.
2. Discussing current developments and their effect on present theory
3. Being careful not to oversimplify; there is sometimes a tendency for Teacher to summarize
what students need to know from a course rather than invite them into the discipline and into
academic inquiry as a process
4. Staying at least a week ahead of the students if we are teaching outside our specialty, but
remembering that we are not responsible for knowing all the answers or that we need not
apologize for our lack of knowledge -Helping our students find out answers to questions they
have by agreeing to look it up later—and following through with this offer—or by helping them
find out the answers for themselves
5. Determining through evaluation procedures that are consistent with course goals and teaching
strategies whether students have learned what we intended. Remember that we are not
responsible for knowing all the answers; so we do not feel compelled to apologize for our "lack
of knowledge." If we cannot answer a question or we have made an error, admit it, but tell our
students where they may find the answer or offer to look it up—and then do it.

3. CASE STUDY ON STATISTICAL PHYSICS

3.1. Brief description of Statistical Physics Course

This is an introductory course on statistical mechanics,
which aims to calculate the thermodynamic properties of a system
from a suitable microscopic description. To describe processes
involving a very large number of particles, special statistical method
must be used for computing average values of dynamical quantities
instead of accurate individual values of each member of the system.
The technique for dealing with these systems is called statistical
mechanics. Statistical mechanics is the incredibly successful
theory which allows us to describe macroscopic or
thermodynamic properties of materials in terms of the known
dynamics (either classical or quantum) of the constituent microscopic particles (such as atoms
and molecules). Statistical mechanics gives a microscopic understanding of phenomena as
diverse as entropy and the second law of thermodynamics, the ideal gas law, the cosmic
microwave background radiation, neutron stars, superfluidity, the denaturation of proteins,
magnetic phase transitions, and the electronic properties of metals. These diverse applications
will be illustrated in the tutorial problems or paper assignment in the end of this course.
The subject provides part of a comprehensive, complete and coherent program of education in
Physics intended for students aiming to become professional physicists. It is a compulsory
subject for entry into Master degree in Physics or Postgraduate. The course would also be
beneficial to students in biochemistry, chemistry, computer science, materials science, and
mechanical and chemical engineering. At the end of this course we should be able:
1. To determine the equilibrium state of one or many harmonic oscillators, spins, classical
gas molecules, and of electromagnetic radiation (in all cases assuming negligible
interactions between the particles or weakly interacting particles )
 2. To calculate the thermal values of the entropy, Helmoltz free energy, and internal
energy and also the heat capacity.
3. To understand the use of maximum entropy to define the equilibrium distribution of a
system particles.
4. To understand the feature of Maxwell- Boltzmann, Bose-Einstein and Fermi-Dirac
distribution.
I assume that the essential background of the student to entry this course are : Thermodynamics
and Condensed Matter Physics, and the Mathematics are : – Calculus and Linear Algebra II (or
Mathematical Physics) as well as desirable – Quantum Physics. Intending students need to be
competent in calculus, particularly including the theory of first order partial derivatives. The
course is presented on the assumption that the student is familiar with Gibbsian Classical
Thermodynamics. The development proceeds from an assumed background that includes all
the basic results of a course in elementary quantum mechanics.

3.2. Instructional Analysis

The first step to the preparation of instructional plan is doing instructional analysis. The
result of instructional analysis is shows in figure 1. Then the next step is designing a General
Course Outlines (GBPP) and Instructional unit which considering the generally define and
delimit Course Content:
1. Content that the student will be required to know
2. Content provided for individual student inquiry or projects
3. Content of interest only to students interested in specializing in the course
subject matter

Base on the instructional analysis, I systematically able to develop all others instructional tools
(see attachment) such as, Problem Design (Kisi-kisi Soal), Learning Guidance (Panduan
Perkuliahan/Kontrak perrkuliahan), Evaluation Plan , Course Materials lecture note and slides
(Bahan Ajar).
 MATA KULIAH FISIKA STATISTIKA

Menghubungkan konsep Thermodinamika yang diungkapkan secara

makroskopik dengan konsep mekanika yang diungkapkan secara
mikrokopik pada suatu sistem

Membandingkan Distribusi Maxwel-Boltzman, Bose-Enstein, Fermi-

Dirac dan penerapannya pada berbagai sistem T7,C4

Menunjukkan ensembel Menunjukkan ensembel kesetimbangan

kesetimbangan mekanika statistik mekanika statistik yang diterapkan pada
yang diterapkan pada sistem sistem Mekanika- Kuantum pada partikel
Mekanika- Kuantum pada partikel Boson T6,C3
Fermion T5,C3

Menghubungkan Hukum Thermodinamika dan teori probabilitas

pada sistem kesetimbangan statistik dalam bentuk distribusi
Maxwel-Boltzman T4,C3

Menguraiakan Teori Kinetik Gas yang diaplikasikan pada sistem

gas ideal dan gas sejati T3,C3

Menjelaskan Pengantar Fisika Menjelaskan dasar teori Probabiitas ,

Statistika dan Hukum-hukum pengertian ensembel, ensembel
Thermodinamika mikrokanonik, dan ensembel kanonik
T1,C2 T2,C2

Garis Entry Behaviour

Thermodinamikaa Fisika Kuantum

Keterangan:
T1-T7 adalah pelabelan untuk objektif dalam tabel taksonomi
C2-C4 adalah ranah kognitif; C2 : Pemahaman C3 : Penerapan; C4 : Analisis

Fugure 1: Instructional Analysis

3.3. Teaching Strategy

The teaching strategy taken during the implementation of this course in year of 2005 is
conventional lecturing, tutorials, paper assignment and group presentation.

Lectures will mostly be held in Monday 10am and Saturday in 12am contact hours,
although this will be varied in order to keep the tutorials in step with the lectures. They
will cover the foundations of statistical mechanics. Lecture notes will be made available
in advance where possible, and students are strongly encouraged to read them before
attending the lecture.
Tutorials will cover the application of statistical mechanics to a diverse range of
physical systems. The tutorial problems will be handed out in lectures in advance, and
solutions will be made available after each tutorial. Students are required to attempt
these problems before attending the tutorials.
Paper Assignment
To gain a better understanding of the course material students may use the relevant
application as topic of this paper assignment. Student has to perform oral presentation
before final exam conducted. Time schedule for this activity will be announced later.
Other information
Students often find statistical physics one of the hardest courses they study in a physics
degree. The concepts are abstract, and one of the best ways to gain an understanding of
the underlying theory is in attempting to apply it to problems. The tutorials form an
integral part of this course. Students are expected to attend all of the lectures and
tutorials, and to attempt the tutorial problems before they are covered in class.
Past experience suggests that students who do not do so are unlikely to pass the
course.
Students may be required to take turns at presenting their solutions to particular tutorial
problems in front of the class, individually and in groups. Tutorial and lecture times may
be interchanged. Reading textbooks is also an essential learning method, and all students
are expected to have a copy of the set text. It is a good idea to get to know it well. If you
miss a lecture or tutorial it is students responsibility to either get a copy from her friend,
or directly contact lecturer.

3.4. Assessment
Required assessment tasks:
1. Problems for each tutorial will handed out in lectures, and attempted solutions
are to be handed in at the beginning of each tutorial. These are a form of
formative assessment – their intention is to help you to understand and apply the
course material. There will also be two short test or quiz during semester. The
requirement for grade for a given tutorial or short test is a serious attempt at
every question. Both will be worth 10% of the total assessment for the course.
2. There will be paper assignments and presentation in the end of course, worth a
total of 10%. The due dates and presentation time will be announced later.
3. There will be a midterm test and final test centrally-timetabled two hour exam.
The exam is worth each 40%.
Assessment criteria
Answers to written examination questions, will be assessed in terms of the extent to which
they demonstrate the ability of the student to:
1. Define, explain and interrelate the key concepts involved in the course.
2. Recognize the regime of applicability of the theory presented.
3. Use the basic theory to describe quantitatively the behavior of important physical systems
treated.
4. Apply the theory to new physical problems and obtain correct analytical and numerical
results in the appropriate units of measurement.
5. Utilize the appropriate mathematical and other techniques to derive relationships for
physical quantities.
6. Have an appreciation of the orders of magnitude of important quantities.

Criteria for the award of grades

To earn a Grade of “A”, a student must demonstrate an excellent understanding of the

course material. This includes clear expression of nearly all their deductions and
explanations, the use of appropriate and efficient mathematical techniques and accurate
answers to nearly all questions and tasks with appropriate justification. They will be able
to apply mathematical techniques to completely solve both theoretical and practical
problems. A student satisfying this criterion will normally achieve a final mark between
80 - 100 %.
To earn a Grade of B, a student must demonstrate a comprehensive understanding of the
course material. This includes clear expression of most of their deductions and
explanations, the general use of appropriate and efficient mathematical techniques and
accurate answers to most questions and tasks with appropriate justification. They will be
able to apply mathematical techniques to partially solve both theoretical and practical
problems. A student satisfying this criterion will normally achieve a final mark between
70 - 79 %.
To earn a Grade of C, a student must demonstrate an adequate understanding of the
course material. This includes clear expression of some of their deductions and
explanations, the use of appropriate and efficient mathematical techniques in some
situations and accurate answers to some questions and tasks with appropriate
justification. They will be able to apply mathematical techniques to solve fundamental
problems. A student satisfying this criterion will normally achieve a final mark between
60 - 69 %.
To earn a Grade of D, a student must demonstrate an understanding of the basic concepts
in the course material. This includes occasionally expressing their deductions and
explanations clearly, the occasional use of appropriate and efficient mathematical
techniques and accurate answers to a few questions and tasks with appropriate
justification. They will have demonstrated knowledge of techniques used to solve
problems and applied this knowledge in some cases. A student satisfying this criterion
will normally achieve a final mark between 50 - 59 %.
To earn a Grade of E, a student could not demonstrate some knowledge of the basic
concepts in the course material. This includes occasional expression of their deductions
and explanations, the use of a few appropriate and efficient mathematical techniques and
attempts to answer a few questions and tasks accurately and with appropriate
justification. A student satisfying this criterion will normally achieve a final mark below
50.

Assessment policy
The deadlines for assignments given in this course profile will not be extended. Students
are expected to hand in their work on time; otherwise it will not be marked and no
grade will be awarded. This is to ensure fairness to those students who do hand their
work in on time. In exceptional circumstances individual students may receive
extensions; however you should contact your lecturer as soon as possible if such
circumstances arise. After the due date no extensions will be given. Tutorial work must
be handed in before or at the beginning of each tutorial. This assessment ensures that an
attempt at the problems has been made in advance. A comprehensive compilation of
relevant formulae will be provided for the examination. Calculators/pocket computers
may be used in the examination, so long as they are small, and portable.

Plagiarism:
Definition of plagiarism is the action or practice of taking and using as one’s own the
thoughts or writings of another (without acknowledgement). The following practices
constitute acts of plagiarism and are a major infringement of the University’s academic
values:
1. where paragraphs, sentences, a single sentence or significant part of a
sentence which are copied directly, are not enclosed in quotation marks and
appropriately footnoted;
2. where direct quotations are not used, but are paraphrased or summarized,
and the source of the material is not acknowledged either by footnoting or
other simple reference within the text of the paper;
3. where an idea which appears elsewhere in print, film or electronic medium
is used or developed without reference being made to the author or the
source of that idea.
When a student knowingly plagiaries someone’s work, there is intent to gain an
advantage and this may constitute misconduct. Students are encouraged to study together
and to discuss ideas, but this should not result in students handing in the same or similar
assessment work. Students do not allow copying another students’ work. While students
may discuss approaches to tackling a tutorial problem, care must be taken to submit
individual and different answers to the problem. Submitting the same or largely similar
answers to an assignment or tutorial problem may constitute misconduct. If a deliberate
act of plagiarism is proven, the results of the assessment may be annulled and other
action may be taken as is considered appropriate in the circumstances of the case.

Special examinations
If a student is unable to sit a scheduled examination for medical or other adverse reasons,
she/he can and should apply for a special examination. Applications made on medical
grounds should be accompanied by a medical certificate; those on other grounds must be
supported by a personal declaration stating the facts on which the application relies.
3.5. Evaluation Design
The evaluation is designed for the purpuses of the evalution on teaching learning process,
those are:
1. To get a feedback of quality of teaching and learning process from
students and other teacher.
2. To know the students’ opinion about the teaching strategy used during
teaching learning process
3. To know the students’ perseption about the teacher capability to delever
teaching and learning strategy used during teaching learning process.
4. To know the students’ and other teacher opinion about the effectivity of
using the facilities during teaching learning process.
The resulting design has been tabulated as shown in attachmnet.

4. EVALUATION RESULT AND DISCUSSION

4.1. Evaluation
Students Performance
Jml DISTRIBUSI NILAI
No Tahun
MHs A B C D E
1 2003-2004 42 6 10 10 5 11
14.29% 23.81% 23.81% 11.90% 26.19%

2. 2004-2005 64 6 41 9 1 7
9% 64% 14% 2% 11%

3 2005-2006 54 10 34 5 1 3
18.52% 62.96% 9.26% 1.85% 5.56%
 Teacher Performance
Dari hasil evaluasi mata kuliah yang telah dilaksanakan diperoleh informasi seperti di bawah ini:
Table 1. HASIL REKAPITULASI QUESTIONER MAHASISWA PESERTA MATA KULIAH
FISIKA STATISTIKA SEMESTER GANJIL TAHUN 2005-2006, PENGAJAR: I MADE JONI,
[Link]., JUMLAH RESPONDEN: 53 ORANG
Jumlah Nilai
No Uraian Penilaian Responden Respon rata-
den rata
1 2 3 4 5
1 Memberikan silabus sebelum perkuliahan dimulai 0 1 3 35 1 53 4.15
4
2 Memberikan standar penilaian yang jelas 0 4 9 32 8 53 3.75
3 Memberikan informasi buku referensi utama dengan jelas 0 6 15 24 7 52 3.50
4 Menjelaskan pokok bahasan yang akan diajarkan pada awal perkuliahan 0 2 15 30 6 53 3.72
5 Menjelaskan relevansi mata kuliah yang diajarkan dengan mata kulliah 0 2 9 38 4 53 3.79
lain yang terkait
6 Menyajikan materi kuliah sesuai dengan silabus yang diberikan 0 3 13 34 3 53 3.64
7 Menerangkan materi kuliah dengan jelas 3 1 28 9 1 53 2.64
2
8 Mengajar dengan tahapan-tahapan yang mudah diikuti 0 1 28 9 0 53 2.57
6
9 Menggunakan contoh yang menarik dalam menjelaskan sesuatu 0 3 26 21 3 53 3.40
10 Mempertajam kemampuan mahasiswa dalam menjawab dan 1 9 33 10 0 53 2.81
menyelesaikan soal
11 Mendorong mahasiswa terlibat (bertanya, menjawab pertanyaan dsb) 0 3 16 28 5 52 3.62
dalam perkuliahan
12 Menjawab pertanyaan mahasiswa dengan baik 0 4 20 25 4 53 3.47
13 Memberikan tugas yang relevan dengan mata kuliah yang diajarkan 0 2 5 39 7 53 3.92
14 Membina kemampuan mahasiswa untuk bekerja dalam team work 1 1 11 32 8 53 3.83
15 Memberikan kesimpulan tentang pokok-pokok perkuliahan yang telah 0 6 26 20 1 53 3.19
diajarkan
16 Memeriksa serapan mahasiswa terhadap materi yang diajarkan melalui 1 9 18 25 0 53 3.09
quiz
17 Memberikan soal-soal UTS dan UAS sesuai dengan materi yang 0 4 16 31 2 53 3.51
diajarkan
18 Menggunakan fasilitas proses belajar mengajar di kelas secara optimal 0 2 3 33 1 53 4.11
5
19 Hadir dalam waktu perkuliahan rata-rata di atas 80% 0 1 3 30 1 53 4.25
9
20 Mengganti waktu kuliah apabila berhalangan hadir 1 8 23 16 4 52 3.12
21 Hadir tepat waktu (tidak terlambat) 0 2 17 28 6 53 3.68
22 Membuat catatan kuliah/handout 0 4 6 35 8 53 3.81
23 Secara keseluruhan saya puas dengan perkuliahan ini 0 7 24 22 0 53 3.15
Nilai rata-rata total 3.51

Keterangan skala penilaian:

1 = sangat tidak setuju
2 = tidak setuju
3 = netral
4 = setuju
5 = sangat setuju
 Rekapi t ul asi Quest i oner MK. Fi si ka St at i st i ka

5
Ni l ai r at a- r at a

0
1 3 5 7 9 11 13 15 17 19 21 23

Per t anyaan

Three criteria of evaluation having most highest grade above 4 those are
1. The availability of Course Outlines or Learning Guidance
2. Use the learning facility effectively
3. Teacher Attendant above 80%
The most promosing writer is the sucefullness of promoting discusion and improving
comunication and team work of the students. And the lowest grade occure inthe criteria of
evaluation ability to explain lecture clearly and syatematic way of teaching. I think this may be
due to the strategy of promoting independent study by shifting from conventional teaching to
combination with learner center learning by provideng the the problem set and also papaer
assignment. Other fact also may case this problem, thee number of student is large due to the
attendance of thsi lecture both A Calss and B calss student. Therefore, carefull consideration has
to be taken, since the low-achieving students may face problem on following the lecture and they
require more clear explanation. However, over all teacher performance shows that satisfy the
student and aslo has agood correlation with the performance of student.

4.2. Discussion

1. In order to get better quality of teaching and learning process, lecturer need to perform
continuous research student’s learning
2. The resulting assessment shows that lecturer on this course should implement the new
Instructional Technology
3. The evaluation should be conducted using a last design of evaluation and conduct
periodic evaluation and reconstruction of Instruction Unit and implementation of
Instructional Technology
4. Open mind and welcome to the implementation of new Instructional Technology and
Teaching Skill
5. Because this course have a wide entry behavior and also supporting to other courses, it is
propose to handle this course by a Team of Lecturer.
6. In other to response the few student having difficulties on following my lecture, I propose
to make a separate class A and B teaches by a Team of Lecturer. This also can be done by
developing web base instructional technology to allow alternative interaction of teacher
and students.
5. CONCLUSION
Experience tells us that it is hard to stimulate students to find material independently and
improve their ability to search, gathering and elaborating of information. For a course requiring
Active Learning like statistical physics, the problem cannot be simply solved by setting
examinations or otherwise forcing students once more into drill and practice patterns.
Therefore, a better instructional design should be considered. We find that giving an
opportunity to deliver presentation improve their ability to communicate ideas, work
within a team and ability to write articles. At this stage I have solve the problem by
arranging classroom tutorials and additional discussion under an appointment with
student during the teaching and learning. I also find that the proper arrangement of
instructional tools give less tension during preparation of teaching and learning process.
As a result of my teaching experiences on Statistical Physics course for five years
implementation, I have been completely fulfilled the Instructional Tools of Course.
However the implementation of teaching technology and teaching skilled is necessary to
improves in order to promote better quality of teaching and learning process and in turn
will result a success learner (student). I also hope my experience will assist the audience
to decide what instructional strategy or which design components would serve them best
in designing and distributing their teaching and learning strategy.

Acknowledgments
I thank for Drs. Cukup Mulyana, M.S. of Directur of TPSDP UNPAD and Dr. Bernard Y.
Tumbelaka, [Link]. a PIC of the Activity of Improvement of Curriculum Relevance
for their effort to organize the workshop and advice on scope of the articles.

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