Understanding the wave parameters in the ocean wave phenomenon is necessary to learn and develop the potential of ocean wave energy. Therefore, this study created a simple laboratory-scale of wave simulator that was developed using an electric motor. The various wave parameters obtained by different treatments were carried out using variations in the angle of the wedge inclination and the rotational speed of the wave generator. In this system, two pulleys of different sizes were used, a large pulley with a diameter of 20 cm and a small pulley with a diameter varying between 1.25 cm and 1.98 cm. Changing the size of the pulleys uses the principle of axial rotational motion to produce different rotational speeds. Moreover, the video tracker analysis application was used to characterize the parameters of the waves generated in the simulator that has been designed. The parameters obtained include wave height, amplitude, frequency, wave period, wavelength, and wave propagation speed. In the examination and analysis that have been carried out, it has been found that increasing wave height and amplitude correlates with increasing the inclination of wedges. The frequency and speed of the waves are linearly related to changes in the rotation speed of the wave generator. For the characteristic wavelength, there is inverse relation to the rotational speed. Based on this study, the wave simulator system and video tracking analysis application can be used to increase the understanding of wave parameters. In addition, this research can also be used as preliminary research on developing a prototype for an ocean wave energy converter on the laboratory scale.
{"title":"The Characterization of Wave Parameters in Laboratory Scale of Wave Simulator Using Video Tracking Analysis","authors":"Nur Linda Syafitri, Riska Ekawati, E. Yuliza","doi":"10.21009/1.09102","DOIUrl":"https://doi.org/10.21009/1.09102","url":null,"abstract":"Understanding the wave parameters in the ocean wave phenomenon is necessary to learn and develop the potential of ocean wave energy. Therefore, this study created a simple laboratory-scale of wave simulator that was developed using an electric motor. The various wave parameters obtained by different treatments were carried out using variations in the angle of the wedge inclination and the rotational speed of the wave generator. In this system, two pulleys of different sizes were used, a large pulley with a diameter of 20 cm and a small pulley with a diameter varying between 1.25 cm and 1.98 cm. Changing the size of the pulleys uses the principle of axial rotational motion to produce different rotational speeds. Moreover, the video tracker analysis application was used to characterize the parameters of the waves generated in the simulator that has been designed. The parameters obtained include wave height, amplitude, frequency, wave period, wavelength, and wave propagation speed. In the examination and analysis that have been carried out, it has been found that increasing wave height and amplitude correlates with increasing the inclination of wedges. The frequency and speed of the waves are linearly related to changes in the rotation speed of the wave generator. For the characteristic wavelength, there is inverse relation to the rotational speed. Based on this study, the wave simulator system and video tracking analysis application can be used to increase the understanding of wave parameters. In addition, this research can also be used as preliminary research on developing a prototype for an ocean wave energy converter on the laboratory scale.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78406761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to determine students’ science process skills after using the guided discovery model assisted by the virtual PhET lab on vibration and wave materials and the effectiveness of applying the guided discovery learning model assisted by the virtual PhET lab. This research was conducted at a junior high school, SMPN 2 Siak. The research method used is quasi-experimental with a posttest-only control group design. The sample of this study is the experimental class and the control class. Each class has 33 students. The research data was obtained by using a science process skill test instrument. The results showed that the average process skills of the experimental class = 76.76 and the control class = 57.23. The results of the t-test using SPSS software were obtained with (sig) 0.000 < 0.05 . It was concluded that the guided discovery learning model assisted by the virtual lab PhET was more effectively used to improve students’ process skills.
{"title":"The Effectiveness of The Virtual Lab-Assisted Guided Discovery Learning Model on Students’ Science Process Skills","authors":"Azhar Azhar, M. Irianti, Millinia Rahmadhani","doi":"10.21009/1.09104","DOIUrl":"https://doi.org/10.21009/1.09104","url":null,"abstract":"This study aims to determine students’ science process skills after using the guided discovery model assisted by the virtual PhET lab on vibration and wave materials and the effectiveness of applying the guided discovery learning model assisted by the virtual PhET lab. This research was conducted at a junior high school, SMPN 2 Siak. The research method used is quasi-experimental with a posttest-only control group design. The sample of this study is the experimental class and the control class. Each class has 33 students. The research data was obtained by using a science process skill test instrument. The results showed that the average process skills of the experimental class = 76.76 and the control class = 57.23. The results of the t-test using SPSS software were obtained with (sig) 0.000 < 0.05 . It was concluded that the guided discovery learning model assisted by the virtual lab PhET was more effectively used to improve students’ process skills.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84888160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Febrian, Achmad Salehudin, Fairuz Zakirah, Jumadi Jumadi
The rapid progress of the era of globalization is pushing for the necessity of the world of education, especially in learning to adapt to applying digital technology. In line with this, the effect of learning is less than optimal during the pandemic, with many problems surrounding media and teaching materials that are not optimal, less attractive, and monotonous, thus making science learning not as effective as it should be. Based on these problems, we need a media that can effectively learn resources based on digital technology in science learning. This study aims to develop a biophysics flipbook product as a medium and teaching material on respiratory system materials for junior high school students. This development research uses a 4D model which consists of define, design, develop, and disseminates—the focus of the discussion in this article only on the feasibility aspect of the product being developed. The research data is the result of the validation score of each aspect which is descriptive quantitative analysis. The results of this research and development resulted in a biophysics flipbook worthy of didactic, construction, technical, and language aspects with very high categories and can be tested or applied in learning at school.
{"title":"Feasibility of Biophysics Flipbook on Respiration System Content for Junior High School Student","authors":"A. Febrian, Achmad Salehudin, Fairuz Zakirah, Jumadi Jumadi","doi":"10.21009/1.09101","DOIUrl":"https://doi.org/10.21009/1.09101","url":null,"abstract":"The rapid progress of the era of globalization is pushing for the necessity of the world of education, especially in learning to adapt to applying digital technology. In line with this, the effect of learning is less than optimal during the pandemic, with many problems surrounding media and teaching materials that are not optimal, less attractive, and monotonous, thus making science learning not as effective as it should be. Based on these problems, we need a media that can effectively learn resources based on digital technology in science learning. This study aims to develop a biophysics flipbook product as a medium and teaching material on respiratory system materials for junior high school students. This development research uses a 4D model which consists of define, design, develop, and disseminates—the focus of the discussion in this article only on the feasibility aspect of the product being developed. The research data is the result of the validation score of each aspect which is descriptive quantitative analysis. The results of this research and development resulted in a biophysics flipbook worthy of didactic, construction, technical, and language aspects with very high categories and can be tested or applied in learning at school.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73164484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Penelitian ini bertujuan untuk mengidentifikasi miskonsepsi peserta didik pada materi fluida statis di SMAN 7 Kota Jambi. Metode penelitian menggunakan metode kuantitatif. Sampel penelitian sebanyak 72 peserta didik kelas XII MIPA SMAN 7 Kota Jambi. Pengumpulan data dilakukan dengan menyebarkan instrumen tes miskonsepsi berformat five-tier diagnostic test yang terdiri dari 11 pernyataan berkaitan dengan materi fluida statis sub materi tekanan hidrostatis, hukum Pascal, hukum Archimedes dan viskositas. Data dianalisis dengan statistik deskripstif. Hasil penelitian menunjukkan persentase rata-rata miskonsepsi peserta didik sebesar 44,8% termasuk dalam kategori sedang namun persentasenya lebih besar dari pemahaman lainnya. Miskonsepsi paling banyak terjadi pada sub materi hukum Archimedes yaitu sebesar 34,7% dari keseluruhan miskonsepsi. Miskonsepsi pada sub materi lainnya yaitu tekanan hidrostatis sebesar 19,7%, hukum Pascal sebesar 29,3% dan viskositas sebesar 16,3%. Dengan demikian disimpulkan bahwa peserta didik di SMAN 7 Kota Jambi masih banyak yang mengalami miskonsepsi dalam pembelajaran fisika khususnya materi fluida statis.
{"title":"Identifikasi Miskonsepsi Peserta Didik Menggunakan Five-Tier Diagnostic Test pada Materi Fluida Statis di SMAN 7 Kota Jambi","authors":"R. Simamora, Maison, Wawan Kurniawan","doi":"10.36709/jipfi.v8i2.18","DOIUrl":"https://doi.org/10.36709/jipfi.v8i2.18","url":null,"abstract":"Penelitian ini bertujuan untuk mengidentifikasi miskonsepsi peserta didik pada materi fluida statis di SMAN 7 Kota Jambi. Metode penelitian menggunakan metode kuantitatif. Sampel penelitian sebanyak 72 peserta didik kelas XII MIPA SMAN 7 Kota Jambi. Pengumpulan data dilakukan dengan menyebarkan instrumen tes miskonsepsi berformat five-tier diagnostic test yang terdiri dari 11 pernyataan berkaitan dengan materi fluida statis sub materi tekanan hidrostatis, hukum Pascal, hukum Archimedes dan viskositas. Data dianalisis dengan statistik deskripstif. Hasil penelitian menunjukkan persentase rata-rata miskonsepsi peserta didik sebesar 44,8% termasuk dalam kategori sedang namun persentasenya lebih besar dari pemahaman lainnya. Miskonsepsi paling banyak terjadi pada sub materi hukum Archimedes yaitu sebesar 34,7% dari keseluruhan miskonsepsi. Miskonsepsi pada sub materi lainnya yaitu tekanan hidrostatis sebesar 19,7%, hukum Pascal sebesar 29,3% dan viskositas sebesar 16,3%. Dengan demikian disimpulkan bahwa peserta didik di SMAN 7 Kota Jambi masih banyak yang mengalami miskonsepsi dalam pembelajaran fisika khususnya materi fluida statis.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85192015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Telah dilakukan uji efektivitas terhadap sebuah model pembelajaran PEPSA yang terdiri atas lima sintak melalui penelitian EDR (Educational and Development Research). Kelima sintak tersebut adalah Purpuse, Explanation, Problem-Solving, Summary, dan Advance-Drills. Setiap fase dari kelima sintak model pembelajaran PEPSA didukung baik secara teori pembelajaran modern maupun secara empiris dari para pakar dan praktisi pendidikan sains yang ahli dalam pengembangan model dan strategi pembelajaran. Penelitian ini bertujuan untuk menganalisis efektivitas model pembelajaran PEPSA melalui tutorial online untuk meningkatkan keterampilan berpikir kritis (KBK) mahasiswa pada mata kuliah pengantar fisika kuantum. Penelitian ini menggunakan one group pre-test and post-test design pada kelompok tunggal satu kelas (30 mahasiswa) dan kelompok replikasi tiga kelas (90 mahasiswa) tanpa menggunakan kelompok kontrol. Penelitian diawali dengan menyusun perangkat Model pembelajaran PEPSA. Sebelum dilakukan pembelajaran, mahasiswa diberikan tes KBK pada mata kuliah pengantar fisika kuantum (pre-test) dan sesudah pembelajaran, mahasiswa kembali diberikan tes yang sama (post-test). Data dianalisis dengan Paired t-test, Independent t-test, n-gain, dan ANOVA. Hasil Penelitian menunjukkan bahwa: (1) model pembelajaran PEPSA dapat meningkatkan KBK mahasiswa secara signifikan pada a = 5 % dengan n-gain keempat kelasnya berturut-turut sebesar: [(0.79; 0.82; 0.83; 0.81) ≥ 0.71] atau berkategori tinggi pada seluruh kelas; (2) respons mahasiswa terhadap model pembelajaran PEPSA berkategori kuat dan sangat kuat. Dengan demikian, model pembelajaran PEPSA sangat efektif untuk meningkatkan KBK mahasiswa.
{"title":"Efektivitas Model Pembelajaran PEPSA pada Pengantar Fisika Kuantum untuk Meningkatkan Keterampilan Berpikir Kritis Mahasiswa","authors":"Paken Pandiangan","doi":"10.36709/jipfi.v8i2.21","DOIUrl":"https://doi.org/10.36709/jipfi.v8i2.21","url":null,"abstract":"Telah dilakukan uji efektivitas terhadap sebuah model pembelajaran PEPSA yang terdiri atas lima sintak melalui penelitian EDR (Educational and Development Research). Kelima sintak tersebut adalah Purpuse, Explanation, Problem-Solving, Summary, dan Advance-Drills. Setiap fase dari kelima sintak model pembelajaran PEPSA didukung baik secara teori pembelajaran modern maupun secara empiris dari para pakar dan praktisi pendidikan sains yang ahli dalam pengembangan model dan strategi pembelajaran. Penelitian ini bertujuan untuk menganalisis efektivitas model pembelajaran PEPSA melalui tutorial online untuk meningkatkan keterampilan berpikir kritis (KBK) mahasiswa pada mata kuliah pengantar fisika kuantum. Penelitian ini menggunakan one group pre-test and post-test design pada kelompok tunggal satu kelas (30 mahasiswa) dan kelompok replikasi tiga kelas (90 mahasiswa) tanpa menggunakan kelompok kontrol. Penelitian diawali dengan menyusun perangkat Model pembelajaran PEPSA. Sebelum dilakukan pembelajaran, mahasiswa diberikan tes KBK pada mata kuliah pengantar fisika kuantum (pre-test) dan sesudah pembelajaran, mahasiswa kembali diberikan tes yang sama (post-test). Data dianalisis dengan Paired t-test, Independent t-test, n-gain, dan ANOVA. Hasil Penelitian menunjukkan bahwa: (1) model pembelajaran PEPSA dapat meningkatkan KBK mahasiswa secara signifikan pada a = 5 % dengan n-gain keempat kelasnya berturut-turut sebesar: [(0.79; 0.82; 0.83; 0.81) ≥ 0.71] atau berkategori tinggi pada seluruh kelas; (2) respons mahasiswa terhadap model pembelajaran PEPSA berkategori kuat dan sangat kuat. Dengan demikian, model pembelajaran PEPSA sangat efektif untuk meningkatkan KBK mahasiswa.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90646956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Penelitian ini bertujuan untuk mengetahui seberapa efektif penggunaan media pembelajaran power point dalam pembelajaran fisika materi fluida statis di kelas XI SMAN 1 Malunda pada semester ganjil tahun ajaran 2022/2023. Metode penelitian menggunakan kuantitatif dengan jenis penelitian eksperimen. Populasi dalam penelitian ini berjumlah 102 peserta didik yang tersebar dalam 3 kelas parallel. Salah satu kelas dipilih secara acak untuk diberikan media pembelajaran power point dengan jumlah 32 peserta didik. Adapun indikator efektif tidaknya media pembelajaran power point adalah ketuntasan belajar dan peningkatan hasil belajar fisika. Dalam proses pembelajaran menggunakan media power point tampak bahwa peserta didik semangat dan aktif dalam mengikuti pembelajaran dibandingkan dengan pembelajarannya sebelumnya yang hanya menggunakan media buku dan metode ceramah. Data hasil penelitian diperoleh dengan cara memberikan instrumen tes dengan bentuk soal pilihan ganda sebanyak 20 nomor. Teknik analisis data yang digunakan adalah statistik deskriptif. Hasil analisis deskriptif menunjukkan skor rata-rata hasil belajar fisika tahap pretest adalah 7,78 dan pada tahap posttest adalah 14,94. Untuk indikator pertama ketuntasan belajar, pada tahap pretest sebanyak 9,4% peserta didik tuntas atau mencapai kriteria minimum dan 90,6% peserta didik tidak tuntas. Pada tahap posttest, sebanyak 87,5% peserta didik tuntas dan 12,5% peserta didik tidak tuntas. Untuk selanjutnya indikator peningkatan hasil belajar, berdasarkan analisis menggunakan rumus N-gain diperoleh peningkatan hasil belajar fisika peserta didik sebesar 0,48 yang berada pada kategori sedang.
{"title":"Efektivitas Media Pembelajaran Power Point terhadap Hasil Belajar Fisika Peserta Didik Kelas XI SMAN 1 Malunda","authors":"Wahyu Adrian, Pariabti Palloan, Khaeruddin","doi":"10.36709/jipfi.v8i2.17","DOIUrl":"https://doi.org/10.36709/jipfi.v8i2.17","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui seberapa efektif penggunaan media pembelajaran power point dalam pembelajaran fisika materi fluida statis di kelas XI SMAN 1 Malunda pada semester ganjil tahun ajaran 2022/2023. Metode penelitian menggunakan kuantitatif dengan jenis penelitian eksperimen. Populasi dalam penelitian ini berjumlah 102 peserta didik yang tersebar dalam 3 kelas parallel. Salah satu kelas dipilih secara acak untuk diberikan media pembelajaran power point dengan jumlah 32 peserta didik. Adapun indikator efektif tidaknya media pembelajaran power point adalah ketuntasan belajar dan peningkatan hasil belajar fisika. Dalam proses pembelajaran menggunakan media power point tampak bahwa peserta didik semangat dan aktif dalam mengikuti pembelajaran dibandingkan dengan pembelajarannya sebelumnya yang hanya menggunakan media buku dan metode ceramah. Data hasil penelitian diperoleh dengan cara memberikan instrumen tes dengan bentuk soal pilihan ganda sebanyak 20 nomor. Teknik analisis data yang digunakan adalah statistik deskriptif. Hasil analisis deskriptif menunjukkan skor rata-rata hasil belajar fisika tahap pretest adalah 7,78 dan pada tahap posttest adalah 14,94. Untuk indikator pertama ketuntasan belajar, pada tahap pretest sebanyak 9,4% peserta didik tuntas atau mencapai kriteria minimum dan 90,6% peserta didik tidak tuntas. Pada tahap posttest, sebanyak 87,5% peserta didik tuntas dan 12,5% peserta didik tidak tuntas. Untuk selanjutnya indikator peningkatan hasil belajar, berdasarkan analisis menggunakan rumus N-gain diperoleh peningkatan hasil belajar fisika peserta didik sebesar 0,48 yang berada pada kategori sedang.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90604091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to analyze the gap between the concepts of current and voltage between junior high school students and teachers in Indonesia. The number of samples was 720 students, class X, and 527 teachers who were selected by purposive sampling diagnostic test current, mains voltage, 30 question items valid and reliable. The results show that even with a simple circuit (one or two lamps and a battery), there are still gaps in the conception of current and voltage; if the circuit is more complicated, There will be many gaps in conception, namely: (1) consumption model, (2) local reasoning, (3) voltage source is seen as a constant current source rather than a fixed voltage source, (4) voltage difference, (5) series and parallel terms, (6) source electrons, (7) power consumption, (8) guess the answer choices, (9) the explanation does not match the correct choice.
{"title":"Exploration of Conceptual Understanding of Science Teachers and Students: Gap Conception of Current, Voltage in Indonesia","authors":"M. Tawil, Muhammad Amin Said, Kemala Suryansari","doi":"10.21009/1.09115","DOIUrl":"https://doi.org/10.21009/1.09115","url":null,"abstract":"This study aimed to analyze the gap between the concepts of current and voltage between junior high school students and teachers in Indonesia. The number of samples was 720 students, class X, and 527 teachers who were selected by purposive sampling diagnostic test current, mains voltage, 30 question items valid and reliable. The results show that even with a simple circuit (one or two lamps and a battery), there are still gaps in the conception of current and voltage; if the circuit is more complicated, There will be many gaps in conception, namely: (1) consumption model, (2) local reasoning, (3) voltage source is seen as a constant current source rather than a fixed voltage source, (4) voltage difference, (5) series and parallel terms, (6) source electrons, (7) power consumption, (8) guess the answer choices, (9) the explanation does not match the correct choice.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88269751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Penelitian ini bertujuan untuk mengetahui: (1) hubungan antara pemanfaatan internet sebagai sumber belajar dengan hasil belajar fisika, (2) hubungan antara kemandirian belajar dengan hasil belajar fisika dan (3) hubungan antara pemanfaatan internet sebagai sumber belajar dan kemandirian belajar bebas secara bersama-sama dengan hasil belajar fisika peserta didik kelas X MIPA MAN Enrekang. Jenis penelitian ini merupakan penelitian ex-post facto. Subjek penelitian adalah peserta didik kelas X MIPA MAN Enrekang sebanyak 91 peserta didik. Teknik pengumpulan data menggunakan instrumen non tes berupa angket untuk mengukur variabel pemanfaatan internet sebagai sumber belajar dan kemandirian belajar. Untuk mengukur hasil belajar fisika digunakan instrumen tes berupa tes objektif. Teknik analisis data menggunakan rumus korelasi product moment dan korelasi ganda. Hasil penelitian menunjukkan bahwa terdapat hubungan positif dan signifikan antara pemanfaatan internet sebagai sumber belajar dan kemandirian belajar secara bersama-sama dengan hasil belajar fisika dengan nilai r hitung sebesar 0.702 yang bermakna memiliki korelasi yang kuat.
本研究旨在探讨:(1)利用互联网作为学习资源和学习结果之间的关系,(2)物理学会自力更生和学习物理和结果之间的关系(3)之间的关系,利用互联网作为自由的学习资源和学习独立性共同的结果X MIPA伙计Enrekang学习者学习物理课。这种研究是术后研究。研究对象是X类MIPA MAN Enrekang多达91名学习者。数据收集技术采用非测试仪器的脚踝来衡量互联网利用变量作为学习和自力更生的资源。用客观的方法来衡量物理学习结果。数据分析技术使用了生成力矩的相关性和双重相关公式。研究结果表明，互联网作为学习资源和自力更生一起学习与价值r计算的物理学习结果之间存在积极和重要的联系。
{"title":"Hubungan Pemanfaatan Internet Sebagai Sumber Belajar dan Kemandirian Belajar dengan Hasil Belajar Fisika Kelas X MIPA MAN Enrekang","authors":"Annisah, Khaeruddin, Kaharuddin","doi":"10.36709/jipfi.v8i2.12","DOIUrl":"https://doi.org/10.36709/jipfi.v8i2.12","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui: (1) hubungan antara pemanfaatan internet sebagai sumber belajar dengan hasil belajar fisika, (2) hubungan antara kemandirian belajar dengan hasil belajar fisika dan (3) hubungan antara pemanfaatan internet sebagai sumber belajar dan kemandirian belajar bebas secara bersama-sama dengan hasil belajar fisika peserta didik kelas X MIPA MAN Enrekang. Jenis penelitian ini merupakan penelitian ex-post facto. Subjek penelitian adalah peserta didik kelas X MIPA MAN Enrekang sebanyak 91 peserta didik. Teknik pengumpulan data menggunakan instrumen non tes berupa angket untuk mengukur variabel pemanfaatan internet sebagai sumber belajar dan kemandirian belajar. Untuk mengukur hasil belajar fisika digunakan instrumen tes berupa tes objektif. Teknik analisis data menggunakan rumus korelasi product moment dan korelasi ganda. Hasil penelitian menunjukkan bahwa terdapat hubungan positif dan signifikan antara pemanfaatan internet sebagai sumber belajar dan kemandirian belajar secara bersama-sama dengan hasil belajar fisika dengan nilai r hitung sebesar 0.702 yang bermakna memiliki korelasi yang kuat.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79833618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Frisca Amedia, Rosnah Zakaria, B. Subali, S. Linuwih, E. Ellianawati
This study aims to discover the characteristics of Animaker-based animated video, explore opportunities, measure feasibility and effectiveness, and analyze students’ responses to Animaker-based animated video and quiz team activities in improving the static fluid concept’s mastery. The method used in this research is R&D with the ADDIE development model. The result of this research shows that Animaker-based animated video and quiz team activities have the opportunity to improve the mastery of static fluid concepts. The characteristics of Animaker-based animated video media are shown in each part of the video, such as a teacher’s animation, process illustration, case study, practice questions, and simulation examples. The average validation score from three media experts is 87.1%, meaning the Animaker-based animated video is highly feasible. Animaker-based animated video media and team activities quizzes effectively improve the mastery of static fluid concepts. Student responses get a percentage of 82% in the very good category.
{"title":"Development of Animaker-Based Animated Video and Team Quiz Activities to Improve Mastery of Static Fluid Concepts","authors":"Frisca Amedia, Rosnah Zakaria, B. Subali, S. Linuwih, E. Ellianawati","doi":"10.21009/1.09113","DOIUrl":"https://doi.org/10.21009/1.09113","url":null,"abstract":"This study aims to discover the characteristics of Animaker-based animated video, explore opportunities, measure feasibility and effectiveness, and analyze students’ responses to Animaker-based animated video and quiz team activities in improving the static fluid concept’s mastery. The method used in this research is R&D with the ADDIE development model. The result of this research shows that Animaker-based animated video and quiz team activities have the opportunity to improve the mastery of static fluid concepts. The characteristics of Animaker-based animated video media are shown in each part of the video, such as a teacher’s animation, process illustration, case study, practice questions, and simulation examples. The average validation score from three media experts is 87.1%, meaning the Animaker-based animated video is highly feasible. Animaker-based animated video media and team activities quizzes effectively improve the mastery of static fluid concepts. Student responses get a percentage of 82% in the very good category.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87438041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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