This article aims to publish research results on the development of physics textbooks equipped with 3D media based on Augmented Reality technology. AR Technology can provide solutions when students face difficulties illustrating physics material in physics learning textbooks. This research uses the research & development method of the Dick & Carey model. The resulting book displays physics material in multi representations with verbal forms, pictures, tables, graphs, mathematical equations, and 3D media. Augmented Reality technology-based multi representation is displayed with a marker that is scanned through a smartphone application with an Android system. The scanning process requires an average of two seconds from each marker. The time of this scan shows that the media produced is more effective and efficient when compared with the activities of searching and downloading animations or videos by students. The feasibility of the book was tested with a Likert scale questionnaire instrument. For material, the worthiness was 71.45% while 93.3% for the media. The trial results are limited to five materials giving N-Gain values ranging from 0.3 to 0.47. Based on these results it can be concluded that the book model enriched with 3D media with AR technology is already feasible as a textbook in learning physics.
{"title":"Textbooks Equipped with Augmented Reality Technology for Physics Topic in High-School","authors":"F. Bakri, Oktaviani Marsal, D. Muliyati","doi":"10.21009/1.05206","DOIUrl":"https://doi.org/10.21009/1.05206","url":null,"abstract":"This article aims to publish research results on the development of physics textbooks equipped with 3D media based on Augmented Reality technology. AR Technology can provide solutions when students face difficulties illustrating physics material in physics learning textbooks. This research uses the research & development method of the Dick & Carey model. The resulting book displays physics material in multi representations with verbal forms, pictures, tables, graphs, mathematical equations, and 3D media. Augmented Reality technology-based multi representation is displayed with a marker that is scanned through a smartphone application with an Android system. The scanning process requires an average of two seconds from each marker. The time of this scan shows that the media produced is more effective and efficient when compared with the activities of searching and downloading animations or videos by students. The feasibility of the book was tested with a Likert scale questionnaire instrument. For material, the worthiness was 71.45% while 93.3% for the media. The trial results are limited to five materials giving N-Gain values ranging from 0.3 to 0.47. Based on these results it can be concluded that the book model enriched with 3D media with AR technology is already feasible as a textbook in learning physics.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85414127","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 article aims to publish research results in developing e-learning tools using WordPress in high school physics learning with the 5E Learning Cycle strategy. The 5E Learning Cycle Strategy consists of five stages: Engagement, Explore, Explain, Elaborate, and Evaluate. The 5E Learning Cycle Strategy refers to learner-centered learning so that online-based learning media is needed that can condition the implementation of learning following the 5E Learning Cycle stages. This study uses research and development that refers to the Dick and Carey model. E-learning products produce five physics topics, namely 1) Direct Current (DC) Circuit; 2) Static Electricity; 3) Magnetic Field; 4) Electromagnetic Induction; and 5) Alternating Current (AC) Circuit. It was validated by material physic experts, media experts, and learning experts, in the form of a Likert-scale questionnaire. The results of field trials using e-learning products produce N-Gain values ranging from 0.35 to 0.40. The study concluded that the developed e-learning could support physics learning with the Learning Cycle 5E strategy.
{"title":"E-Learning Using Wordpress on Physics Materials with The 5E Learning Cycle Strategy","authors":"D. Muliyati, Herga Marizka, F. Bakri","doi":"10.21009/1.05205","DOIUrl":"https://doi.org/10.21009/1.05205","url":null,"abstract":"This article aims to publish research results in developing e-learning tools using WordPress in high school physics learning with the 5E Learning Cycle strategy. The 5E Learning Cycle Strategy consists of five stages: Engagement, Explore, Explain, Elaborate, and Evaluate. The 5E Learning Cycle Strategy refers to learner-centered learning so that online-based learning media is needed that can condition the implementation of learning following the 5E Learning Cycle stages. This study uses research and development that refers to the Dick and Carey model. E-learning products produce five physics topics, namely 1) Direct Current (DC) Circuit; 2) Static Electricity; 3) Magnetic Field; 4) Electromagnetic Induction; and 5) Alternating Current (AC) Circuit. It was validated by material physic experts, media experts, and learning experts, in the form of a Likert-scale questionnaire. The results of field trials using e-learning products produce N-Gain values ranging from 0.35 to 0.40. The study concluded that the developed e-learning could support physics learning with the Learning Cycle 5E strategy.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89895690","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}
Difficulty understanding students' concepts needs to be known so that improvements can be made so that eventually students can master the concepts well. Misconception diagnostic tests can be an alternative to uncovering causes or factors of misconception in students. This study aims to develop a Four-Tier Test diagnostic test instrument to diagnose students' misconceptions on vibration and wave material to adapt the Mechanical Waves Conceptual Survey by Thongchai which has content compatibility with the segmentation of Indonesian curriculum material. This research is a development study using 3D development models. The 3D development model consists of 3 stages, namely: 1) Define, 2) Design and 3) Develop. The developed four-tier test diagnostic test instrument consists of 22 multiple-choice questions. The results of the content validation by three experts stated that the instrument was very feasible with an average percentage of 87%. Empirical trial results show as many as 22 valid diagnostic test items have enough to good power a level of difficulty and discrimination power. The reliability of the questions was analyzed using the Kuder Richardson formula of 0.765 with a high category. This instrument can be used to minimize the time spent in the process of identifying misconceptions because it is in the form of multiple-choice with varied questions.
{"title":"DEVELOPMENT OF A FOUR-TIER DIAGNOSTIC TEST FOR MISCONCEPTION OF OSCILLATION AND WAVES","authors":"R. Negoro, Viga Karina","doi":"10.21009/1.05201","DOIUrl":"https://doi.org/10.21009/1.05201","url":null,"abstract":"Difficulty understanding students' concepts needs to be known so that improvements can be made so that eventually students can master the concepts well. Misconception diagnostic tests can be an alternative to uncovering causes or factors of misconception in students. This study aims to develop a Four-Tier Test diagnostic test instrument to diagnose students' misconceptions on vibration and wave material to adapt the Mechanical Waves Conceptual Survey by Thongchai which has content compatibility with the segmentation of Indonesian curriculum material. This research is a development study using 3D development models. The 3D development model consists of 3 stages, namely: 1) Define, 2) Design and 3) Develop. The developed four-tier test diagnostic test instrument consists of 22 multiple-choice questions. The results of the content validation by three experts stated that the instrument was very feasible with an average percentage of 87%. Empirical trial results show as many as 22 valid diagnostic test items have enough to good power a level of difficulty and discrimination power. The reliability of the questions was analyzed using the Kuder Richardson formula of 0.765 with a high category. This instrument can be used to minimize the time spent in the process of identifying misconceptions because it is in the form of multiple-choice with varied questions.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88868811","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}
J. Jufrida, F. R. Basuki, Anta Xena, Pretty Pasminingsih
This study aims to analyze the gaps and potential of Jambi local wisdom as a basis for the development of science textbooks. This research was a qualitative descriptive study. The research subjects were students of class VIIIE and VIIIF at SMPN 1 Muaro Jambi, which totaled 43 people and science teachers. This study uses the instruments to observations sheet and questionnaires for students and teachers. Data were analyzed descriptively. The results show that; (1) the science textbooks available at SMPN 1 Muaro Jambi not yet have integrated into Jambi local wisdom and there are no questions about scientific literacy; (2) the results of observations indicate that the supporting facilities in science learning such as laboratories are still lacking, but other facilities such as classrooms and library are quite good; (3) material that can be integrated with Jambi local wisdom including substance pressure, vibrations, waves, sound and optical.
{"title":"GAP ANALYSIS AND THE POTENTIAL OF LOCAL WISDOM JAMBI AS SCIENCE LEARNING RESOURCES","authors":"J. Jufrida, F. R. Basuki, Anta Xena, Pretty Pasminingsih","doi":"10.21009/1.05202","DOIUrl":"https://doi.org/10.21009/1.05202","url":null,"abstract":"This study aims to analyze the gaps and potential of Jambi local wisdom as a basis for the development of science textbooks. This research was a qualitative descriptive study. The research subjects were students of class VIIIE and VIIIF at SMPN 1 Muaro Jambi, which totaled 43 people and science teachers. This study uses the instruments to observations sheet and questionnaires for students and teachers. Data were analyzed descriptively. The results show that; (1) the science textbooks available at SMPN 1 Muaro Jambi not yet have integrated into Jambi local wisdom and there are no questions about scientific literacy; (2) the results of observations indicate that the supporting facilities in science learning such as laboratories are still lacking, but other facilities such as classrooms and library are quite good; (3) material that can be integrated with Jambi local wisdom including substance pressure, vibrations, waves, sound and optical.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82402793","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}
Teaching physic in high schools is very challenging, especially where the teachers understanding of the concept and teaching methods is still limited. It needs an effort to make the teaching more exciting experience for students. This study, therefore, aims to investigate the application of Science Process Skills (SPS) as the scientific skills that can be used to develop and increase science process skills and understanding of physics subject through laboratory activity. This study utilizes experimental design by involving students grade X from Senior High School (SMA) 1 Banda Aceh academic year 2018/2019 as a sample. It follows the competency standard of 2013 Indonesian Curriculum. This study found that there is a positive correlation between the content of the physics syllabus and the science process skills. This condition has contributed positively to the learning achievements of students. The result of pre-and post-test shows the result of post-test has improved after applying this approach. Hence it is recommended that science Process Skills can be promoted as a tool to improve the ability of students in understanding the science concept within the physic, as well as other science subjects.
{"title":"Improving Students’ Performance by Using Science Process Skills in The High School’s Physics Curriculum Grade X in Indonesia","authors":"N. Diana, I. Khaldūn, S. Nur","doi":"10.21009/1.05105","DOIUrl":"https://doi.org/10.21009/1.05105","url":null,"abstract":"Teaching physic in high schools is very challenging, especially where the teachers understanding of the concept and teaching methods is still limited. It needs an effort to make the teaching more exciting experience for students. This study, therefore, aims to investigate the application of Science Process Skills (SPS) as the scientific skills that can be used to develop and increase science process skills and understanding of physics subject through laboratory activity. This study utilizes experimental design by involving students grade X from Senior High School (SMA) 1 Banda Aceh academic year 2018/2019 as a sample. It follows the competency standard of 2013 Indonesian Curriculum. This study found that there is a positive correlation between the content of the physics syllabus and the science process skills. This condition has contributed positively to the learning achievements of students. The result of pre-and post-test shows the result of post-test has improved after applying this approach. Hence it is recommended that science Process Skills can be promoted as a tool to improve the ability of students in understanding the science concept within the physic, as well as other science subjects.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":"321 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77566606","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. M. R. Tumanggor, J. Jumadi, I. Wilujeng, E. S. Ringo
This research aims to analyze the profile of students’ problem-solving ability in problems of optical instruments. This survey research involved 65 students class XI of MAN 3 Yogyakarta. The research instrument was in the form of 3 problem-solving questions in the form of a description. The results showed the percentage of students in the expert category was still relatively low at 30,7% and the students in the novice category were quite high at 69,3% so that students’ overall physics problem-solving abilities were relatively low. In this research, some student difficulties were still found, one of which was in determining the focus of the right lens for patients with eye disorders to use glasses and determine magnification when using a magnifying glass. Efforts to implement innovative learning are needed to improve problem-solving abilities in overcoming students’ physics problems.
{"title":"The Profile of Students’ Physics Problem Solving Ability in Optical Instruments","authors":"A. M. R. Tumanggor, J. Jumadi, I. Wilujeng, E. S. Ringo","doi":"10.21009/1.05104","DOIUrl":"https://doi.org/10.21009/1.05104","url":null,"abstract":"This research aims to analyze the profile of students’ problem-solving ability in problems of optical instruments. This survey research involved 65 students class XI of MAN 3 Yogyakarta. The research instrument was in the form of 3 problem-solving questions in the form of a description. The results showed the percentage of students in the expert category was still relatively low at 30,7% and the students in the novice category were quite high at 69,3% so that students’ overall physics problem-solving abilities were relatively low. In this research, some student difficulties were still found, one of which was in determining the focus of the right lens for patients with eye disorders to use glasses and determine magnification when using a magnifying glass. Efforts to implement innovative learning are needed to improve problem-solving abilities in overcoming students’ physics problems.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74530205","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}
The learning process has entered the 21st century and shifted from Teacher Center Learning (TCL) to Student Center Learning (SCL). Therefore, to improve student learning achievement and activity, innovative learning models are needed to provide more active learning opportunities for students in the learning process. There are a number of innovative learning models, one of which can improve student achievement and activity is inquiry-based learning. It would be better for students to discuss lessons or try to learn the material first, then present the results in front of the class and discuss with other students. Thus, the learning process becomes more active and dynamic with the guidance and direction of the lecturer. This literature review aims to determine the influence of the application of inquiry learning in improving student learning outcomes. The design used is a literature review, articles are collected using the database proquest, google scholar and Science Direct with the keywords “inquiry based learning model” AND “learning outcomes”. The criteria for the articles used are those published in 2014-2018. Based on thirteen articles collected, the results showed that ten articles showed that inquiry learning improved student learning outcomes while the other three did not influence student learning outcomes, but could increase learning motivation. The inquiry-based learning involves students directly and actively in the learning process so that learning has a significant effect on improving learning outcomes.
{"title":"Inquiry-Based Learning for Improving Student Learning Outcomes: Literature Review","authors":"S. Utami, S. Sundari","doi":"10.21009/1.05106","DOIUrl":"https://doi.org/10.21009/1.05106","url":null,"abstract":"The learning process has entered the 21st century and shifted from Teacher Center Learning (TCL) to Student Center Learning (SCL). Therefore, to improve student learning achievement and activity, innovative learning models are needed to provide more active learning opportunities for students in the learning process. There are a number of innovative learning models, one of which can improve student achievement and activity is inquiry-based learning. It would be better for students to discuss lessons or try to learn the material first, then present the results in front of the class and discuss with other students. Thus, the learning process becomes more active and dynamic with the guidance and direction of the lecturer. This literature review aims to determine the influence of the application of inquiry learning in improving student learning outcomes. The design used is a literature review, articles are collected using the database proquest, google scholar and Science Direct with the keywords “inquiry based learning model” AND “learning outcomes”. The criteria for the articles used are those published in 2014-2018. Based on thirteen articles collected, the results showed that ten articles showed that inquiry learning improved student learning outcomes while the other three did not influence student learning outcomes, but could increase learning motivation. The inquiry-based learning involves students directly and actively in the learning process so that learning has a significant effect on improving learning outcomes.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":"109 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75676747","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}
Research has been conducted to train the verbal communication skills of Vocational students through project-based learning. This study aims to train students' verbal communication skills through learning project-based. The research is a pre-experimental design in the form of a one-shot case study. This research was conducted at Diponegoro Vocational High School in the 2018/2019 school year for students in class X TKR 2, totaled 33 students. The instruments used were observation sheets of oral communication and written communication skills, worksheets, and documentation. The Results Showed that the communication skills of Diponegoro Vocational High School students According to indicators of oral communication abilities were Able to express opinions and listen to the opinions of others as much as 61.36%, Able to master the material to be made as presentation material of 59.10%, Able to systematically submit report results and Cleary 61.36%, dare to ask the teacher or other students for 52.30%, and be able to answer the teacher or other student's questions by 56.37%. While the indicators of writing communication skills can write clear and understandable information at 68.20%, the accuracy of the scientific representation of 52.30%, Able to express the data amounting to 56.82, and Able to use Illustrations that can be understood by 50%. The results of the analysis can be concluded that the average percentage of results of oral and written communication skills of students included in the medium category.
{"title":"The Enhancement of Verbal Communication Skills for Vocational Students through Project-Based Learning Physics","authors":"N. Asih, E. Ellianawati","doi":"10.21009/1.05103","DOIUrl":"https://doi.org/10.21009/1.05103","url":null,"abstract":"Research has been conducted to train the verbal communication skills of Vocational students through project-based learning. This study aims to train students' verbal communication skills through learning project-based. The research is a pre-experimental design in the form of a one-shot case study. This research was conducted at Diponegoro Vocational High School in the 2018/2019 school year for students in class X TKR 2, totaled 33 students. The instruments used were observation sheets of oral communication and written communication skills, worksheets, and documentation. The Results Showed that the communication skills of Diponegoro Vocational High School students According to indicators of oral communication abilities were Able to express opinions and listen to the opinions of others as much as 61.36%, Able to master the material to be made as presentation material of 59.10%, Able to systematically submit report results and Cleary 61.36%, dare to ask the teacher or other students for 52.30%, and be able to answer the teacher or other student's questions by 56.37%. While the indicators of writing communication skills can write clear and understandable information at 68.20%, the accuracy of the scientific representation of 52.30%, Able to express the data amounting to 56.82, and Able to use Illustrations that can be understood by 50%. The results of the analysis can be concluded that the average percentage of results of oral and written communication skills of students included in the medium category.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":"139 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85135448","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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