This study aims to determine the effectiveness, feasibility, and influence of the Ethno-STEM Independent Learning Activity Unit (UKBM) in improving students’ critical thinking skills. This type of research is R&D with the ADDIE type. The research sample used a purposive sampling technique in small-scale and large-scale trials at one of the private junior high schools in Salatiga City. The results of the study show that 1) e-UKBM Ethno-STEM has the characteristics of implementing an ethnoscience aspect that links scientific knowledge with local wisdom, studying science through local wisdom in a balanced way, guided by the Merdeka Curriculum and the 2013 Curriculum by using a scientific approach; 2) Ethno-STEM e-UKBM is suitable for use in science learning on substance stress; 3) e-UKBM Ethno-STEM can improve critical thinking skills with an N-Gain value of 72.27% in the high category; 4) e-UKBM Ethno-STEM has an effect on critical thinking skills with a t-count of 10.87. Based on the results of this study, it can be concluded that e-UKBM Ethno-STEM is appropriate to be used to improve student’s critical thinking skills in substance stress study materials.
{"title":"E-UKBM Ethno-STEM: The Development of Independent Learning Activities to Train Students’ Critical Thinking Skills in Pressure Topics","authors":"Ani Setiyani, S. Sudarmin, E. Ellianawati","doi":"10.21009/1.08207","DOIUrl":"https://doi.org/10.21009/1.08207","url":null,"abstract":"This study aims to determine the effectiveness, feasibility, and influence of the Ethno-STEM Independent Learning Activity Unit (UKBM) in improving students’ critical thinking skills. This type of research is R&D with the ADDIE type. The research sample used a purposive sampling technique in small-scale and large-scale trials at one of the private junior high schools in Salatiga City. The results of the study show that 1) e-UKBM Ethno-STEM has the characteristics of implementing an ethnoscience aspect that links scientific knowledge with local wisdom, studying science through local wisdom in a balanced way, guided by the Merdeka Curriculum and the 2013 Curriculum by using a scientific approach; 2) Ethno-STEM e-UKBM is suitable for use in science learning on substance stress; 3) e-UKBM Ethno-STEM can improve critical thinking skills with an N-Gain value of 72.27% in the high category; 4) e-UKBM Ethno-STEM has an effect on critical thinking skills with a t-count of 10.87. Based on the results of this study, it can be concluded that e-UKBM Ethno-STEM is appropriate to be used to improve student’s critical thinking skills in substance stress study materials.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81998279","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}
Ekri Pranata Ferdinand Baifeto, A. Samsudin, Ridwan Efendi, Royhanun Athiyyah
This research aims to develop high school physics teaching materials in the form of comics. This research method is a research and development (R&D) method. The steps in this method are Analysis-Design-Development-Implementation-Evaluation (ADDIE). A validation test was carried out using a questionnaire to obtain valid Physics Comics (PHYCOM) teaching materials. This feasibility test was carried out by three validators consisting of 1 high school physics teacher, two lecturers, and six 10th-grade high school students. Comics are said to be valid and feasible to use because they meet the validity percentage at a value of 61% - 100% (valid criteria and very valid). Based on the results of the feasibility test of the three validators, it was found that PHYCOM's teaching materials were very valid and feasible to use, with a percentage of 87.50%. The validation results from six students showed that PHYCOM was a very valid teaching material with a validity percentage of 91.18%. The results of this validation indicate that PHYCOM is valid and suitable to be used as teaching materials for 10th high school students. The advantage of PHYCOM teaching materials is that they are communicative and contain illustrative images so that they are easy to visualize. In addition, PHYCOM teaching materials can be used by students as independent study materials.
{"title":"Developing PHYCOM (Physics Comics) on Newton’s Law Material for 10th Grade High School Students","authors":"Ekri Pranata Ferdinand Baifeto, A. Samsudin, Ridwan Efendi, Royhanun Athiyyah","doi":"10.21009/1.08201","DOIUrl":"https://doi.org/10.21009/1.08201","url":null,"abstract":"This research aims to develop high school physics teaching materials in the form of comics. This research method is a research and development (R&D) method. The steps in this method are Analysis-Design-Development-Implementation-Evaluation (ADDIE). A validation test was carried out using a questionnaire to obtain valid Physics Comics (PHYCOM) teaching materials. This feasibility test was carried out by three validators consisting of 1 high school physics teacher, two lecturers, and six 10th-grade high school students. Comics are said to be valid and feasible to use because they meet the validity percentage at a value of 61% - 100% (valid criteria and very valid). Based on the results of the feasibility test of the three validators, it was found that PHYCOM's teaching materials were very valid and feasible to use, with a percentage of 87.50%. The validation results from six students showed that PHYCOM was a very valid teaching material with a validity percentage of 91.18%. The results of this validation indicate that PHYCOM is valid and suitable to be used as teaching materials for 10th high school students. The advantage of PHYCOM teaching materials is that they are communicative and contain illustrative images so that they are easy to visualize. In addition, PHYCOM teaching materials can be used by students as independent study materials.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79827694","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}
S. Latifah, R. Diani, Safira Lusiana Marinda Malik
This study aims to determine the effect of the ICARE learning model on students’ computational thinking skills, the effect of gender differences on students’ computational thinking skills, and the interaction between the ICARE learning model and gender differences in students’ computational thinking. The research method used is quasi-experimental. This research was conducted at high school, SMA Muhammadiyah Bandar Lampung. The population in this study is class X MIPA with a sample of X MIPA 1 and X MIPA 3. The sampling technique is cluster random sampling. Hypothesis testing using a two-way ANOVA test with a 2x2 factorial design. The results of this study are: 1) there is an effect of the ICARE learning model on students’ computational thinking skills, with a significance level of 0.000 <0.05, 2) there is no effect of gender differences on computational thinking skills, with a significance level of 0.628 > 0.05, and 3) there is no interaction between ICARE learning models and gender differences on computational thinking skills, with a significance of 0.320> 0.05. Problem-solving in physics learning can use computational thinking skills, namely by indicators of decomposition, abstraction, algorithms, and generalization of patterns. So that, computational thinking skills are important in the physics learning process.
{"title":"ICARE Model (Introduction, Connection, Application, Reflection, Extension) in Physics Learning: Analysis of its Effect on Students’ Computational Thinking Skills based on Gender","authors":"S. Latifah, R. Diani, Safira Lusiana Marinda Malik","doi":"10.21009/1.08205","DOIUrl":"https://doi.org/10.21009/1.08205","url":null,"abstract":"This study aims to determine the effect of the ICARE learning model on students’ computational thinking skills, the effect of gender differences on students’ computational thinking skills, and the interaction between the ICARE learning model and gender differences in students’ computational thinking. The research method used is quasi-experimental. This research was conducted at high school, SMA Muhammadiyah Bandar Lampung. The population in this study is class X MIPA with a sample of X MIPA 1 and X MIPA 3. The sampling technique is cluster random sampling. Hypothesis testing using a two-way ANOVA test with a 2x2 factorial design. The results of this study are: 1) there is an effect of the ICARE learning model on students’ computational thinking skills, with a significance level of 0.000 <0.05, 2) there is no effect of gender differences on computational thinking skills, with a significance level of 0.628 > 0.05, and 3) there is no interaction between ICARE learning models and gender differences on computational thinking skills, with a significance of 0.320> 0.05. Problem-solving in physics learning can use computational thinking skills, namely by indicators of decomposition, abstraction, algorithms, and generalization of patterns. So that, computational thinking skills are important in the physics learning process.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90541705","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}
S. Soeprijanto, Rudy Prohantoro, Rian Pratama, Dayu Adestamy Ariefin
This study aims to analyze the needs of the project-based learning outcomes assessment model at the Center for Excellence in Vocational High Schools. The first step in the research is the development of Project-Based Learning Assessment Models. Electricity was chosen because it is one of the intersecting materials in the departments at Vocational High Schools. The survey method was chosen to collect information on the needs of the assessment model. The survey data were analyzed using descriptive statistics. The mode of the survey data was used to draw the required model conclusions.The number of respondents who filled out the questionnaire was from 10 SMK-PK in DKI Jakarta, West Java, Banten, and Lampung who applied Project-Based Learning in Practical Teaching. From the respondents' answers, it can be concluded that. Most schools require specific Guidelines for the Assessment of Project-based Learning yet to be made available. Most teachers require industry involvement in the creation of Practice-based Learning assignments. A large number of teachers need an assessment of the quality of assignments. Assessment of the Project-based Learning Process tends to be carried out at the implementation stage, while in the planning and reporting stages, it is carried out by a few teachers. The assessment tends to be carried out against groups with aspects assessed as competence and student performance. The assessment techniques carried out include written tests, observations, and portfolios. Standard sample documents required include Instrument Indicators and Rubrics.
{"title":"Needs Analysis for Developing Project-Based Learning Outcomes Assessment Models in Electricity Topic at the Center of Excellence Vocational High School","authors":"S. Soeprijanto, Rudy Prohantoro, Rian Pratama, Dayu Adestamy Ariefin","doi":"10.21009/1.08214","DOIUrl":"https://doi.org/10.21009/1.08214","url":null,"abstract":"This study aims to analyze the needs of the project-based learning outcomes assessment model at the Center for Excellence in Vocational High Schools. The first step in the research is the development of Project-Based Learning Assessment Models. Electricity was chosen because it is one of the intersecting materials in the departments at Vocational High Schools. The survey method was chosen to collect information on the needs of the assessment model. The survey data were analyzed using descriptive statistics. The mode of the survey data was used to draw the required model conclusions.The number of respondents who filled out the questionnaire was from 10 SMK-PK in DKI Jakarta, West Java, Banten, and Lampung who applied Project-Based Learning in Practical Teaching. From the respondents' answers, it can be concluded that. Most schools require specific Guidelines for the Assessment of Project-based Learning yet to be made available. Most teachers require industry involvement in the creation of Practice-based Learning assignments. A large number of teachers need an assessment of the quality of assignments. Assessment of the Project-based Learning Process tends to be carried out at the implementation stage, while in the planning and reporting stages, it is carried out by a few teachers. The assessment tends to be carried out against groups with aspects assessed as competence and student performance. The assessment techniques carried out include written tests, observations, and portfolios. Standard sample documents required include Instrument Indicators and Rubrics.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81135267","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 research aimed to identify the profile of physical concept mastery of Senior High School/Aliyah School students in Semarang as a result of the transition from offline to online learning. The research employed the descriptive quantitative approach in which the tests and questionnaires were used to collect data. The school type (Senior High School/Aliyah School), school ownership (Private/State), and student’s interest in learning are all considered in the profile analysis. This study was carried out in Semarang, Indonesia, with a sample of 250 students from MAN 2 Semarang, SMA Negeri 1 Semarang, and SMA Negeri 9 Semarang. The findings revealed: 1) The percentage of students with concept mastery scores with the highest answer being questioned was 12 (88.2%). The results showed: 1) The percentage of students with concept mastery scores that really the highest answer lies in question 12 with a percentage of 88.2% on fluid material (Bernoulli’s Law) with a cognitive level of C2. While the percentage value of the student’s mastery of concepts which is the lowest, lies in questions number 3 (Uniform Speed and Uniform Acceleration subject matter) and 4 (moment of inertia/center of gravity and rigid body balance subject matter) with a percentage of 57% each with successive levels of cognition, C3 and C4, 2) Following tutoring is not effective because it does not affect physical learning achievement, and 3) there is a positive (unidirectional) significant (mean) relationship between independence and learning motivation on physical learning achievement. The results of this study can be used as a reference for researchers, educational policymakers, and stakeholders related to the handling of post-pandemic education.
本研究旨在了解三宝垄高中/阿利亚学校学生从线下学习过渡到线上学习后的物理概念掌握情况。本研究采用描述性定量方法，通过测试和问卷调查来收集数据。学校类型(高中/阿利亚学校)，学校所有权(私立/州立)和学生的学习兴趣都被考虑在档案分析中。本研究在印度尼西亚三宝垄进行，样本为250名学生，分别来自三宝垄MAN 2、SMA Negeri 1和SMA Negeri 9三宝垄。结果显示:1)概念掌握得分最高的学生被提问的比例为12(88.2%)。结果表明:1)认知水平为C2的流体材料(伯努利定律)的概念掌握得分真正最高的学生比例为88.2%。而学生对概念掌握的百分比值最低的是问题3(匀速和匀速主题)和问题4(惯性矩/重心和刚体平衡主题)，分别为57%，认知水平依次为C3和C4。2)后续辅导并不有效，因为它不影响物理学习成绩。3)独立性与学习动机对身体学习成绩的影响呈正(单向)显著(平均)相关。本研究结果可为研究人员、教育政策制定者和与处理大流行后教育相关的利益相关者提供参考。
{"title":"Profile of Students’ Conceptual Understanding of Physics in Senior High School","authors":"N. Khoiri, S. Ristanto, A. Kurniawan","doi":"10.21009/1.08206","DOIUrl":"https://doi.org/10.21009/1.08206","url":null,"abstract":"This research aimed to identify the profile of physical concept mastery of Senior High School/Aliyah School students in Semarang as a result of the transition from offline to online learning. The research employed the descriptive quantitative approach in which the tests and questionnaires were used to collect data. The school type (Senior High School/Aliyah School), school ownership (Private/State), and student’s interest in learning are all considered in the profile analysis. This study was carried out in Semarang, Indonesia, with a sample of 250 students from MAN 2 Semarang, SMA Negeri 1 Semarang, and SMA Negeri 9 Semarang. The findings revealed: 1) The percentage of students with concept mastery scores with the highest answer being questioned was 12 (88.2%). The results showed: 1) The percentage of students with concept mastery scores that really the highest answer lies in question 12 with a percentage of 88.2% on fluid material (Bernoulli’s Law) with a cognitive level of C2. While the percentage value of the student’s mastery of concepts which is the lowest, lies in questions number 3 (Uniform Speed and Uniform Acceleration subject matter) and 4 (moment of inertia/center of gravity and rigid body balance subject matter) with a percentage of 57% each with successive levels of cognition, C3 and C4, 2) Following tutoring is not effective because it does not affect physical learning achievement, and 3) there is a positive (unidirectional) significant (mean) relationship between independence and learning motivation on physical learning achievement. The results of this study can be used as a reference for researchers, educational policymakers, and stakeholders related to the handling of post-pandemic education.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83051745","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}
Video analysis experiments can be used to construct physics concepts and equations. Integrating video analysis experiments into cognitive conflict learning allows students to increase their understanding of concepts. Some research results show that students need clarification about momentum and impulse material, low conceptual understanding, and misconceptions occur. The problem of misconceptions can hinder student learning progress. One solution to overcome these problems is the application of physics teaching materials based on cognitive conflict integrated with real experiment video analysis. This study aims to analyze the effectiveness of these teaching materials in improving students’ understanding of the concept of momentum and impulse. This study used a quasi-experimental method with a nonequivalent control group design. The sample consisted of 72 high school students with two sample classes, the experimental and the control classes, which were selected using the cluster random sampling technique. The instrument in this study was a concept test that was valid and reliable. Data were analyzed using Mann-Whitney test nonparametric statistics with the help of IBM SPSS Statistic 25. The results obtained by Sig. Asim < 0.05, in the rejection area of H0, means that teaching materials influence students’ understanding of concepts on momentum and impulse. Thus, conflict-based teaching materials integrating real experiment video analysis have been effective in increasing students’ conceptual understanding.
{"title":"The Analysis of Experiment Video on Cognitive Conflict-Based Teaching Materials to Enhance Momentum-Impulse Concepts Understanding","authors":"F. Mufit, Atikah Dian Fitri","doi":"10.21009/1.08211","DOIUrl":"https://doi.org/10.21009/1.08211","url":null,"abstract":"Video analysis experiments can be used to construct physics concepts and equations. Integrating video analysis experiments into cognitive conflict learning allows students to increase their understanding of concepts. Some research results show that students need clarification about momentum and impulse material, low conceptual understanding, and misconceptions occur. The problem of misconceptions can hinder student learning progress. One solution to overcome these problems is the application of physics teaching materials based on cognitive conflict integrated with real experiment video analysis. This study aims to analyze the effectiveness of these teaching materials in improving students’ understanding of the concept of momentum and impulse. This study used a quasi-experimental method with a nonequivalent control group design. The sample consisted of 72 high school students with two sample classes, the experimental and the control classes, which were selected using the cluster random sampling technique. The instrument in this study was a concept test that was valid and reliable. Data were analyzed using Mann-Whitney test nonparametric statistics with the help of IBM SPSS Statistic 25. The results obtained by Sig. Asim < 0.05, in the rejection area of H0, means that teaching materials influence students’ understanding of concepts on momentum and impulse. Thus, conflict-based teaching materials integrating real experiment video analysis have been effective in increasing students’ conceptual understanding.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78764079","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 develop a valid Virtual Microscopic Simulation (VMS) media used in light wave learning and evaluate the use of VMS media in increasing students’ level of understanding. The research method used in this research is research and development using the ADDIE model. The sample in this study consisted of 35 students at one of the universities in central Jakarta, Indonesia. The results showed that the development of VMS on the light wave material, when implemented, the gain test calculation increased the level of students’ understanding of 0.56 in the medium category. The results of the level of student understanding obtained complete understanding data by 52% of students understanding partly, 42% of students understanding incorrectly, and 3% of students not understanding. This shows that using VMS media on light wave material can enhance student understanding.
{"title":"Virtual Microscopic Simulation (VMS) of Light-Wave to Enhance the Student’s Understanding Level","authors":"F. C. Wibowo, Dewi Anggraini, M. Delina","doi":"10.21009/1.08209","DOIUrl":"https://doi.org/10.21009/1.08209","url":null,"abstract":"This study aims to develop a valid Virtual Microscopic Simulation (VMS) media used in light wave learning and evaluate the use of VMS media in increasing students’ level of understanding. The research method used in this research is research and development using the ADDIE model. The sample in this study consisted of 35 students at one of the universities in central Jakarta, Indonesia. The results showed that the development of VMS on the light wave material, when implemented, the gain test calculation increased the level of students’ understanding of 0.56 in the medium category. The results of the level of student understanding obtained complete understanding data by 52% of students understanding partly, 42% of students understanding incorrectly, and 3% of students not understanding. This shows that using VMS media on light wave material can enhance student understanding.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86604718","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 describes the development of an integrated ethno-physics module for critical thinking skills as supporting teaching materials during the Covid-19 pandemic. The development stages used were the 4D models. These stages included defining, designing, developing, and disseminating. The subjects of this study were material experts, media experts, and 50 students in Melawi Regency. The instruments were expert validation questionnaires, student perception questionnaires, and critical thinking tests. The resulting data are in the form of qualitative and quantitative data. The expert feasibility test uses the average score to the maximum score, while the user practicality test uses the average eligibility percentage. The trial design used was a pre-test and post-test group design. The statistical test used is parametric statistics with the help of SPSS 26. The study results show that the e-module ethnophysics have validly improved students’ critical thinking skills. This is shown by the results of validity, practicality, and effectiveness of e-module ethnophysics towards critical thinking during the Covid-19 pandemic.
{"title":"e-Modul Ethnophysics for Critical Thinking Skills in the Covid-19 Pandemic","authors":"N. Lestari, N. Apsari","doi":"10.21009/1.08202","DOIUrl":"https://doi.org/10.21009/1.08202","url":null,"abstract":"This study describes the development of an integrated ethno-physics module for critical thinking skills as supporting teaching materials during the Covid-19 pandemic. The development stages used were the 4D models. These stages included defining, designing, developing, and disseminating. The subjects of this study were material experts, media experts, and 50 students in Melawi Regency. The instruments were expert validation questionnaires, student perception questionnaires, and critical thinking tests. The resulting data are in the form of qualitative and quantitative data. The expert feasibility test uses the average score to the maximum score, while the user practicality test uses the average eligibility percentage. The trial design used was a pre-test and post-test group design. The statistical test used is parametric statistics with the help of SPSS 26. The study results show that the e-module ethnophysics have validly improved students’ critical thinking skills. This is shown by the results of validity, practicality, and effectiveness of e-module ethnophysics towards critical thinking during the Covid-19 pandemic.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76145046","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 produce a product in the form of high school physics teaching aids for collision materials. The aids developed consist of Arduino as the central controller, photodiode sensor, and infrared sensor as ball motion detector mounted on the side of the tube track as high as 100 cm. The aids can record the time and altitude automatically on the bouncing ball. The research method used is R&D development research with the ADDIE model, which includes five stages, analysis, design, development, implementation, and evaluation. The variables used are variations in the type of ball and the pedestal type. Three types of balls are used: ping pong, golf, and tennis. The base types are ceramic floor, stainless steel, and acrylic. The ball bounce is an elastic collision partly because it has a restitution coefficient value of 0 < e < 1. This experiment is done by ignoring air resistance and tracking friction. Students can make observations with the help of worksheets, which were also developed into the one-unit package. Through the validation test phase, the product has the worksheets get a value of 91% and the teaching aids 81%, which means that the worksheets and teaching aids are suitable for teaching materials to support learning physics.
本研究的目的是制作一款高中物理碰撞材料教具形式的产品。所开发的辅助装置由Arduino作为中央控制器，光电二极管传感器和红外传感器作为球体运动探测器，安装在高达100厘米的管轨侧面。辅助装置可以自动记录弹跳球的时间和高度。研究方法采用ADDIE模型进行R&D开发研究，包括分析、设计、开发、实施和评价五个阶段。所使用的变量是球的类型和基座类型的变化。使用的球有三种:乒乓球、高尔夫球和网球。底座类型有陶瓷地板、不锈钢地板和亚克力地板。球反弹是弹性碰撞，部分原因是它的恢复系数值为0 < e < 1。这个实验是通过忽略空气阻力和跟踪摩擦来完成的。学生可以借助工作表进行观察，这些工作表也被开发成一个单元包。通过验证测试阶段，该产品的工作表获得了91%的价值，教具获得了81%的价值，这意味着工作表和教具适合作为支持学习物理的教材。
{"title":"The Development of Educational Aids for Restitution Coefficient Experiment Using Microcontroller","authors":"W. Indrasari, A. S. Budi, Dias Prima Fadilla","doi":"10.21009/1.08109","DOIUrl":"https://doi.org/10.21009/1.08109","url":null,"abstract":"This study aims to produce a product in the form of high school physics teaching aids for collision materials. The aids developed consist of Arduino as the central controller, photodiode sensor, and infrared sensor as ball motion detector mounted on the side of the tube track as high as 100 cm. The aids can record the time and altitude automatically on the bouncing ball. The research method used is R&D development research with the ADDIE model, which includes five stages, analysis, design, development, implementation, and evaluation. The variables used are variations in the type of ball and the pedestal type. Three types of balls are used: ping pong, golf, and tennis. The base types are ceramic floor, stainless steel, and acrylic. The ball bounce is an elastic collision partly because it has a restitution coefficient value of 0 < e < 1. This experiment is done by ignoring air resistance and tracking friction. Students can make observations with the help of worksheets, which were also developed into the one-unit package. Through the validation test phase, the product has the worksheets get a value of 91% and the teaching aids 81%, which means that the worksheets and teaching aids are suitable for teaching materials to support learning physics.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78034162","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}
{"title":"The Development Research: Assessment Instruments Science Literacy Based on Minimum Competency Assessment (AKM) Level 4th Solar System Concepts","authors":"A. Salamah, T. Prastowo, E. Hariyono","doi":"10.21009/1.08111","DOIUrl":"https://doi.org/10.21009/1.08111","url":null,"abstract":"<jats:p>.</jats:p>","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89893599","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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