Pub Date : 2023-06-09DOI: 10.15294/jpfi.v19i1.41745
Y. Tanjung, M. Azhar, A. Razak, Y. Yohandri, F. Arsih, T. Wulandari, B. Nasution, R. H. Lubis
Industrial Revolution 4.0 requires individuals to have the ability in the field of technology and use it to solve existing problems. Computational Thinking (CT) is one of the skills needed in dealing with technological developments through a problem-solving process. Many research developments in the field of CT have been carried out, but the theoretical studies presented are still limited to the ability in solving problems using a computer. Whereas in its development, CT theory must be adapted to the scope and purpose of building it. Based on that, new research is needed which aims to test and analyze the truth of these findings and examine the stages of building appropriate CT for science students with state-of-the-art review method. By taking a specific scope that has not been studied by many researchers, namely science education, it is found that CT is the ability in dividing a problem into sub-steps, carry out deeper investigations, analyze and criticize and test the truth of something so that the right solution is obtained. This definition is more specific than the definition of CT in theory because it is adapted to the characteristics of science. Whereas from a state-of-the-art review of the stages of building CT, it was found that the stages of task decomposition, abstraction, generalization, data structures and algorithms were considered to optimalize the CT construction for science students. It is because students could identify tasks or problems and divide the problem into small parts at the task decomposition stage. Therefore, they can be completed one by one.
{"title":"State of The Art Review: Building Computational Thinking on Science Education","authors":"Y. Tanjung, M. Azhar, A. Razak, Y. Yohandri, F. Arsih, T. Wulandari, B. Nasution, R. H. Lubis","doi":"10.15294/jpfi.v19i1.41745","DOIUrl":"https://doi.org/10.15294/jpfi.v19i1.41745","url":null,"abstract":"Industrial Revolution 4.0 requires individuals to have the ability in the field of technology and use it to solve existing problems. Computational Thinking (CT) is one of the skills needed in dealing with technological developments through a problem-solving process. Many research developments in the field of CT have been carried out, but the theoretical studies presented are still limited to the ability in solving problems using a computer. Whereas in its development, CT theory must be adapted to the scope and purpose of building it. Based on that, new research is needed which aims to test and analyze the truth of these findings and examine the stages of building appropriate CT for science students with state-of-the-art review method. By taking a specific scope that has not been studied by many researchers, namely science education, it is found that CT is the ability in dividing a problem into sub-steps, carry out deeper investigations, analyze and criticize and test the truth of something so that the right solution is obtained. This definition is more specific than the definition of CT in theory because it is adapted to the characteristics of science. Whereas from a state-of-the-art review of the stages of building CT, it was found that the stages of task decomposition, abstraction, generalization, data structures and algorithms were considered to optimalize the CT construction for science students. It is because students could identify tasks or problems and divide the problem into small parts at the task decomposition stage. Therefore, they can be completed one by one.","PeriodicalId":42020,"journal":{"name":"Jurnal Pendidikan Fisika Indonesia-Indonesian Journal of Physics Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43394253","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}
Pub Date : 2023-06-09DOI: 10.15294/jpfi.v19i1.34259
K. Khaeruddin, S. Indarwati, S. Sukmawati, H. Hasriana, F. Afifah
The learning and assessment process that is oriented towards Higher Order Thinking Skills (HOTS) is a very urgent task for teachers in schools today. But in practice, the teacher cannot suddenly give an assessment with the HOTS system if the teacher has never been familiar with the HOTS-oriented learning model in the daily learning process. Teachers must carefully design HOTS-based learning and assessment, starting from the preparation, implementation, and evaluation stages based on the revised 2013 Curriculum. The project-based learning model is a learning model that is able to facilitate students in solving problems and higher-order thinking processes. Therefore, the focus of this research is to describe students' higher order thinking skills through a project-based learning model in science subjects at SMPN 33 Makassar. This study used a pre-experimental study with a One-Group Pretest-Posttest design. The sample in this study were 114 students at the junior high school level. The results showed that there was an increase in students' HOTS test scores from the pretest, posttest stage one and posttest stage two. This shows that the project-based learning model contributes to increasing the HOTS of SMPN 33 Makassar students in science subjects. Especially in the aspect of Physics.
{"title":"An Analysis of Students’ Higher Order Thinking Skills Through the Project-Based Learning Model on Science Subject","authors":"K. Khaeruddin, S. Indarwati, S. Sukmawati, H. Hasriana, F. Afifah","doi":"10.15294/jpfi.v19i1.34259","DOIUrl":"https://doi.org/10.15294/jpfi.v19i1.34259","url":null,"abstract":"The learning and assessment process that is oriented towards Higher Order Thinking Skills (HOTS) is a very urgent task for teachers in schools today. But in practice, the teacher cannot suddenly give an assessment with the HOTS system if the teacher has never been familiar with the HOTS-oriented learning model in the daily learning process. Teachers must carefully design HOTS-based learning and assessment, starting from the preparation, implementation, and evaluation stages based on the revised 2013 Curriculum. The project-based learning model is a learning model that is able to facilitate students in solving problems and higher-order thinking processes. Therefore, the focus of this research is to describe students' higher order thinking skills through a project-based learning model in science subjects at SMPN 33 Makassar. This study used a pre-experimental study with a One-Group Pretest-Posttest design. The sample in this study were 114 students at the junior high school level. The results showed that there was an increase in students' HOTS test scores from the pretest, posttest stage one and posttest stage two. This shows that the project-based learning model contributes to increasing the HOTS of SMPN 33 Makassar students in science subjects. Especially in the aspect of Physics.","PeriodicalId":42020,"journal":{"name":"Jurnal Pendidikan Fisika Indonesia-Indonesian Journal of Physics Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47357554","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}
Pub Date : 2023-06-09DOI: 10.15294/jpfi.v19i1.34777
A. Afifah, F. Mufit, H. Hamdi, W. S. Dewi
In the 21st century Science and Technology (IPTEK) is experiencing very rapid development which requires students to have skills in that century. In addition, one of the objectives of learning physics in the 2013 curriculum is to have a good understanding of concepts and principles. However, in reality there are still obstacles in students' understanding of concepts that are still low, including dynamic fluid material. The solution given is to develop interactive multimedia based on cognitive conflict. This study aims to determine the characteristics of interactive multimedia design and determine its validity. This type of research is development research using the Plomp development model which is special to the preliminary research and prototyping stages to the expert review. Preliminary research data obtained from needs analysis through filling out a questionnaire by 3 physics teachers and the validity of the data obtained from 3 physics lecturers. The instruments in this study were teacher questionnaires, self-evaluation sheets and expert validity sheets. Data were analyzed descriptively. This research produces interactive multimedia with characteristics set according to 4 syntaxes of cognitive conflict-based learning models using the adobe animate cc 2019 application. Multimedia is designed to improve students' conceptual understanding of dynamic fluid materials and justify 4C skills. the results of self-evaluation show that multimedia is in the very good category.
在21世纪，科学技术（IPTEK）正经历着非常快速的发展，这就要求学生具备21世纪的技能。此外，2013年课程中学习物理的目标之一是对概念和原理有很好的理解。然而，在现实中，学生对概念的理解仍然存在障碍，包括动态流体材料。给出的解决方案是开发基于认知冲突的交互式多媒体。本研究旨在确定互动多媒体设计的特点并确定其有效性。这种类型的研究是使用Plomp开发模型的开发研究，该模型专门用于初步研究和原型设计阶段，以供专家评审。通过3名物理教师填写问卷进行需求分析获得的初步研究数据，以及3名物理讲师获得的数据的有效性。本研究的工具是教师问卷、自我评价表和专家有效性表。对数据进行描述性分析。本研究使用adobe animate cc 2019应用程序，制作了具有根据基于认知冲突的学习模型的4种语法设置的特征的交互式多媒体。多媒体旨在提高学生对动态流体材料的概念理解，并证明4C技能的合理性。自我评价的结果表明，多媒体属于非常好的一类。
{"title":"Interactive Multimedia Design Based on Cognitive Conflict on Dynamic Fluid Using Adobe Animate CC 2019","authors":"A. Afifah, F. Mufit, H. Hamdi, W. S. Dewi","doi":"10.15294/jpfi.v19i1.34777","DOIUrl":"https://doi.org/10.15294/jpfi.v19i1.34777","url":null,"abstract":"In the 21st century Science and Technology (IPTEK) is experiencing very rapid development which requires students to have skills in that century. In addition, one of the objectives of learning physics in the 2013 curriculum is to have a good understanding of concepts and principles. However, in reality there are still obstacles in students' understanding of concepts that are still low, including dynamic fluid material. The solution given is to develop interactive multimedia based on cognitive conflict. This study aims to determine the characteristics of interactive multimedia design and determine its validity. This type of research is development research using the Plomp development model which is special to the preliminary research and prototyping stages to the expert review. Preliminary research data obtained from needs analysis through filling out a questionnaire by 3 physics teachers and the validity of the data obtained from 3 physics lecturers. The instruments in this study were teacher questionnaires, self-evaluation sheets and expert validity sheets. Data were analyzed descriptively. This research produces interactive multimedia with characteristics set according to 4 syntaxes of cognitive conflict-based learning models using the adobe animate cc 2019 application. Multimedia is designed to improve students' conceptual understanding of dynamic fluid materials and justify 4C skills. the results of self-evaluation show that multimedia is in the very good category.","PeriodicalId":42020,"journal":{"name":"Jurnal Pendidikan Fisika Indonesia-Indonesian Journal of Physics Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44306429","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}
Pub Date : 2023-06-09DOI: 10.15294/jpfi.v19i1.35912
G. Ozkan, U. Topsakal
The aim of this study was to identify the students' perceptions of STEAM careers. The effect of the STEAM intervention on students’ perceptions was evaluated using one group pretest - posttest experimental design with career questionnaire. The sampling of the study consists of 37 seventh grade middle school students. In the study, STEAM activities were used in the teaching of the Force and Energy unit. First of all, the students were asked about their career choices and their responses were evaluated quantitatively. There was statistically significant difference between the distributions of changes in the number of students choosing STEAM careers. Content analysis also was performed on the findings obtained from the questionnaire. As a result of the study, it was determined that the students increased the percentage of choosing careers in the STEAM career fields such as scientists and engineering. Looking at the interest of students in STEAM fields, one of the biggest changes was in the field of science. One of the important findings of the research was that after the implementation, the majority of the students thought that gender was not important in the success of STEAM career fields. The results of the research revealed that the STEAM education approach can be used a lot to evaluate and improve the academic career choices of middle school students.
{"title":"Identifying Middle School Students’ Perceptions of STEAM Careers","authors":"G. Ozkan, U. Topsakal","doi":"10.15294/jpfi.v19i1.35912","DOIUrl":"https://doi.org/10.15294/jpfi.v19i1.35912","url":null,"abstract":"The aim of this study was to identify the students' perceptions of STEAM careers. The effect of the STEAM intervention on students’ perceptions was evaluated using one group pretest - posttest experimental design with career questionnaire. The sampling of the study consists of 37 seventh grade middle school students. In the study, STEAM activities were used in the teaching of the Force and Energy unit. First of all, the students were asked about their career choices and their responses were evaluated quantitatively. There was statistically significant difference between the distributions of changes in the number of students choosing STEAM careers. Content analysis also was performed on the findings obtained from the questionnaire. As a result of the study, it was determined that the students increased the percentage of choosing careers in the STEAM career fields such as scientists and engineering. Looking at the interest of students in STEAM fields, one of the biggest changes was in the field of science. One of the important findings of the research was that after the implementation, the majority of the students thought that gender was not important in the success of STEAM career fields. The results of the research revealed that the STEAM education approach can be used a lot to evaluate and improve the academic career choices of middle school students. ","PeriodicalId":42020,"journal":{"name":"Jurnal Pendidikan Fisika Indonesia-Indonesian Journal of Physics Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48883968","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}
Pub Date : 2023-06-09DOI: 10.15294/jpfi.v19i1.40325
J. R. Batlolona, J. Jamaludin, M. Diantoro
Students' difficulties related to the concepts underlying the static fluid phenomenon are still lacking serious attention from physics education researchers. This study aims to increase students' understanding of physical concepts in solving conceptual problems related to static fluid phenomena using the Homogeneity Psycho Cognition (HPC) strategy. The analysis was carried out based on student answers to brief description questions and the level of student confidence in the accuracy of the answers. The results of the study show that the HPC strategy can improve students' understanding of concepts. At the initial meeting the students did not understand well and even indicated they had misconceptions. However, after carrying out the learning process, the results of students' understanding of concepts at each meeting are increasing. The increase in students' understanding of physics concepts with the HPC strategy is higher than the increase in students with teacher-centered or conventional learning. Thus, HPC can be recommended to improve students' understanding of physics.
{"title":"The Effect of Psycho Cognition Homogeneity Strategies on Students' Understanding of Physics Concepts in Static Fluid Topics","authors":"J. R. Batlolona, J. Jamaludin, M. Diantoro","doi":"10.15294/jpfi.v19i1.40325","DOIUrl":"https://doi.org/10.15294/jpfi.v19i1.40325","url":null,"abstract":"Students' difficulties related to the concepts underlying the static fluid phenomenon are still lacking serious attention from physics education researchers. This study aims to increase students' understanding of physical concepts in solving conceptual problems related to static fluid phenomena using the Homogeneity Psycho Cognition (HPC) strategy. The analysis was carried out based on student answers to brief description questions and the level of student confidence in the accuracy of the answers. The results of the study show that the HPC strategy can improve students' understanding of concepts. At the initial meeting the students did not understand well and even indicated they had misconceptions. However, after carrying out the learning process, the results of students' understanding of concepts at each meeting are increasing. The increase in students' understanding of physics concepts with the HPC strategy is higher than the increase in students with teacher-centered or conventional learning. Thus, HPC can be recommended to improve students' understanding of physics.","PeriodicalId":42020,"journal":{"name":"Jurnal Pendidikan Fisika Indonesia-Indonesian Journal of Physics Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43693509","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}
Pub Date : 2023-06-09DOI: 10.15294/jpfi.v19i1.37176
B. Kurniawan, I. Rahmawati, S. Fawaiz
The rapid development of Information and Communication Technology (ICT) allows tertiary institutions to hold lectures offline, blended, and online. Nonetheless, findings in the field show that online lectures cannot guarantee whether students follow lecture material properly or not. Therefore, this study aimed to implement an e-module of the feature-lesson-based developed by Moodle for physics learning multimedia practice course. This e-module was developed using the ADDIE model which includes analysis, design, development, implementation, and evaluation stages. The developed e-module in this study used the feature-lesson to ensure students follow the material properly and coherently. Students can access the next material if they have mastered the material that has been presented. The data in this study were collected through the responses of prospective physics teacher students who had used the e-module for one semester. Student responses included the use of the feature-lesson to support coherent mastery of the material, the application of the feature-lesson in presenting the learning process through e-modules, the use of quizzes on the feature-lesson to ensure achievement of learning outcomes, and the interest of prospective teacher students in developing online learning using the feature-lesson on Moodle. The results of student responses showed that the e-module implementation of the feature-lesson-based of Moodle in physics learning multimedia practice were in very good criteria. Students liked the feature-lesson because they should follow the order in which the material was given so that it helped them understand the material properly and coherently. In addition, students can understand the material better because when they choosed the wrong answer in a quiz, students would be directed to review material that they have not understood. Students can continue to the next material if they have been able to complete the quiz correctly
{"title":"E-Module Implementation by Using Feature-Lesson-Based of Moodle in Physics Learning Multimedia Practices for Students of Prospective Physics Teacher","authors":"B. Kurniawan, I. Rahmawati, S. Fawaiz","doi":"10.15294/jpfi.v19i1.37176","DOIUrl":"https://doi.org/10.15294/jpfi.v19i1.37176","url":null,"abstract":"The rapid development of Information and Communication Technology (ICT) allows tertiary institutions to hold lectures offline, blended, and online. Nonetheless, findings in the field show that online lectures cannot guarantee whether students follow lecture material properly or not. Therefore, this study aimed to implement an e-module of the feature-lesson-based developed by Moodle for physics learning multimedia practice course. This e-module was developed using the ADDIE model which includes analysis, design, development, implementation, and evaluation stages. The developed e-module in this study used the feature-lesson to ensure students follow the material properly and coherently. Students can access the next material if they have mastered the material that has been presented. The data in this study were collected through the responses of prospective physics teacher students who had used the e-module for one semester. Student responses included the use of the feature-lesson to support coherent mastery of the material, the application of the feature-lesson in presenting the learning process through e-modules, the use of quizzes on the feature-lesson to ensure achievement of learning outcomes, and the interest of prospective teacher students in developing online learning using the feature-lesson on Moodle. The results of student responses showed that the e-module implementation of the feature-lesson-based of Moodle in physics learning multimedia practice were in very good criteria. Students liked the feature-lesson because they should follow the order in which the material was given so that it helped them understand the material properly and coherently. In addition, students can understand the material better because when they choosed the wrong answer in a quiz, students would be directed to review material that they have not understood. Students can continue to the next material if they have been able to complete the quiz correctly","PeriodicalId":42020,"journal":{"name":"Jurnal Pendidikan Fisika Indonesia-Indonesian Journal of Physics Education","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41403279","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}
Pub Date : 2023-06-09DOI: 10.15294/jpfi.v19i1.36626
R. Rahayu, S. Siswanto, C. A. Ramadhanti, B. Subali
Problem-solving ability, as one of the most important skills in the 21st century, must be improved to face the various challenges that exist. This is because solving problems requires mastery of the concepts underlying them. One learning model that can improve conceptual understanding is guided inquiry using scientific argumentation activities. This study aims to analyze the effectiveness of the guided inquiry learning model using scientific argumentation activities to improve junior high school students' conceptual understanding. This quasi-experimental study used a non-equivalent control group design. The results of data analysis using the Wilcoxon test showed that there were significant differences in the pretest and posttest of each class before and after treatment. The results of the Mann-Whitney test at the pretest showed that there was no significant difference, while the posttest showed that there were significant differences between the control class and the experimental class. The results of the N-Gain test in the experimental class in the high category indicate that the use of guided inquiry with scientific argumentation activities could increase students' conceptual understanding more than in the control class in the medium category. The result of the effect size test showed that the use of guided inquiry with scientific argumentation activities has a moderate effect on students' understanding of concepts.
{"title":"Guided Inquiry Learning Model Using Scientific Argumentation Activities to Improve Concept Understanding on Optical and Light","authors":"R. Rahayu, S. Siswanto, C. A. Ramadhanti, B. Subali","doi":"10.15294/jpfi.v19i1.36626","DOIUrl":"https://doi.org/10.15294/jpfi.v19i1.36626","url":null,"abstract":"Problem-solving ability, as one of the most important skills in the 21st century, must be improved to face the various challenges that exist. This is because solving problems requires mastery of the concepts underlying them. One learning model that can improve conceptual understanding is guided inquiry using scientific argumentation activities. This study aims to analyze the effectiveness of the guided inquiry learning model using scientific argumentation activities to improve junior high school students' conceptual understanding. This quasi-experimental study used a non-equivalent control group design. The results of data analysis using the Wilcoxon test showed that there were significant differences in the pretest and posttest of each class before and after treatment. The results of the Mann-Whitney test at the pretest showed that there was no significant difference, while the posttest showed that there were significant differences between the control class and the experimental class. The results of the N-Gain test in the experimental class in the high category indicate that the use of guided inquiry with scientific argumentation activities could increase students' conceptual understanding more than in the control class in the medium category. The result of the effect size test showed that the use of guided inquiry with scientific argumentation activities has a moderate effect on students' understanding of concepts.","PeriodicalId":42020,"journal":{"name":"Jurnal Pendidikan Fisika Indonesia-Indonesian Journal of Physics Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46780850","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}
Pub Date : 2023-06-09DOI: 10.15294/jpfi.v19i1.37133
N. Khaerunnisa, J. Jumadi, H. Yusri, H. K. Indahsari, A. Febrian
Various technology-based learning media have now been widely developed but sometimes in their use some of them are still not maximized properly. The current modernization of education refers to the digitalization of current learning making digital media not only used as a media of communication but also as a medium of learning so that students can carry out learning activities online or blended learning. Online learning or blended learning requires students to be skilled at using digital devices. Besides that, now we are also in the digital era which demands that all aspects of life, including learning activities, participate in training students to use digital systems, one of which is as a learning media. The way to train students' skills in using digital devices is to introduce and familiarize students with using digital media when the learning process starts from the simplest, such as flipbook e-modules. This study aims to determine the feasibility of the digital physics flipbook module in guided inquiry-based sensing. The research method used is research and development research with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The methods used to collect data are observation, interviews, and questionnaires. The instrument used to collect data is a questionnaire. The feasibility test was carried out by distributing validation sheets to junior high school science teachers, high school physics teachers, and science education students. The research results obtained are the digital physics flipbook module in the sensing system has been feasible to use with a percentage of 80% and is in the very good category. Thus the guided inquiry-based e-module flipbook on physics material in this sensing system has been worthy of being used as teaching materials and learning media for students.
{"title":"The Feasibility of Guided Inquiry-Based Digital Flipbook Learning Media: Physics Module in Sensing Systems","authors":"N. Khaerunnisa, J. Jumadi, H. Yusri, H. K. Indahsari, A. Febrian","doi":"10.15294/jpfi.v19i1.37133","DOIUrl":"https://doi.org/10.15294/jpfi.v19i1.37133","url":null,"abstract":"Various technology-based learning media have now been widely developed but sometimes in their use some of them are still not maximized properly. The current modernization of education refers to the digitalization of current learning making digital media not only used as a media of communication but also as a medium of learning so that students can carry out learning activities online or blended learning. Online learning or blended learning requires students to be skilled at using digital devices. Besides that, now we are also in the digital era which demands that all aspects of life, including learning activities, participate in training students to use digital systems, one of which is as a learning media. The way to train students' skills in using digital devices is to introduce and familiarize students with using digital media when the learning process starts from the simplest, such as flipbook e-modules. This study aims to determine the feasibility of the digital physics flipbook module in guided inquiry-based sensing. The research method used is research and development research with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The methods used to collect data are observation, interviews, and questionnaires. The instrument used to collect data is a questionnaire. The feasibility test was carried out by distributing validation sheets to junior high school science teachers, high school physics teachers, and science education students. The research results obtained are the digital physics flipbook module in the sensing system has been feasible to use with a percentage of 80% and is in the very good category. Thus the guided inquiry-based e-module flipbook on physics material in this sensing system has been worthy of being used as teaching materials and learning media for students.","PeriodicalId":42020,"journal":{"name":"Jurnal Pendidikan Fisika Indonesia-Indonesian Journal of Physics Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43048251","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}
Pub Date : 2023-06-09DOI: 10.15294/jpfi.v19i1.32246
A. Çoban, R. Salar
Motion graphics and their relationships within the scope of the kinematics unit are difficult topics for students to learn. In this study, an Arduino-based in-class physics activity was developed, in which students can analyze position-time, velocity-time and acceleration-time graphs practically. Within the scope of the study, Arduino UNO and HC-SR04 distance sensors, which are very low cost and easily obtainable, were used in the material development process. Data analyzes were also carried out using the Excel program. The position values and time values of a simple car moving with constant acceleration were collected with the help of Arduino and then these data were transferred to the Excel program. Instant velocity and acceleration values were determined on the Excel platform. Then, graph types and relationships between graphs were analyzed by drawing time-dependent graphs of position, velocity and acceleration with the help of Excel program. The motion acceleration was determined as 2.388 m/s2 both by taking the second derivative of the position-time equation with respect to time and by using the slope of the time-dependent graph of the instantaneous velocity values found. Furthermore, the displacement was calculated as 0.363 m using first and last position values that were directly read from the distance sensor and 0.348 m using the area under the velocity-time graph. The two values are very close to each other, with a difference of +4.1. The change in velocity was calculated as 0.845 m/s by taking the difference of the initial and final velocity and calculating the area under the acceleration-time graph. In addition to providing students with important educational gains in graphic subjects, it is expected that such a study carried out with students in the classroom will also be effective in the development of technological literacy and data analysis skills.
{"title":"Analyzing Position, Velocity and Acceleration Graphs using Arduino","authors":"A. Çoban, R. Salar","doi":"10.15294/jpfi.v19i1.32246","DOIUrl":"https://doi.org/10.15294/jpfi.v19i1.32246","url":null,"abstract":"Motion graphics and their relationships within the scope of the kinematics unit are difficult topics for students to learn. In this study, an Arduino-based in-class physics activity was developed, in which students can analyze position-time, velocity-time and acceleration-time graphs practically. Within the scope of the study, Arduino UNO and HC-SR04 distance sensors, which are very low cost and easily obtainable, were used in the material development process. Data analyzes were also carried out using the Excel program. The position values and time values of a simple car moving with constant acceleration were collected with the help of Arduino and then these data were transferred to the Excel program. Instant velocity and acceleration values were determined on the Excel platform. Then, graph types and relationships between graphs were analyzed by drawing time-dependent graphs of position, velocity and acceleration with the help of Excel program. The motion acceleration was determined as 2.388 m/s2 both by taking the second derivative of the position-time equation with respect to time and by using the slope of the time-dependent graph of the instantaneous velocity values found. Furthermore, the displacement was calculated as 0.363 m using first and last position values that were directly read from the distance sensor and 0.348 m using the area under the velocity-time graph. The two values are very close to each other, with a difference of +4.1. The change in velocity was calculated as 0.845 m/s by taking the difference of the initial and final velocity and calculating the area under the acceleration-time graph. In addition to providing students with important educational gains in graphic subjects, it is expected that such a study carried out with students in the classroom will also be effective in the development of technological literacy and data analysis skills.","PeriodicalId":42020,"journal":{"name":"Jurnal Pendidikan Fisika Indonesia-Indonesian Journal of Physics Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47325469","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}
Pub Date : 2023-01-01DOI: 10.15294/jpfi.v18i2.32117
Y. Tanjung, I. R. Nasution
Direct current electricity matter is one of the many physics subjects containing concepts, principles and applied electricity where many problems can be solved with multiple solutions. Efforts to solve problems with multiple solutions and ideas can build students’ creative thinking. So this study aims to develop test instrument for creative thinking on Direct Current Electricity that meets the criteria for a good test instrument including validity, reliability, level of difficulty, discriminating power, and student responses. This type of research is Research and Development (RD) with a modified Borg Gall model consisted of research and information collecting, planning, develop preliminary form of product, preliminary field testing, main product revision, main field testing and operational product revision. Based on data analysis from the aspect of content validation of the test instrument by experts, seven valid items were obtained from the eight questions developed. Based on field testing, it was obtained that the reliability was in high category. In the aspect of difficulty level, the five questions are in easy category and two questions are in medium category. The distinguishing power of this test instrument is in the range of bad category, sufficient category, and good category. The results of the response test showed that respondents agreed that this test instrument was categorized as good to use. Overall, the results of the study indicate that the test instrument has met the requirements of a good test including validity, item analysis and response testing. Thus, the test instrument is feasible to train and measure students’ creative thinking.
{"title":"The Development of Creative Thinking Test Instruments with Torrance Indicators on Direct Current Electricity Materials","authors":"Y. Tanjung, I. R. Nasution","doi":"10.15294/jpfi.v18i2.32117","DOIUrl":"https://doi.org/10.15294/jpfi.v18i2.32117","url":null,"abstract":"Direct current electricity matter is one of the many physics subjects containing concepts, principles and applied electricity where many problems can be solved with multiple solutions. Efforts to solve problems with multiple solutions and ideas can build students’ creative thinking. So this study aims to develop test instrument for creative thinking on Direct Current Electricity that meets the criteria for a good test instrument including validity, reliability, level of difficulty, discriminating power, and student responses. This type of research is Research and Development (RD) with a modified Borg Gall model consisted of research and information collecting, planning, develop preliminary form of product, preliminary field testing, main product revision, main field testing and operational product revision. Based on data analysis from the aspect of content validation of the test instrument by experts, seven valid items were obtained from the eight questions developed. Based on field testing, it was obtained that the reliability was in high category. In the aspect of difficulty level, the five questions are in easy category and two questions are in medium category. The distinguishing power of this test instrument is in the range of bad category, sufficient category, and good category. The results of the response test showed that respondents agreed that this test instrument was categorized as good to use. Overall, the results of the study indicate that the test instrument has met the requirements of a good test including validity, item analysis and response testing. Thus, the test instrument is feasible to train and measure students’ creative thinking. ","PeriodicalId":42020,"journal":{"name":"Jurnal Pendidikan Fisika Indonesia-Indonesian Journal of Physics Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45102287","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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