Jurnal Penelitian & Pengembangan Pendidikan Fisika
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Assessing of Science Literacy Skills of Natural Science Pre-Service Teachers Through Virtual Laboratory-Based Scientific Approach
Full text linkThis study aims to assess the science literacy skills of science: 1) the activity of natural science pre-service teachers; 2) the improvement of science literacy skills of groups A and B; 3) whether there is a difference in the average score and the improvement of science literacy skills before and after learning in group A and B; 4) whether there is no difference in the average score of the n-gain of science literacy skills of group A and B; and 5) how big is the effect size of the science literacy skills of group A and B. Pre-experimental research method, the number of samples of each group A and B (n = 29) were determined by purposive sampling. Data analysis was descriptive and inferential. The research instrument, a science literacy test, consisted of 20 multiple-choice questions with a value range of 0-100, which were valid (Vc = 1) and reliable (100%). Prospective science teachers who participated in the virtual laboratory-based scientific approach demonstrated an average score increase of 48% in science literacy skills for group A and 46% for group B. There was a difference in the average score of science literacy before and after learning in both groups. However, there was no significant difference in the average n-gain score between the two. The effect size in group A was in the high category (1.0), while group B was in the medium category (0.4). These results indicate that the science literacy skills of prospective teachers still need to be improved through training that combines the scientific approach and virtual laboratory so that they can be directly involved in the development of science literacy
Development of Digital Ethno-STEM Teaching Materials on Renewable Energy for Patriotism
Full text linkThis research produced a product in the form of ethno-STEM-based digital teaching materials on renewable energy. The research method used was Research and Development (R&D) with the Analyze, Design, Development, Implementation, and Evaluation (ADDIE) development model. The development stage was limited to the development stage because this study focused on the content validity and design of ethno-STEM-based digital teaching materials on renewable energy. The purpose of this study was to produce teaching materials that were feasible and effective in fostering a love for the homeland in students. The results showed that the ethno-STEM-based digital teaching materials were developed in accordance with BSNP standards and digital media. The characteristics of the digital teaching materials produced lie in the holistic integration of the bamboo spinning top culture in the STEM approach. The material validity test results for the teaching materials obtained a score of 96.35%, and the media validity obtained a score of 97.41%. Thus, it can be stated that ethno-STEM teaching materials are suitable for use in learning. The teaching materials developed not only meet technical requirements but also have pedagogical potential in supporting physics learning that fosters a sense of patriotism through the integration of regional cultural potential. However, this study is limited to the development stage, so further studies are needed to test the effectiveness of teaching materials in fostering a sense of patriotism in students
The Implementation of E-books Based on Technological Pedagogical Content Knowledge (TPACK) to Improve Multi-Representation Ability and Physics Students' Conceptual Understanding
Full text linkThe aim of the research is to examine the multi-representation abilities and conceptual understanding of physics students as the impact of implementing e-books based on TPACK. The reality on the field shows that the representation ability of students at various education levels is still inadequate. The research design used in this research is a group pretest-posttest design. The subjects involved in this research were 30 students from the Physics Education Study Program at Universitas Khairun (Unkhair) and 34 students from the Physics Education Study Program at the Universitas Pendidikan Indonesia (UPI). The instrument used in this research, namely multi-representation questions, was adopted from the Representation-Force Concept Inventory (R-FCI) instrument with a modified presentation in the form of Google Form so that it is more in line with current developments in educational technology. The results of the research show that the multi-representation abilities and conceptual understanding of in-service physics teachers at Unkhair have increased respectively by 0.43 and 0.56 in the moderate category. after the learning process using e-books based on TPACK. Meanwhile, in-service physics teachers at UPI have increased respectively by 0.89 and 0.87 in the high category. This shows that the physics e-book based on TPACK developed can improve students' multi-representation abilities and understanding of concepts as expected
The Impact of Mobile Learning on Physics Education: A Systematic Literature Review
Full text linkMobile learning has become a significant medium in the educational landscape, especially with the increased usage of smartphones among students and educators. This Systematic Literature Review (SLR) aims to explore the impact of mobile learning on the transformation of physics education. This study obtained 50 out of 200 articles selected based on their relevance to the theme of mobile learning in physics education, citation metrics, and publication date between 2019 and 2024. The review highlights a significant increase in mobile learning research, with the rise occurring in 2020 due to the COVID-19 pandemic, which emphasized the growing potential of mobile learning for remote education. Mobile learning enhances the accessibility, engagement, and effectiveness of physics education by making the learning process more interactive, fostering student independence, and improving learning outcomes. The review also identifies improvements in students' critical thinking and problem-solving skills as key benefits of mobile learning in physics. However, it also highlights the necessity of regulations to prevent misuse and safeguard academic integrity. Practical recommendations for educators include integrating mobile learning with project-based approaches to improve conceptual understanding and student engagement in physics. This study suggests that mobile learning has a transformative role in physics education, opening up new avenues for innovation and further research
Quantitative Analysis of Creative Thinking Skills and Concept Mastery in Physics: Temperature & Heat
Full text linkThis study aims to identify students' creative thinking skills and concept mastery in the context of temperature and heat material at SMA Negeri 2 Palembang and to explore the relationship between these two variables. A quantitative descriptive research design was employed, involving 60 students from class XI. Data was collected using the PhysCreTHOTS test, which assesses creative thinking and concept mastery. The results showed that students' creative thinking skills averaged 48.3%, falling within the "sufficient" criteria. Specifically, scores for fluency, flexibility, originality, and elaboration were 55%, 44.9%, 44.8%, and 46.7%, respectively, all within the "sufficient" range. Concept mastery scores were 50.2% for C4, 51.9% for C5, and 46.4% for C6, indicating "moderate" criteria. A significant positive correlation (r = 0.512, p < 0.01) was found between creative thinking skills and concept mastery. The findings indicate that while students exhibit moderate levels of creative thinking and concept mastery, there is a significant relationship between these skills. This underscores the importance of fostering creative thinking to enhance conceptual mastery in physics education, especially in the context of temperature and heat materials
STEM-Based Parabolic Motion Learning: AI-Assisted Video Development for High School Students
Full text linkSTEM learning is increasingly relevant in facing the challenges of 21st-century education. The use of technology, including artificial intelligence (AI), is expected to improve the effectiveness of the teaching and learning process. This study develops AI-supported STEM learning videos on parabolic motion for 11th-grade high school students. The methodology used follows the Alessi and Trollip model, which includes the stages of planning, design, expert validation, and practical testing. The methodology used follows the Alessi and Trollip model, which includes the stages of planning, design, expert validation, and practical testing. Initial practical testing scored 95%, and follow-up testing scored 94%. The N-gain value reached 0.57, categorized as effective. The findings indicate that the video is suitable for use in the learning process and is capable of improving students' understanding of abstract concepts and motivating them. This study emphasizes the importance of integrating AI and STEM in the development of innovative learning media
Guided Inquiry Worksheets with Teaching Aids: Improving Students’ Scientific Literacy
Full text linkThis study aims to improve students' scientific literacy through the use of worksheet integrated with guided inquiry aided by teaching aids. This study used a Pre-Experimental design with a One-Group Pretest-posttest design conducted in 1 class. The subjects of the study were students of Phase D of MTSS Persis Cikalongkulon. Data collection techniques were pre-test and post-test (scientific literacy) and questionnaires. Worksheet-guided inquiry aided by teaching aids was declared very feasible by expert validators and practitioners (science teachers) and effective in improving students' scientific literacy with an N-Gain of 0.51 which is included in the moderate category. The practicality of worksheet has an average score of 35.87 out of a maximum total score of 48 and these results are in the good category. Based on the questionnaire of students' interest in learning, the results showed that 80% of students felt the learning atmosphere was more active and enjoyable
Improving Learning Outcomes in Electrical Circuits Through STAD Cooperative Learning with Structured Tasks
Full text linkThis study aims to evaluate the effectiveness of the STAD (Student Teams-Achievement Divisions) cooperative learning model in enhancing students' understanding of electrical circuit concepts in the Electrical Engineering Education Study Program. The research method employed was an experimental design with a pretest-posttest approach involving 56 respondents divided into two groups: an experimental group applying the STAD model and a control group using conventional learning methods. Data were collected through pretests and posttests and analyzed using Jamovi 2022 software. The results indicate that the average score of the experimental group increased from 8.96 in the pretest to 13.7 in the posttest, with a significant effect size of -4.05. These findings suggest that the implementation of the STAD model not only improves student learning outcomes but also fosters collaboration and interaction among students. Therefore, it is recommended that the STAD cooperative learning model with structured tasks be more widely adopted to enhance conceptual understanding of Electrical Circuits
The Development of e-Worksheet based on High Order Thinking Skills (HOTS) for Critical Thinking Student
Full text linkThis research aims to know the level validation and level practicality of development e-worksheet based on HOTS on doppler effect material from a material expert, media expert, teacher and student. The research type is a 4D model but this research is limited to 3D steps are define, design, and develop due to time and another constraints. The research population was students in SMA Negeri 3 Pematangsiantar Class XI Science. The research population includes trial large group in class XI IPA 1 with 37 students and trial small group with 6 students. The research population has a total of 43 students. The sample research is taken by cluster sampling. In this research, the validators have an instrument with a questionnaire of development e-worksheet to know the level of validation. The instrument of this study was a questionnaire from material expert, media expert, and teacher. The analysis result that development gets level validation and practicality are very worthy with 92,5% from material expert, very worthy with 97,5% from media expert, and very worthy with 95,2% from teacher. Based on the data, the conclusion is that the development of e-worksheet based on HOTS with a 4D model on doppler effect is very worthy of validation and practicality
The Implementation of the Dilemma-STEAM Model in Fluid Dynamics Subjects through the Archimedes Screw Project
Full text linkPhysics is one of the sciences that is closely related to daily life, one example being fluid material material. However, the understanding of physics, especially fluid material, is still relatively low. These problems can be overcome by applying a learning model that is integrated with teaching materials that have developed over time. The dilemma STEAM learning model is a learning model that can help students to understand physics based on students' experiences. The dilemma STEAM learning model has five learning stages that can make learners recognize the problem, find solutions, and then solve the problem. This study aims to develop teaching materials based on the dynamic dilemma STEAM learning model based on the dilemma STEAM learning model. The development of the Archimedes Screw Project equipped with E-Modules as teaching materials was developed using the ADDIE development model. The ADDIE development model has several stages, namely Analysis, Design, Development, Implementation, and Evaluation. E-Modules are made using the Canva application which can be accessed anywhere and anytime. After the E-Module was developed, the next stage was the feasibility test of the E-Module by experts. The results of the feasibility test by media experts obtained a result of 88.3% with a very feasible category. Meanwhile, the results of the feasibility test by material experts obtained a result of 84% with a very feasible category. And the results of the feasibility test by learning experts obtained a result of 83.3%. And the readability of the E-Modul by the student after using it is 72.4% with a good read, which is demonstrated by the success of the student assembling Archimedes Screw by following five stages of the dilemma STEAM learning model