Jurnal Penelitian & Pengembangan Pendidikan Fisika
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Development of the Physics Practicum Apparatus based on Microcontroller: A Prototype Constructed from Misconceptions of Basic Kinematics Concepts
Full text linkThis research aims to develop a prototype of the P-PAM (Physics Practicum Apparatus based on Microcontroller), specifically designed to address misconceptions in basic kinematics. The method employed for the prototype development follows the ADPT model (Analysis, Design, Prototyping, and Testing). The misconceptions identified during the analysis process include: (1) If the object's position is in the positive coordinate, it indicates that the object is moving forward; (2) The acceleration of an object is proportional to its instantaneous velocity. The practicum apparatus designed to address Misconception 1 is intended to measure the distance of an object, with data processed using Arduino Uno and transmitted to a PC via Bluetooth. The distance data is then processed using Python to generate information regarding distance, velocity, and acceleration, which are displayed in graphs over time. The apparatus for addressing Misconception 2 presents initial and final velocity data, as well as the acceleration of an object rolling past two sensors. The prototype of the first practicum apparatus can generate real-time graphs of position versus time and speed versus time. The second apparatus prototype provides initial velocity, final velocity, and acceleration data. Additionally, the device can demonstrate uniform acceleration for different initial speeds, as the incline is kept constant. There are 7 out of 10 acceleration data that fall within the confidence interval at the 96% confidence level. The prototype we created can present scientific facts from two misconceptions in basic kinematics material, in addition, our prototype can be used in learning that focuses on conceptual change
Integrated Physics E-Booklet Model of Tsunami Disaster Mitigation in Outer Islands of The West Coast Sumatra for High School Level
Full text linkIndonesia is a country located at the confluence of the Indo-Australian and Eurasian plates, which collide with each other, one of which is off the west coast of the island of Sumatra. This situation carries a significant risk of triggering a tsunami disaster. To minimize these risks, it is necessary to provide disaster awareness to all groups, especially students. This study aims to produce an e-booklet on integrated wave material for tsunami disaster mitigation on the outermost islands of Sumatra's west coast. The study employs a research and development methodology. The research instruments were questionnaires, interview guides, validation sheets, and questions. We conducted descriptive, quantitative, and qualitative data analysis. The research results led to the production of an integrated e-booklet for tsunami disaster mitigation, tailored to the region's potential in mitigation efforts. The level of disaster preparedness after using the e-booklet is included in the high preparedness category. The relationship between knowledge and level of disaster preparedness is linear. So that this e-booklet can be used as teaching material to provide disaster preparedness on the outermost islands of the west coast of Sumatra
Impact of Using PhET and NI Multisim Simulation on Understanding Electrical Circuit Concepts
Full text linkThe lack of physics practicum equipment in schools is one of the reasons why practicum activities are rarely carried out, so many students still do not understand the physics concepts being taught. Therefore, one of the aims of this study is to apply two types of virtual practical media (PhET and NI Multisin simulations) and assess their effectiveness. This research uses a quasi-experimental approach with a non-equivalent control group design. In other words, the study utilized two experimental groups and one control group. All students in class 12 of high school from five localities comprised the research population, and a purposive sampling technique randomly selected a sample of three classes. So we got a sample of class 12-1 science for experimental group 1, class 12-2 science for experimental group 2, and class 12-3 science for the control group. After the testing prerequisites were met, the independent sample t-test at a significance level of 0.05 was used for data analysis. According to the data analysis results, there are significant differences in conceptual understanding between students in the control class, PhET class, and NI Multisim class. The research concludes that lecturers or teachers wishing to conduct virtual practicums in physics learning should utilize the NI Multisim simulation due to its ease of use and its more suitable facilities for the topic under study
A Systematic Literature Review: Problem-Solving Skills in Physics Teaching
Full text linkEmpowerment of problem-solving skills is one of the many goals 21st-century education intends to achieve. This research employs content analysis on several articles published in journals between January 2017 and December 2022, primarily focusing on problem-solving skills in physics teaching. This study aims to identify annual trends in research on problem-solving skills in physics teaching, identify the most frequently researched physics materials related to these skills, and identify the most frequently used grade students as research subjects for these skills. This study uses content analysis guidelines as a research instrument. In this study's content analysis, there are four main aspects reviewed. These aspects include (1) the number of publications per year, (2) the type of research, (3) the research subjects, and (4) the material selected for research. The results of this study indicate that in 2020 there will be a higher increase compared to previous years. The most widely used research subjects. The topic most often used as research material was the topic of physics in general. Quantitative research and research and development (R&D) were the most commonly used types of research. The study's findings have led to the proposal of several recommendations for future research that prioritizes problem-solving skills. Some of these recommendations include increasing the diversity of types of research and reviewing the data analysis techniques used
Empowering Students' Creative At The Utilization of Moodle-H5P with Flipped Classroom in Global Warming Learning to Enhance Students' Creative Attitudes
No full textFostering creative attitudes is essential in global warming learning, as it helps students think creatively and critically about complex environmental issues. This study aims to examine the impact of Moodle-based interactive media with H5P in flipped classroom settings on improving students' understanding of global warming in physics. The creative attitude indicators measured in this study include curiosity, imagination, collaboration, perseverance, risk-taking, openness to new experiences, independence and self-confidence in one's ideas, persistence, imagination and appreciation of fantasy, discipline and commitment to tasks, and collaboration and group trust. The research uses a pre-experimental design with a one-group pretest-posttest approach. Data were collected through tests, and analysis was conducted using ANOVA and N-Gain analysis. The findings reveal a significant improvement in students' creative attitude test scores after using Moodle H5P-based learning media, as shown by the ANOVA results. Additionally, the N-Gain analysis indicates that the improvement in students' creative attitudes falls into the moderate category. The use of Moodle H5P-based interactive media in a flipped classroom setting has a significant impact on enhancing students' creative attitudes, especially in understanding global warming. The use of Moodle H5P-based interactive media in a flipped classroom setting has a significant impact on enhancing students' creative attitudes towards understanding physics topics, particularly global warming
Feasibility of Digital Flipbooks as Physics Teaching Media in Terms of Reproduction
Full text linkVarious media that utilize technology in implementing teaching materials make the teaching-learning process more innovative and increase students' curiosity. This study aims to develop a digital flipbook for studying physics in reproduction and to validate the developed flipbook. This study applied the research and development (R&D) design using the 4-D model which consists of define, design, develop, and disseminates. This study is only up to the validation stage and revision of the validation results. The validation subjects in this study are 16 people. The result shows that the developed media is valid, totalling 97.51%. It is expected that the digital flipbook of physics in reproduction can be further developed in further research, namely in the implementation stage, to test how effective it is in the science learning process
How Extensively do Teachers Train Students' Metacognition Abilities in Physics Learning in High School?
Full text linkMetacognition refers to the capacity to comprehend and regulate one's own cognitive processes. By cultivating students' metacognitive skills in physics education, they will acquire the ability to understand and govern their own thinking. This, in turn, will enhance the effectiveness of physics instruction by fostering student engagement and enabling them to rectify their own errors. However, previous studies have revealed a scarcity of physics teachers who integrate metacognitive training into their teaching practices. Thus, the aim of this research is to investigate the extent to which high school physics teachers in the Riau Islands Province engage in metacognitive training for their students. Employing a qualitative approach with a phenomenological method, data was collected through interviews conducted with physics teachers from local high schools. This study's participants are physics teachers in the Kepulauan Riau Province. There are a total of 25 physics teachers participating in the study. The sampling technique employed in this research is purposive sampling. During these interviews, the researchers posed open-ended questions to elicit insights into physics teachers' experiences with the cultivation of metacognitive skills in their students during physics lessons. According to the study's findings, physics teachers in the Riau Islands Province are indeed training their students in indicators of metacognitive abilities. However, we observed that some teachers remain unaware that the exercises they assign inherently serve as indicators of metacognitive skills. This lack of awareness is attributed to a deficient understanding among teachers regarding the nature of metacognition
Enhancing Students' Learning Outcomes and Science Process Skills through STEM Project-Based Learning on Global Warming Topics
Full text linkGlobal warming is a major concern, and tackling it via education is crucial. The purpose of this study is to investigate the impact of combining the Science, Technology, Engineering, and Mathematics (STEM) approach with the Project-based Learning (PjBL) model on students' learning outcomes and science process skills in global warming topics. The study, which used a one-group pretest-posttest design, collected data from 33 grade XI students via essay questions and observation sheets to assess learning outcomes and science process skills. Critical indicators of science process abilities were observing, classifying, interpreting, predicting, applying concepts, communicating, and forming conclusions. Students worked on a STEM-based project to build a flood-resistant house over the course of five meetings (including the pretest and post-test). The findings revealed considerable improvements: learning outcomes increased by 0.6 (medium category), while science process skills improved by 0.7 (high category). Observations revealed that pupils' scientific process skills were excellent. The Wilcoxon test revealed a significant difference between students' learning outcomes and science process abilities before and after the intervention, with a Sig (2-tailed) value of 0.000. The study indicated that combining the STEM method with the PjBL model improves students' learning outcomes and scientific process abilities. However, the small sample size implies that the results may not be generalizable. The consequence is that integrating the STEM method and the PjBL model provides an innovative option in physics education, improving learning outcomes and scientific process skills