JIPF (Jurnal Ilmu Pendidikan Fisika)
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Implementation Of Focus Explore Reflect Apply (FERA) Learning Model Assisted Crocodile Physics In Improving Students’ Critical Thinking Skills
Full text linkThis study aimed to determine the effect of the Focus Explore Reflect Apply (FERA) learning model assisted by crocodile physics media on students’ critical thinking skills on sound waves material and to determine the increase in critical thinking skills in students on sound waves material in class XI IPA SMA Negeri 1 Cihaurbeuti. The research method used was quasi-experimental with a research design non-equivalent control group design. The population of this study was all XI IPA classes, as many as seven classes, using purposive sampling techniques, selected as many as two classes, namely XI IPA 3 as the experimental class and XI IPA 2 as the control class. The essay test was conducted before and after treatment with nine questions on sound wave material to measure critical thinking skills. The essay question includes five indicators of critical thinking skills. The data analysis techniques used are prerequisite tests (normality test, homogeneity test) and hypothesis testing (t-test). The results of hypothesis testing using the t-test showed that after the application of the Focus Explore Reflect Apply (FERA) learning model assisted by crocodile physics media, (3.74> 1.6), so is rejected and is accepted. It means that applying the Focus Explore Reflect Apply (FERA) learning model assisted by crocodile physics media is proven to affect critical thinking skills in sound wave material. Improved critical thinking skills can be seen from the results of the N-Gain, where both classes are in the medium category, but the experimental class scores are more significant than the control class.This study aimed to determine the effect of the Focus Explore Reflect Apply (FERA) learning model assisted by crocodile physics media on students’ critical thinking skills on sound waves material and to determine the increase in critical thinking skills in students on sound waves material in class XI IPA SMA Negeri 1 Cihaurbeuti. The research method used was quasi-experimental with a research design non-equivalent control group design. The population of this study was all XI IPA classes, as many as seven classes, using purposive sampling techniques, selected as many as two classes, namely XI IPA 3 as the experimental class and XI IPA 2 as the control class. The essay test was conducted before and after treatment with nine questions on sound wave material to measure critical thinking skills. The essay question includes five indicators of critical thinking skills. The data analysis techniques used are prerequisite tests (normality test, homogeneity test) and hypothesis testing (t-test). The results of hypothesis testing using the t-test showed that after the application of the Focus Explore Reflect Apply (FERA) learning model assisted by crocodile physics media, (3.74> 1.6), so is rejected and is accepted. It means that applying the Focus Explore Reflect Apply (FERA) learning model assisted by crocodile physics media is proven to affect critical thinking skills in sound wave material. Improved critical thinking skills can be seen from the results of the N-Gain, where both classes are in the medium category, but the experimental class scores are more significant than the control class
Correlation of Concept Understanding and Students' Attitudes towards Learning Physics on the Material of Temperature and Heat in Class XI
Full text linkLearning physics in high school has a goal students can master physics concepts and have a confident attitude. Currently, students' comprehension of concepts is still lacking, considering the mindsets and attitudes of students who have not demonstrated a positive approach toward learning physics. It is necessary to analyze the students' conceptual comprehension, attitudes toward studying physics, and the link between conceptual understanding and student attitudes. This research includes descriptive research with a qualitative approach. The population of this study is all students of class XII MIPA SMAN Batusangkar and a sample of 172 students. This study used a purposive sampling technique. The instruments used are four tier multiplechoice diagnostic tests and attitude questionnaires. Overall, the research result at SMAN Batusangkar discovered that pupils' conceptual grasp was still lacking, so there is a misconception of 41.28% on the material of temperature and heat. Students' attitudes towards learning physics as a whole, they have shown a good attitude towards learning physics, which is in the good category of 68.92%. Concept understanding and students' attitudes towards learning physics have a moderate relationship. Correlation concepts understanding with student attitudes shows that student attitudes can influence concepts understanding, causing unsatisfactory physics learning outcomes
Expert Validation: A Critical Phase in the Development of ARIPSA
Full text linkThe study aims to create an evaluative examination for problem-solving skills that incorporates Augmented Reality (AR) technology as a means of enhancing 21st-century education, with a specific focus on the domain of physics education. The tool, referred to as ARIPSA (Augmented Reality Integrated on Problem Solving Assessment), has been developed utilising the Borg and Gall research and development methodology. This research encompasses various significant stages, including an analysis of educational needs, the design of applications, as well as the development, dissemination, and deployment of those applications. The process of validation involves the participation of individuals with expertise in physics and technology, who evaluate the application to ascertain its efficacy and dependability. Additionally, they assess the quality of the physics-related information offered within the application. The validation findings suggest that ARIPSA demonstrates appropriateness and efficacy in an educational setting, particularly in enhancing students' problem-solving abilities
Development of Digital Calorimeter Experiment Kit to Train the Designing Experiments Ability of Pre-Service Science Teacher
Full text linkThis study aims to develop a digital calorimeter experimental kit that is valid, accurate, precise, and as well and to analyze the profile of the ability to design experiments in pre-service science teachers after taking lectures using the digital calorimeter experiment kit. This research used the ADDIE model. The digital calorimeter that has been developed has digital innovation by using a digital temperature controller W1209 and an integrated heater. Expert validation results show valid criteria. The experimental results show a precision level of 98.9% and an accuracy rate of 95.6%. After the digital calorimeter was applied to lectures, a profile of the ability to design experimental science teacher candidates was obtained in the high category with an average score of 83.16. So it can be concluded that the digital calorimeter experimental kit developed is valid, accurate, precise, and able to train the ability to design experimental pre-service science teacher. The development of a digital calorimeter experiment kit can be an alternative to providing technology-based experiment tools and can also train the abilities of pre-service science teachers related to science experiments
A Complete Arduino-Based Mathematical Pendulum Experiment Tool with Real-Time Data Acquisition Using an Excel Spreadsheet
Full text linkIt is very important for students to understand the concept of simple harmonic motion, such as a mathematical pendulum. Students need an experiment tool on mathematical pendulums that is capable of providing measurement results of various physical quantities of mathematical pendulums accurately and precisely. This research aims to (1) describe the specifications of an Arduino-based mathematical pendulum experiment tool, (2) describe the results of measurements of acceleration due to gravity, and (3) describe the effect of changes in deviation on the period at small angles. This research used the experiment method. The research results showed that (1) the Arduino-based mathematical pendulum experiment device is equipped with an HC-SR04 ultrasonic sensor to measure the length of the string and an FC-51 infrared sensor to measure the period with a precision of 94.9% and accuracy of 99%, (2) the average result of acceleration due to gravity measurements at various string length was (9.72 ± 0.19) m/s2,and (3) the mathematical pendulum period between angles of 1-13 degrees did not show a significant difference, showing that at small angles, the oscillation period is not affected by deviation
Determination of Wavelength of He-Ne Laser and Diode Laser Using Single Slit Diffraction Method
Full text linkThis research aims to investigate/determine the value of the laser wavelength produced by He-Ne lasers and Diode lasers using the concept of diffraction at a single slit. The gaps used consist of three types of gaps which have gaps with a width of 0.12 mm, 0.24 mm, and 0.48 mm. Experimental results show that the wavelength of He-Ne laser light ranges from 640 nm to 646 nm. Meanwhile, the wavelength of He-Ne laser light ranges from 640 nm to 686.67 nm. Based on the results obtained, it can be concluded that it is proven that the wavelength calculated using the single slit diffraction method is in the range of values for lasers that emit red light
RADEC Learning Model: Practicum to Enhance Students' Science Process Skills on Temperature and Heat
Full text linkThis study aims to analyze the implementation of the RADEC learning model with practicum method in enhancing students' science process skills on temperature and heat material. The method used in this research is quasi-experiment with nonequivalent control group design. The study was conducted at MA Negeri 1 Tasikmalaya with a research population of 263 students across 8 classes of XI MIPA. Purposive sampling technique was used to select the sample, resulting in XI MIPA 5 as the experimental group and XI MIPA 3 as the control group. To measure students' science process skills, pretest and posttest in the form of reasoned multiple-choice questions were administered, totaling 12 items representing 6 basic science process skill indicators on temperature and heat material. Data analysis techniques included expert validation, instrument testing, analysis of science process skills mastery, analysis of learning model feasibility, N-Gain analysis, prerequisite tests, and hypothesis testing. The hypothesis testing results using t-test at a significance level ( = 0.05) showed that after the implementation of the RADEC learning model with practicum method, tobserved > tcritical, specifically 3.43 > 1.67, thus rejecting H0 and accepting Ha. Therefore, with 95% confidence level, it can be concluded that the application of the RADEC learning model with practicum method effectively enhances students' science process skills on temperature and heat material. From this research, the RADEC learning model with the practicum method can be the choice of learning model applied in Physics learning and as a means of practicing for students in improving science process skills
Development of Simple Boyle's Law Practicum Equipment to Train Science Process Skills
Full text linkThis research aims to develop a simple Boyle's law practicum equipment that can be used to train science process skills in learning the concept of Boyle's law in schools. This research uses the Design and Development Research development model adapted from Richey and Klien with stages namely analyze, design, development, and evaluation.. The practicum equipment developed is declared feasible to use if it has passed the validity test and practicality assessment.. The validity test obtained a percentage of 88% with a very valid category.. Practicality assessment is represented through teacher perception, students response, and analysis of science process skills.. The results of teacher perception obtained a percentage of 83% with a very practical category. The results of students' responses obtained a percentage of 90% with a very practical category. The analysis of science process skills obtained a percentage of 87% with a very good category. Based on the validity test and practicality assessment that has been carried out, it can be concluded that the practicum equipment developed is suitable to be applied to train science process skills in learning the concept of Boyle's law in schools
Needs Analysis in the Development of Basic Physics Practical E-Module Based on Interactive Flipbook with STEM Approach
Full text linkThe low interest of students in reading the practicum guide is the focus of the problem in this study. This study is a survey study which is part of development research. This study aims to describe the define stage at the needs analysis stage (initial-final analysis and student analysis), identification of Basic Physics material, and identification of resources. The research data were analyzed descriptively. The study results indicate that the curriculum applied to the Physics Education Study Program at one of the Muhammadiyah Universities in Makassar is the MBKM-oriented KKNI curriculum. The initial-final analysis found that the Basic Physics practicum module was still conventional and in printed form, manually distributed to students. Student analysis found that students' learning styles were visual. The specification-identification of Basic Physics material found that the essential material for Basic Physics practicum consisted of five experimental units that would be developed. Information was obtained from the identification of resources that all students had smartphones that could access the practicum e-module. Therefore, the practicum e-module that will be developed will direct students to visual activities like user-friendly flipbooks and easily accessible via students' smartphones
The Effectiveness of Using Smartphones as Mobile-Mini Labs in Improving Students’ Beliefs in Physics
Full text linkThis study aims to determine the efficacy of using smartphones as portable mini-labs to improve students' beliefs about physics. This study takes a hybrid approach, using an exploratory mixed-method research design. The qualitative step entails creating teaching resources as a laboratory manual focusing on momentum and impulse. Simultaneously, the quantitative phase evaluates the usefulness of using smartphones as mobile mini laboratories to improve students' beliefs about physics and the process of learning physics using a quasi-experimental, non-equivalent control group design. According to the research findings, the laboratory manual developed during the qualitative stage has been declared valid and appropriate for learning by expert validators and teacher practitioners. Furthermore, using smartphones as portable tiny laboratories in physics teaching significantly improves students' beliefs about physics, notably the dimension of real-world connection, which has grown significantly. This research will have favourable implications for enhancing beliefs and proficiency in physics topics and cultivating students' interpersonal and communication abilities. Laboratory activities are crucial since they provide students the chance to partake in diverse genuine scientific procedures, including the design and execution of experiments, the gathering and analysis of data, and the dissemination of scientific knowledge