Jurnal Materi dan Pembelajaran Fisika
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Implementasi Media Pembelajaran dengan Konsep AfL Berbasis Articulate Storyline luntuk Meningkatkan Kemampuan Kognitif dan Kemandirian Siswa SMA
Full text linkImplementation of learning media supported by application Articulate Storyline 3 with the concept of AfL has the objective to: (1) Evaluate the learning process of class XI MIPA 4 High School Kebakraamat, (2) Describe the implementation of the learning media to improve the cognitive ability of students on the material Temperature and Calor, (3) Describes the application of learning medium to improve student independence on the materials Temperature & Calor. The research design used is class action research (PTK) with the help of Kemmis and Mc. Taggart models implemented in two cycles of action with data collection techniques including interviews, tests, observations, and document studies. The data analysis technique used is qualitative data analysis supported by quantitative data.The data validity test technique uses instrument validity and triangulation techniques. The results of the study showed that the implementation of the Articulate Storyline 3 supported learning media with the AfL concept can improve the quality of learning processes, cognitive abilities and independence of students of Class XI MIPA 4 N High School on material temperature and Calor. (1) The improvement in the evaluation of the learning process has increased from three aspects that have been met in cycle I and in the cycle II all aspects of the conformity of the RPP with the implementation have been achieved. (2) The enhancement in the presentation of the cognitive skills of students has occurred in each cycle, with the presentation in the second cycle of 86.1%. (3) The presentation of student independence has also improved from four indicators attained in the first and second cycles all indicators of independence have been reached.
Penerapan Modul Elektronik Sigil pada Materi Fluida Statis untuk Meningkatkan Kompetensi Pengetahuan dan Kedisiplinan Peserta Didik
Full text linkThis action research has the aim of (1) Improving students' knowledge ability through the application of scientific-based sigil electronic modules on Static Fluid material, (2) Increasing student discipline through the application of scientific-based sigil electronic modules on Static Fluid material. The research design is classroom action research (PTK) model Kemmis and Mc. Taggart model through two cycles. Data collection techniques used include observation techniques, tests, checklists, interviews and document reviews. Then the data analysis technique consists of qualitative and quantitative analysis. To test the validity of the data using triangulation techniques. The results showed that the application of Sigil electronic modules based on scientific material on Static Fluid was able to improve the knowledge and discipline skills of XI MIPA 3 SMA Negeri 1 Kartasura students. The percentage of knowledge ability completeness increased from 41.67% during the pre-cycle stage, to 61.11% in cycle I, and reached 91.67% in cycle II. The percentage of students' discipline achievement also increased. In the pre-cycle of 36 students, there were no students with good and very good discipline categories, increasing to 26 students with good and very good discipline and to 33 students in cycle II
Pengembangan Modul Elektronik Fisika Berbasis Saintifik menggunakan Software Sigil pada Materi Fluida Statis
Full text linkThis study aims to (1) explain the stages of scientific-based electronic module development using Sigil Software on Static Fluid Material with good criteria, and (2) explain the specifications of the electronic module being developed. This study uses the ADDIE development method which consists of three stages, analysis, design, and development. The data obtained is in the form of qualitative data supported by quantitative data sourced from questionnaires. The data sources consisted of 2 experts, 3 physics teachers, and students. The students consisted of 3 students in the one-to-one trial, 9 students in the small group trial, and 90 students in the field trial. The data analysis technique used is qualitative analysis and quantitative analysis. The conclusions from this study are: (1) The electronic module development stage includes: (a) the preparation stage by compiling the material and determining the application to be used, (b) the electronic module manufacturing stage using the main software, namely Sigil and other supporting applications, (c ) the completion stage is validating the electronic module to experts and revising according to suggestions and input from experts, (d) testing the electronic module to students and making revisions according to suggestions and input from students then publishing the file in the form of a Google Drive link. (2) The developed electronic module presents Static Fluid material. Each sub-material is complemented by student activities, learning video content, materials, sample questions and evaluations, and their discussion. There is also a final evaluation at the very end of the module which includes all learning indicators. The final result of this development research is to obtain a scientific-based electronic module using sigil software on static fluid material that meets the criteria very well and is suitable for use
Remediasi Miskonsepsi Menggunakan Model Learning Cycle 5E Pada Materi Fluida Statis
Full text linkMisconceptions that exist in students must be addressed immediately because it will have an impact on further higher learning. This study aims to determine the profile of student misconceptions and the effect of using the Learning Cycle 5E model on reducing the level of misconceptions in Static Fluid material. In the form of descriptive qualitative research with the subject of students of class XI IPA 2 at SMAN 8 Surakarta, totaling 32 students. The treatment given is by giving an initial diagnostic test (pretest) to determine the student's misconception profile, then students are given learning using the Learning Cycle 5E model, and given a final diagnostic test (postest) to determine the decrease in the level of student misconceptions after remediation learning. Data were obtained through a three-stage misconception diagnostic test. The first stage of the diagnostic test was in the form of multiple choice questions, the second stage was in the form of reasons from the first stage questions, and the third stage was to identify students' confidence level. The data analysis technique used was descriptive statistics. The results showed that students had misconceptions on the concepts of the Main Law of Hydrostatics, Pascal's Law, Archimedes' Law, capillary symptoms and viscosity. Based on data analysis, 67.71% of students had misconceptions before remediation learning. After remediation using the Learning Cycle 5E model, the misconceptions experienced by students decreased to 31.94%. The shrinkage of the percentage of student misconceptions experienced was 33.85%. Based on the decrease in the percentage of students who experience misconceptions, it can be concluded that the Learning Cycle 5E model can reduce the level of student misconceptions in Static Fluid material
Pengembangan Modul Pembelajaran Fisika Berbasis Kearifan Lokal Pada Materi Suhu dan Kalor
Full text linkThe purpose of this research is to find out the characteristics of local wisdom-based physics learning modules on Temperature and Heat material, and to find out the feasibility of local wisdom-based physics learning modules on Temperature and Heat material so that it can be continued at the next test stage. The research method, namely Research & Development (R&D), uses the ADDIE instructional development model. In carrying out its development, the researcher carried out the first to third stages of the five development stages including the stages of analysis, design and development. The data sources included 2 experts, 2 reviewers, 10 students and 128 students who assessed the module from the material, media and language aspects. Referring to the results of the research and development of the module, the following conclusions are obtained: (1) the characteristics of the module being developed, printed modules that raise the phenomenon of local wisdom in the environment around students, are equipped with identification of initial abilities, descriptions of material, assignments, sample questions, and evaluations are then developed according to the nature of the module, namely self-instruction, self-contained, stand-alone, adaptive and user friendly; The physics module based on local wisdom on temperature and heat material is expected to make it easier for students to study physics material. This local wisdom-based physics learning module presents a description of the material as well as student activity sheets which are expected to make it easier for students both individually and in groups when formulating the concept of Temperature and Heat. (2) the feasibility value of the module has a very good category referring to expert validation with an average value of 93.2; reviewer validation gets an average value of 97.8; student validation obtained an average value of 97.8; the one-to-one trial obtained an average score of 93.8; small-scale trials 90.5; and field trials get an average value of 86.8
Pengembangan Perangkat Pembelajaran Problem Based Learning dengan Konsep Assesment for Learning Berbantuan Articulate Storyline 3
Full text linkThe objectives of this development research were to: (1) develop problem-based learning tools with the concept of assessment for learning assisted by articulate storyline 3 on temperature and heat material; (2) analyzing the product evaluation criteria for problem-based learning devices with the concept of assessment for learning assisted by articulate storyline 3 on temperature and heat material. This study uses the Research & Development (R&D) model with 3 stages, namely analysis, design, and development. The data needed are qualitative data and quantitative data. Data analysis was obtained from the assessment of two lecturers, two teachers, five colleagues, and readability by class XI students, totaling 32 students. The research school used was SMA N 5 Surakarta. Data analysis was guided by Azwar's assessment criteria. As for the knowledge assessment instrument, analysis was carried out using Anbuso and IBM SPPS Statistics. Data collection was carried out by distributing questionnaires, tests and interviews. The conclusions obtained based on research are: (1) The development of learning tools is prepared using a problem based learning model by inserting the concept of assessment for learning, namely the Learning Implementation Plan (RPP), Student Worksheets and knowledge assessment instruments. The device is prepared by adjusting the learning media assisted by articulate storyline 3. The learning media is divided into three parts, namely temperature media and the concept of heat, expansion media, and heat transfer media. (2) The results of the data analysis that has been carried out show that the lesson plans and worksheets have very good criteria and the knowledge assessment instruments are accepted with high reliability
Analisis Kesalahan Siswa Dalam Menyelesaikan Soal Fisika Ulangan Tengah Semester Kelas XI MIPA
Full text linkThis study aims: (1) to describe the profile of errors made by students of class XI MIPA 1 SMA Warga Surakarta in the academic year 2019/2020, (2) to analyze the profile of the causes of errors made by students of class XI MIPA 1 SMA Warga Surakarta in the academic year 2019/2020. The method used is a case study and was carried out in class XI MIPA SMA Warga Surakarta. The research subjects were selected as many as 8 students from 24 students of class XI MIPA 1 with a sampling technique aimed. Data collection techniques through observation techniques, taking data from test answer sheets, and interviews. Data validation was done by data triangulation, namely by comparing the data from the UTS results, the results of teacher and student observations, and data from interviews with several students. Data analysis was carried out through the stages of data reduction, data presentation, and conclusion. Based on the data analysis and discussion, it was concluded: (1) the profile of errors made by class XI MIPA 1 SMA Warga Surakarta in solving physics questions for the mid-semester test of the 2019/2020 school year based on Newman's criteria were reading errors (3.84%), comprehension errors (20.18%), transformation error (50.23%), process skill error (58.65%), and encoding error (73.07%). (2) The reasons for errors experienced by students of class XI MIPA 1 SMA Warga Surakarta for the 2019/2020 school year are not being careful when reading questions, rushing to work on questions, forgetting material concepts, forgetting the equations used, and experiencing errors at this stage previously
Pembuatan Alat Percobaan Hukum II Newton dengan Sensor Cahaya Photodioda
Full text linkJurnal ini menjelaskan pembuatan alat percobaan Hukum II Newton untuk menunjukkan hubungan antara percepatan, massa dan gaya dengan sensor cahaya photodioda. Alat ini dapat menghitung waktu dan kecepatan secara otomatis. Alat percobaan Hukum II Newton tersusun dari papan kayu sebagai lintasan yang panjangnya1,2 m dan lebar 35 cmyang disetiap jarak 15 cm terdapat sensor cahaya photodioda yang berhadapan dengan LCD yang berjumlah 6 sensor cahaya photodioda dan 6 LED, trolly, blackbox bagian dalam berisi arduino uno yang berisi coding dan resistor, tombol push button.Laptop dihubungkan dengan blackbox untuk menampilkan data praktikum. Tombol push button terdapat pada blackbox yang digunakan untuk mereset data praktikum. Ketika trolly diluncurkan pada lintasan maka sensor pertama akan mendeteksi letak trolly, setelah sampai ke sensor terakhir kemudian tampilan layar pada laptop akan menampilkan data waktu dan kecepatan trolly saat bergerak. Dalam pengukuran percepatan menggunakan dua variasi yaitu massa trolly tetap dan gaya tetap. Alat percobaan ini memiliki keunggulan yaitu: mudah untuk digunakan dan alat ini dilengkapi dengan sensor cahaya photodioda. Selain itu keunggulan dari alat ini adalah pada saat praktikum tidak perlu menggunakan meteran dan stopwatch karena sudah terpasang pada sensor cahaya photodioda yang diletakkan setiap jarak 15 cm pada lintasan alat dan dapat menghitung waktu dan kecepatan otomatis sehingga data yang dihasilkan akan lebih akurat dan data tersebut akan langsung tertera pada layar LCD. Alat percobaan ini juga memiliki kekurangan yaitu alat ini lebih baik digunakan pada tempat yang redup (tidak terdapat banyak cahaya) karena cara kerja alat percobaan ini dengan membandingkan intensitas cahaya yang diterima oleh sensor photodioda. Jika mendapatkan banyak cahaya alat percobaan ini tidak akan bekerja secara maksima
Penyusunan Modul Fisika Berbasis SETS (Science, Environment, Technology, and Society) Pada Materi Fluida Dinamis Untuk Siswa Kelas XI SMA
Full text linkThis study aims to: (1) develop a physics module with SETS (Science, Environment, Technology, and Society)-based characteristics and fulfill the scientific literacy aspects of Dynamic Fluid Materials for Class XI High School Students that were developed; and (2) determine the validity of the SETS-based physics module (Science, Environment, Technology, and Society) on Dynamic Fluid Materials for Class XI High School Students which was developed. The research method used is R&D (Research and Development) with the module formulation model adopting the ADDIE developed by Dick & Carry. This procedure was modified to the third stage with the following steps: analysis, design, and development. The research data sources were obtained from two expert validators, two reviewers, and 71 students. Qualitative data were taken through interviews and open questionnaires. Quantitative data were taken through a closed questionnaire and analyzed by descriptive analysis. The conclusions of this research are: (1) the characteristics of the physics module that is compiled using the learning flow with the SETS approach (Science, Environment, Technology, and Society) and contains aspects of scientific literacy; and (2) the feasibility of the physics module from the assessment of expert validators, reviewers' assessments, one-on-one trials, small group trials, and field trials shows that the physics module that is compiled is categorized as suitable for use in physics learning on dynamic fluid materials
Pengembangan Alat Peraga Fisika dengan Waterflow Sensor pada Materi Asas Kontinuitas untuk Siswa SMA Kelas XI
Full text linkPenelitian ini bertujuan untuk: (1) mengembangkan alat peraga asas kontinuitas dengan sensor waterflow untuk siswa SMA yang memenuhi kriteria baik, (2) menjelaskan spesifikasi alat peraga asas kontinuitas dengan sensor waterflow untuk siswa SMA yang telah dikembangkan. Metode penelitian ini adalah Research and Development (R&D) dengan model pengembangan 4D yang hanya dilakukan hingga tahap ketiga (tahap pengembangan). Kesimpulan hasil penelitian ini adalah: (1) penelitian ini telah berhasil mengembangkan alat peraga fisika menggunakan sensor waterflow pada materi asas kontinuitas untuk siswa SMA kelas XI yang memenuhi kriteria sangat baik, dengan rata-rata penilaian validasi 89% dan uji coba lapang 91%, (2) spesifikasi alat peraga yang dikembangkan antara lain: (a) memiliki ukuran sebelum dirangkai (48*30*28) cm dan ukuran (90* 30*70) cm setelah dirangkai, (b) menggunakan bahan yang aman bagi peserta didik, (c) alat peraga menggunakan 2 buah sensor waterflow YF-S201 serta venturimeter dengan 2 jenis luas pipa penampang, (d) berguna untuk pembuktian asas kontinuitas berdasarkan pengukuran debit air oleh waterflow sensor dan dilengkapi dengan venturimeter, (e) alat peraga ini ditujukan sebagai pendukung pembelajaran dalam rangka memperoleh pengalaman belajar langsung pada materi asas kontinuitas Fisika SMA kelas XI