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All Journal JPF : JURNAL PENDIDIKAN FISIKA Kasuari: Physics Education Journal (KPEJ) JESI : Journal of Engineering Service and Innovation
Umi Purnama
Universitas Andi Djemma
Education Physics

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PENINGKATAN KOMPETENSI DIGITAL SISWA SMKN 1 PANGKEP MELALUI PELATIHAN KODING PYTHON TERSTRUKTUR Figur Muhammad; Kholik Prasojo; Umi Purnama; Massikki
Journal of Engineering Service and Innovation Volume 1, Issue 2 (Februari) 2026
Publisher : Fakultas Teknik

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The development of digital technology requires vocational high school (SMK) students to possess programming competencies as preparation for the digital era. However, many students still experience difficulties in understanding basic programming concepts systematically. This community service activity aimed to improve the digital competence of students at SMKN 1 Pangkep through structured Python coding training. The training was conducted using hands-on learning and project-based learning approaches with materials covering algorithm logic, variables, operators, branching, looping, functions, and simple Python-based application development. The results showed that students were able to understand basic Python programming concepts and successfully develop simple CLI- and GUI-based applications. In addition to improving technical skills, the training also enhanced students’ problem-solving abilities, logical thinking, and learning motivation in digital technology. Therefore, Python coding training can be an effective effort to improve the digital competence of vocational high school students in the era of technological advancement.
Improving Learning Outcomes Using Discovery Learning-Based Student Worksheets Assisted by PhET Interactive Simulations Siti Hajar; Muhammad Akbar; Hutri Handayani Isra; Umi Purnama; Nur Ilmi Shaqinah; Silvia Anggri Wijaya; Adeline Silaban
Jurnal Pendidikan Fisika Vol. 14 No. 3 (2026): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/2bgj3676

Abstract

Understanding electrical concepts requires students to connect abstract relationships with observable phenomena. Limited opportunities for investigation highlight the need for instructional resources that combine structured guidance with interactive experimentation. This study examined changes in students’ physics learning outcomes following the implementation of discovery-learning-based student worksheets, assisted by PhET Interactive Simulations. A quantitative, pre-experimental study using a one-group pretest–posttest design involved 32 purposively selected eleventh-grade students at Muhammadiyah High School, Jayapura, Indonesia. The intervention comprised three face-to-face sessions on electrical current concepts, during which worksheets guided students through problem identification, hypothesis formulation, virtual experimentation, data analysis, verification, and conclusion drawing. Learning outcome tests were administered before and after the intervention, and data were analyzed using descriptive statistics, a paired-samples t-test, and normalized gain (N-Gain). Mean scores increased from 68.531 to 77.625, with a statistically significant difference between measurements, t(31) = −16.856, p < .001. The mean N-Gain was 0.3019, indicating improvement at the lower boundary of the moderate category. The study’s contextual novelty lies in evaluating the classroom implementation of worksheets that connect the stages of discovery learning with PhET investigations of electrical current concepts among high school students in Jayapura. The findings indicate that this integrated approach was associated with improved physics learning outcomes, although the absence of a control group prevents causal attribution. This study contributes preliminary classroom evidence to inform the use of structured, simulation-assisted discovery activities in physics teaching and provides a basis for further evaluation using controlled research designs.
Development of Student Worksheets Based on Discovery Learning Assisted by PhET Interactive Simulations Siti Hajar; Paulus G. D. Lasmono S; Umi Purnama; Adeline Silaban; Virman
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 2 (2025): December 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/kpej.v8i2.993

Abstract

This study aims to design and develop Student Worksheets based on a discovery learning approach, supported by PhET Interactive Simulations  media, and to examine their design, feasibility, and practicality in the context of electricity at the high school level. The LKPD development process follows the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model, which encompasses the stages of analysis, design, development, implementation, and evaluation. The average obtained from the expert validation results is 87.50%, based on three assessment aspects, and is declared to be suiTabel for use. Meanwhile, the feasibility validation by media experts yields an average value of 79.68% across four indikators, indicating that the LKPD is ideal for use. Furthermore, the results of the field trial conducted by students are 82.84%, which is also classified as very appropriate. Based on the average value, it can be said that the physics LKPD based on discovery learning, supported by PhET.
Co-Authors Adeline Silaban Figur Muhammad Hutri Handayani Isra Kholik Prasojo Massikki, Massikki Muhammad Akbar Nur Ilmi Shaqinah Paulus G. D. Lasmono S Silvia Anggri Wijaya Siti Hajar Siti Hajar Virman