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All Journal Kasuari: Physics Education Journal (KPEJ) Optika : Jurnal Pendidikan Fisika
Irenta Irenta
Universitas Sriwijaya
Education Physics

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AMBANG KEPUTUSAN PENERIMAAN MODUL PEMBELAJARAN MENGGUNAKAN UJI BINOMIAL DALAM PEMBELAJARAN FISIKA Irenta Irenta; Hamdi Akhsan; Sardianto Markos Siahaan
OPTIKA: Jurnal Pendidikan Fisika Vol. 10 No. 1 (2026): OPTIKA: Jurnal Pendidikan Fisika
Publisher : Department of Physics Education, Faculty of Teacher Training and Education, Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/optika.v10i1.7906

Abstract

Penelitian ini bertujuan menganalisis proporsi minat siswa terhadap modul pengajaran fisika menggunakan uji binomial satu sampel. Penelitian ini menggunakan pendekatan kuantitatif dengan desain survei deskriptif satu kelompok (single-group descriptive survey) yang melibatkan 30 siswa kelas X SMA Yadika Baturaja. Data dikumpulkan melalui kuesioner satu item dikotomi (tertarik/tidak tertarik) yang telah divalidasi konten oleh tiga ahli pendidikan fisika. Analisis data menggunakan uji binomial satu sampel (p? = 0,6; ? = 0,05), interval kepercayaan Clopper-Pearson 95%, analisis daya, dan Fisher's Exact Test untuk perbandingan gender. Hasil menunjukkan 80% siswa (n = 24) menyatakan minat, secara signifikan melampaui ambang penerimaan 60% (p = 0,017). Interval kepercayaan 95% (0,61-0,92) dan analisis daya (0,73) memperkuat validitas inferensi. Analisis komparatif mengungkap perbedaan minat signifikan berdasarkan gender (p < 0,05) dengan kecenderungan lebih tinggi pada siswa perempuan. Secara metodologis, integrasi uji binomial eksak dan analisis nonparametrik terbukti merupakan kerangka inferensial yang rigor untuk evaluasi data dikotomi dalam penelitian pendidikan berskala kecil.
Development of Problem-Based Physics Teaching Modules on Climate Change and Weather for High Schools Irenta Irenta; Hamdi Akhsan; Kistiono Kistiono
Kasuari: Physics Education Journal (KPEJ) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v9i1.1094

Abstract

Climate change and weather are now problems that affect the whole world and are bad for the environment and for people's lives. Sadly, a lot of high school students still don't understand the basics of climate change because the material is too abstract and hard to understand. For example, they think that daily weather is a form of long-term climate change. To solve this, a Problem-Based Learning (PBL) physics module was made for high school students to teach them the basics of climate change and weather. The module was created to follow the Merdeka Curriculum's Deep Learning principles of being mindful, meaningful, and fun. This study employed an R&D methodology utilizing the ADDIE model. Three experts (in material, curriculum, and pedagogy) were involved in the validation process. 23 students were used in individual and small group trials to test practicality. The average validity score was 86.78% and the average practicality score was 82.82%. Both of these scores are in the Very Valid and Very Practical ranges. These results show that the module is a good choice for use as a contextual teaching tool that helps with understanding concepts, engaging the mind, and being aware of the environment.
Co-Authors Hamdi Akhsan Kistiono Kistiono Sardianto Markos Siahaan