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All Journal Irfani SEJ (Science Education Journal) Jurnal Penelitian Pendidikan IPA (JPPIPA) JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar Educatio ORBITA: Jurnal Pendidikan dan Ilmu Fisika Jambura Journal of Sports Coaching Jurnal Pendidikan Fisika dan Teknologi Jambura Physics Journal Jambura Journal of Educational Chemistry Kasuari: Physics Education Journal (KPEJ) Ideas: Jurnal Pendidikan, Sosial dan Budaya KARST : Jurnal Pendidikan Fisika dan Terapannya Eduproxima : Jurnal Ilmiah Pendidikan IPA Jurnal Sibermas (Sinergi Pemberdayaan Masyarakat) International Journal of Health, Economics, and Social Sciences (IJHESS) Jurnal Jendela Pendidikan BIOCHEPHY: Journal of Science Education Jurnal Luminous: Riset Ilmiah Pendidikan Fisika Jurnal Pijar MIPA
Masri Kudrat Umar
Universitas Negeri Gorontalo
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Development of Physics Teaching Module for Phase-E with the CDT (Component Display Theory) Approach Pujijana Purnawati; Masri Kudrat Umar; Tirtawaty Abdjul
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.5722

Abstract

This research aims to develop a physics teaching module for phase-E with a CDT approach and to obtain the product's feasibility by meeting the validity, practicality, and effectiveness indicators. The research type is developmental research with a 4D model. This research was carried out at SMA Negeri 1 Wonosari. The average validation scores for the teaching module components were 3.4, indicating that the module is valid and suitable for use. Teacher observation scores for both limited and extensive testing were 96.7% and 88.3%, respectively, while student response questionnaire scores were 83.16% and 85.28%. Both instruments indicated that the teaching module is practical and suitable for use. The average student engagement observation scores for limited and extensive testing were 85.3% and 84.6%, and the average test scores for learning outcomes in both tests were 84.95%. These results suggest that the teaching module is effective and has a positive impact on improving student learning outcomes. Therefore, the development research on the physics teaching module for phase-E with a CDT approach is valid, practical, and effective.
Pengembangan RPP-LKPD Berbasis Model Pembelajaran Ber2P3 Terhadap Penguasaan Konsep Siswa Pada Materi Getaran dan Gelombang Gita Fadilla Kasim; Mursalin Mursalin; Frida Maryati Yusuf; Masri Kudrat Umar; Tirtawaty Abdjul; Supartin Supartin
Jurnal Penelitian Pendidikan IPA Vol 10 No 7 (2024): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i7.6077

Abstract

This research is development research that aims to describe the validity, practicality and effectiveness of learning devices using the Ber2P3 learning model in the form of lesson plans and LKPD on Vibration and Wave material with research subjects involving 25 students of class VIII Tahfiz MTs Al Huda Gorontalo. Based on the validity of the RPP and LKPD based on the Ber2P3 learning model, it meets the valid criteria with an average value of 90%, the practicality of the RPP based on the Ber2P3 Learning model as seen from the implementation of learning with the first and second meeting values ranging from 78% and 87% including good criteria. Student responses meet the good criteria with a score of 80%. The effectiveness of RPP and LKPD Ber2P3 is seen through the activities of students who meet the good criteria with a value of 83% and a learning outcome test with 84% classical completeness. Based on the results of the study, it can be concluded that the lesson plans and LKPD using the Ber2P3 learning model of vibration and wave material meet the criteria of valid practical and effective
STEAM Approach to Students' Critical Thinking Ability on the Concept of Sound Waves for Developing PBL Model Learning Tools Yulianti Kohohon; Mursalin; Muhammad Yusuf; Masri Kudrat Umar; Tirtawaty Abdjul; Ritin Uloli
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.6776

Abstract

One learning model that supports improving critical thinking skills and developing 21st century education is the PBL model. This research aims to describe the quality of the STEAM approach-based PBL model learning tools development for Students' Critical Thinking Ability on the concept of sound wave using the ADDIE development model. The results of the validation carried out by three validators obtained an average percentage for the learning implementation plan of 93.08%, student activity sheets of 92.58%, teaching materials of 90.82%, and critical thinking tests of 92.72%, and all included in the very valid criteria. The practicality of learning tools is seen from learning implementation of 90.72% with excellent criteria, the student's response to the learning tools was very positive with the ease aspect percentage of students' responses was 86.67%, the enthusiasm aspect percentage of 93.33%, the motivated aspect percentage of 86.67% and the involvement aspect percentage of 83.33%. The effectiveness of learning tools in student activity of 91.67% with excellent criteria, the results of the critical thinking test increased by 49.00%, from previously the overall average score of students was 30.33% to 79.33% and the effectiveness category through the N-Gain test was 0.71 with high criteria
Description of Effective Learning Strategies for Phase F Blind Students in Exceptional Schools Andi Nurshiddiq Ma’fud; Masri Kudrat Umar; I Made Hermanto
International Journal of Health, Economics, and Social Sciences (IJHESS) (Special Issue) - International Journal of Health, Economics, and Social Sciences (IJHESS) April 202
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v8i2.10924

Abstract

This study aims to describe effective learning strategies for blind Phase F students at SLBN Gorontalo City, especially in constructing concept understanding in subjects with high levels of complexity such as Physics. The focus of this research is the implementation of the Independent Curriculum and the use of adaptive media in accommodating students' visual barriers. The method used is descriptive qualitative research with data collection techniques through non-participatory observation, in-depth interviews with teachers and students, and documentation. The results of the study show that an effective learning strategy for Phase F blind students is a multisensory approach that integrates the senses of touch (tactile) and auditory (auditory). The use of tactile media, such as embossed props and Braille systems, has been proven to be able to transform abstract concepts into concrete experiences so that they are easier to understand independently by students. In addition, the role of teachers as facilitators in designing inclusive and flexible learning according to the principles of the Independent Curriculum is an important factor in the success of learning. These findings confirm that the independence and higher order thinking skills of blind students can be optimized through the modification of media and methods that suit their sensory characteristics. This study recommends the development of more innovative tactile-based physics teaching aids to support the achievement of competencies in Phase F.
Sound Learning Strategies for Phase F Students with Intellectual Disabilities in Special Needs Schools Audina Setyawaty D. Buta; Masri Kudrat Umar; Dewa Gede Eka Setiawan
International Journal of Health, Economics, and Social Sciences (IJHESS) (Special Issue) - International Journal of Health, Economics, and Social Sciences (IJHESS) July 2025
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v7i3.8315

Abstract

This study aimed to describe the implementation of physics learning on the sound topic for intellectually disabled students in phase F at Special Schools, and to find out how teachers adjusted strategies, interactions, and learning media based on students’ characteristics. This research used a qualitative approach with a descriptive method. Data were collected through observation, interviews, and documentation, with validation using method triangulation. The results showed that physics learning on the sound topic was conducted in three stages: preliminary, core, and closing activities. In the preliminary stage, the teacher greeted, prayed, and gave appreciation, but the learning objectives were not clearly stated. In the core activities, the teacher used the lecture method with textbooks as the main learning resource, while the use of concrete media or technology was minimal. The interaction between teachers and students tended to be one-way, and not all students were actively engaged.In the closing stage, the teacher asked students to independently summarize the material and assigned homework as an evaluation tool. The learning strategies were mostly verbal and had not fully involved multisensory media or individual approaches tailored to students’ needs.In conclusion, the teacher made efforts to adjust the learning strategies to the characteristics of intellectually disabled students in phase F. However, improvement was still needed, particularly in the use of varied learning media, fostering more active interactions, and applying more concrete and participatory learning approaches to enhance learning effectiveness.
Learning Strategies on Sound Materials for Phase Students with Disabilities in Extraordinary Schools Suci Inggirina; Masri Kudrat Umar; Irsan
International Journal of Health, Economics, and Social Sciences (IJHESS) (Special Issue) - International Journal of Health, Economics, and Social Sciences (IJHESS) October 2
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v7i4.8877

Abstract

This study aims to describe the implementation of sound science learning for students with disabilities in special schools. The results of the study showed that teachers started learning with greetings, prayers, and perceptions, then conveyed learning objectives and inserted ice breaking to increase students' enthusiasm for learning. In the core activity, teachers use lecture methods and learning resources in the form of powerpoint learning media (PPT) and LKPD to help students understand sound material. Teachers also pay special attention to students with disabilities by adjusting teaching styles, learning tempos, and forms of communication according to students' needs. The characteristics of visually impaired students observed were motor difficulties, limitations in communication and expression, low motivation and confidence, difficulty understanding abstract material, dependence on teacher assistance and tools, and difficulty in following the rhythm of group learning. The learning strategies used are an individualized approach, which is effective in fostering a sense of security, appreciating even the smallest effort, and guiding students to remain active in learning activities. The results of the study show that teachers have tried to adapt learning strategies to the needs of students with disabilities, but there is still a need for improvement in media use, more active interaction, and a more concrete and participatory approach to make learning more effective and in accordance with the needs of students. Thus, this research can contribute to the development of more effective learning strategies for students with disabilities in exceptional schools. The study also shows that an individualized approach can increase the motivation and confidence of students with disabilities in learning, as well as help them understand the material better. Therefore, this research can be a reference for teachers and education practitioners in developing more effective learning strategies and in accordance with the needs of students with disabilities.
Co-Authors Abdul Haris Odja Adeningsih, Sri Astika Ahmad Rajak Andi Nurshiddiq Ma’fud Anwar, Devitria Asnan, Wa Ode Fatma Nur Asri Arbie Audina Setyawaty D. Buta Awila , Asnianti A. Buhungo, Trisnawaty Junus Cindy Regina Liputo Citron S Payu Dewa Gede Eka Setiawan Dewi Diana Paramata Elvira Ariyanto Pakaya Fandi Mamonto FATIMA, SITI Fitria Hatiku Fitriyanti A. Noho Frida Maryati Yusuf Gita Fadilla Kasim Hasyim Mahmud Wantu Hayunida, Ode I Made Hermanto Iis Rahayu Timbola Ilan Sunga Irsan Jahja, Mohamad Julanita Saleh Lamatenggo, Nina Lukman A. R. Laliyo Ma'ruf, Regina Usman Mohamad, Wahyu Muzizat Mohamat Irkan Darise Mohammad Yusuf Muammad Irfan Dunggio Muhammad Yusuf Mursalin Mursalin Mursalin . Muznawaty Pilobu Ndune, Indah Sari Nova Elysia Ntobuo Novianty Djafri Nurmila Nurmila Odja, O Pilobu, Muznawaty Pujijana Purnawati puput siswati Rabiasa , Sri Alda Rabiyanti B. Kamali Rahim, Nur Ain Ritin Uloli Rustam I. Husain Saleh, Julanita Sarni Ngadi Suci Inggirina Sujono, Adelia Putri Supartin Supartin Tahir, Hasan Tirtawaty Abdjul Tirtawaty Adjul Umarudin Nini Said Berlin Yulianti Kohohon