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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar INPAFI (Inovasi Pembelajaran Fisika)
Muhammad Aswin Rangkuti
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Physics Other

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Pengembangan E-Modul Matakuliah Pengukuran dan Asesmen Pembelajaran Fisika Berbasis Case Method dan Team Based Project Sabani Sabani; Muhammad Aswin Rangkuti; Abubakar Abubakar
INPAFI (Inovasi Pembelajaran Fisika) Vol. 14 No. 2 (2026): INPAFI
Publisher : UNIVERSITAS NEGERI MEDAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/q7gc7m44

Abstract

Penelitian ini bertujuan untuk: 1. Menentukan validitas e-modul mata kuliah Pengukuran dan Penilaian Pembelajaran Fisika berbasis metode studi kasus dan proyek berbasis tim. 2. Menentukan efektivitas e-modul mata kuliah Pengukuran dan Penilaian Pembelajaran Fisika berbasis metode studi kasus dan proyek berbasis tim. 3. Menentukan respons mahasiswa terhadap e-modul mata kuliah Pengukuran dan Penilaian Pembelajaran Fisika berbasis metode studi kasus dan proyek berbasis tim. Metode penelitian yang digunakan dalam penelitian ini adalah metode penelitian dan pengembangan (R&D) dengan tipe pengembangan ADDIE menggunakan lima tahapan pengembangan. Tahapan yang akan dilakukan adalah: (1) Analisis; (2) Desain; (3) Pengembangan; (4) Implementasi; dan (5) Evaluasi. Hasil penelitian menunjukkan bahwa E-modul berbasis Metode Studi Kasus dan Proyek Berbasis Tim valid dan layak diuji di lapangan. Berdasarkan hasil percobaan, terlihat bahwa penggunaan E-Modul dalam proses pembelajaran meningkatkan efektivitas pembelajaran, dan respons siswa terkait penggunaan E-Modul dalam pembelajaran menunjukkan tren yang sangat baik. Kata Kunci: E-Modul, Asesmen, Case Method, Team Based Project.
EMBODIED COGNITION AND THE SHIFT FROM OBJECT-LIKE TO EVENT-LIKE REASONING IN MECHANICAL WAVES LEARNING: A CONCEPTUAL REVIEW WITH CRITICAL REALISM Trisni Rofiqotun Nafisah; Muhammad Aswin Rangkuti; Yuni Warty
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61773

Abstract

Physics learning in the classroom often merely focuses on writing equations and substituting numbers into formulas, while the bodily experience of how it feels for a wave to propagate is rarely truly experienced by learners. This condition is actually a legacy of the old classical cognitivism, which strictly separates the mind from the body, whereas Embodied Cognition (EC) research precisely shows the opposite: that conceptual understanding is deeply rooted in physical experiences, gestures, and interactions with the surrounding environment. This article weaves Kersting’s four dimensions of EC- physical, phenomenological, ecological, and interactionist sense- with Wittmann's framework of shifting from object-like to event-like reasoning on the topic of mechanical waves, with critical realism as an epistemological bridge explaining how cognitive mechanisms that are not directly observable can be traced through the tracks of students’ gestures and body language. Through a narrative-thematic literature review of publications themed around embodied cognition, grounded cognition, and physics conceptual reasoning, this study shows that the four dimensions of EC are intertwined in a single learning event, and that bodily experience provides the process mechanism for the reasoning shift, while Wittmann's framework becomes the conceptual marker to recognize whether that shift has actually occurred. This weaving offers a conceptual map for the design of mechanical wave learning activities that involve the bodies of learners, while simultaneously opening an empirical validation agenda through qualitative studies that trace students’ gestures and reasoning in depth.
Co-Authors abubakar abubakar Sabani Sabani Trisni Rofiqotun Nafisah Yuni Warty