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All Journal Phi : Jurnal Pendidikan Fisika dan Terapan Physics and Science Education Journal (PSEJ)
Pransiska, Susy
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Earth & Planetary Sciences Education Engineering Physics Other

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Meningkatkan hasil belajar fisika melalui penerapan pembelajaran Self-Directed Learning (SDL) Salahuddin, Salahuddin; Sastradika, Dedi; Purnama, Boby Yasman; Pransiska, Susy; Ramadani, Syah Putri
Phi: Jurnal Pendidikan Fisika dan Terapan Vol 8, No 1 (2022)
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/p-jpft.v8i1.14677

Abstract

Pembelajaran Fisika mengalami banyak masalah karena sifat materinya yang kompleks sehingga sulit dalam melatih kemandirian siswa dalam pembelajaran. Penelitian ini bertujuan untuk mengimplementasikan pembelajaran Self-directed learning (SDL) dalam membangun kemandirian belajar untuk mengoptimalkan hasil belajar siswa.  Metode penelitian ini adalah quasi experiment dengan desain pre-posttest control group design, dengan melibatkan 53 orang siswa yang terbagi menjadi dua kelompok.  Kelompok eksperimen diberi penerapan pembelajaran SDL dan kontrol dengan konvensional. 16 item instrumen pilihan ganda digunakan untuk mengukur hasil belajar siswa. Berdasarkan analisis uji-tα=0,05  diperoleh nilai sig. sebesar 0,001. Hasil ini menunjukan terdapat pengaruh yang signifikan pembelajaran SDL terhadap ketercapaian hasil belajar siswa. SDL dapat memberikan kesempatan kepada siswa untuk mengoptimalkan hasil belajar fisika dan dapat melatih kemandirian belajar siswa dalam membangun pemahaman konsep fisika pada materi Gerak Melingkar.
DEVELOPMENT OF AUGMENTED REALITY BASED PHYSICS LEARNING MEDIA ON NEWTON’S LAWS TO REMEDIATE MISCONCEPTIONS AMONG PRE-SERVICE PHYSICS TEACHERS Wiratama, Arif; Pransiska, Susy
Physics and Science Education Journal (PSEJ) Physics and Science Education Journal (PSEJ), Volume 5 Nomor 3, Desember 2025
Publisher : Physics Education Departement, Islamic State University Sulthan Thaha Saifuddin Jambi - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/6fxy1m03

Abstract

Physics learning often encounters challenges, particularly in visualizing, illustrating, and connecting abstract concepts with real-world phenomena. This study aims to examine the theoretical and practical feasibility, as well as the effectiveness, of Augmented Reality (AR) based learning media in remediating students’ misconceptions of Newton’s Laws. The research employed a research and development (R&D) approach using the ADDIE model. The participants were fifth-semester students in a Physics Education program. Data were collected using validation questionnaires, response questionnaires, and three-tier multiple-choice diagnostic tests. Qualitative analysis was conducted to examine feedback and suggestions from expert validators, lecturers, and students, while quantitative analysis was used to analyze validation scores, response data, and effectiveness test results. The expert validation results indicate that the developed AR-based media is valid and feasible for implementation. Lecturer and student responses were categorized as very good, with respective percentages of 86.72% and 89%. In addition, the diagnostic test results revealed a substantial reduction in misconceptions from pretest to posttest, with misconception rates decreasing to 71.3% at Tier 1, 45% at the combined Tier 1 and Tier 3, and 27.73% across all tiers. The effectiveness test further showed that only 1–3 students (12.5%) continued to exhibit misconceptions. These findings indicate that the AR-based learning media developed in this study is highly effective in remediating students’ misconceptions of Newton’s Laws
Co-Authors Dedi Sastradika Purnama, Boby Yasman Ramadani, Syah Putri Salahuddin Salahuddin Wiratama, Arif