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All Journal Jurnal Visi Ilmu Pendidikan Journal of Innovative Science Education
Sriatun, Neng
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Pembelajaran Berbasis Komputer pada Materi Fluida Statis Untuk Meningkatkan Kemampuan Berfikir Kritis Siswa Kelas XI IPA Di SMA Negeri 1 Simpang Hilir Sriatun, Neng
Jurnal Visi Ilmu Pendidikan Vol 7, No 3 (2015): Agustus 2015
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jvip.v7i3.17184

Abstract

Penelitian ini dilatar belakangi oleh adanya tantangan global yang akan dihadapi oleh dunia pendidikan, sehingga guru perlu membekalkan beberapa kompetensi kepada peserta didik salah satunyayaitu kemampuan berfikir jernih dan kritis.Untuk melatih kemampuan berfikir kritis dilakukan upaya dengan menerapkan strategi pembelajaran berbasis komputer menggunakan simulasi PhET dan Adobe Flash pada materi fluida statis di kelas XI IPA SMA Negeri 1 Simpang Hilir. Penelitian tindakan kelas (PTK) dilakukan dalam 2 (dua) siklus. Hasil tes kemampuan berfikir kritis siswa melalui pembelajaran berbasis komputer diperoleh peningkatan sebesar 22,69 % dari siklus I dengan rata-rata 62,80 % dan siklus II 85,49 %. Tanggapan siswa terhadap pembelajaran berbasis komputer antara lain: siswa merasa senang terhadap pembelajaran fisika (86,79%), siswa tertarik dengan pembelajaran menggunakan simulasi komputer (83,33%), dan siswa sungguh-sungguh dalam mempelajari materi fluida statis (90,24%). Kata Kunci : pembelajaran berbasis komputer, berfikir kritis   Abstract. This research is motivated by the global challenges that will be faced by the world of education, so teachers need to equip some competencies to students one of which is the ability to think clearly and critically. To train the ability to think critically efforts to implement a computer-based learning strategies using PhET simulations and Adobe Flash on a static fluid material in class XI IPA SMAN 1 Simpang downstream. Classroom action research (PTK) is done in two (2) cycles. The test results of students' critical thinking skills through computer-based learning obtained an increase of 22.69% from the first cycle with an average of 62.80% and 85.49% second cycle. The response of students to computer-based learning, among others: students feel happy about learning physics (86.79%), students interested in learning using computer simulation (83.33%), and earnest students learn the material in static fluid (90.24 %). Keywords: computer-based learning, critical thinking
Strategies for Promoting Energy Literacy in Physics Education: Insights from a Systematic Literature Review Sriatun, Neng; Ardianto, Didit; Irvan Permana; Afriana, Jaka
Journal of Innovative Science Education Vol. 14 No. 1 (2025): April 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v14i1.20856

Abstract

In physics education, fostering energy literacy is essential to equip students with the skills needed to navigate resource scarcity and environmental issues. By developing energy literacy, students are better prepared to manage energy consumption in a sustainable and sustainable manner. This research aims to explore effective strategies and approaches to improve students' energy literacy through the Systematic Literature Review (SLR) method. The study analyzed academic papers from reputable sources such as ScienceDirect, Taylor & Francis, Springer Nature, and ERIC, with a focus on publications from 2020 to 2024. Using keywords such as "energy literacy", "high school students", and "education", this analysis uncovers five main themes: student energy literacy, learning processes, social-scientific exhibitions, teaching modules, and learning media. Most research centers on understanding how students understand the concept of energy and what factors influence their understanding. Successful teaching strategies, including the use of social-scientific exhibitions to raise awareness of energy issues, as well as the development of energy-focused and sustainability-based teaching modules, were found to significantly improve student understanding. In addition, the use of technology-based learning tools has proven effective in conveying complex energy concepts. These findings point to new avenues for research, especially in integrating local wisdom into energy education. This study offers a new perspective on how incorporating local knowledge can improve energy literacy and deepen student engagement with sustainability efforts.
Co-Authors Didit Ardianto Irvan Permana Jaka Afriana, Jaka