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All Journal POROS TEKNIK Jurnal Teknik Sipil Berkala Ilmiah Pendidikan Fisika Dinamisia: Jurnal Pengabdian Kepada Masyarakat Abdimas Dewantara THABIEA (JOURNAL OF NATURAL SCIENCE TEACHING) CARADDE: Jurnal Pengabdian Kepada Masyarakat Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan JURNAL PENDIDIKAN MIPA Journal of Applied Engineering and Technological Science (JAETS) Bubungan Tinggi: Jurnal Pengabdian Masyarakat JagoMIPA: Jurnal Pendidikan Matematika dan IPA Jurnal Ilmu Pendidikan Indonesia Literasi: Jurnal Pengabdian Masyarakat dan Inovasi INJECTION: Indonesian Journal of Vocational Mechanical Engineering Bakti Hayati
Polonia, Betti Ses Eka
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Journal : Berkala Ilmiah Pendidikan Fisika

 1 
Effectiveness of Mobile Learning: moPhyDict to Improve High School Students’ Physics Conceptual Understanding Betti Ses Eka Polonia; Lia Yuliati
Berkala Ilmiah Pendidikan Fisika Vol 7, No 2 (2019): JUNI 2019
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v7i2.6345

Abstract

In learning physics, the problem that arises is a lack of physics conceptual understanding in contextual learning. These problems are due to the absence of innovative and creative learning resources that can be used to learn by the students. One of the learning resources that can be used is a dictionary. moPhyDict (mobile physics dictionary) is a dictionary containing explanations of concepts and illustrations (images, videos, animations) in a language that is easily understood by students. This study specifically aims to test the effectiveness of Mobile Learning: moPhyDict to improve student’s physics conceptual understanding. The method employed in this study was a quasi-experiment design. The experimental design used a pretest-posttest control group design. The sample of the study was 60 students from senior High School, which divided into control group and experiment group. The instrument test in this study used conceptual multiple choice question. Based on the t-test on the control class and the experimental class, it can be inferred that there is a significance score of 0.031. These results are supported by data: (1) the average score of the ability to understand the concept of the control class who did not use moPhyDict increased from 37.4 to 55.46, and (2) the average score of the conceptual understanding of the experimental class who used moPhyDict increased from 40.87 to 74.33. It was concluded that moPhyDict is effective to improve physics conceptual understanding of High School Students.
Effect of Direct Instruction Models Toward Students’ Understanding of Physics Formula Betti Ses Eka Polonia; Ahmad Ravi
Berkala Ilmiah Pendidikan Fisika Vol 8, No 2 (2020): JUNI 2020
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v8i2.8329

Abstract

The research aims to obtain information on the ability to understand the physics formulas of high school students being taught through direct learning models. The population subjects in this study were 360 high school students. The research sample was taken using a random class technique, with a total sample of 79 students. This research used instruments in the form of tests of understanding students' physics formulas in the form of essays that have been tested before being used in research to determine the validity and reliability of the tests. The normality test is performing on the experimental class which obtained Xcount2  <  Xtable2 (1,68 < 9,49) and the control class Xcount2  <  Xtable2 (1,47 < 9,49), the normality of the two data groups is normal. Homogeneity testing of variance used F-test get value 1,15, which Ftable = 1.74 (Fcount < Ftable), the variance of the two data groups is homogeneous. Data processing uses inferential analysis techniques with the "t" test. There is two class, which one class as an experimental class that was treated in the form of direct teaching-learning models and another class as a control class taught conventionally. The results there is an increase in the score of students' understanding of physics formulas taught through direct learning models. It can happen because students are invited to get accustomed to gaining procedural knowledge also can capture and interpret physics formulas that are taught through modeling or experiment.
Co-Authors 'Ain, Hurul Ahmad Nova Zulfahmi Ahmad Ravi Ahmad Ravi Alan Putranto Alan Putranto Alfath Desita Jumiar Asep Ruchiyat ‘Ain, Hurul Budi Pratomo Sibuea Darmanto Darmanto Dyah Indraswati Epriyandi, Epriyandi Hafidha Asni Akmalia Hairian Rahmadi Helanianto Helanianto, Helanianto Hendri Kurniawan Hendri Kurniawan, Hendri Hurul 'Ain Hurul 'Ain Hurul Ain Ismael Marjuki Ismael Marjuki Ismael Marjuki Lia Yuliati M. Hanif Faisal M. Hanif Faisal Muh Anhar NURMAYASARI, DEWI Purwadi, Wiwik Ramadhani, Tama Ravi, Ahmad Ruchiyat, Asep Sarwendah Ratnawati Hermanto Syf. Umi Kalsum Syf. Umi Kalsum Tama Ramadhani Wiwik Purwadi Yusuf Yusuf Yusuf Yusuf