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All Journal Jurnal Pendidikan Fisika Indonesia Jurnal Pendidikan IPA Indonesia
Yanti, F. A.
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Education Physics

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Development of Analogy-Based Material Physics Module to Provide Analogy Ability of Physics Teachers Candidates Yanti, F. A.; Kuswanto, H.; Habibi, H.; Kinasih, A.
Jurnal Pendidikan Fisika Indonesia Vol 16, No 1 (2020)
Publisher : Department of Physics, Faculty of Mathematics and Natural Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v16i1.9122

Abstract

It is known that the 'electronic structure of atoms' in material physics is microscopic. This atomic structure has an abstract and complicated concept, therefore good analogy skills are needed to study comprehensively. This research develops a free analogy-based material physics module to supply analogy skills to prospective physics teacher students. Module development uses the 4D model namely Define, Design, Development and Disseminate. The feasibility aspects are required based on the presentation, content, and grammar. Data obtained from expert assessment and trials using questionnaires, interviews, and tests. Increased student analogy skills were analyzed using normalized N-gain. The results obtained are: (1) the characteristics of the module that has learning steps such as teaching with analogy models, namely: introducing the concept of targets, reviewing the concept of analogies, identifying the relevant nature of targets and analogies, mapping analogies with targets, identifying analogies that are not relevant to targets, and make conclusions, (2) module quality on atomic electronic structure material developed is categorized as feasible, (3) modules are proven to increase mastery of the concept of atomic electronic structure (N-gain = 54%) and analytical skills prospective teachers physics (N-gain = 56%). The development of physics modules based on free analogies can be applied to other learning, such as biology, chemistry, and mathematics to explain abstract material.
Argumentation Skill Assessment for Diagnosing Students' Understanding of Factual, Conceptual, Procedural, and Metacognitive Knowledge: Characteristics of Initial Needs Walid, A.; Winarni, E. W.; Yanti, F. A.
Jurnal Pendidikan IPA Indonesia Vol 12, No 1 (2023): March 2023
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v12i1.40108

Abstract

This study aims to synthesize the characteristics of the initial needs for argumentative skills assessment instruments to diagnose students’ understanding of factual, conceptual, procedural, and metacognitive knowledge. This study used a quasi-experimental method. The technique used was quantitative descriptive research. The research subjects were taken from 50 students who used argumentative patterns in problem-solving on aquatic ecology material so that they were synthesized using argumentation skill indicators. This research was quantitative, with instrument construct design criteria in the cognitive domain based on the taxonomy of science education. The data in the study were collected through several tests to determine argumentation skills. Supporting data were obtained through questionnaires to be analyzed regarding content and learning tools. The data analysis technique calculated the average score of the test questions with criteria according to the skills of argumentation and analysis in terms of content and learning tools. The result of this research is a matrix of rigid test areas with the achievement of indicators of a neatly arranged argumentation skill questionnaire and the results of content analysis and learning tools that support the argumentation instrument.
Co-Authors H. Kuswanto Habibi, H. Kinasih, A. Walid, A. Winarni, E. W.