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All Journal International Journal of Evaluation and Research in Education (IJERE) JPMS (Jurnal Pendidikan Matematika dan Sains) EDUSAINS Berkala Ilmiah Pendidikan Fisika Jurnal Penelitian Pembelajaran Fisika JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Jurnal Eduscience (JES) Bubungan Tinggi: Jurnal Pengabdian Masyarakat Eduproxima : Jurnal Ilmiah Pendidikan IPA Jurnal Kajian Pendidikan IPA International Journal of STEM Education for Sustainability Jurnal Pendidikan Indonesia Gemilang Jurnal Literasi Pendidikan Fisika (JLPF) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of Environment and Sustainability Education Jurnal Pengabdian Masyarakat Profesi Guru Jurnal Pendidikan MIPA Jurnal Pendidikan Fisika Indonesia
Efwinda, Shelly
Unknown Affiliation
Humanities Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Journal : EDUSAINS

 1 
AUGMENTED REALITY-BASED LEARNING: NEEDS ANALYSIS ON ELECTRICITY TOPICS FROM THE PERSPECTIVE OF HIGH SCHOOL STUDENTS Haryanto, Zeni; Efwinda, Shelly; Nurhayati, Nurhayati; Sholeh, Muhammad; Norsaputra, Ary
EDUSAINS Vol 16, No 2 (2024): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v16i2.38618

Abstract

One form of educational and technological development is using Augmented Reality as an alternative learning media today. This study aimed to identify the needs of high school students for Augmented Reality-based Learning in Electricity Topics. This research involved 60 high school students in Samarinda. Data was collected using instruments such as observation sheets and questionnaires. The data analysis technique used descriptive qualitative and quantitative. The observation results show that the learning media commonly used are video and virtual simulations through the lecture method. Students are also used to and allowed to use smartphones to access modules and learning materials in class. The results of the questionnaire data analysis show that most students agree that the use of technology is needed to study electricity topics. The majority of students recognize the potential of AR but lack practical experience with it, indicating a significant opportunity for its integration into learning. This research concludes that augmented reality learning is needed as an alternative learning media for electricity. Therefore, we recommend that stakeholders be able to use or develop Augmented Reality media as a source of learning.
ENHANCING CRITICAL THINKING ON CLIMATE CHANGE: TPACK IMPLEMENTATION IN PBL WITH DIGITAL POSTERS Efwinda, Shelly; Puspita, Irma; Damayanti, Puardmi; Hakim, Abdul; Syam, Muliati
EDUSAINS Vol. 15 No. 2 (2023): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v15i2.33230

Abstract

Critical thinking skills are vital in the 21st Century to identify solutions to real-world problems like climate change. This research aims to test the effect of integrating the PBL (Problem-based Learning) Model with Digital Posters within the TPACK (Technological, Pedagogical, and Content Knowledge) framework on the critical thinking skills of junior high school students in Samarinda on climate change. The research approach used is quantitative with a quasi-experimental method involving two classes, an experimental and a control class. The treatment given to the experimental class was the PBL model with the help of digital posters, and the control class used the traditional lecture method. Data on students' critical thinking skills was collected using a test technique in the form of 10 essay questions. Data analysis techniques used quantitative descriptive and T-tests. The research results showed significant differences in the critical thinking skills of the experimental and control classes after each class was treated. Based on these findings, it recommends the need for similar adoption by teachers in teaching complex topics such as climate change. These results also show the importance of integrating technology in learning to support the development of student's critical thinking skills, especially in understanding complex topics.
AUGMENTED REALITY-BASED LEARNING: NEEDS ANALYSIS ON ELECTRICITY TOPICS FROM THE PERSPECTIVE OF HIGH SCHOOL STUDENTS Haryanto, Zeni; Efwinda, Shelly; Nurhayati, Nurhayati; Sholeh, Muhammad; Norsaputra, Ary
EDUSAINS Vol. 16 No. 2 (2024): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v16i2.38618

Abstract

One form of educational and technological development is using Augmented Reality as an alternative learning media today. This study aimed to identify the needs of high school students for Augmented Reality-based Learning in Electricity Topics. This research involved 60 high school students in Samarinda. Data was collected using instruments such as observation sheets and questionnaires. The data analysis technique used descriptive qualitative and quantitative. The observation results show that the learning media commonly used are video and virtual simulations through the lecture method. Students are also used to and allowed to use smartphones to access modules and learning materials in class. The results of the questionnaire data analysis show that most students agree that the use of technology is needed to study electricity topics. The majority of students recognize the potential of AR but lack practical experience with it, indicating a significant opportunity for its integration into learning. This research concludes that augmented reality learning is needed as an alternative learning media for electricity. Therefore, we recommend that stakeholders be able to use or develop Augmented Reality media as a source of learning.
Co-Authors Abdul Hakim Afrilia, Nurdiani Ahmad Zaki Dzulfikar, Ahmad Zaki Anamta, Mega Hajraini Anggara Duta Medika Anggraeni, Bening Annisa Nurul Hidayah Aprillia, Aprillia Aryaputra, Akmal Raiky Atin Nuryadin Damayanti, Puardmi Dinurrohmah, Syayidah Evanita Mutang Falentino, Charlos Farida, Saphira Devina Widya Putri Habibah Habibah Haerani, Rosita Putri Rahmi Hafitri, Mona Lisa Khatima, Huscnul Khoiriyah, Riva Khotimah, Siti Qusnul Laili Komariyah, Laili Lambang Subagiyo Malisan, Rinilva Muhammad Junus Muhammad Nur Mannan, Muhammad Nur MUHAMMAD SHOLEH Muliati, Muliati Muttaqin Muttaqin Norsaputra, Ary Nurhayati Nurhayati Nurul Fitriyah Sulaeman, Nurul Fitriyah Palian, Yolanda Oktavia Pasaribu, Dian Rachel Puspita, Irma Putri Dwi Sundari Putri, Dinda Ar-Rizalah Pujie Rahmayana Putri, Sevia Tasya Ramadiana, Ehza Ayu Ricky Andrian, Ricky Riskan Qadar, Riskan Sari, Siska Nilam Suhartini, Erna sukriadi sukriadi Sulistio, Fuad Syafi’i, Ahmad Takebayashi, Tomohiro Tanlianto, Alphero Wulandari, Etrica Damayanti Zeni Haryanto Zulhijjah Zulkarnaen Zulkarnaen